Compton CofE Primary School Review 2026: High-attaining Church of England primary with strong reading culture

A well-established Plymouth primary with a clear Church of England identity, Compton CofE Primary is built around high expectations and strong routines, while keeping the tone warm and supportive. It is a maintained, voluntary controlled school for ages 4 to 11 with a capacity of 436 pupils.

Results are a headline strength. In 2024, 84.67% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%. At the higher standard, 32% achieved greater depth in reading, writing and maths, compared with 8% nationally, which is a striking gap in the right direction.

Families should also understand the admissions context. Reception entry is competitive, with 151 applications for 59 offers in the most recent dataset year, which equates to 2.56 applications per place. That pressure shapes the experience of applying here, even though the school does not operate a formal catchment area.

This is a school that leans into responsibility early. Pupils are given roles and leadership opportunities, and the language of values is used consistently so that behaviour expectations feel predictable rather than punitive. The school’s denominational life is present, but not narrow. The Christian vision is framed around helping children and adults “live life in its fullness”, and the associated values include friendship, koinonia, perseverance, creativity and responsibility.

The Church of England character also shows up in practical ways. Collective worship is treated as an important part of the week, with pupils encouraged to reflect and contribute over time, rather than simply attend. For families who want a values-led primary where faith is visible but day-to-day learning remains broad, this tends to land well. For families who prefer a strictly secular feel, it is something to weigh carefully.

Pastoral support is not an add-on. A useful indicator is the way external evaluations describe families placing high value on the pastoral help available, particularly where children face difficulties that could otherwise distract from learning. The school also references a dedicated nurture space called the “nest”, designed to help pupils regulate emotions and return to learning.

Leadership is stable and clearly presented. The headteacher is Mr Mark Oakshott, and the wider team includes a deputy headteacher who is also the designated safeguarding lead.

Compton’s 2024 Key Stage 2 outcomes are firmly above average by multiple measures.

Expected standard (reading, writing and maths combined)

84.67%, compared with an England average of 62%.

Higher standard (greater depth across reading, writing and maths)

32%, compared with an England average of 8%.

Average scaled scores

reading 108, maths 108, GPS 107 (all above the typical national benchmark of 100).

That profile suggests strength in both breadth and depth. It is not only that most pupils meet the bar, a meaningful minority are exceeding it.

Rankings reinforce the same picture. Ranked 2454th in England and 6th in Plymouth for primary outcomes, this places the school above the England average and comfortably within the top 25% of schools in England (FindMySchool ranking based on official data).

A practical implication for families is that the school appears to do well for both “secure” learners and those aiming higher. If your child tends to thrive on challenge, the higher-standard figure suggests they are likely to find other pupils working at pace. If your child needs steadier consolidation, the high expected-standard figure indicates the foundations are being built consistently.

Teaching is structured and methodical, with particular clarity around early reading. Phonics is taught explicitly, and pupils who need extra support receive additional sessions so that gaps are dealt with early rather than left to widen.

Reading is treated as a core culture driver, not just a curriculum requirement. Texts are selected by year group, and pupils are introduced to a range of authors through class studies so that reading choices become more confident over time. On top of that, the school’s published pupil premium strategy references the use of Accelerated Reader, Read Write Inc. phonics and White Rose Maths as part of the overall teaching approach.

The most recent inspection evidence also points to a curriculum that has been strengthened and sequenced so that pupils build detailed knowledge over time. A realistic nuance, however, is that some wider-curriculum lessons are not always delivered with the consistency the school intends, particularly in ensuring learning activities focus on the most important subject content. That is less about ambition, more about consistency in execution across subjects.

Support for pupils with special educational needs and disabilities is described as purposeful and integrated. External evaluation highlights clearly identified needs and specialist help for pupils developing speech, language and communication skills, starting in the early years.

As a Plymouth primary operating without a formal catchment area, leavers typically progress to a range of local secondary schools via coordinated admissions rather than a single guaranteed destination. The practical takeaway is that families should think about secondary options earlier than Year 6, especially if they want a particular school and need to understand travel and admissions priorities.

What Compton can offer here is preparation, not a single pipeline. The strength of writing by the end of Year 6 is a useful indicator of transition readiness, because it tends to support success across humanities and extended-answer subjects in Year 7. For pupils who find change difficult, the pastoral culture described by external reviews suggests transition support is likely to be taken seriously.

Families shortlisting schools can use FindMySchool’s Local Hub and comparison tools to view nearby secondaries side by side, then sanity-check likely journeys and priorities before making choices.

Compton is a state school with no tuition fees. Entry is coordinated through Plymouth City Council.

For September 2026 Reception entry, Plymouth’s published timeline is clear: applications open Monday 17 November 2025 and close Thursday 15 January 2026, with offers released on Thursday 16 April 2026. These dates matter, and late applications are treated differently.

Demand is the bigger story. With 151 applications for 59 offers and a subscription ratio of 2.56 applications per place, competition is real. The proportion of first preferences compared with offers is 1.32, which suggests the school is a common first choice and that not all first-choice families secure a place.

In terms of criteria, Plymouth’s community and voluntary controlled arrangements apply. The priority order begins with children with an Education, Health and Care Plan naming the school, followed by looked-after and previously looked-after children, then exceptional medical or social need, then siblings, then children of qualifying staff. Where places need to be separated within the same category, the tie-break is proximity, measured as a straight line using the local authority’s mapping system.

Because the “last distance offered” figure is not published in the provided dataset for this school, families should not rely on informal estimates. A practical approach is to use FindMySchoolMap Search to check precise home-to-school distance and to understand how distance tie-breaks tend to operate locally.

Pastoral support is repeatedly described as a meaningful feature rather than a slogan. A good proxy for this is the emphasis on helping pupils and families overcome difficulties so that children can focus on learning. That matters for primary-aged pupils, where confidence and emotional security directly affect attendance, participation and willingness to try.

Safeguarding culture is referenced explicitly in external evaluation through the description of pupils feeling safe and comfortable sharing concerns. Day-to-day personal development is also framed through learning about online safety and bullying, with assemblies used to address patterns or themes that arise.

The school also signals family support through its Parent Support Advisor (PSA) role, presented as confidential and non-judgemental help for challenges that can affect children’s school experience.

Extracurricular provision is shaped by the school’s size. With ample outdoor space and a culture that encourages active play and participation, sport is a visible part of the offer. Pupils are involved in sports teams and events, and the inspection report references participation in activities such as a half marathon, which suggests the school also taps into community sport beyond standard fixtures.

Wraparound and after-school time is supported by a structured provider arrangement. The school states that its after-school club is run by District Sports and operates until 5:30pm, which is helpful for working families who need predictable childcare coverage.

Leadership opportunities are part of the “beyond lessons” picture too. The presence of house captains, for example, adds a concrete pathway for pupils to practise responsibility, model behaviour and contribute to school culture in a visible way.

For families prioritising breadth, the school’s Church-school dimension adds another layer: projects linked to social action and awareness of wider needs are referenced in the SIAMS report, including work connected to Medic Malawi and a developing culture of being an “agent for change”.

The published school day timings are clear. Breakfast club starts at 07:30, gates open at 08:45, registration is 08:55, and the school day ends at 15:15. The after-school club run by District Sports is listed as operating from 15:15 to 17:30.

The school does not publish detailed transport guidance in the sources reviewed here. For most families, the practical question is drop-off and pick-up logistics on Higher Compton Road and surrounding streets, plus the viability of walking. If you are relocating, check routes at the times you would actually travel and consider how a younger child will manage that journey day after day.

• Admission pressure. With 151 applications for 59 places in the most recent dataset year, competition is part of the reality. Families should apply on time and have credible alternatives on their list.

• Church school identity. The Christian vision, worship and values are integral rather than occasional. This suits many families, but it is a genuine cultural factor to weigh.

• Curriculum consistency in the wider subjects. External evaluation indicates that some wider-curriculum lessons are not always delivered with the consistency the school intends, which can affect how well pupils practise and apply key knowledge outside English and maths.

• Secondary pathways are not automatic. Without a formal catchment, Year 6 families need to plan secondary preferences carefully and early, including travel and admission priorities.

Compton CofE Primary is a high-attaining Plymouth primary with a strong reading culture, effective early support, and a clear values-led ethos shaped by its Church of England character. It suits families who want a structured academic foundation alongside visible pastoral care and a faith-informed approach to community and responsibility. The biggest limiting factor is securing a place, so the strongest shortlists pair Compton with realistic alternatives.