St Augustine's CofE (Voluntary Aided) Junior School Review 2026: Values-led junior education in Woodston

St Augustine’s most recent published key stage 2 combined measure shows 63.33% of pupils meeting the expected standard in reading, writing and mathematics, compared with an England average of 62%. That is a near-England picture on the headline measure.

Where the results become more distinctive is at the higher standard. 17.33% reached the higher standard in reading, writing and maths combined, which is above the England average of 8% for that measure. In other words, the school appears to be converting a meaningful minority into strong end-of-key-stage outcomes, even if the overall combined rate is close to average.

Scaled scores add texture. Reading is 103, mathematics 104, and grammar, punctuation and spelling 104. These sit above the benchmark of 100 that scaled scores are built around, pointing to a broadly secure academic profile for many pupils. Science is a weaker spot in the published data, with 72% meeting the expected standard, below the England average of 82%.

On FindMySchool’s primary outcomes rankings (based on official data), St Augustine’s is ranked 10,331st in England and 49th in Peterborough, placing it below the England midpoint, described as below England average in the model’s percentile banding. The practical implication is that families should expect a school aiming for solid, consistent learning rather than one driven by elite key stage 2 outcomes.

St Augustine’s curriculum is presented as a whole-school programme rather than a collection of subjects. The school explicitly frames curriculum as “all teaching, learning and other experiences”, with an expectation that it adapts over time and responds to local context. That matters for a junior school because pupils arrive with different primary experiences, different levels of prior knowledge, and often different confidence in reading and writing. A curriculum that is designed to help children remember more, and to return to key knowledge, can be particularly valuable at this age when gaps widen quickly if left unattended.

Reading is treated as a priority, with a dedicated reading spine and an emphasis on fluency and comprehension. The best version of a junior school reading strategy is not just “more books”, it is more structured reading: common texts that create shared reference points across classes, deliberate vocabulary work, and the expectation that pupils can talk about what they have read. The school’s own messaging suggests it is trying to build that culture, so that reading supports writing, and writing supports wider curriculum learning, rather than each subject living in isolation.

Mathematics is similarly positioned as a taught journey rather than an abstract goal. For families, the useful question is how the school responds when pupils arrive behind. A junior school can be unforgiving if it assumes an even starting line. St Augustine’s describes an approach that includes rapid identification of misconceptions and quick intervention to close gaps. When this is done well, it prevents the familiar Year 5 problem of pupils appearing “fine” in classwork but struggling in reasoning tasks because foundational concepts were never properly secured.

Inspection note (used sparingly)

The latest Ofsted inspection took place in March 2023 and the school’s overall judgement was Good.

Because St Augustine’s is a junior school, transition planning starts from a different place than it does in an all-through primary. Families are typically thinking about two transfer points rather than one: the move into Year 3, then the move to secondary at Year 7. That creates two important implications.

First, the school needs to settle pupils quickly after Year 3 entry. Children arriving from different infant schools, or from a single primary that does not split at Year 2, need rapid alignment on routines, expectations, and basic curriculum habits. When that happens, pupils spend less emotional energy on “how school works” and more on learning.

Second, Year 6 support becomes central. The most helpful junior schools treat secondary transition as both academic and pastoral: building independence in organisation, strengthening reading stamina, and practising the kinds of extended writing and problem solving pupils will face at secondary. St Augustine’s emphasis on leadership roles, responsibility, and wellbeing is aligned with that aim, even though individual secondary destinations vary depending on family preference and Peterborough’s admissions allocations.

Families who want a clear picture of likely secondary routes should use Peterborough City Council’s published secondary admissions guidance for the relevant year, and check how distance and criteria have operated in recent cycles.

St Augustine’s is a voluntary aided school. The governing body is the admissions authority, meaning it sets and applies the admissions policy, but applications are coordinated by Peterborough City Council. The published admissions page also states an intended admission number of up to 60 children per year group, and references priority for pupils with an Education, Health and Care Plan naming the school.

For September 2026 entry into Reception or Year 3 (the relevant entry point for a junior school), Peterborough’s coordinated admissions timetable states that applications opened on 12 September 2025, with the on-time deadline on 15 January 2026, and offers released on 16 April 2026. A second round ran from 16 January to 30 April 2026 for late applications.

The school describes its community focus as serving children living near the school and within the parishes of Woodston and Fletton, while also welcoming pupils from a wider area on religious grounds. In practice, voluntary aided admissions can involve supplementary information and faith-based criteria for some categories, so families should read the determined admissions policy carefully for the exact oversubscription order used in the relevant year.

. Families can use FindMySchool’s Map Search to check distance from their home to the school gate and sense-check whether a move would plausibly fall within typical allocation patterns for Peterborough junior admissions.

St Augustine’s positions wellbeing as a core part of the school’s identity, not a reactive service for when something goes wrong. The clearest signals are the everyday structures: pupils are expected to know who to talk to, leadership roles create peer responsibility, and the language of values is meant to help children articulate what they feel and how they want to behave.

The school also places emphasis on inclusion. Support for pupils with special educational needs and disabilities is described as effective, with learning adapted to meet needs and a published SEND information report available to parents. In a junior setting, this matters because needs often become clearer as academic demand increases. A school that has systems for early identification and classroom adaptation reduces the risk that pupils spend Years 4 to 6 accumulating frustration rather than skills.

A separate Church school inspection (SIAMS) published in June 2025 describes a culture of welcome and belonging, with wellbeing central to school life and collective worship framed as inclusive and reflective. For families choosing a faith school, that is a useful external lens because it focuses on how the school lives its vision in practice, including support for vulnerable pupils and the role of worship and religious education in daily life.

St Augustine’s enrichment is structured rather than incidental. The Cultural Capital Passport is the clearest example: it suggests the school is trying to guarantee that pupils leave Year 6 having completed a set of experiences, not just having attended lessons. For many pupils, especially those with limited access to paid clubs or family travel, that kind of planned entitlement can be the difference between “school” and “education”.

Outdoor learning appears to be a recurring theme. The school is associated with Forest School activity in its communications and newsletters, and it references this as part of what pupils can access beyond lessons. When Forest School is done well at junior level, it improves more than confidence outdoors. It becomes a route into teamwork, resilience, and language development, because pupils have to plan, explain, reflect, and sometimes persevere through tasks that do not have an instant right answer.

Sport is presented with a mix of participation and team representation. The school’s PE and Sport Premium information lists after-school sporting clubs including football, netball, touch rugby, country dancing and gymnastics, with regular competition for teams in football and netball. This is a sensible spread for a junior school: mainstream team sports alongside activities that appeal to pupils who do not see themselves as “sporty”, which helps keep participation broad rather than restricted to a small cohort.

Leadership and citizenship roles form another strand of extracurricular life. The school highlights pupil roles including school council, play leaders, house captains and eco-warriors, and staff references to Green Warriors indicate an established sustainability thread. For pupils, these roles are more than badges. They teach responsibility, negotiation and service, and they can be particularly effective for pupils who thrive on purpose and social contribution rather than pure academic competition.

The published school-day timing is clear: gates open at 8:30am, registration at 8:40am, and the school day ends at 3:10pm, with clubs running until 4:00pm.

Wraparound care is available via a neighbouring provision rather than directly run on-site. Breakfast and after-school club is run at Brewster Avenue (the neighbouring infant school) at its Family Centre, offering breakfast from 7:45am with school drop-off at 8:40am, and after-school care until 6:00pm. Published session costs are £4 for breakfast club and £10 for after-school club.

For travel planning, families will want to consider the Woodston setting and the practicalities of drop-off and pick-up times, particularly if using wraparound at Brewster Avenue and then moving to the junior school day.

• Junior entry at Year 3 changes the admissions journey. Families need to plan for two transitions in primary years, entry to junior school at age 7 and then secondary at age 11. That can suit confident movers; more change-sensitive children may benefit from extra transition preparation.

• Science outcomes are the clearest weaker spot in the published data. The combined headline is close to England averages, and higher-standard outcomes are stronger, but science expected standard sits below the England figure in the most recent published results. Families with a science-keen child may want to ask how the curriculum builds practical and investigative skills across Years 3 to 6.

• Faith character is genuine. The school’s ethos and SIAMS evidence point to a Church of England identity expressed through worship, religious education, and values language. Many families of other faiths or none will be comfortable; families who prefer a more secular approach should consider whether the daily rhythm fits.

• Wraparound is available, but not on-site. The partnership provision is practical and offers long hours, but it involves a separate location and booking process, which is worth factoring into daily logistics.

St Augustine’s CofE (VA) Junior School is a values-led junior phase option that puts belonging, wellbeing, and responsibility alongside academic routines. Results are broadly in line with England on the combined measure, with a stronger showing at the higher standard, and the school’s published culture points to a calm, purposeful setting where pupils are encouraged to take on roles and contribute.

Who it suits: families who want a Church of England junior school with explicit values work, structured enrichment such as the Cultural Capital Passport, and a clear wraparound option, and who are comfortable with the Year 3 entry point and the transition it brings.