Archbishop Cranmer Church of England Academy Review 2026: Elite primary outcomes, village roots, clear values

A small rural primary in Aslockton, Archbishop Cranmer blends a village-school feel with results that sit among the strongest in England. In FindMySchool’s primary performance rankings, it is ranked 216th in England and 2nd in Nottingham, placing it in the top 2% nationally for primary outcomes (FindMySchool ranking, based on official data).

Leadership has been stable for several years. Mrs Melanie Stevens became acting head in 2018 and was appointed head teacher in 2019, and the school sits within the Aspire Multi-Academy Trust.

The latest Ofsted inspection (6 to 7 December 2023) rated the school Outstanding across all areas, with safeguarding confirmed as effective.

Admissions are competitive. The most recent published demand data shows 55 applications for 29 offers at the normal primary entry point, which is just under two applications per place. This is a school that rewards early planning and a realistic view of admissions criteria.

The school’s identity is unusually explicit. Its vision language centres on striving for life in all its fullness, and it frames day-to-day expectations through a structured set of Christian values that run through collective worship and curriculum planning. Kindness, Courage, Trust, Respect, Thankfulness and Responsibility are not presented as slogans, they are scheduled as half-term focuses, and they are linked to a broader approach to behaviour and belonging.

Pastoral language also has its own distinctive vocabulary. The Take Care pledge is used to anchor how pupils relate to themselves, each other and the wider world, and the Take Care Hand is referenced as a visible framework that ties learning behaviours to values. This sort of shared language tends to matter in smaller primaries, it gives staff, pupils and families a common reference point for expectations and culture.

A defining feature is how deliberately the school builds pupil responsibility. The inspection report describes a wide range of pupil leadership roles, including digital leaders, playground pals, and practical responsibilities such as caring for the school’s hens. It also references strong community links, including pupils taking responsibility for a local project connected to the railway station. For many children, these are the experiences that translate values into real habits, contribution, service, and confidence in speaking up.

Faith is present in a grounded, local way. Governance materials emphasise close links with St Thomas’ Church, and they describe an active relationship with the parish priest and regular use of the church as part of worship and learning. At the same time, the school positions respect and understanding of other faiths as part of daily life, which matters for families who value a Church of England framework without wanting an insular culture.

For a primary school, the headline outcome is Key Stage 2 performance, and the figures here are exceptional. In 2024, 85.67% of pupils reached the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 54.33% achieved greater depth across reading, writing and mathematics, far above the England average of 8%.

Scaled scores reinforce the same picture. Reading and mathematics were both 110, and grammar, punctuation and spelling was 113, producing a combined score of 333. These outcomes are consistent with a school that has secure foundational teaching and pupils who are pushed beyond the basics.

Rankings provide a useful second lens for parents trying to compare options. Ranked 216th in England and 2nd in Nottingham for primary outcomes, the school sits in the elite tier, placing it in the top 2% of schools in England. These are proprietary FindMySchool rankings based on official data.

What this means in practice is not simply strong SATs preparation. High scaled scores and a very high higher-standard figure usually point to teaching that is systematic across year groups, with pupils building knowledge in a way that sticks, and with sufficient challenge for higher attainers so they keep moving rather than coasting.

The curriculum is described as a Beyond Expectation approach, built around personal development as well as subject knowledge, and explicitly connected to the school’s vision statement. In plain terms, this is a school trying to avoid a narrow “test only” model. It signals ambition in the breadth of learning and in the expectation that pupils will be able to apply what they know, not just recall it.

Reading is treated as a core strength. The inspection report highlights a consistent approach to early reading, including close matching of books to pupils’ phonics knowledge and rapid support when a child needs extra help. That kind of precision is strongly associated with high end-of-Key Stage 2 outcomes because it reduces the number of pupils who drift into later primary years with gaps that become hard to close.

Mathematics also comes through as structured and cumulative. The report describes pupils becoming fluent in number facts and applying them to problem solving, with misconceptions identified quickly. This matters for parents because high attainment at primary is rarely the result of a single strong Year 6 cohort, it is much more commonly the product of careful sequencing across the school.

Teaching for wider understanding is also emphasised. Examples in the inspection report include pupils learning practical economic concepts about earning, spending and saving, and using that knowledge in a real fundraising context. These are small details, but they are good indicators of how learning is expected to travel from lesson content into everyday decision-making.

As a Nottinghamshire primary, secondary transfer is coordinated separately from Reception admissions, and families typically consider a mix of catchment-based options and preference-driven choices, depending on where they live and how far they are willing to travel.

One helpful local indicator is that Toot Hill School lists Archbishop Cranmer as a linked primary school within its admissions information. For many families, that kind of linkage signals an established transition pathway and a common destination pattern, even though individual choices will vary by address and preference.

For pupils, the best preparation for secondary is rarely a particular destination name. It is strong literacy, secure numeracy, and confidence in managing workload and relationships. On those fundamentals, the evidence suggests pupils leave this school academically well prepared, with a strong emphasis on character, responsibility, and participation in wider school life, which supports the pastoral side of transition too.

Admissions are shaped by two realities: a defined catchment community and ongoing demand pressure.

The published admissions policy for 2026 to 2027 describes the school’s catchment area as Aslockton, Whatton, Scarrington, Hawksworth, Thoroton and Shelton, and notes that applications from outside catchment are considered if there is under-subscription from within catchment. The Published Admission Number is 30 per year group.

Applications for Reception places are made through Nottinghamshire County Council as part of the coordinated admissions process. For September 2026 entry, the council’s published timeline states that applications opened on 3 November 2025, closed on 15 January 2026, and offers are released on 16 April 2026.

Demand data points to genuine competition. The latest published figures show 55 applications for 29 offers, and the school is described as oversubscribed on that measure. For parents, the implication is straightforward: living in catchment and understanding oversubscription priorities will matter, and families should treat this as a school that may not be available as a “safe” preference unless they have priority through the criteria.

Visiting before applying is encouraged. The admissions policy notes that open mornings typically run in the autumn term, alongside the option of individual visits. Given that published dates can quickly become out of date, families should check the school’s current admissions page and the council timeline for the specific year they are applying.

FindMySchool tip: if you are deciding between nearby primaries, use the FindMySchoolMap Search to understand how your home sits against catchment priorities and local travel time, then use the Local Hub comparison tools to review primary performance side by side.

Pastoral care here is framed through a values-led model rather than a purely sanctions-based behaviour approach. The Take Care framework, the half-termly values focus, and the use of collective worship and celebration assemblies all point towards a school that tries to make expectations explicit, and tries to give pupils a vocabulary for reflecting on choices and relationships.

Pupil voice is given a formal route through pupil parliament structures, with an emphasis on pupils representing peers and contributing to school improvement. For children, especially those who thrive when given responsibility, that kind of participation can become a key protective factor as they grow in confidence.

Safeguarding is positioned as a core operational strength, and the school also communicates practical wellbeing resources to families, including online support signposting. Food safety and allergy awareness are also prominent, with clear communication about a nut-free approach and staff training expectations.

Enrichment is one of the most distinctive parts of this school’s offer because it is structured, named, and clearly scheduled. The school publishes termly club and enrichment details, and the autumn 2025 programme includes Chess, Table Tennis (including external coaching), French (delivered by an external provider), Judo, Lego Club, Choir, Yoga, and a Running Club, alongside music tuition such as piano, guitar, ukulele, and drumming.

Several clubs are tightly connected to the school’s broader ethos. Cranmer Connect is described as an after-school church-focused session combining art, science and crafts, singing and prayer, and is open to all years as well as parents and carers. That kind of intergenerational involvement is unusual for a primary and is likely to appeal to families who want the Church of England dimension to feel lived rather than symbolic.

Environmental education also appears to have a practical outlet. Plot to Pot is presented as a regular club with activities based around the environmental area and kitchen, and the school notes that it has over 40 children on the register. For pupils, this translates big themes like sustainability into tangible routines, growing, making, and learning how systems connect.

Community participation is emphasised as well, including involvement in local events and performances for local audiences. For a village primary, this matters because it can strengthen children’s sense of belonging and give them authentic reasons to write, perform, and lead, beyond classroom audiences.

The school day structure is clearly published. Breakfast club runs from 7:30am, morning enrichment begins from 8:30am, and the compulsory school day finishes at 3:30pm. Wraparound after-school club runs until 6:00pm, with a mix of activities and a light tea.

Lunch arrangements follow the standard infant model with an added clarity for juniors. Reception to Year 2 pupils receive universal infant free school meals, while Key Stage 2 meals are charged at £2.95 per day, with a published menu cycle.

Location is a practical consideration. Aslockton’s village setting will suit families who want a rural feel and community roots, but it can require more deliberate planning around travel and wraparound care, especially for parents commuting into larger centres.

• Competition for places. The latest published demand data shows 55 applications for 29 offers at the main entry point. This is not a school to assume as a guaranteed option without clear priority under the criteria.

• Faith is part of daily life. Church links and Christian values are integral to the school’s identity. Families who prefer a strictly secular environment should consider whether the tone and routines match their expectations.

• Rural practicalities. The village setting is a draw for many, but it can mean more reliance on transport and wraparound care, particularly for working families.

• High attainment can bring pressure. Exceptional results tend to go with high expectations. For most pupils this is positive, but children who need a slower pace may benefit from careful discussion during visits.

Archbishop Cranmer is a high-performing Church of England primary with a clear ethos and unusually strong outcomes for its size. The combination of elite Key Stage 2 results, stable leadership, and a well-defined values framework suggests a school that is academically ambitious while still prioritising character and community.

Best suited to families who value a Church of England ethos, want strong academic foundations, and are comfortable with a structured culture of responsibility and participation. The main challenge is admission, competition is real and planning matters.