Kislingbury Primary School Review 2026: High-attaining village primary with a clear Church of England identity

In a small village setting on the edge of Northampton, Kislingbury Primary School pairs strong academic outcomes with an overtly Christian ethos and a surprisingly structured approach to pupil leadership. External reports describe pupils who feel safe and behave well, with calm classrooms and clear expectations.

Results data backs up the feel. In 2024, 87% of pupils reached the expected standard in reading, writing and mathematics combined, well above the England average of 62%. At the higher standard, 32% reached the higher threshold, compared with 8% across England. Reading, maths and grammar, punctuation and spelling scaled scores also sit comfortably above typical national benchmarks, which is consistent with the school’s ranking position.

Families should assume competition for places, with 34 applications for 8 offers in the most recent admissions data provided here (Reception route). The school day is clearly defined, and clubs run before and after school on multiple days, which matters in a rural area where childcare logistics can drive school choice.

The school’s identity is intentionally Church of England rather than merely historical, and it shows up in language, routines and leadership roles for pupils. A SIAMS report dated 23 June 2025 describes a Christian vision centred on love, collective worship that is planned carefully, and a culture framed as a trusted place of safety and support.

That faith foundation does not mean narrow horizons. The same report references opportunities to learn about other faiths and cultures, plus a strong emphasis on belonging and wellbeing, including the school’s use of “zones of regulation” as a common language for emotional self-awareness.

The pastoral tone is reinforced by how the school structures pupil voice. Formal groups include a School Council, with elected representatives from Year 1 upwards, and a child-led worship group called the Kisl Collective. Alongside this, pupils can take part in specific responsibility roles and community-facing initiatives (including an Eco Council referenced in SIAMS documentation).

Leadership is split in a way that is increasingly common in smaller trust schools. The current principal is Mrs Sophie Wells, and the wider leadership structure includes an executive head teacher, Mrs Rebecca Osborne. The school is also part of Peterborough Diocese Education Trust, a multi-academy trust with a Church of England character.

Kislingbury’s published Key Stage 2 outcomes indicate a school that is doing significantly more than meeting the baseline.

In 2024, 87% of pupils reached the expected standard in reading, writing and mathematics combined. The England comparator is 62%, so the gap is meaningful rather than marginal. At the higher standard, 32% reached that threshold, compared with an England average of 8%. These two numbers together are often the clearest shorthand for parents: most pupils meet expected standards, and a sizeable group exceed them.

Scaled scores reinforce the picture. Reading averaged 108, mathematics 106, and grammar, punctuation and spelling 109. Those are the kinds of scores typically associated with strong subject knowledge and secure fundamentals by the end of Year 6.

Rankings also support the narrative, while staying in the right context. Ranked 2,264th in England and 21st in Northampton for primary outcomes (FindMySchool ranking based on official data), the school sits above the England average, placing it comfortably within the top 25% of schools in England.

A practical interpretation for families is that strong outcomes are not confined to one subject. With 90% reaching expected standards in reading, maths, grammar, punctuation and spelling, and science, it suggests consistent teaching across the curriculum rather than a single standout area.

Teaching appears to be built around clarity and participation. External reporting describes a culture where teachers expect pupils to be active in lessons, and where classroom routines support calm learning.

A distinguishing feature is how the school names and organises its classes. The 2025 to 26 staffing information shows named classes including Althorp (EYFS), Kelmarsh (Year 1/2), Lamport (Year 3/4), Rockingham (Year 4/5), and Sulgrave (Year 6). For parents, this matters because it signals mixed or vertically grouped structures in parts of the school, which can be excellent for peer mentoring and confidence, but also requires strong planning to ensure curriculum coverage for each year group.

The curriculum intent also seems shaped by trust support. Documentation linked to the 2023 inspection points to a trust-constructed curriculum and leadership emphasis on ambition, alongside practical checks such as reading fluency and subject sequencing.

For Church of England families, religious education and worship are not treated as bolt-ons. The SIAMS report positions RE as valued academically and built around discussion and safe exploration of different worldviews, including visits beyond Christianity.

As a village primary, the next step is shaped less by “feeder school” certainty and more by local authority allocations and parental preference. Families typically plan around a mix of nearby secondaries in the wider Northampton area, balancing travel time, friendship groups and the admissions criteria of each secondary.

The most useful approach is to treat Year 5 and early Year 6 as transition-planning time. Ask about:

• How the school supports pupils with secondary readiness, including independence, organisation and emotional regulation

• How the school shares information with secondary schools, especially for pupils with additional needs

• What recent cohorts have chosen, without assuming it is a fixed pattern (local options and family choices change year to year)

If your family is also considering selective routes or faith-based secondaries, the right question is not “does the school prepare children for tests”, but “how does the school balance breadth, wellbeing and high attainment in Year 6”. Kislingbury’s results suggest pupils are well taught in the fundamentals, which generally keeps options open.

Admissions for Reception places are coordinated by West Northamptonshire Council rather than handled solely by the school, and the timing matters. For September 2026 entry, the published deadline for applications is 15 January 2026, with offers released on 16 April 2026.

Demand looks high in the most recent data supplied for primary entry. There were 34 applications for 8 offers, which implies competition is the norm rather than the exception. A subscription proportion of 4.25 is a useful way of understanding the scale: more than four applications per offered place.

Because the last distance offered figure is not available here, families should avoid relying on informal assumptions about “living close enough”. Instead, use FindMySchoolMap Search to check exact home-to-school distance and compare it to historic patterns once they are known, then speak to the local authority admissions team for the most current guidance.

Open days are often the best way to sense fit for a small school. West Northamptonshire’s admissions guidance frames school visits as part of the process from early autumn, so families should expect open events to cluster from September onwards, and should check the school’s own website for the latest dates and booking requirements.

Pastoral work is a visible priority, with named safeguarding leads and a broader support structure. The school’s safeguarding information lists Mrs Sophie Wells as the Designated Safeguarding Lead, with deputies including the SENDCo, Mrs Jenny Lunn, and a family support worker who also holds a deputy safeguarding role.

What that means in practice is that safeguarding is not a single-person responsibility, which is a sensible design in a small school. It also aligns with the SIAMS emphasis on safety, belonging and a consistent wellbeing language (including “zones of regulation”).

For pupils with special educational needs, the published staff structure includes a named SENDCo and references to inclusion in wider opportunities. Families considering the school for a child with additional needs should ask early about the graduated response, external agency links, and how support is delivered within mixed-age groupings where relevant.

The club programme is more concrete than many small primaries manage, particularly around sport and performing arts.

Before school, the timetable lists a Rhino Breakfast Club running Monday to Friday. After school provision includes, across the week, girls football, basketball, performing arts, dodgeball, arts and crafts, and multi-sports. The practical implication is that working families have multiple options without needing an entirely separate childcare provider, and pupils can commit to a routine rather than a one-off enrichment day.

Music also has defined pathways. The school’s Music Development Plan summary references a school choir and a Performing Arts Club (acting and singing), with links to county music support through NMPAT. For children who enjoy singing or performance, this type of structured offer can matter as much as formal instrumental tuition.

Health and activity are framed as part of school culture, not a side project. The Healthy Child Initiative page references regular activity clubs such as running club, netball, mixed and girls football, and gymnastics, and it gives a sense of scale, stating that the running club regularly involves over 55 children.

Pupil leadership and service adds another strand. The School Council is elected, and SIAMS materials reference an Eco Council and community-facing initiatives, including working with the parish council on traffic-speed concerns outside school.

The school day runs from 8.40am to 3.15pm, with Reception finishing at 3.10pm to support sibling pick-up. The gate opens at 8.30am, and morning routines differ slightly by phase.

Before and after-school clubs are available on multiple weekdays via the published extracurricular schedule, including breakfast provision from 7.45am. If you need formal wraparound care beyond these sessions, the school website does not clearly set out a single “wraparound care” offer in one place, so it is sensible to ask the office what is available for your child’s year group and whether places are limited.

Transport planning matters in a village location. Most families will arrive on foot or by car, and the school’s community links suggest traffic management is an active topic, so allow time for drop-off and pick-up and ask about any local parking expectations during peak times.

• Competition for places. With 34 applications for 8 offers in the latest admissions data shown here, families should plan for realistic alternatives and use all available preferences strategically.

• Mixed-age groupings may feature. The school’s own documentation indicates classes can be vertically grouped in some years. This can suit many children, especially those who learn well through peer modelling, but it is worth asking how the curriculum is sequenced for your child’s year group.

• Faith identity is meaningful. Church of England worship and values are integrated into daily life, and families who prefer a fully secular environment may find the tone less aligned to their priorities.

• Wraparound specifics require checking. Breakfast and after-school clubs are listed, but availability and booking arrangements can change, so confirm what is running in the term you need.

Kislingbury Primary School combines high attainment with a clearly articulated Church of England ethos and a strong pupil-leadership thread for a small village primary. It suits families who value a faith-shaped school culture, want above-average results, and appreciate structured opportunities like choir, performing arts and regular sports clubs. The main hurdle is admission, so shortlisting needs to be realistic as well as aspirational.