Landscove Church of England Primary School Review 2026: High-achieving rural primary with strong values and pupil voice

A small rural primary with an unusually clear sense of identity, where values, pupil voice, and outdoor learning show up in everyday practice. The latest Ofsted inspection on 01 April 2025 concluded the school had taken effective action to maintain the standards from its previous inspection, and confirmed safeguarding arrangements were effective.

Outcomes are a headline strength. In 2024, 80.67% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. With a capacity of 105 and a mixed intake from ages 4 to 11, it has the feel of a village school, but with academic results that sit above many larger schools.

This is a state school with no tuition fees. Families should still budget for the normal extras, such as uniform, clubs, trips and (if used) wraparound care.

The school’s Christian character is explicit, but it is expressed most clearly through the language of values rather than through exclusivity. Respect, responsibility, perseverance, trust, empathy and forgiveness are presented as the core habits the school wants pupils to practise. Those values are also reinforced through practical roles for pupils, including school councillors and an eco council.

A strong “children have agency here” thread runs through multiple parts of school life. One example is the eco council successfully petitioning for energy-efficient lighting, which signals that pupil voice is treated as more than a display board exercise. Another is the way community events are used as genuine learning opportunities, including charitable fundraising and activities that connect pupils to village life.

Leadership is stable and long-standing. Jill Ryder is the headteacher, and earlier inspection material records that she took up the post in 2014. For parents, that continuity matters, because it often correlates with consistent routines and a settled culture, especially in small schools where staff change can have an outsized impact.

The 2024 Key Stage 2 picture is strong across the board, with particular strength at the higher standard.

• Reading, writing and mathematics (combined): 80.67% met the expected standard in 2024, compared with the England average of 62%.

• Higher standard: 38.33% achieved the higher standard in reading, writing and mathematics, compared with the England average of 8%.

• Reading: 100% met the expected standard; the average scaled score was 111.

• Mathematics: 71% met the expected standard; the average scaled score was 103.

• GPS (grammar, punctuation and spelling): 86% met the expected standard; the average scaled score was 109.

• Science: 86% met the expected standard.

Rankings reinforce the same message. Ranked 2,439th in England and 3rd in Newton Abbot for primary outcomes (FindMySchool ranking based on official data), performance sits above the England average, placing it comfortably within the top 25% of schools in England. Parents comparing nearby schools can use the FindMySchool Local Hub page to view outcomes side by side with the Comparison Tool, especially useful in an area where school size can distort impressions.

A useful way to interpret these outcomes is to look past the averages and focus on consistency. Hitting 100% at the expected standard in reading suggests systems and routines are working across the cohort, not just for a small group of high attainers. The higher standard figure indicates that the most able pupils are being stretched, which is not always guaranteed in small schools where teachers are balancing mixed-age classes and wide attainment ranges.

The curriculum is designed to make the most of a rural setting, and it is unusually explicit about the role of environment and community in shaping learning. Outdoor spaces are not treated as an occasional treat. The school refers to a Wild Woodland Learning area and a school garden as part of how learning is brought to life. It also references planned use of local beaches and Dartmoor as enrichment, which, when delivered well, can make geography, science and writing more concrete for pupils who learn best through experience.

A second pillar is structured practice and recall. The most recent inspection describes “time to shine” and “flashback” sessions that check what pupils remember and help them retrieve prior learning. In primary education, the practical implication is that pupils are less likely to develop hidden gaps that only become obvious in Year 6. For children who need repetition to secure basics, that sort of routine can be a significant advantage.

Writing is the area to watch most closely. Ofsted identified that the school’s more rigorous approach to teaching writing was not yet securely embedded, and that some pupils had gaps in spelling, punctuation and grammar, with too few opportunities to write at length. For parents, this is a helpful, specific point to explore: ask how frequently pupils produce extended writing, what feedback looks like, and how grammar and spelling are being applied in real pieces rather than isolated exercises.

As a primary school, the main destination question is transition at the end of Year 6. The admissions documentation identifies King Edward VI Community College as the linked secondary, which gives a clear indicator of the mainstream pathway for many families locally.

Transition quality tends to matter more than parents expect. Children moving from a small primary into a large secondary can find the jump in scale and independence demanding, even when academically ready. In schools with a strong values culture and pupil voice, the best transitions usually teach practical secondary readiness: organising equipment, managing friendships, speaking up when confused, and building confidence in unfamiliar settings.

For families considering different secondary routes, it is worth clarifying how the school supports pupils with the practical side of transition, including visits, liaison with secondary staff, and any focus on study habits that will carry over into Year 7.

Reception places are coordinated through the local authority, rather than by direct application to the school. For September 2026 entry, Devon’s published timeline states that applications opened on 15 November 2025, closed on 15 January 2026, and offers were released on 16 April 2026. That gives a reliable pattern for future years, even when the exact calendar dates shift slightly.

Demand is meaningful even for a small village school. In the most recently provided admissions figures, there were 23 applications for 12 offers, which equates to 1.92 applications per place, and the school is described as oversubscribed. In other words, securing entry can be the limiting factor, not the quality of what happens once your child is on roll.

The school’s own admissions policy sets a Published Admission Number of 15 for Reception for 2026 to 27. It also references a defined admissions catchment area. If you are considering a move, use FindMySchoolMap Search to check your home-to-school distance precisely, and treat any distance based expectations cautiously, because the last distance offered is not always published and can vary year to year.

Safeguarding leadership is clearly identified, with the headteacher also named as the Designated Safeguarding Lead. The most recent inspection confirms that safeguarding arrangements are effective.

Pastoral strength also shows up in day-to-day routines rather than in slogans. Older pupils are described as mentoring younger children at social times, which is often a hallmark of small schools that intentionally build mixed-age responsibility. This can be particularly reassuring for parents of Reception and Key Stage 1 pupils who are nervous about starting school in a setting where everyone knows everyone.

The personal development programme is broad for a primary. Topics include relationships education, staying safe online, and learning about fundamental British values. The detail that pupils have visited the Houses of Parliament and have built links with a school in Uganda suggests that the school tries to connect big ideas, democracy, fairness, global inequality, to tangible experiences children can remember.

Extracurricular life is more structured and specific than the generic “lots of clubs” claim you often see. Sport and languages feature, including football provision and Spanish, alongside practical clubs such as gardening. The picture is consistent with a school that treats enrichment as a planned entitlement, not only as add-ons for confident children.

Performance opportunities also exist. A named choir programme appears in school communications, and the wider curriculum references an annual arts week with an artist joining for the week and pupils exhibiting work or performing to parents and the wider community. The implication for families is clear: children who come alive through the arts will get a platform, even in a small school.

There are also distinct community-facing events and projects that create memorable “primary school moments”. A spiritual garden was opened as a calm sanctuary space, and the school’s calendar and newsletters show a steady rhythm of seasonal church services and celebrations. In a Church of England school, that kind of rhythm can make the year feel cohesive and meaningful for pupils, including those from families who are not highly observant but appreciate the sense of tradition and reflection.

The school day starts at 8.45am, with gates open from 8.40am. For families needing childcare either side of the school day, breakfast club runs Monday to Friday from 7.45am to 8.45am and costs £2.50 per session. After-school club runs Monday to Thursday from 3.30pm to 5.30pm, with pricing listed as £3 per hour or £6 for the whole session.

Given the rural location, most families will rely on car journeys and local roads between villages and nearby towns. The admissions policy also notes local authority transport eligibility in defined circumstances, which is worth checking if you are travelling from further afield or have particular needs.

• Entry pressure in a small school. Recent demand shows more applications than offers. If you are targeting Reception entry, plan early and understand the priority criteria used in oversubscription.

• Writing is the improvement focus. Whole-school writing consistency, especially extended writing and secure spelling, punctuation and grammar, is the area families should ask about, including how improvements are being embedded year to year.

• Rural logistics. A village setting suits many children, but drop-off, pick-up, and after-school activities can be less flexible if you are commuting or relying on limited public transport.

• Faith rhythm. The Church of England character is part of daily life through values, worship and church links. Families who want a school with no faith framing may prefer a community school alternative.

Strong Key Stage 2 outcomes, a clear values culture, and meaningful pupil voice make this a compelling option for families who want a small-school feel without compromising on results. It is best suited to children who thrive with clear routines, outdoor learning, and a community-centred ethos, and to parents who value a Church of England framework that is expressed through actions as much as words. The primary obstacle is admission, because demand can exceed places.