Yanwath Primary School Review 2026: Rural primary with standout Key Stage 2 outcomes

A small village primary on the edge of the Lake District can sometimes feel like a simple proposition, strong relationships, familiar faces, children who grow up together. Yanwath Primary School adds something more concrete to that picture: Key Stage 2 outcomes that place it well above the England average, plus a curriculum shaped around local geography and outdoor learning.

The school is part of Cumbria Education Trust, and its current leadership structure includes an Executive Headteacher, Mrs Jemma Nicholson, and an Interim Head of School, Mrs Allison Kenyon.

The latest graded Ofsted inspection took place on 11 to 12 January 2022 and judged the school Good in every area.

Yanwath’s values are clear and consistently repeated across school communications: Respect, Responsibility and Resilience. They are presented as a behavioural and pastoral framework rather than a decorative slogan, and they show up in the practical routines of the day, including calm arrivals, structured assemblies, and a predictable end of day handover.

The school’s rural setting is not treated as mere backdrop. Outdoor learning is part of its identity, with pupils benefiting from adventurous activity in the outdoor area and, when appropriate, experiences linked to the nearby lakes. Pupils are described as having something to look forward to each day, which matters, because it speaks to day to day engagement rather than occasional one-off events.

There is also a strong reading culture, anchored by the Reading Shed and access to high quality books. In a primary context, that is more than a nice extra. When reading routines are tangible and visible, it tends to signal consistent phonics practice, regular adult read aloud, and a shared expectation that books matter across subjects, not only in English lessons.

Nursery provision (from age 3) is part of the school’s overall age range, and early years is treated as a genuine foundation rather than childcare bolted onto the side. Children are described as settling quickly, building confidence through independence and resilience, and carrying early language and rhyme routines forward into Reception reading.

The headline for families comparing primary outcomes is the combined expected standard in reading, writing and maths at the end of Key Stage 2. In 2024, 90.67% of pupils met the expected standard, compared with an England average of 62%. That is a very wide gap in the school’s favour.

Dig a layer deeper and the profile remains strong. The average scaled scores were 109 in reading and 106 in maths, both above typical national benchmarks for scaled scoring. Grammar, punctuation and spelling also sits strongly, with an average scaled score of 108. On science, 100% met the expected standard, compared with an England average of 82%.

Higher standard outcomes are another telling indicator because they suggest depth, not just competence. At Yanwath, 34.67% achieved the higher standard in reading, writing and maths, compared with an England average of 8%. This points to a cohort where a meaningful share are being stretched, not merely coached to the threshold.

In FindMySchool’s primary ranking (based on official data), the school is ranked 2,170th in England and 3rd in the Penrith area. That places it comfortably within the top quarter of primaries in England. (FindMySchool ranking based on official data.)

Parents comparing nearby options can use the FindMySchool Local Hub page and the Comparison Tool to view these primary measures side by side, including how much higher standard performance varies between schools.

The curriculum model described in external review is “exciting and ambitious”, with subject plans setting out what pupils should know, and in what order. That sequencing matters, especially in a mixed age rural primary context, because it reduces the risk of gaps and repetition as children move through year groups.

Reading is a clear strength. Children begin learning to read in Reception, building on nursery songs and rhymes. In key stage 1, phonics knowledge is described as secure and pupils practise frequently with carefully selected books. The implication for parents is straightforward: a strong early reading spine tends to support confidence across the wider curriculum, because comprehension and vocabulary become less of a barrier.

Teaching is also described as strong in checking what pupils already know, then adapting next steps. In early years, this is singled out as particularly effective, which is exactly where responsive assessment makes the biggest long term difference.

The main development point flagged is that, in a small number of foundation subjects, staff training and expertise is not yet as consistent as it is elsewhere. That is not unusual in smaller primaries where subject leadership capacity is finite, but it is still worth weighing if your child is especially motivated by a particular subject area.

Because Yanwath is a primary with nursery provision, the key transition is into Year 7 elsewhere. The school’s approach places emphasis on early preparation, with transition work typically beginning in Year 5, including additional visits where needed. This can be especially reassuring for children who worry about size, routines, or travel.

The school does not publish a single named “destination list” of secondary schools in its public information. For most families, the practical reality will be a choice among secondary schools serving the Penrith area and surrounding villages, shaped by admissions criteria, transport, and the child’s individual needs.

A useful sign of outward-facing partnership is that older pupils have been involved in curriculum-linked experiences with local secondary provision, for example a science day hosted by Ullswater Community College. Even when these events are occasional, they help children visualise “what comes next” and can reduce anxiety.

Applications for Reception entry are coordinated through Westmorland and Furness Council. For September 2026 entry, the school states that applications open on Wednesday 3 September 2025 and close on Wednesday 15 January 2026. Offers are issued on Wednesday 16 April (or the next working day), with outcomes communicated by email for online applications or by letter for paper applications.

Demand indicators in the most recent dataset show the school as oversubscribed for its Reception entry route, with 41 applications and 23 offers, which equates to 1.78 applications per offer. That level of demand does not guarantee oversubscription every year, but it does suggest that families should treat deadlines seriously, and have a realistic Plan B.

The dataset does not provide a last distance offered figure for 2024, so families should avoid assumptions about how far a place might reach in any given year. The most reliable next step is to read the published admissions policy and, if distance is likely to matter for your circumstances, use FindMySchoolMap Search to check how your address compares with recent allocation patterns across your shortlist.

Nursery entry is often a separate conversation from Reception admissions in practical terms. The school promotes nursery within its age range, and early years routines are described as feeding directly into Reception reading, but families should still confirm the entry pathway and whether nursery attendance offers any advantage for Reception places (this varies by admissions arrangements).

The most useful pastoral indicator is whether children feel safe and whether adults respond quickly when problems arise. The formal inspection evidence describes pupils as safe and happy, behaving well in lessons and around school, with staff dealing well with bullying incidents when they occur.

Safeguarding arrangements were also judged to be effective.

Beyond that headline, the day structure is designed to reduce friction: registers close at 9.00am (with phonics and spelling groups starting immediately after), assemblies are timetabled into the morning, and the end of day routine includes clear supervision for pupils going to buses or after school provision. In small schools, those predictable handovers can be a quiet strength because they reduce the “grey areas” where misunderstandings happen.

SEND support is framed around access to the same curriculum as peers, with carefully thought-out support for pupils who find learning difficult. For parents, the implication is a mainstream model where inclusion is expected, and adaptations are made to keep children moving with their class, rather than narrowing the curriculum early.

This is a school that links enrichment to its setting. Outdoor and adventurous activity shows up in the inspection narrative, including references to survival activities and wild swimming experiences. For primary age pupils, the value here is twofold: confidence building through managed risk, and a lived sense that learning can happen outside a classroom.

The reading culture is another pillar of “beyond lessons”. The Reading Shed is not just a nice name; it signals a deliberate space for reading identity. When pupils relish reading and can talk knowledgeably about texts, it typically means books are chosen well, adults model reading regularly, and time is protected for it.

For wraparound and clubs, the school publishes a clear mix of routine childcare and structured activities. Breakfast club runs from 8.00am, with a breakfast session until 8.20am that is currently free under a trial arrangement. The activities list includes quiet options (reading, colouring) alongside shared routines like watching Newsround.

Clubs also run in breakfast club time, with a rotating programme including Dance, Active Games, Colouring, Lego, and Challenge. The specifics matter because they show this is not a token “club once a week”; it is built into the timetable and available to different ages.

After school club is split into two sessions, 3.30pm to 4.30pm (£3) and 4.30pm to 5.30pm (an additional £3, including snack and drink). The second session is explicitly positioned as calmer downtime, which will suit many primary aged children after a full day of learning. Some external-provider clubs, such as The Science Booth, Razzamataz, and Chocolate Workshops, may carry different charges.

The school day is clearly set out. Doors open for staggered entry at 8.40am, registers close at 9.00am, and the home time routine begins at 3.10pm with doors open for collection between 3.15pm and 3.30pm. After school club runs from 3.30pm to 5.30pm for those who need it.

Nursery and Reception lunches are slightly earlier than the rest of school, with nursery lunch at 11.45am and Reception at 11.55am, while Key Stage 1 and Key Stage 2 lunch begins at 12.00pm.

For transport, the rural setting means many families will drive, but there are public transport links into Penrith. Westmorland and Furness publishes local bus service information showing service 508 running via Penrith Rail Station and stops in Yanwath.

• Foundation subject consistency. Training and expertise are described as uneven in a small number of subjects. If your child has a specific passion (for example, for a particular foundation subject), ask how the school is strengthening teaching there.

• Competition for places. Recent demand data indicates oversubscription (41 applications for 23 offers). Families who apply late, or who are relying on a particular allocation outcome, should plan carefully and keep alternative schools in mind.

• Rural logistics. Pick up, clubs, and transport can be straightforward for village families, but less so for those commuting from further afield. It is worth stress-testing the routine, especially if wraparound care is essential.

• Nursery to Reception expectations. Nursery is part of the school’s age range, but admissions arrangements can differ between nursery places and Reception places. Confirm how the pathway works in practice, and do not assume that nursery attendance guarantees a Reception place.

Yanwath Primary School combines the intimacy of a small rural primary with Key Stage 2 outcomes that stand out strongly against England averages. Outdoor learning, a visible reading culture, and a well-structured day routine add to the appeal.

Who it suits: families who want a mainstream village primary with high academic expectations, clear routines, and enrichment rooted in its local setting. The main challenge is admission timing and availability, particularly in oversubscribed years.