St Ives Primary & Nursery School Review 2026: High-performing primary with a strong outdoor and wellbeing offer

The results profile is exceptional by any state-school benchmark, and it is not a one-metric story. In 2024, 92.67% of pupils met the expected standard in reading, writing and mathematics combined, versus the England average of 62%. The proportion meeting expected standard in reading, mathematics and grammar, punctuation and spelling is also reported at 94% across each of those measures, with science at 97%.

At higher attainment, the gap to national norms widens further. 49.67% achieved the higher standard in reading, writing and mathematics combined, compared with an England average of 8%. High score rates are similarly strong, with 65% high score in reading, 52% in mathematics, and 71% in grammar, punctuation and spelling.

Scaled scores reinforce the same picture. Reading is reported at 113, mathematics at 109, and grammar, punctuation and spelling at 113, which indicates consistently high attainment across the tested domains rather than strength confined to one area.

Rankings are equally clear. Ranked 109th in England and 1st in Ringwood for primary outcomes (FindMySchool ranking based on official data), this places the school among the highest-performing in England (top 2%).

The most recent inspection narrative aligns with the data by emphasising an ambitious curriculum and strong subject knowledge among staff, with close attention to early reading and mathematics.

Early reading and mathematics are treated as non-negotiables, with a whole-school emphasis on ensuring every child learns to read, whatever their starting point. That matters for parents because it reduces the likelihood that children quietly fall behind in the early years and then struggle to catch up later.

Curriculum breadth also appears to be a priority. Formal evaluation references a wide-ranging curriculum and highlights the strength of learning beyond English and mathematics, including subjects such as computing, French and science. The implication for families is that strong test outcomes are not being pursued by narrowing the school experience.

Outdoor learning is a defining feature, and it is described in concrete terms. Forest School sessions run across year groups in a block model, with each year group having a weekly session for 12 weeks of the school year delivered alongside The Fresh Air Club. Activities include den building and bushcraft skills such as learning to make a fire, with practical outcomes like toasting marshmallows. The educational implication is confidence-building through managed risk, teamwork, and hands-on problem-solving that is hard to replicate indoors.

Nursery provision has its own learning structure rather than being childcare with a light educational gloss. The Nursery describes half-term themes designed to prompt curiosity and language, for example “Why do Leaves go Crispy?” and “Are Eggs Alive?”, and uses an online learning journal to share progress. For children who thrive on exploration and talk, that framing can be particularly effective. Government funding is available for eligible 2, 3 and 4 year olds; for specific Nursery pricing, families should refer to the Nursery information provided by the school.

This is a primary school through Year 6, so the main transition point is entry to secondary education at age 11. The admissions policy for the trust acknowledges that transfer ages vary across Dorset depending on local school structures, and advises families to apply through their home local authority by the published closing date for the relevant transfer.

In practice, families should start secondary planning earlier than they think, particularly because local patterns can cross administrative boundaries in areas near county borders. The most reliable approach is to identify the likely Year 7 options via the home local authority process and then work backwards to open events and deadlines. If you are using FindMySchool to shortlist, the Saved Schools feature is a practical way to keep track of both primary and secondary options and avoid deadline slippage.

Reception admissions operate through the local authority coordinated process. The school is an academy within The Heath Academy Trust, and the trust is the admission authority, but the day-to-day administration is managed by Dorset local authority’s School Admissions Team.

Demand is real rather than theoretical. In the most recent published application data here, there were 71 applications for 31 offers for the primary entry route, and the school is described as oversubscribed. The ratio indicates there are more than two applications per place, and first preference demand exceeds available first preference offers.

For September 2026 entry into Reception, Dorset Council states that the closing date for on-time applications is 15 January 2026, with outcomes communicated on 16 April 2026 for on-time applications. Late applications submitted between 16 January 2026 and 15 April 2026 are scheduled for an outcome on 14 May 2026.

Nursery entry is separate from statutory school admissions. The Nursery takes children from age 2 and operates during term time, five days per week. Government-funded hours are available for eligible families; admissions for Nursery places are typically handled directly through the setting.

Wellbeing is formalised rather than informal. The school uses a dedicated programme across Nursery and the main school, with weekly sessions and daily breathing routines, and it holds a Bronze accreditation within that framework. The practical implication is a shared language for emotions and self-regulation, which can be especially helpful for children who struggle with transitions or frustration.

The inspection evidence describes pupils who actively support the wellbeing of others and who demonstrate strong manners and self-control. That is not just pleasant, it tends to create calmer classrooms and more learning time, particularly in mixed-age and mixed-needs cohorts.

Safeguarding is explicitly confirmed as effective in the most recent inspection documentation.

Outdoor learning is a genuine pillar here, not a once-a-term enrichment day. Forest School provision is described as a planned programme with weekly sessions across year groups for part of the year, delivered with external specialists. Activities such as den building and bushcraft skills have a clear developmental purpose: collaboration, resilience, and confidence built through practical achievement.

Creative and performance opportunities also appear embedded. The inspection narrative references arts, culture and music as part of the offer, and describes pupils participating in community-facing activities such as singing and presentations for local care home residents, alongside charity involvement.

Clubs are presented as structured and varied, with examples in school-published club timetables including Choir, Gymnastics (Reception), Art, Running Club, Dance, Netball, Baking, Homework Club, Chess Club, Cooking Club, Spanish, and Lego Robotics. The implication for parents is that there is likely to be at least one option that fits both energetic children and those who prefer quieter, skills-based activities.

Sport is positioned as inclusive, with a whole-school emphasis on physical fitness and specific support for children who need help developing balance and agility from Nursery onwards. That can be particularly reassuring for families whose children are still building core strength and coordination in the early years.

This is a state school with no tuition fees.

The published school day is clear. Doors open at 8.40am; lunchtime begins at 12.00 noon, lessons restart at 12.55pm; and the day ends at 3.05pm for Key Stage 1 and 3.15pm for Key Stage 2.

Wraparound care is in place. Breakfast Club runs from 7.45am to 8.40am, and After School Club runs from 3.05pm to 6.00pm each school day, with refreshments and supervised activities.

For travel, school-published guidance asks families to be mindful of local residents and parking, and references an unofficial one-way system on Sandy Lane. The practical implication is that drop-off and pick-up logistics deserve a trial run, especially for families relying on tight timing.

• Competition for places. Recent demand data indicates oversubscription, with more than two applications per place in the primary entry route. Families should be realistic about the chance of securing Reception entry and should list realistic alternatives on the application.

• Transfer planning needs early attention. Local transfer patterns can vary by area, and the trust admissions policy explicitly notes different transfer ages across Dorset. Families should confirm which Year 7 options apply in their home authority and plan open events accordingly.

• Outdoor learning is a central feature. Forest School and outdoor provision are prominent. This suits many children, but families who strongly prefer a predominantly classroom-based approach should explore how outdoor sessions operate in winter months and what kit is expected.

St Ives Primary & Nursery School combines exceptionally strong outcomes with a clear emphasis on character, wellbeing, and outdoor learning. The academic profile is among the highest in England, and the wider offer, including Forest School, sport, clubs, and structured wellbeing teaching, adds depth rather than distraction. Best suited to families seeking a high-expectation state primary with strong routines, a substantial outdoor element, and wraparound care available; the main constraint is the competitiveness of Reception entry.