Exford Church of England First School

A rural first school where small numbers make relationships, routines, and expectations feel tight and personal. Exford Church of England First School serves pupils from Reception to Year 4 (ages 4 to 9), with a published capacity of 60.

Two ideas define the school’s “why”. The first is its Church of England ethos, expressed through the vision Prepare, Believe, Achieve, alongside daily collective worship. The second is the way Exmoor is used as a core learning context, through the Generation Exmoor curriculum and weekly outdoor learning.

Leadership sits within the wider Moorland Federation. Day to day, the Head of School is Mrs Alison Blackmore, with Mrs Naomi Philp as Executive Headteacher for the federation.

Small first schools can sometimes feel constrained by size. Here, the evidence points the other way, a calm, purposeful feel built around clear expectations and high adult knowledge of each child.

The 28 March 2023 Ofsted inspection confirmed the school continues to be Good, describing pupils as kind and supportive, and highlighting calm behaviour and positive attitudes to learning. That matches how the school frames its own day to day culture through simple, child friendly rules (Kind hands, Kind hearts, Kind words) and a focus on pupils feeling secure and valued.

Pupil voice is also a defined feature. Ofsted notes a pupil parliament and pupils feeling listened to, including around charity decisions. For parents, that tends to translate into children who practise speaking up in structured ways, rather than only in adult led conversations.

Faith identity is present but not presented as exclusive. The school’s ethos page links the vision to Christian belief (including a biblical reference) and positions it as a grounding for the school’s culture and values. In practice, daily collective worship is built into the weekly rhythm, with celebration worships that families are invited to attend.

There is no published Key Stage 2 results set here, because the school’s age range ends at Year 4. That means families should read “outcomes” primarily through curriculum quality, early reading strength, and how well pupils are prepared for the move to middle school.

On curriculum, the strongest official evidence is that leaders have designed an ambitious curriculum, with careful thought about the knowledge and skills pupils need as they move through the school. In early reading, pupils start learning to read in Reception, books are matched to the sounds being taught, and pupils who struggle get timely support.

The school’s published approach aligns with that, using Read Write Inc (RWI) as its phonics programme and continuing it beyond age 7 for pupils who still need structured support. In a small setting, the practical implication is often faster identification of gaps and less chance for quieter pupils to drift, provided staffing is stable and routines are consistent.

The curriculum is explicitly built around the local context. The Generation Exmoor project is described as a long term partnership with the Exmoor National Park Authority, mapped across a two year rolling programme and designed to integrate national curriculum coverage with regular outdoor learning.

That matters because it suggests outdoor learning is not an “extra”, it is a delivery method across subjects such as geography, history, physical education, and personal development. For pupils who learn best through practical tasks, talk, and movement, that can increase engagement and retention. For pupils who prefer quiet desk based learning, parents may want to understand how the school balances outdoor time with structured classroom practice.

Early literacy is a clear pillar. The school explains how RWI is used, including assessment informed progression through stages and additional support where needed.

Mathematics is also referenced in the inspection evidence as an area where leaders have made changes to strengthen the curriculum. While parents should not expect a tiny first school to offer lots of setted groups or specialist subject teachers, the combination of a coherent scheme plus close adult knowledge can be a strong mix when done well.

As a first school, transition is a central issue. Pupils typically move on at the end of Year 4 to a middle school. Local context suggests Minehead is a key hub for the area, with a Minehead Middle School serving ages 9 to 13.

The most useful question for families is not only “where do pupils go”, but “how smooth is the handover”. Transition work between first and middle schools is referenced in the area’s school collaboration history, including activities designed to help Year 4 pupils move on confidently. For Exford families, it is worth asking how the school shares curriculum coverage, reading levels, and any special educational needs support plans with receiving schools, and how visits and familiarisation are handled.

This is a state school with no tuition fees.

Admissions are coordinated through Somerset. Families should use Somerset’s current primary admissions timetable for the relevant application deadline, offer-day arrangements, and any supplementary information requirements.

Demand data for very small schools can be hard to interpret because a handful of applications can fill a cohort. The practical step for families is to treat the local authority deadlines as fixed, and then speak to the school about anticipated cohort size and how in-year admissions are handled for families moving into the area.

If you want to pressure test likelihood of a place, use FindMySchoolMap Search to check proximity and likely transport routes, then compare with the local authority’s criteria for this school.

Pastoral strength in small schools often comes down to two factors, adult consistency and clear behaviour expectations.

Ofsted’s evidence points to calm behaviour, high expectations, and pupils feeling cared for, including the youngest children connected to the setting. The school also frames safety and emotional security as a priority and uses simple behaviour language intended for young children.

Safeguarding leadership roles are clearly identified within the federation structure, with the Head of School named as Designated Safeguarding Lead and the Executive Headteacher as federation safeguarding lead. For parents, that clarity is helpful in a multi school federation, as it reduces ambiguity about escalation routes.

Extracurricular life is unusually specific for a small first school, because the school lists named clubs and partners rather than using generalities.

Current after school clubs include Gymnastics (with Premier Sports), Tennis Club (Premier Sports), Arts and Crafts, and Drumming (Somerset Music). Those details matter because they show external delivery where specialist expertise is needed, plus staff led options for creativity.

Outdoor learning is not occasional. The school says pupils have timetabled outdoor learning sessions every week, led by the Forest School leader, Mr Weston. It also describes a designated forest school area maintained with pupil involvement, including a reflection garden.

Generation Exmoor adds a second layer, a structured partnership with the Exmoor National Park Authority, intended to build knowledge of Exmoor’s landscape and strengthen transferable skills through regular outdoor experiences. For many families, that is the distinctive selling point, it is not just “nice countryside around the school”, it is a curriculum driver.

The published school day runs 8:45am to 3:20pm, with morning break 10:30am to 10:45am and lunch 12:15pm to 1:15pm. Morning wraparound care is available from 8:15am.

After school club provision exists and is described as part of the wraparound offer, but the precise finish times for any after school care are not clearly published on the school day page. Families who need late pick up should check current arrangements directly with the school.

On transport, the practical reality is rural. Parents should test the drive time from their home at drop off and pick up times, and consider winter road conditions, especially if relying on a single household vehicle.

• Small cohort dynamics. Very small year groups can be brilliant for confidence and adult attention, but less ideal for children who need a large peer group. Ask how the school supports friendships, conflict resolution, and mixing across year groups.

• Transition at Year 4. Moving school at age 9 is normal in a three tier system, but it still needs careful planning. Ask about transition links with local middle schools and how learning information is shared.

• Outdoor learning is central. Weekly forest school and Generation Exmoor are key features. This suits many children, but parents of children who dislike outdoor conditions should understand how the school adapts on wet and cold days.

• Wraparound specifics. Morning care is clearly stated; after school timing is less explicit on the main day outline. If you need reliable later hours, confirm what is available in the year your child will attend.

Exford Church of England First School is best understood as a small, community anchored first school where calm routines, early reading, and an Exmoor shaped curriculum are the defining strengths. It suits families who value close relationships, outdoor learning as a core method, and a Christian ethos expressed through daily worship and shared values. The key decision points are practical, the fit of small cohort life, transport, and confidence about Year 4 transition.