Cutcombe Church of England First School Review 2026: Small rural first school with outdoor learning at its core

Published national performance measures and rankings are not available for this school, so it is not possible to summarise headline Key Stage 2 outcomes or place it in an England ranking position here.

What can be stated with confidence is inspection continuity. The school’s most recent graded overall judgement remains Good (from the 4 February 2020 inspection outcome page). The February 2025 visit was an ungraded inspection that focused on whether standards were being maintained, rather than issuing new graded judgements.

For parents comparing local options, this is a situation where FindMySchool’s Local Hub comparison tools can be especially useful, because inspection context and admissions pressure may be more informative than missing headline results for a small school.

The curriculum is presented as broad and balanced, with daily collective worship and religious education integrated into the weekly pattern as expected for a Church of England voluntary aided setting.

The February 2025 inspection report gives useful detail about how learning is sequenced. It describes a curriculum that is “broad and well ordered”, with important knowledge and skills identified carefully across subjects, and it gives concrete examples of content such as Florence Nightingale’s contribution to hygiene in hospitals as part of history learning.

Early years is a meaningful part of the offer here. The February 2025 report notes that the pre-school formally became part of the school in the previous academic year and that changes to strengthen early years provision were still developing at that stage.

For families, the implication is practical, if you want a single setting that can handle nursery age provision while also offering continuity into Reception and beyond, the structure is in place, but it is sensible to ask how routines, staffing, and learning progression are managed across the mixed ages.

As a first school (through Year 4), transition planning matters because families will need a clear onward route into a middle or primary junior setting depending on local structure. The most reliable next step is to ask the school how it supports transition at the end of Year 4, including how it shares learning information, how it prepares pupils socially for moving to a larger cohort, and what the common receiving schools are for this area.

Because official destination patterns are not provided it would be inappropriate to name likely receiving schools here without verified local authority or school-published transition information.

The school is described as oversubscribed ’s Reception entry route, with 12 applications and 10 offers, which equates to 1.2 applications per place. That is not “exam pressure” oversubscription, but it does suggest that even at a very small school level, not every applicant can be accommodated each year.

Cutcombe is in Somerset, so first-time school applications for Reception are handled through the local authority’s coordinated admissions process. For September 2026 entry, Somerset’s published deadline is 15 January 2026, with national offer day on 16 April 2026 for online applicants and paper applicants alike.

In-year applications are also addressed by the Moorland Federation, which indicates that in-year requests can be made directly to the school using its in-year form process.

The school’s published admission arrangements for the 2026 to 2027 academic year exist as a Somerset Council document, which is the right place to verify oversubscription criteria, any faith-related criteria, and how tie-breaks are applied.

The February 2025 Ofsted report describes pupils coming to school happy and willing to talk to staff if they are worried, alongside a picture of staff knowing pupils well, including the youngest children in pre-school. It also confirms safeguarding is effective.

For parents, the “small school” implication is significant. In settings of this size, pastoral care often looks like early identification and quick action rather than a large formal wellbeing team. It can be highly effective, provided communication with families is strong and routines are consistent across part time and full time attendance patterns in early years.

The school’s extracurricular offer is unusually specific for a small setting, because it publishes named clubs and a clear weekly rhythm.

Current after school clubs listed include Film Club (Monday), Sports Club (Tuesday), Construction Club (Wednesday), and Art Club (Thursday). The page also publishes a planned next-term programme that includes Lego Coding Club with Mrs Gurney (Wednesday).

This matters because in a small school, clubs can be a major driver of confidence and friendship beyond the classroom, particularly for pupils who want a different peer group from their day-to-day class mix.

A second distinctive pillar is outdoor learning through Generation Exmoor, developed with Exford First School and the Exmoor National Park Authority. The programme is described as taking Key Stage 2 learning into Exmoor National Park, with sessions designed to build progressively over time.

The implication for families is practical as well as philosophical. Outdoor learning can support pupils who learn best through experience and context, and it can enrich subjects like geography and science without relying on expensive residentials.

Community involvement is also visible through FoCES, the Friends of Cutcombe and Exford Schools parent group, which positions itself as supporting experiences and resources through parent and carer involvement.

The published school day runs from 8:45am (with registers closing at 8:50am) to 3:20pm.

Wraparound provision is clearly set out on the school’s clubs page. Morning club runs daily 8:15am to 8:45am at £2 per session; after school wraparound is available Monday to Thursday with two priced options, 3:20pm to 4:20pm (£3) and 3:20pm to 5:00pm (£6).

For a small rural school, that level of published detail is helpful, because wraparound availability is often the deciding factor for working families.

Transport and access are inherently location-specific in rural Somerset. The most useful next step for families is to map the school run at the times you would actually travel, then ask the school how they handle late arrivals in poor weather and what parking and drop-off expectations are for families.

• Very small year groups. Small cohorts can be excellent for confidence and adult attention, but less comfortable for children who want a wider peer group or more friendship choice.

• Faith character is meaningful. As a Church of England voluntary aided school with daily collective worship, the Christian element is embedded in routine, not a light-touch label.

• Early years integration is still developing. The February 2025 inspection report notes that the pre-school became part of the school in the previous academic year and that changes to strengthen early years were still developing at that stage.

• Not every applicant receives an offer. The figures indicate Reception demand exceeded offers in the most recent snapshot, so families should treat admission as something to plan, not assume.

Cutcombe Church of England First School suits families who actively want a small, community-rooted first school with a clear Christian rhythm to the day and a practical wraparound offer that is spelled out in detail. The defining feature is its outward-facing enrichment, especially Generation Exmoor for Key Stage 2, plus a club programme that is unusually specific for a school of this size.

It is likely to suit children who thrive when adults know them well and routines are consistent across ages. It may be less suited to families seeking a larger peer group, or those who prefer a non-faith setting.