Matlock Bath Holy Trinity CofE Controlled Primary School review 2026: A small Church of England primary with Forest School at its core

This review uses official performance measures where they are published; for this school, the available results does not provide a set of KS2 headline figures to report in a way that would be comparable and fair. Instead, the most reliable current academic picture comes through the school’s curriculum detail and the most recent inspection evidence about teaching quality and pupils’ progress.

The latest inspection provides two useful anchors for parents making a judgement about standards. First, the school remains at a Good overall judgement. Second, the inspection model used deep dives in early reading, mathematics, and history, which signals a focus on curriculum sequencing and subject leadership even in a small setting.

For parents, the implication is straightforward: the school is being evaluated on the same curriculum expectations as larger primaries, and it is expected to show coherence across subjects rather than relying on its small size as a proxy for quality. Families comparing options locally may find it helpful to use FindMySchool’s Local Hub pages to line up neighbouring primaries side-by-side, particularly where published attainment figures vary significantly from one year to the next in small cohorts.

The teaching offer is easiest to understand through the school’s curriculum statements and daily organisation. The timetable structure and mixed-age classes make long-term planning essential, because staff have to ensure coverage and progression while pupils are not all doing the same unit at the same time. That can be a strength when it is managed carefully: younger pupils hear more advanced vocabulary earlier, older pupils revisit core concepts with added depth, and the classroom culture often rewards independence.

Early years provision for Reception is described as play-based with child-led and adult-guided activities, alongside short, focused teaching sessions for phonics, mathematics, and writing.

That balance tends to suit children who thrive when exploration is structured, rather than entirely free-flowing. It is also a helpful signal for families who want clarity that “play-based” still includes explicit teaching of early reading.

Beyond early years, the curriculum pages show broad subject coverage (including areas such as computing, design and technology, French, geography, music, and physical education), supported by policies and plans where relevant.

The school also emphasises the role of families and community expertise, explicitly encouraging family members to contribute when they have relevant skills.

In a small school, that can materially expand what pupils experience, but it also means quality can depend on how consistently those links are sustained.

For a primary, the most practical question is often, “Where do Year 6 pupils transfer?” In Derbyshire, secondary admissions depend on home address and the normal area or catchment relationships, so families should check their own address against the local authority’s normal area tools rather than relying on assumptions.

One clear local signal is that Highfields School lists this primary among its linked schools in its published admissions policy.

That does not guarantee a place on its own, but it helps families understand the typical pathways and the way feeder relationships are recognised within oversubscription arrangements. The sensible approach is to use the local authority guidance for formal eligibility, then use school visits and transition events to assess pastoral fit, travel time, and extracurricular preferences.

Admissions for Reception are co-ordinated by Derbyshire County Council rather than handled directly by the school. The school’s own admissions guidance sets out a clear window for the September 2026 intake: applications open at 9am on 10 November 2025 and close on 15 January 2026.

National Offer Day for primary places in Derbyshire is 16 April 2026.

The school actively encourages visits as part of the decision. For the September 2026 cycle it published open day dates in November, and although those specific dates will have passed by the time many families read a 2026 review, the pattern is informative, open events tend to sit in November ahead of the January deadline.

If you are considering a later entry point, the most accurate step is always to check the current year’s admissions page and speak to the school, especially because a small school can have different availability year to year.

Demand indicators matter in a school of this size. In the most recent recorded Reception cycle, 11 applications for 7 offers equates to 1.57 applications per place, which is enough to make outcomes feel binary for families who are not near the top of oversubscription priorities. This is where FindMySchool’s Map Search is genuinely useful, because small distance differences can matter more when the number of places is tiny.

In that inspection, safeguarding was judged effective, with leaders placing high importance on keeping pupils safe and staff trained to spot concerns and respond quickly.

Beyond that headline, the school’s safeguarding section reinforces a clear organisational approach: safeguarding is described as everyone’s responsibility, and named roles are set out (designated safeguarding lead and deputies) so that families and staff know where concerns should go.

For parents, this is most meaningful when it translates into everyday routines that pupils understand, including consistent rules about supervision and safe handover at the start of the day.

The school also publishes a suite of relevant policies and updates (for example, anti-bullying and child protection documentation).

A practical implication is transparency: families can review the approach to behaviour, peer conflict, and reporting routes before committing, which is especially important if a child has previously found school difficult.

For additional needs, the school states an inclusive intent and a focus on continuity and progression, including transition into secondary education.

In a small setting, support can feel personal, but families of children with higher needs should still ask direct questions about staffing, external agency support, and how interventions work in mixed-age classes.

Extracurricular life here is best understood as “small but structured”, with breadth created through a mix of clubs, practical experiences, and community events rather than a large competitive programme.

Forest School is the clearest example of a distinctive pillar. The school states that all pupils take part, and it frames the sessions as hands-on learning that builds confidence and self-esteem through regular time in woodland and natural environments.

The implication is that outdoor learning is not reserved for a select group, and children who enjoy practical challenge may find this a motivating counterbalance to classroom literacy and numeracy.

Wraparound provision also shapes extracurricular experience, because it extends time on site for families who need it. After School Club runs daily during term time from 3.30pm to 5.30pm, led by a named play leader who is also part of the wider staff team, with activities intended to balance relaxation and play.

For many families, the value is less about the activity list and more about reliability, especially in a rural or tourist area where commuting patterns can be awkward.

There are also signs of “whole-school” events that make sense in a small community, for example Bikeability for Year 6 appears in the published calendar, and the gallery includes themed showcases such as “MBHT’s Got Talent”.

These are not headline competitions, but they do point to a culture where pupils are expected to perform, present, and take part, which is often a good indicator of confidence-building in a small cohort.

The school publishes a clear daily structure. Breakfast Club begins at 7.30am, doors open at 8.45am, and the school day ends at 3.30pm, with a scheduled collective worship slot and After School Club available until 5.30pm.

Breakfast Club and after-school care have published charges, including £2 per day for the earliest breakfast session and £3 per hour for after-school care (term time), with a stated pilot period where part of the breakfast window is free of charge.

Uniform expectations are also clearly described, including an emerald green jumper or cardigan as the recognisable item.

Lunches are cooked on site, with the school naming its cook and presenting lunch as an important part of the day.

For travel, Matlock Bath is served by Matlock Bath railway station, and families using rail can check station facilities and onward travel information via National Rail.

For most families, the more relevant practical question is parking and drop-off flow. National Rail notes no station parking, which is a useful reminder that the village has pinch points, and school run plans often need to account for seasonal visitor traffic.

• Small cohorts amplify change. With fewer than 60 places across the whole school, year-to-year experience can shift quickly depending on cohort dynamics and staffing. This can be positive for some children, but it can also mean fewer same-age peers and less anonymity for those who prefer to blend in.

• Mixed-age teaching is a particular model. The two-class structure can build independence and leadership, but some children find it harder when the class is not moving through the same content at the same pace. It is worth asking how lessons are differentiated, and how challenge is maintained for higher attainers and support maintained for those who need more repetition.

• Faith character is real, even with an inclusive welcome. Families who want no religious content at all should read the approach to religious education and collective worship carefully, and discuss practicalities, including how worship is structured and how inclusive it feels in day-to-day language.

• Admissions can be tight even with modest numbers. When a handful of offers are available, oversubscription ratios can look high quickly. If you are relying on a place for childcare and commuting reasons, plan a backup option and track deadlines closely.

Matlock Bath Holy Trinity CofE Controlled Primary School is defined by scale, ethos, and outdoor learning. The small roll supports a personal approach, the Church of England foundation is explicit while aiming to be welcoming, and Forest School adds a practical, confidence-building thread through the week. Best suited to families who value a close community feel, are comfortable with a Christian framing to school life, and want a setting where outdoor learning is not an add-on. Entry remains the primary hurdle, so families should keep admissions deadlines and alternatives in view.