Lambs Lane Primary School Review 2026: A rural-edge primary with strong reading scores and practical wraparound care

The most recent published Key Stage 2 outcomes show a school with particular strength in reading and a steadier, more mixed profile across the combined core measures.

• Expected standard (reading, writing, maths combined): 60%.

• Higher standard in reading, writing and maths: 10%.

Scaled scores sit above the typical national reference point of 100, with Reading 108, Mathematics 106, and GPS 107. Reading is the standout strand, with 90% reaching the expected standard and 50% reaching the higher standard. Science is also positive, with 90% reaching the expected standard.

On FindMySchool's ranking based on official performance data, the school is ranked 6,240th out of 14,978 primaries in England for academic outcomes. The Reading local hub lists it 48th locally, with an overall England rank of 6,919th, so the current picture is more mid-table than top-quarter.

Implication for families: pupils who respond well to clear structures and consistent practice in literacy and maths should do well here. Those who need extra stretch at the top end also appear to be catered for, given the high proportion achieving the higher standard. For families with a child who is strong in maths but less confident elsewhere, the pattern suggests a good chance of accelerated progress once routines bed in.

Curriculum intent is clearly mapped, and external evidence points to careful sequencing of knowledge, starting from the early years and building year by year. The best example of what “strong teaching” looks like here is mathematics. Teaching is described as consistent in approach, with concepts presented clearly and revisited so pupils retain learning rather than cramming and forgetting. That kind of “spiral and revisit” structure is particularly helpful for pupils who are capable but prone to small gaps compounding.

Reading is another clear strength. Phonics begins from Reception, daily, with a defined programme and extra support for pupils who fall behind. Importantly, the books pupils take home are matched to the sounds they have been taught, which is a practical detail that often separates schools where children merely “do reading” from schools where early reading becomes fluent quickly.

The main teaching-and-learning caveat is in the early years and a handful of foundation areas. The evidence suggests that, at the time of inspection, a small number of subject leaders did not fully understand early years curriculum detail in some subjects, and that adaptation for varying needs was uneven in areas including music, French and religious education. For parents, the practical question to ask is what training and subject-lead support now looks like post-academy conversion, and how leaders check progression beyond the core.

As a state primary, transition is mainly shaped by local authority admissions and family preference rather than a single “feeder” destination. The school prepares pupils for the move to Year 7 through curriculum continuity, routine-building, and the gradual increase in independence expected across Key Stage 2.

Reception entry is coordinated through Wokingham Borough Council, with the school directing families to apply via the council route for September 2027 entry. Key dates for that cycle are clearly set out:

• Online admissions open: 12 November 2026

• Closing date for on-time applications: 15 January 2026

• Offers released: 16 April 2027

• Deadline to respond: 1 May 2027

• Waiting list information available: 2 May 2026

• Appeals deadline: check Wokingham's current admissions timetable for the published date

• Admission round closes: check Wokingham's current admissions timetable for the published date

Demand should be checked against current allocation information rather than inferred from an older applications-to-offers snapshot. Families should assume admission can be competitive and use all available preferences strategically.

For open events and settling-in, families should check the live calendar each term for parent meetings, transition sessions and induction arrangements. In practice, the school signals a fairly structured induction approach, but the actual dates should be checked for the current intake.

Pastoral practice is grounded in familiarity. External evidence highlights that staff know pupils and families well, and that the school has systems for addressing bullying should it occur, with pupils confident that adults will help. This is not just “nice to have”. In a small primary, speed of response, consistency of adult follow-through, and predictable routines tend to be the difference between occasional friendship fallouts and longer-running issues.

Safeguarding is also clearly addressed in formal evidence. The January 2022 Ofsted report states that safeguarding arrangements were effective. The practical parent takeaway is to ask how safeguarding training and reporting systems work now, and how online safety is taught as pupils move up the school.

Support for pupils with SEND is described as structured, with early identification and adaptations that enable access to the same curriculum as peers. Families considering the school for a child with emerging needs should ask about current staffing capacity, how interventions are delivered without excessive time out of class, and how progress is communicated through the year.

The school’s extracurricular story reads as “broad and real” rather than glossy. Evidence references sports clubs and performance opportunities through the school choir, with wider experiences including trips and residential visits. The value here is straightforward. Pupils who do not thrive on desk learning alone still get structured arenas to build confidence and friendships.

School communications and news items also point to curriculum-linked trips and events. Examples include a Year 1 and 2 visit to Brighton connected to learning about coasts, and participation in the Kennet Games (a local competitive fixture). For parents, these details matter because they suggest that enrichment is not reserved for the oldest year groups.

Music and performance have identifiable touchpoints beyond “we do singing”. The New Entrants information pack describes sharing assemblies, and school communications refer to events like a Junior Music Festival. These are the kinds of moments that help pupils practise public speaking, take pride in work, and learn to perform under friendly pressure.

The school day runs on a soft-start model. Morning drop-off is 8.50am to 9.00am, with registration at 9.00am and registers closing at 9.10am. The day ends at 3.30pm, with the playground gate opening at 3.20pm for collection.

Wraparound care is a genuine strength for working families. Breakfast Club runs from 7.45am to 8.50am, with a half-session option 8.30am to 8.50am. After School Club offers a shorter session to 4.30pm and a longer session to 6.00pm, with published pricing for bookings.

On practical travel, the school guidance emphasises that roads are busy at drop-off and pick-up, and encourages walking where possible, with specific parking and drop-off expectations set out for families.

• Competition for Reception places. Demand can change by year, so families should check current allocation information, assume admission may be competitive, and plan a broader set of preferences.

• Some foundation subjects may need scrutiny. Evidence from the last inspection cycle highlighted uneven subject-lead understanding and adaptation in parts of the early years and a few subjects. Ask what has changed since academy conversion, and what monitoring looks like now.

** The school converted to an academy in late 2025, and some published pages and policies reference different leadership roles. Parents may need to verify “current as of” details during enquiry stages.

• Wraparound fees add up. Breakfast and after-school provision is clearly structured, but regular use becomes a meaningful monthly cost. Check session prices, and confirm how bookings and late collection charges work for your routine.

This is a local primary with a mixed but useful KS2 profile, particularly strong reading results, and wraparound care that is practical for working families. It suits children who do well with clear routines, consistent practice, and a school culture that rewards effort and contribution alongside attainment. The main hurdle is admission, so families should keep their plan grounded in the council timetable and a realistic shortlist.