Great Bedwyn Church of England School Review 2026: A high-performing village primary with Forest School at its core

The performance profile is straightforward to interpret because the numbers are consistently high across the core measures.

In 2024, 90.3% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 31% achieved greater depth across reading, writing and maths, against an England benchmark of 8%. Reading is a particular strength, with a reading scaled score of 108, and 97% reaching the expected standard in reading. Mathematics is also strong, with a maths scaled score of 107. Grammar, punctuation and spelling sits at an average scaled score of 107. Science is high too, with 94% meeting the expected standard.

Rankings reinforce that picture. Ranked 2613rd in England and 3rd in Marlborough for primary outcomes, this places the school above the England average, within the top 25% of schools in England on FindMySchool’s rankings (a proprietary ordering built from official data). (FindMySchool results.)

A useful way to think about what these figures imply is consistency rather than selective outperformance. It is common for a primary to spike in one year because of cohort size, a particular set of needs, or a single standout class. Great Bedwyn’s profile is balanced across reading, maths, spelling and science. For parents, that balance tends to signal that key stage preparation is embedded in curriculum design and classroom practice, not bolted on as an emergency response in Year 6.

If you are comparing several local schools, use the FindMySchool Local Hub comparison tool to view KS2 outcomes side by side, particularly the combined expected standard and the higher standard figure, since those are the quickest indicators of both breadth and stretch.

The daily structure is explicit. Mornings are geared to reading, English, maths, phonics and spelling, with afternoons covering a broader set of subjects including Classics, Music, Computing, PSHE and art and design. The curriculum is also described as being blocked for some foundation subjects, with geography, history or science taught in half-term blocks twice each year. For many pupils, that approach improves immersion and recall, as it reduces the gap between lessons in the same subject.

Early Years (Reception) is framed as the start of a longer learning journey, with an emphasis on belonging, curiosity and building independence. The benefit of a clearly articulated Early Years intent is that it sets a shared language between staff and parents about what matters at four and five. Not every child thrives in a highly formal Reception. Here, the school’s published intent suggests a blend, structured enough to build foundations, but broad enough to support confidence and communication.

Reading is treated as a priority in the formal inspection narrative. The report describes reading being prioritised from the start of school, with phonics checked and pupils who fall behind supported quickly, and a culture where everyone is expected to read. That aligns neatly with the outcomes data, particularly the very high percentage reaching the expected standard in reading.

The other thread worth noting is writing across the curriculum. Formal reporting describes writing as exceptional across year groups, and it gives an example of Year 4 pupils writing essays about climate change and natural resources. The implication is that writing is not treated as a standalone English skill only, it is used as the method by which pupils clarify and demonstrate thinking in multiple subjects.

As a village primary, transition is a practical concern for many families, particularly around transport and peer groups.

The school’s admissions information states that, at the end of Year 6, the majority of pupils transfer to St John’s Marlborough. Transition is described as structured, including visits by secondary staff, visits to the secondary school by Year 6 pupils, and parent evenings to support handover.

What this tends to mean in real terms is that a pupil’s secondary experience is less likely to feel like a hard reset. Familiar faces move together, routines are explained early, and pupils arrive with a shared expectation of behaviour and learning habits. For pupils who are academically confident, the strong KS2 profile should also translate into a secure start in Year 7, particularly in English and maths.

If you are considering options beyond the usual transition route, it is worth asking how often pupils take places at other secondaries, and what travel looks like for those families. The school does not publish a breakdown of destinations beyond the main route, so the most reliable approach is to ask directly during a visit.

Reception admissions are coordinated through Wiltshire Council rather than directly with the school. For September 2026 entry, Wiltshire’s published timetable states that applications open on 01 September 2025 and close on 15 January 2026. Offer emails and letters for on-time applications are typically issued on 16 April 2026.

Demand indicators suggest steady competition. In the most recent year of published demand data, there were 60 applications for 30 offers at the Reception entry route, a ratio of 2 applications per place. (FindMySchool results.) That level of oversubscription is manageable for many local families but still tight enough that distance, sibling priority and other criteria may matter sharply, depending on the admissions policy in force.

In-year admissions are handled through Wiltshire Council, with the school directing families to the council’s in-year transfer route and forms. If you are moving into the area mid-year, it is sensible to ask the school office whether there are spaces in the relevant year group before making a formal application, since class organisation and staffing can change the practical availability even within a published capacity.

To sense-check your chances for Reception, families often use FindMySchool’s Map Search to understand travel distance to the school gates and to compare nearby alternatives. That is particularly useful in rural areas where a short map distance can still translate into a longer journey time.

The strongest pastoral signals are behavioural consistency and safeguarding culture.

The most recent inspection states that safeguarding arrangements are effective. Beyond that headline, the report describes pupils feeling safe, playing happily together at social times, and opposing discrimination. Those observations matter because they describe behaviour as a whole-school norm rather than a pocket of good practice in one class.

There is also evidence of pupil responsibility being used as a developmental tool, not just a reward. The inspection narrative lists structured leadership roles such as prefects, science ambassadors, eco-councillors and playground buddies, with pupils applying and being interviewed by the principal. The implication is that confidence and contribution are deliberately taught, which suits pupils who like having a role and a clear purpose within school life.

Support for pupils with additional needs is framed as inclusive. Formal reporting describes SEND being accurately identified, support information shared with teachers, and pupils with SEND making strong progress alongside peers. For parents, the practical next step is always the same, ask how support is delivered in class, how plans are reviewed, and what the communication rhythm looks like between home and school.

Great Bedwyn makes enrichment feel like part of the core offer, not an optional bolt-on.

Clubs are strongly encouraged from Year 2 upwards, with the school stating that almost all children attend a sports club plus one other. Sports choices named by the school include football, tennis, yoga, tag rugby, athletics, martial arts and dance, alongside inclusive and general games. That mix matters because it offers both team sport routes and options that appeal to pupils who prefer individual progression or movement-based wellbeing.

Arts provision is described as varied and seasonal, with examples including Art in Nature, Armistice Day Club, Chumvi Club (linked to an African elephant charity), plus drawing, collage and water colours. For children who are not sport-driven, this is an important counterweight, it creates a second route to confidence and belonging.

Music opportunities are unusually specific for a village primary. The school lists strings, wind band, orchestra and guitar, and it highlights choir participation in Christmas and end-of-year celebrations. That breadth suggests access to peripatetic teaching and ensemble culture rather than only whole-class music.

Forest School is a defining feature. The school describes year-round Forest School experiences on and off site, including access to Primrose Grove (its on-site area) and Old House Woods, a 10 acre site at Chisbury used solely by the school. Activities named include orienteering, shelter making and early fire skills, with pupils involved in risk assessments. The implication for families is clear. Children who learn best through doing, and who benefit from physical, outdoor problem-solving, are likely to find this approach motivating.

Residential trips also add texture. Year 4 visits Braeside Education Centre for a two-night stay, and Year 6 visits the UK Sailing Association in Cowes, with activities listed including sailing, paddle boarding, raft building and windsurfing. Residentials at these ages are rarely about luxury, they are about independence, teamwork and emotional growth. Parents of anxious pupils should ask how staff prepare children and how contact is managed during the trip.

The school day runs from 8:30am (opening) to 3:15pm (end of day), with after-school clubs starting after dismissal. Morning learning is framed around reading, English and maths, with a break; lunch is in the hall with two sittings.

Wraparound care is available via the Red Kite after school club, which the school describes as a structured extension to the day that can also accommodate school clubs within the schedule. The school does not publish a breakfast club offer on the same page, so families who need early-morning care should ask directly.

Travel and parking expectations are unusually explicit. The school encourages walking where possible, uses a one-way system at drop-off and pick-up, and states that the car park is for staff only. For families driving in from nearby villages, that is useful to know early, it changes how you plan the day.

• Competition for Reception places. Demand data shows 60 applications for 30 offers at the Reception entry route, so there are around 2 applications per place. This does not make admission impossible, but it does mean some families will miss out even after applying on time. (FindMySchool results.)

• No nursery provision on site. Children typically join at Reception. Families needing nursery or pre-school attached to the school will need to look at local early years options.

• Outdoor learning is a real pillar. Forest School is year-round and includes off-site use of Old House Woods, plus activities such as shelter building and early fire skills. This suits many children brilliantly, but families who prefer most learning to be desk-based and indoors should check how it sits alongside classroom routines.

• Pick-up logistics require planning. Parking is restricted and congestion is acknowledged, with a one-way system and clear routes by class group. If you cannot walk, you will want to understand the practicalities before committing.

Great Bedwyn Church of England School combines clear behavioural expectations, a strong sense of responsibility for pupils, and outcomes that place it above the England average, within the top quarter on FindMySchool’s primary measures. Its Forest School approach, broad clubs programme and structured residentials add depth beyond the classroom.

Best suited to families who want a values-led village primary with high academic standards, regular outdoor learning, and a busy timetable of clubs and trips. The key challenge is admissions competition at Reception, so it rewards early planning and a realistic shortlist.