Checkendon Church of England (A) Primary School Review 2026: Small village primary with top-tier KS2 outcomes

High expectations in a small setting can be a powerful combination, and this is a primary where the published outcomes back that up. In 2024, 87.7% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%. The higher standard figure is also striking at 58.7%, compared with an England average of 8%. Those numbers place the school among the highest-performing in England (top 2%).

The day-to-day feel is rooted in Church of England values, with collective worship built into the weekly rhythm and a strong emphasis on pupils finding and using their voice. For families who want a close-knit village school that still pushes academic standards hard, this one merits a serious look.

This is a small primary by design and by context. The roll is published as 74 pupils, against a capacity of 105, which helps explain why relationships and routines can feel consistent across year groups. Staff roles overlap in a way that is typical of smaller schools, with the headteacher also holding key safeguarding and special educational needs leadership responsibilities.

The school’s Church of England character is not a light touch. The core values are presented as respect, integrity, courage, compassion and hope, and those values are referenced not just as a poster slogan but as a framework for worship and behaviour expectations. Collective worship is scheduled daily, including a weekly session in the church led by local clergy, and a celebration worship with pupil leadership built into Fridays. That regular cadence matters for fit. Families who want a faith-shaped ethos will likely see it as a strength, while families who prefer a wholly secular day will want to understand how worship is approached and how inclusive it feels in practice.

Leadership is current and clearly signposted. The headteacher is Mrs Sarah Hillier, and the staff list presents her as Headteacher, SENCO and Designated Safeguarding Lead. The school’s leadership has changed since the most recent Ofsted report, which named a different headteacher at the time of inspection, so prospective families may want to ask how priorities and systems have evolved under the current head.

The headline story is KS2 performance that sits comfortably at the top end for England. In 2024, 87.7% of pupils met the expected standard in reading, writing and maths combined. The England benchmark provided alongside the data is 62%, which frames the scale of the outperformance clearly.

Depth is not confined to the expected standard. At the higher standard in reading, writing and maths combined, 58.7% of pupils achieved greater depth, compared with an England average of 8%. Reading is especially strong, with 100% reaching the expected standard, and scaled scores of 112 for reading and 111 for maths. Grammar, punctuation and spelling is also reported at 111 for the average scaled score, with 88% reaching the expected standard.

Rankings reinforce the same picture. Ranked 157th in England and 4th in Reading for primary outcomes (FindMySchool ranking based on official data), results sit among the highest-performing in England (top 2%). For parents comparing options locally, the FindMySchool Local Hub page can help you benchmark these outcomes against nearby primaries using the Comparison Tool, particularly useful when cohort sizes and context differ across rural and town schools.

A final note on interpretation. In a small school, year-to-year results can swing as cohorts change. The 2024 figures remain highly informative, but it is sensible to ask how the school sustains standards across mixed cohorts and how it supports pupils who join mid-year, which is more common in smaller communities than many families expect.

Curriculum intent is described as carefully sequenced and built to accumulate knowledge step by step from Reception to Year 6, which aligns with how strong small primaries tend to operate when staffing structures have to stretch across multiple subjects. Early reading is presented as a priority, with a clear emphasis on phonics from the start of Reception and frequent reading built into daily routines.

The latest Ofsted report judged the school Good following an inspection on 12 May 2021. It emphasised an ambitious, well-sequenced curriculum and a strong culture of high expectations, while also identifying a specific refinement point around ensuring that some early reading books consistently match the phonics sounds pupils are learning.

The faith dimension is also tied into teaching rather than sitting to one side. The school describes religious education as rooted in its Christian values while also covering major world religions. Regular clergy involvement in worship and school life is described as part of the approach, which can be helpful for families seeking a Church school that still takes broader religious literacy seriously.

For a primary school, “next” usually means Year 7 transition and readiness for secondary routines. The school’s small scale can help here, because staff can often manage transition in a highly personalised way, including ensuring pupils who may be anxious about a larger setting build familiarity with expectations before the move.

In terms of likely destinations, local authority data positions Langtree School in Woodcote as a key secondary pathway for this community. Oxfordshire County Council admissions data for Langtree School lists Checkendon Church of England Primary School among its named feeder schools, which is a helpful indicator for families wanting a predictable local route.

For parents weighing school choice primarily through the lens of outcomes, the combination of high KS2 results and an established local secondary route can be attractive. The practical question is fit: does your child thrive in a small school where older and younger pupils mix frequently, and are they likely to benefit from a faith-anchored culture that gives time to worship and reflection?

Reception entry is coordinated through Oxfordshire’s common application process, rather than direct application to the school. The school’s admissions page is clear that Reception applications must be made through the Local Education Authority, with children typically offered full-time places from the start of the autumn term in September.

Demand indicators show why timing and preferences matter. For the Reception entry route reflected in the admissions data, there were 41 applications for 15 offers, with an oversubscription status recorded and a subscription proportion of 2.73 applications per place. That is not metropolitan-level competition, but in a small school it can still mean a meaningful risk of not securing a place if you assume availability.

For Year 1 to Year 6, the school describes an in-year process that starts directly with the school, alongside the county transfer process. For families moving into the area, or considering a change mid-primary, this is worth discussing early, especially if your child has additional needs and you want to understand what support structures are currently in place.

If your shortlist includes schools where distance or catchment is a deciding factor, use the FindMySchool Map Search to sense-check your home location against how places tend to be allocated locally, and then validate details directly with the Local Authority and the school’s published admissions policy.

Pastoral care in smaller primaries often depends on consistency: children know the adults, adults know the children, and emerging concerns can be noticed early. The school’s published approach places a clear emphasis on inclusion and wellbeing, including the use of Zones of Regulation as a shared emotional language across the school.

Safeguarding is presented as a priority in both policy messaging and leadership structure, with the headteacher named as Designated Safeguarding Lead. The most recent Ofsted report states that safeguarding arrangements were effective at the time of inspection and describes a strong culture of vigilance and up-to-date staff training.

Support for pupils with additional needs is also structurally visible. With the headteacher also acting as SENCO, families of pupils with SEND should expect direct leadership involvement in planning and review, which can be a positive when responsiveness matters. The trade-off is capacity, so it is sensible to ask about the current caseload and how day-to-day support is deployed in mixed-age classes.

The school positions clubs as a meaningful extension of learning rather than an optional extra. The published list includes Music and Choir, Running Club, Lego Club, Art Club, Drama Club, and sports clubs, with times and sign-ups typically confirmed early in September. That “September set-up” approach is practical in a small school, because staffing and pupil interests can shift each year.

Sport and physical activity appear to be actively used to build confidence. The school’s physical education updates describe swimming as a focus, including progression through skills and water safety, and even a water polo element by the end of a term. For many families, this kind of structured physical programme is as important as academic stretch, particularly for children who learn best when the day is varied.

Outdoor learning is a visible strand through Forest School, framed around children developing resilience, independence and confidence through practical tasks, teamwork and managed risk. The key for parents is not the branding but the implementation: ask how often Forest School runs, which year groups participate, how safety is managed, and how staff ensure that quieter children still take an active role.

The core school day runs from 8:40am gates opening to a 3:20pm finish, with a weekly total of 32.5 hours stated. Collection is described as from the playground, with clear routines around registration and stagger points during the day.

Wraparound care is available but split across providers. Breakfast club is described as offered by Checkendon Preschool from 7:30am on weekdays, with a published fee of £6.50 per session including food. After-school club is described as running Monday to Friday from 3:20pm to 5:00pm with snacks and structured activities, but the cost is not published on the page, so families should confirm pricing and booking expectations directly.

Travel and access are inevitably shaped by the rural village setting. Most families will plan around a mix of walking routes and car drop-off; if you rely on public transport or need specific parking arrangements, check the current school guidance as part of your visit planning.

• Small cohorts cut both ways. A smaller roll can create a strong sense of belonging, but it can also mean fewer same-age peers in a given year group. This suits some children brilliantly; others prefer a bigger social pool.

• Faith is part of the weekly structure. Daily collective worship, including a weekly church service, is built into the routine. Families seeking a Church of England ethos will likely value this; families wanting a fully secular day should explore fit carefully.

• Competition for Reception places is real. With 41 applications for 15 offers in the admissions data, admission can be the limiting factor even in a small community school. Build a realistic shortlist and keep your Local Authority deadlines front of mind.

• Wraparound costs are not fully transparent online. Breakfast club pricing is published, but after-school club cost is not. If childcare is central to your decision, confirm full wraparound arrangements early.

Checkendon Church of England (A) Primary School combines a village-scale feel with outcomes that put it among the strongest in England. The faith ethos is clear, consistent, and structured into the week, and the curriculum story is one of high expectations rather than gentle minimalism.

Best suited to families who want a small Church of England primary with ambitious academic standards, strong routines, and a clear local secondary pathway. The primary hurdle is admission, so treat deadlines and backup options as part of the plan.