Ramsbury Primary School Review 2026: A reading-led village primary with standout KS2 outcomes

A primary where reading is treated as a whole-school craft, not a bolt-on intervention. Ramsbury Primary School’s designation as a Department for Education English Hub is a defining feature, bringing a strong phonics and early language emphasis that shows up in both classroom routines and staff expertise.

Results (from the most recent published KS2 dataset in the supplied performance inputs) are unusually strong for a small rural school. In 2024, 90% of pupils reached the expected standard in reading, writing and maths combined, and 49.67% reached the higher standard. Scaled scores of 108 in reading and 112 in maths underline that this is not just a “threshold” story, it is depth and security across the cohort.

Daily life is organised around clear expectations and a lot of pupil ownership. Year 6 buddies for Reception, an active School Council, and house teams help the community feel cohesive without becoming insular.

Ramsbury’s strongest impression is purposeful warmth. Pupils are encouraged to be kind and respectful, and the school’s systems appear designed to make that practical rather than aspirational. The buddy links between Reception and Year 6 are a good example: they create instant familiarity for new starters, and they also give older pupils a tangible leadership role that matters day-to-day.

Pupil voice is structured rather than occasional. The School Council is elected by classmates and meets every other Monday, feeding ideas and concerns into senior decision-making through staff links. This tends to suit pupils who like being heard and being useful, and it often reassures parents who want a school to take small worries seriously before they become big ones.

Leadership is closely associated with reading and curriculum quality. Head Teacher Ms Joanna Price is named on the school website and on Get Information About Schools as the current head, and she also leads the English Hub work that supports schools across the region. Evidence suggests she has been in post since at least 2013, when Ofsted correspondence was addressed to her as headteacher. That kind of continuity often supports stable staff culture, especially in a one-form entry setting where consistency matters.

Community contribution is not treated as “extra”. Pupils have been involved in local charity and environmental activity, and whole-school events such as Ramsbury’s Got Talent are used as shared milestones across age groups. For many families, that blend of high standards and broad participation is the attraction.

Ramsbury’s primary outcomes sit well above England averages in the supplied dataset.

A clear headline is the combined measure. In 2024, 90% of pupils met the expected standard in reading, writing and maths, compared with an England average of 62%. At the higher standard, 49.67% achieved greater depth, compared with an England average of 8%.

The scaled scores reinforce that performance is secure across subjects: 108 in reading, 112 in maths, and 110 in grammar, punctuation and spelling. Subject-level thresholds are also high in the available information, including 85% meeting the expected standard in reading and 100% in maths and science.

Rankings are equally emphatic. Ranked 459th in England and 2nd in Marlborough for primary outcomes (FindMySchool ranking based on official data), the school sits well above the typical national picture. This translates to roughly the top 3% of primary schools in England in the supplied ranking set.

What this tends to mean in practice is that teaching is geared to mastery rather than “getting through content”. For children who enjoy stretching themselves, the experience can feel buoyant and motivating. For children who find high expectations stressful, families may want to understand how the school balances challenge with reassurance, and how it supports confidence when work gets harder in Key Stage 2.

The curriculum story is about sequencing and retention, not short-term performance. The published curriculum intent emphasises enriching experiences such as educational visits and a focus on high-quality work and presentation.

Reading is the most distinctive strength, and it is reinforced by the English Hub role, which is explicitly framed as sharing strong phonics, early language, and reading practice with other schools. In a small school, the advantage is that approaches can be consistent across year groups, and interventions can be planned quickly when a pupil falls behind.

Mathematics appears to be handled with careful scaffolding rather than a sink-or-swim model. The inspection evidence describes teachers pre-teaching topics for pupils who need it, so they can keep pace with whole-class learning. That approach often suits mixed-attainment classrooms, and it can be particularly helpful when cohort sizes are small and peer comparisons are more visible.

The school also builds subject knowledge through concrete examples and trips. Reception learning linked to museum visits is highlighted in the formal inspection narrative, which suggests the early years programme is not treated as separate or lower-status.

As a Wiltshire village primary, progression is shaped by local secondary patterns and the council’s coordinated admissions processes.

For many families in the Marlborough area, St John’s Marlborough is a key destination to understand. A published admissions policy document for St John’s Marlborough references Ramsbury Community Primary School in its catchment and community-area context, which is a useful indicator of typical progression routes in this locality. Ramsbury pupils also have curriculum-linked contact with St John’s via activities such as an “Accelerated Maths Day”, suggesting active transition links rather than a clean handover at the end of Year 6.

In practice, families should check the current admissions arrangements for the intended secondary school, because catchment, designated areas, and oversubscription criteria can change. Parents comparing options can use FindMySchool’s Saved Schools feature to track likely routes and deadlines as they narrow a shortlist.

Ramsbury Primary School’s admissions are processed through Wiltshire Council rather than directly by the school. The school’s own admissions page reinforces that the local authority runs the process and holds the waiting list.

Demand indicators in the supplied admissions inputs suggest a competitive but small-scale picture. For Reception entry, there were 39 applications and 22 offers, with an oversubscription ratio of 1.77 applications per place. In a one-form entry school, this can create year-to-year variation, so families should treat any single year as a guide rather than a promise.

For September 2026 entry, Wiltshire’s published timeline indicates that the application window opens in September 2025 and closes on 15 January 2026. If you are relying on proximity, it is worth using the FindMySchool Map Search to check your measured distance precisely, then compare it with recent allocation patterns, since small shifts in applications can matter.

For in-year admissions, the school advises families to ask about space in the relevant year group before applying, which is often sensible in small schools where class organisation can be tight.

Pastoral care looks structured and practical, with explicit attention to safeguarding systems and to pupils’ ability to talk about feelings. The latest Ofsted report confirms safeguarding arrangements are effective.

Wellbeing support is described in a way that suggests shared language across the school, including helping even the youngest pupils articulate emotions and self-regulation. In a rural context, the school also highlights awareness of local risks and strong links with external agencies when families need additional help.

SEND support is framed as bespoke and closely tracked, with adaptation to classroom routines where needed. For many parents, the key question will be how that looks in a one-form entry structure, and how the school balances targeted support with inclusion in whole-class learning.

Music is a genuine pillar here, and it is unusually specific. The school’s own values and objectives refer to maintaining musical achievement through an active school orchestra, a Year 2 to 4 choir, and a Year 5 to 6 Glee Club choir. The music page adds further named opportunities, including Jazz Band, Brass Group and Woodwind Ensemble, plus a whole-class instrumental music tuition programme.

The implication for pupils is breadth without early specialisation. Whole-class learning means participation is normalised, not reserved for the already-confident. For families with musically inclined children, the upside is obvious. For families whose child is less keen, it is still worth understanding how the school encourages engagement without making music feel like a pressure point.

Sport appears equally embedded, with termly after-school sports clubs offered by the PE teacher on multiple weekdays. The inspection evidence also points to wide participation in sport and extracurricular life, which suggests opportunities are not restricted to a select squad.

Trips and visitors are used as curriculum extensions rather than rewards. The school’s trips and events information describes a year-round programme, with charges handled through the charging and remissions approach, which is typical of state schools.

Wraparound care is clearly set out on the school website. Before-school care, Rise and Shine, runs Monday to Friday from 7.50am and costs £5.00 per session. After-school care, Fun Club, runs until 5pm Monday to Thursday, with sessions priced at £5.00 (3.10pm to 4pm) or £10.00 (3.10pm to 5pm). Families needing later cover than 5pm will want to plan alternatives.

The website information implies the main school day ends at 3.10pm, because Fun Club begins at that point. The exact start time for the compulsory day is not clearly published in the readily accessible pages; parents should confirm this directly with the school.

Travel is a practical consideration in a village setting. The school encourages walking and scooting because roads become congested at drop-off and pick-up, and the on-site car park is described as very small and not available for parents. There is also a local authority transport arrangement via a minibus route for eligible children living in Axford.

• Competition for places. Reception demand indicators show more applications than offers in the supplied admissions inputs. In a small school, fluctuations year to year can be significant, so families should keep backup options.

• Wraparound finishes at 5pm. On-site after-school care runs to 5pm, not later; families needing longer coverage will need a separate plan.

• Drop-off logistics. Congestion is explicitly flagged, and parent parking on site is not supported. If you rely on driving, it is worth stress-testing the routine.

• High expectations can feel intense for some pupils. Outcomes and curriculum ambition are strong; for children who are anxious about performance, parents should explore how the school builds resilience and confidence across Key Stage 2.

Ramsbury Primary School combines the intimacy of a village primary with the disciplined craft of a reading-led school. The English Hub role adds credibility to its phonics and early language focus, while the KS2 outcomes in the supplied dataset place it among the stronger-performing primaries in England.

Best suited to families who want a small, structured school with high academic expectations, strong music participation, and clear wraparound options. The main constraint is admission, because demand can exceed available places in a one-form entry setting.