Winyates Primary School, Spirit Federation Review 2026: Outstanding KS2 Results in Top 5%

Beyond the gates of this Peterborough primary lies a joyful, inclusive environment where children flourish. Pupils at Winyates Primary achieve some of the strongest KS2 results in England, with 94% meeting expected standards in reading, writing, and mathematics (compared to 62% nationally). The school ranks in the top 5% across England according to FindMySchool analysis, reflecting a consistent pattern of excellence that has persisted across three consecutive inspections. Part of the Spirit Federation of schools, Winyates operates as a community school for 194 pupils aged 4 to 11, united by a clear ethos of "boundless ambition for all." Most recent inspections (June 2025) confirmed exceptional progress, with ratings of Outstanding across all measured areas.

The school embodies a culture where every child is known, valued, and pushed toward their potential. Mrs Colette Firth, Executive Head since the federation's expansion, leads with a clear vision of inclusive excellence. The atmosphere is described by inspectors as "joyful and exceptionally welcoming," with pupils visibly engaged and eager to learn. Children feel safe enough to express themselves freely, and staff invest genuine care in each learner's development as a person, not merely an academic performer.

At reception, the foundational focus is clear. Speech, language, and communication development underpin early literacy work, with Read Write Inc phonics supporting confident progression into Key Stage One. By upper Key Stage Two, the curriculum becomes increasingly ambitious and interconnected. Year 5 pupils explore Victorian history through site visits and role-play, whilst Year 6 learners engage with topics spanning Mayan civilisation to environmental science. The feedback loop between assessment and instruction is tight, with teachers responding swiftly to misconceptions and celebrating incremental progress.

The school's federal structure — now comprising Winyates, St John's Church School, Barnack Primary, and Paston Ridings Primary (joined May 2023)—allows expertise to flow across settings, particularly in reading and mathematics. This collaborative model has been transformative; the combined federation now sits in the top 1% nationally for KS2 attainment, according to school documentation. The identity of the federation, "Spirit," captures the intended disposition: fortitude and tenacity in the face of challenges.

KS2 Attainment

In 2024, 94% of pupils achieved the expected standard in reading, writing, and mathematics combined — a figure that sits well above the England average of 62%. This represents a 32-percentage-point advantage, positioning Winyates among the strongest-performing primaries nationally. The school ranks 716th in England (FindMySchool ranking), placing it in the top 5% (top 10% of schools in England). Locally, it ranks 3rd among Peterborough primaries, confirming competitive performance within the regional context.

Scaled scores tell a complementary story. Reading achieved an average of 110 (compared to England average of 100), whilst mathematics averaged 110 as well. Grammar, punctuation, and spelling averaged 108. These scaled scores of 110+ indicate performance at the higher standard — a threshold achieved by only the top 5% of pupils nationally. At Winyates, 52% of pupils attained this higher standard in reading, writing, and maths, more than double the England rate of 8%.

Progress measures are equally striking. Progress in writing places the school in the top 1% nationally, whilst progress in mathematics sits in the top 1%. Progress in reading ranks in the top 7%. These figures suggest that children enter the school with varied starting points but benefit from interventions, specialist teaching, and curriculum design that closes gaps systematically.

Demographic Context

The 194-pupil cohort reflects Peterborough's diversity. 52% of Key Stage Two pupils are identified as disadvantaged (receiving free school meals eligibility), yet this demographic achieves the same high standards as their more affluent peers. English as an additional language learners comprise 28% of the intake; 75% of these pupils reach expected standards, indicating that the school's speech and language focus is particularly effective for multilingual learners.

Gender performance shows 88% of girls and 62% of boys meeting expected standards — a gap the school acknowledges and is actively working to address through targeted male engagement and reading strategies.

Philosophy and Approach

Teaching follows the "Learning Powered Approach," inspired by Guy Claxton's work on learning dispositions. Rather than treating learning as content delivery, staff explicitly teach "learning habits"—notably, wondering, noticing, planning, accepting, collaborating, persevering, questioning, and self-evaluating. Classroom interactions reflect this intentional design. The school practises a "no hands up" policy, using cold calling and structured partner talk to ensure every child thinks actively rather than allowing confident speakers to dominate. This simple structural change dramatically increases the cognitive demand placed on all learners.

Curriculum Structure

The National Curriculum forms the scaffold, but the implementation is ambitious. From Reception, phonics (Read Write Inc) ensures children develop decoding fluency; by Year 2, most pupils are reading simple chapter books with fluency. Spanish language learning begins in Key Stage One, taught by a specialist. Computing is robust, with coding and digital literacy woven throughout. Science is taught in depth, with practical investigation central; visits to Flag Fen (Stone Age), Beaumanor Hall (Victorians), and the Cathedral support place-based, cross-curricular learning.

Mathematics teaching emphasises reasoning and problem-solving. Setting by ability begins in Year 4, allowing targeted challenge and support. Year 6 receives additional intervention in spring term to consolidate learning before statutory assessments.

The broader curriculum includes art, design technology, music, physical education, geography, history, and religious education. Beyond core academics, time is dedicated to "personal development," where social-emotional skills, resilience, and aspiration-building feature prominently.

Music and the Arts

The school holds Music Mark Recognition for Dedication and Improvement, reflecting systematic investment in musical learning and opportunity. Assemblies feature live performances from both school ensembles and visiting artists (recent visit from Rockademy). A school choir performs in community settings (recent performance at The Maples care home), combining charitable contribution with performance experience. Year 4 pupils learn ukulele, and music lessons across the school feature singing and instrumental exploration. Drama features prominently, with annual whole-school productions (noted: M&M Theatre Company's pantomime performance, Robin Hood).

Physical Activity and Sport

Year 6 pupils act as Sports Ambassadors, leading physical activity at lunch and on Sports Day. The school participates actively in local and county competitions — football, netball, hockey, and cricket featured in recent activities. Year 3/4 hockey teams competed at the City of Peterborough Hockey Club tournament, meeting current England Hockey player Henry Croft, an inspiring touchstone for emerging athletes. Swimming is taught to all Key Stage Two pupils; Year 3 and 4 receive full-term instruction. Extracurricular sports clubs rotate termly, ensuring breadth (football, netball, hockey mentioned). The PE curriculum encompasses invasion games, net and wall games, striking and fielding, dance, gymnastics, and outdoor adventure activities. Off-site sports experiences include rock climbing, golf, water sports, archery, and fencing.

Learning Beyond the Classroom

Year 5 visited Orton Library to foster independent reading and library skills; Year 1 visited Peterborough Cathedral to support geography (city landmarks) and religious education (Christian baptism, stained glass storytelling). Year 6 journeyed to Cadbury World, linking food, history, and science. Reception pupils experienced West Lodge Farm, meeting Santa and participating in a Nativity performance.

Clubs, Societies, and Enrichment

The after-school club programme rotates termly, ensuring fresh offerings. Named clubs and initiatives include the Winyates Choir, annual Book Fair (Scholastic), Reading Newsletter (monthly publication featuring book recommendations and illustrations by pupils), Reading Buddies (cross-year mentoring), Accelerated Reader programme (supporting independent reading), and various sports clubs. Bikeability sessions develop cycling confidence in Key Stage Two. Year 5 welcomed university tutors (OBA students) for French language enrichment. Duke of Edinburgh Award pathways and holiday activity camps (Premier Education) extend learning opportunities.

Library and Literacy

The school has forged a close relationship with Orton Library, visiting regularly. Reading is celebrated; a dedicated Reading Newsletter is published termly, curated by staff and featuring pupil-written reviews and illustrations. Book Fairs provide access to a wide selection and promote home library building.

How to Apply

Primary applications are handled through Peterborough's coordinated admissions process. The application deadline for September 2026 entry is 15 January 2026. National Offer Day is 16 April 2026. Parents apply via the Local Authority, not directly to the school. The school has a Published Admission Number of 30 (three forms of entry, approximately 30 pupils per form).

Demand and Oversubscription

In the most recent admissions round, the school received 41 applications for 15 places (Reception cohort), making it significantly oversubscribed at a ratio of 2.73:1. All first preferences were converted to offers (as is typical when demand exceeds supply), meaning the school is fully subscribed by pupils whose first choice it was.

After looked-after children and those with Education, Health and Care Plans naming the school, places are allocated by distance from the school gates. There is no formal geographic catchment boundary. Children living outside Peterborough (e.g., surrounding areas) have no particular advantage and may need to make their own transport arrangements.

Open Events and Tours

The school actively welcomes prospective families. Tours are arranged via the school office (01733 234185). Recent information meetings have been held for parents of children starting Reception in 2026. The website (www.winyatesprimary.co.uk) contains dedicated admissions information and a tour booking system.

School hours are 8:50am to 3:20pm. Wraparound care is available; breakfast club opens from 7:45am, and after-school care operates until 6pm. Holiday activity camps run during school holidays (Premier Education manages these on site). Free transport is provided to pupils in Reception to Year 3 who live at least two miles away and attend their catchment or nearest school; Year 4 to Year 6 pupils must live at least three miles away to qualify. Families choosing non-catchment schools arrange their own transport.

The school uniform is traditional (blazer and tie for boys, blazer and pinafore/skirt for girls). Lunch is provided daily, with menus available on the website. Allergy management is taken seriously (documented "Allergy Safe" policy).

Behaviour is consistently described as "exemplary." The school operates a clear behaviour policy rooted in its three core values: courage, kindness, and excellence. Rewards celebrate positive behaviour; sanctions are applied fairly and proportionately. Bullying is taken seriously, with clear procedures for reporting and resolution.

Emotional wellbeing receives explicit investment. A trained counsellor visits weekly. The "Thrive" programme supports children experiencing anxiety or emotional dysregulation. "Nessie" mental health initiatives run alongside formal PSHE (Personal, Social, Health, Economic) teaching. These layers of support mean struggling pupils are identified and supported quickly.

Safeguarding is robust. Staff have been trained in current legislation; safer recruitment practices are followed. Pastoral oversight is strong; form tutors (or equivalent key adults) know children and families well.

Special Educational Needs provision is coordinated by a dedicated SENCO (Special Educational Needs Coordinator) working four days per week. The school holds the Inclusion Quality Mark, demonstrating commitment to SEN support. Approximately 45 pupils are on the SEN register, receiving additional classroom support, small-group interventions, or specialist assessment.

Oversubscription and entry difficulty. With applications running at 2.73:1, securing a place is competitive. Families must live very close to the school gates; in the most recent round, the last distance offered was within a very tight radius. Proximity provides priority but does not guarantee entry. Prospective parents should carefully verify their distance from the school before relying on a place here. Families in the immediate locality may reasonably expect to secure a place; those further away should list alternative preferences.

Transition to secondary. The school feeds into non-selective secondaries (Highdown School is the nearest) and selective grammar schools (Reading School, Kendrick School). Approximately 15 pupils per cohort pursue grammar school entry. The school provides 11-plus familiarisation but does not formally prepare pupils for entrance tests. Families pursuing grammar school routes typically arrange external tutoring; the school remains supportive but neutral on this decision.

Federation structure and leadership changes. The school is part of a rapidly expanding four-school federation (joined by Paston Ridings in May 2023). While federation has driven attainment improvements, some parents worry about potential dilution of school identity or resources. The Executive Head manages multiple settings; local leadership decisions are made by the Head of School. Communication with the federation office is generally clear, but families should be aware that strategic decisions may reflect federation priorities rather than solely Winyates' preferences.

Winyates Primary is an exceptionally strong performer by any measure. Attainment in the top 5% nationally, welcoming atmosphere, and robust pastoral care combine to create a school where ambitious children thrive. The federation has turbo-charged academic outcomes without sacrificing the warmth and humour that characterise the setting. For families within the tight catchment seeking a school where their child will be challenged, known, and supported, Winyates delivers on all fronts. The limiting factor is entry; demand far exceeds supply, and distance rules are strictly applied. Families not immediately adjacent to the school gates should prepare alternatives. For those fortunate enough to secure a place, this is a genuinely excellent choice.