Sherston CofE Primary School Review 2026: High-performing village primary with a clear Church school identity

A small village primary with standards that look more like a much larger, highly resourced school. At Key Stage 2, 93.7% of pupils met the expected standard in reading, writing and mathematics in 2024, versus an England average of 62%. 41% achieved the higher standard, compared with 8% across England. In FindMySchool’s primary performance rankings (based on official data), the school is ranked 579th in England and 1st in the Malmesbury area, placing it well above the England average and within the top 10%.

The offer is not just academic. The school’s stated vision is Learning, Caring and Achieving Together, underpinned by explicit Christian values, and it runs as a voluntary controlled Church of England school. Families looking for a warm, values-led setting, with strong reading, mathematics and pupil conduct, are likely to find this a compelling local option.

Sherston’s roots as a Church school go back to the village’s National School built in 1846, with the current purpose-built six-classroom building opened in February 2005. That combination, long-standing local role and a modern layout, matters. It frames the school as a village institution rather than a brand-new provider, while keeping day-to-day logistics workable for families and staff.

Leadership is currently in the hands of Mr T Towers (Tommy Towers). The school website lists him as headteacher, and the governing board records his ex officio start in September 2023. That timing is useful context, it suggests a relatively recent leadership chapter, following earlier leadership noted in historic inspection documentation.

Values are unusually explicit and consistently referenced. The school’s Christian values are set out as Friendship, Courage, Curiosity, Respect, Kindness, and Ambition, and the behaviour promises emphasise kind words and actions, honesty, and perseverance when learning feels tricky. The school also anchors its identity in local history through the John Rattlebone story, used in its logo and presented as a narrative of determination and courage. That local rootedness tends to resonate with families who want a setting that feels distinctively part of its community, rather than generic.

The most recent Ofsted narrative evidence points to calm conduct and strong relationships. Pupils were described as playing sensibly across ages, with behaviour in lessons viewed as consistently positive and interruptions rare. The same material highlights practical pupil voice, including lunchtime activities shaped by pupil feedback, plus a climbing area and structured games supported by sports coaches. Taken together, the tone is purposeful but not austere, and it indicates a school where routines and expectations support learning without squeezing out enjoyment.

Faith is present as more than a label. The SIAMS inspection dated June 2024 states that the school is living up to its foundation as a Church school, with Religious Education positioned as a prominent and positive force in school life and good use of the village church as a learning resource. The report also references themed learning and ethical action, including pupil-led work on reducing waste and engagement with real-world issues. For families seeking a Church of England ethos that is visible in curriculum and culture, this is a meaningful reassurance.

Results are where this school stands out. In 2024, 93.7% of pupils met the expected standard in reading, writing and mathematics combined, compared with the England average of 62%. At the higher standard, 41% reached greater depth across reading, writing and mathematics, versus 8% across England. These are not marginal gains, they indicate a cohort performing at a very high level across the core.

The scaled scores reinforce the same picture. Reading and mathematics were both 110 in 2024, with grammar, punctuation and spelling at 109. These are strong outcomes, and the balance across subjects suggests the school is not relying on a single strength.

Rankings add another perspective for parents comparing nearby schools. Ranked 579th in England and 1st in Malmesbury for primary outcomes (FindMySchool ranking based on official data), results sit comfortably above the England average and within the top 10% of primaries nationally by this measure. For local benchmarking, families can use the FindMySchool Local Hub page and Comparison Tool to view nearby schools side by side and keep context clear.

Teaching appears structured, with a strong early start. The most recent Ofsted report describes a clear phonics programme from Reception, frequent checks for pupils who need extra help to keep up, and strong staff training around early reading. The implication for families is straightforward, pupils who begin with weaker language or reading readiness are less likely to drift, because the system is designed to spot gaps early and respond quickly.

Mathematics is also presented as a clear strength. The same evidence points to strong subject knowledge among teachers, problem-solving anchored in secure number facts, and routine use of practical resources to support conceptual understanding. For pupils who enjoy being stretched, this kind of mathematics teaching usually translates into confidence with reasoning as well as computation. For pupils who find mathematics harder, the practical scaffolding can make abstract ideas more accessible.

Curriculum breadth is real, but the school’s own organisation suggests an intentionally small-school model. Teaching is structured through mixed-age classes across much of the school, including Year 1/2, Year 2/3, Year 4/5 and Year 5/6. That set-up can work very well when teaching is carefully planned, it allows for flexible grouping and keeps staffing efficient. It also means families should be comfortable with children learning alongside a broader age range within the same classroom setting.

There is also evidence of reflective development work. Ofsted’s 2021 report highlights curriculum sequencing as uneven in some wider subjects at the time, with geography singled out as needing clearer progression over time. For parents, that is not necessarily a red flag, it is typical of a school that prioritised certain core areas first, then tightened foundation-subject planning. It does, however, provide a sensible question to ask during a visit: what has changed in geography and other foundation subjects since the 2021 inspection?

As a village primary, the main transition point is Year 6 into Year 7. The school makes explicit reference to preparing Year 6 pupils for the organisational demands of secondary school, including expectations around independence and routines. That kind of preparation often matters as much as academic readiness, particularly for children who benefit from clear structure.

The school also presents a broader “wider world” strand as part of personal development, including themed work such as world religion week and opportunities that build awareness beyond a rural community. The practical implication is that pupils are less likely to experience the jump to secondary school as a sudden widening of horizons, because that wider reference frame is already part of the curriculum experience.

Because feeder patterns depend heavily on family choice and local authority arrangements, families should check the current designated secondary options and transport implications when shortlisting. If you are comparing alternatives, it can be useful to map likely routes and travel times alongside the education offer.

Admissions are managed by Wiltshire local authority for this school, with applications submitted through the council’s coordinated process. The national closing date for Reception applications for September 2026 entry is 15 January 2026, and national primary offer day is 16 April 2026.

Demand is currently higher than supply. For Reception entry, the most recent admissions data available here shows 33 applications for 20 offers, which is around 1.65 applications per place. This aligns with a school that is popular but not operating at the extreme levels of oversubscription seen in some urban hotspots. The practical point is that families should still treat admission as competitive and follow the local authority guidance carefully, especially around deadlines and evidence requirements.

The school encourages prospective families to arrange a tour, including one-to-one tours with the headteacher where possible. For open events, a published example is a Reception open day held in late November, which suggests that open days often fall in November rather than early autumn. Dates can change year to year, so it is sensible to use the school’s website as the definitive source each admissions cycle.

Pastoral care appears to be anchored in clear relationships and consistent routines. The 2021 Ofsted report describes strong mutual respect between staff and pupils, calm learning behaviours, and a culture where bullying was not seen as a common issue at the time. It also references “worry boxes” used to help pupils articulate anxieties and settle after disruption, a practical, age-appropriate tool that many pupils find easier than speaking up publicly.

Safeguarding is documented as effective in the most recent Ofsted report, with staff training, clear reporting routes, and appropriate follow-up, including multi-agency work where needed. For families, the key implication is that the school is likely to be organised and procedural where it matters, with systems that do not rely on individual heroics.

SEND support is also described positively in the same report, with teaching adapted to meet need and teaching assistants providing timely help while building independence. For parents of children with additional needs, it is still worth asking how support is delivered day to day within mixed-age classes, but the external evidence points to a thoughtful approach rather than a purely compliance-led one.

A small school can sometimes mean limited clubs, but Sherston appears to work around that with a mix of on-site provision, external providers, and a rotating programme. The school explicitly links clubs to pupil voice through School Council input, including choices about which clubs to run and how certain budget lines are spent. That matters because it tends to increase take-up, children are more likely to attend clubs they have had a hand in choosing.

Examples of named activities provide a more concrete picture. A published club example is the Young Engineers STEM Lego club, framed as part of the school’s push to inspire future engineers. Alongside that, the school has referenced clubs such as dodgeball, ultimate frisbee, gymnastics, fun fitness, plus creative options such as art club and drama club. For sporty pupils, there is also evidence of more structured fitness activity, including a Year 5 and 6 Junior Spartans Bootcamp club incorporating cardio, strength work and basic martial arts elements.

Music is visible, not an afterthought. The website includes choir rehearsal resources and references participation in large-scale choir events such as Young Voices. For pupils who gain confidence through performing, this sort of programme can be a genuine lever for wellbeing and belonging, especially in the junior years.

There is also evidence of practical life skills and enrichment, for example Bikeability for Year 6, plus swimming activity for older pupils. These “real world” experiences often show up later as independence and resilience at secondary transition, even when they do not directly affect attainment data.

This is a state school with no tuition fees. Families should still plan for the usual extras such as uniform, trips, and optional clubs.

The published school day runs to a 3.10pm finish. The timetable also sets out a structured lunch period with staggered lunches for different classes, and playtime mid-morning.

Wraparound care is available, with an Early Bird Club running 07:45 to 08:45 and after-school provision extending to 18:00. Booking and payment are handled through the school’s published wraparound and clubs arrangements, including support for Tax-Free Childcare.

For families assessing day-to-day practicality, it is worth mapping your likely route and timings. FindMySchool’s Map Search is useful here, particularly for comparing options where travel time can quickly shape the real experience of school life.

• Mixed-age classes. Much of the school is organised into mixed-year groups (for example Year 1/2 and Year 5/6). This can suit children who enjoy peer mentoring and flexible grouping, but some families prefer single-year classes.

• Oversubscription. The most recent admissions data available here indicates 33 applications for 20 offers for Reception entry, so entry is competitive and deadline discipline matters.

• Curriculum development in foundation subjects. The most recent Ofsted report identified geography curriculum sequencing as less developed than some other subjects at the time. Families should ask what has changed since 2021, particularly around progression and knowledge-building in foundation subjects.

• A distinctly Church of England ethos. Christian values are central to the school’s stated identity and the SIAMS inspection highlights faith as embedded in curriculum and culture. This is a positive for many families, but it is important that it aligns with your preferences.

Sherston CofE Primary School combines a small-school village feel with outcomes that place it well above the England average. High Key Stage 2 attainment, a strong reading and mathematics story, and clear values-based culture make it a serious option for families who want both standards and character.

Best suited to families who value a Church of England ethos, are comfortable with mixed-age classes, and want strong core outcomes without sacrificing clubs, music, and practical enrichment. The main constraint is admission competition, so families should engage early with tours and the Wiltshire admissions timeline.