Red Row Primary School Review 2026: A small first school with strong care, reading focus, and practical wraparound

This is a first school model, with inspection material explicitly describing curriculum planning from Nursery to Year 4. In practice, that usually means there are no Key Stage 2 SATs outcomes attached to the school in the way parents might expect from a full primary through Year 6, so the usual headline KS2 comparisons are less helpful here.

Instead, the most useful “results” evidence is qualitative and curriculum-based. The January 2023 inspection states pupils achieve well, including pupils with special educational needs and or disabilities (SEND), and highlights that assessment in core subjects is used to spot gaps and provide targeted help. The implication for families is that progress is being tracked and acted on early, which is especially important in a setting where pupils move on younger than Year 6 and need to be ready for the next school stage.

If you are comparing local options, this is a case where parents should use the FindMySchool Local Hub pages and Comparison Tool to look at nearby schools’ published outcomes side by side, then treat inspection evidence at Red Row as the key indicator of teaching quality and pupil experience. That approach avoids false precision and keeps the comparison grounded in what is actually published.

Curriculum design is described as ambitious, and notably, it is structured as a journey from Nursery to Year 4 rather than a set of disconnected year-group plans. In the core subjects, the report describes teachers helping pupils retain the most important knowledge and revisit it over time, for example building multiplication fluency so older pupils can apply it in more complex maths, including adding fractions. The implication is a mastery-style approach where pupils are not just moving through topics, they are expected to remember and use prior learning.

Teaching methods are also described in practical terms rather than generic praise. Younger pupils are reported to use visual representations to support mathematical thinking, then move towards recording in number sentences. Feedback is highlighted as a mechanism for improvement, and assessment in English, mathematics and science is described as being used effectively to identify gaps. In a small school, this matters because it reduces the risk of quieter pupils being missed.

Reading is a clear priority. Inspection evidence points to a consistent early reading approach, with phonics assessment used to spot pupils who need extra support and additional sessions put in place so pupils can catch up. Reception children are described as engaging with rhymes and actions linked to letter sounds, which is the kind of daily practice that tends to build confidence quickly for early readers.

A balanced review also needs to include what still needs work. The same inspection identifies that curriculum changes in some foundation subjects, geography is given as an example, were not fully embedded at the time. The stated issue is not ambition, it is consistency, pupils were not always building the detailed subject knowledge intended, and some teachers had not fully accounted for gaps in pupils’ knowledge. For parents, this is a good question to explore in conversation, what has changed since 2023 to ensure foundation subjects are taught in a clearly sequenced way.

Because Red Row operates as a first school, pupils typically move on earlier than families might expect if they are used to a two-tier primary and secondary system. Inspection evidence frames the curriculum through to Year 4, so families should plan for transition at the end of that stage rather than assuming the school runs through Year 6.

What matters in practice is transition readiness: reading fluency, number confidence, and the independence skills that help children cope with a larger setting. The inspection narrative suggests those foundations are taken seriously, particularly through phonics consistency, structured maths teaching, and routines that promote calm behaviour and pupil confidence.

Families considering Red Row should ask Northumberland County Council (or the school office) which middle or primary stage setting a child would normally transfer to from their home address, since local organisation can vary by area and can change over time through reorganisation.

Admissions for state schools are coordinated through the local authority, here that is Northumberland County Council. The key dates for September 2026 Reception entry published by the council include a closing date of 15 January 2026, with offers released on 16 April 2026.

The most recent entry return indicates demand slightly exceeds supply, with 9 applications for 6 offers and an oversubscribed status. That is not the same as a highly selective intake, but it does mean families should not treat the school as a guaranteed option without checking criteria and applying on time.

Nursery admissions are usually handled directly by the school rather than through the council portal, and families should be clear on one common point: having a nursery place does not always remove the need to apply formally for Reception through the local authority process. If you are shortlisting seriously, use the FindMySchoolMap Search to check practical travel distance and day-to-day logistics, then confirm the council’s oversubscription rules for your year of entry.

Pastoral strength here is not described in vague terms, it is linked to specific operational habits. Inspection evidence highlights staff knowing pupils and families well, strong safeguarding culture, and regular safeguarding training for staff. Recruitment checks are described as thorough, and pupils are described as knowing how to keep safe online and in the local community.

SEND support is another important part of the wellbeing picture. The inspection describes high expectations for pupils with SEND and a clear information flow from the special educational needs coordinator to teachers. Practical adjustments are referenced, including equipment such as movement cushions and ear defenders, alongside small-group or one-to-one interventions where needed. The implication is that support is designed to keep pupils accessing the full curriculum, rather than narrowing what they do.

Behaviour is described as typically calm and respectful, with some staff bringing specialist knowledge to help pupils make better choices. That combination, clear routines plus skilled adult response, is often what separates a “nice” small school from one where learning time is protected.

Extracurricular provision is unusually specific in the available evidence. The inspection describes additional clubs designed to broaden experiences, including sewing, cookery and gardening. These are practical, skill-based activities that suit a first school age range and can help quieter pupils find a confidence niche outside literacy and numeracy.

There is also a local community thread running through wider experiences. Pupils are described as visiting a local care home to sing for residents, which is a strong example of age-appropriate civic participation. Alongside that, pupils are described as baking to raise money for charity and taking action in their environment, such as litter picking in the school grounds. These are simple activities, but they teach responsibility in concrete ways rather than through abstract assemblies alone.

Music and sport also feature in the inspection narrative, with pupils described as learning a range of sports and musical instruments. If those areas matter to your child, it is worth asking what is available weekly in school time versus optional clubs, and which opportunities depend on staffing or visiting specialists.

Wraparound care is clearly signposted in the school’s published information. Breakfast Club is described as running from 8.15am to 8.45am, with doors closing at 8.30am so pupils have time to eat.

After school, published information also refers to a chargeable childcare club running until 5.15pm, and indicates it is open to children across the school, including nursery-age pupils.

Start and finish times for the core school day are not consistently visible in the sources that are currently accessible via public indexing, so families should confirm the latest daily timetable directly with the school office. For communication and home learning coordination, the school also references ClassDojo as a platform used to stay connected with families.

On transport, Red Row is a rural area and many families will rely on car travel. Parents should consider winter driving conditions and pickup flexibility, particularly if they plan to use the later childcare option.

• First school transition point. Inspection evidence frames learning from Nursery to Year 4, so pupils are likely to move on earlier than at a full primary. Families should plan for that transition and confirm the usual onward route for their address.

• Foundation subjects still being embedded. The 2023 inspection highlights that some foundation subject curriculum changes, geography is cited as an example, were not yet fully implemented, leading to weaker depth of knowledge in places. Ask what curriculum sequencing looks like now and how subject knowledge is checked.

• Breadth of cultural and faith knowledge. The same inspection notes pupils did not yet have strong enough knowledge of a broad range of faiths and cultures, and that curriculum should prepare pupils better for modern Britain. If this is a priority for your family, explore how this is taught across the year.

• Wraparound ends at 5.15pm. That works well for many working families, but those needing later cover may need to combine arrangements.

Red Row Primary School suits families who want a small first school where children are known well, routines are clear, and early reading is treated as a priority. The evidence points to a calm, caring culture with practical extracurricular activities that broaden experience beyond the classroom.

Best suited to pupils who benefit from close adult attention and a structured start to learning, including those with SEND who need well-judged adjustments without narrowing the curriculum. The main decision point for parents is not quality, it is fit, particularly around the earlier transition after Year 4 and the need to follow Northumberland’s admissions timetable carefully.