Reed First School Review 2026: Small village first school with Forest School and strong routines

Because pupils leave at the end of Year 4, this is not a school where Key Stage 2 SATs data defines the story in the way it does for a typical 4 to 11 primary. Instead, the most useful indicators are how well the school builds core literacy and numeracy, and how securely pupils transition to their next setting at age 9.

Early reading is treated as a high priority. Phonics begins from the start of Reception, and the school uses the Little Wandle synthetic phonics programme, with books matched to the sounds pupils know so pupils build fluency without guesswork.

In inspection evidence, expectations have been raised over time and pupils respond well to that increased challenge, alongside calm and purposeful classrooms that keep learning time protected.

Mixed age classes work best when curriculum planning is deliberate, and the school organises teaching on a two year cycle so that coverage is structured rather than improvised. The practical implication for families is that your child’s year group is not the only reference point, teachers plan with both ages in mind and revisit key knowledge in a sequenced way.

Reading is tightly structured. Daily phonics in Reception is reinforced by regular checks, targeted support for pupils who need to catch up, and a library offer designed to widen reading beyond decodable books once foundations are secure.

Computing is also visible as an enabling tool rather than an occasional treat, with pupil access to Chromebooks referenced in the school’s published material.

Transition happens earlier than in most primary schools, pupils move on after Year 4. The school references destinations such as Edwinstree Middle School, Ralph Sadleir School, and King James Academy Royston, and notes that schools coordinate transition activity around a shared July transition day.

The practical point for parents is to treat Year 4 as a decision point and plan early, particularly if siblings are in different phases or if transport becomes more complex once children move to a middle or upper school.

This is a Hertfordshire County Council community school, so Reception admissions are coordinated through the local authority rather than directly by the school.

Demand is real. Recent Hertfordshire allocation data shows 27 applications for 12 places. In FindMySchool measures, that equates to about 2.25 applications per place, and first preference demand also exceeds places.

For September 2026 entry specifically, Hertfordshire’s published timetable is clear:

• Applications opened 3 November 2025

• Deadline for on time applications was 15 January 2026

• National allocation day is 16 April 2026

• Last date to accept the offered place is 23 April 2026

• Last date to register an appeal is 15 May 2026 at 4pm

Because today is 02 February 2026, this is also the last date Hertfordshire lists for submitting a written explanation to have a late application agreed as on time. After 2 March 2026, Hertfordshire notes that applications received may not be offered a place until the week commencing 15 June 2026.

Nursery admissions run differently. The school states that Nursery applications are made directly to the school, and that Nursery attendance does not guarantee a Reception place because Reception sits within the local authority’s coordinated system.

If you are making decisions based on distance priority, use FindMySchool’s Map Search to check your precise home-to-school measurement, then sense check it against the local authority’s allocation pattern for recent years.

The most recent inspection evidence describes pupils who feel safe and supported, with bullying described as rare and handled effectively.

Ofsted also reported that safeguarding arrangements are effective.

Support for additional needs is built into day-to-day practice. The inspection notes early identification of pupils with special educational needs and disabilities, with adaptations so pupils access the same curriculum as their peers.

The school also lists a named SENCO, Mrs J Cottenden, which is a useful practical detail for parents wanting an early conversation about support and strategies.

Outdoor learning is not occasional here, it is positioned as part of the core offer, with weekly Forest School sessions and regular learning time outdoors across year groups.

Clubs look like a mix of sport and creative options, plus some curriculum linked choices. A published diary entry shows a Running Club beginning as an after-school activity, and the PE curriculum page explicitly references after-school sports clubs including dance, running, football, and netball.

Music also has a clear participation route. The school’s music page describes a choir open to children from Reception to Year 4 as an after-school club over one term.

A final piece of the wider-life picture is the school’s PTA, Friends of Reed School (FoRS), described as a funding and community driver for extra experiences such as workshops and resources.

School hours are clearly set out: gates open at 8.40am, register is at 9.00am, and the school day ends at 3.15pm, with clubs typically running until 4.15pm.

Wraparound care is a strength for a small rural school. Early Birds runs from 8.00am until the start of school, and Night Owls runs from 3.15pm until 5.15pm, with published session pricing for both options.

For drop-off logistics, the school’s published information states there is no parking on site, and asks families to use the adjacent road considerately.

• Small intake size. A Published Admission Number of 12 can be brilliant for being known, but it also means fewer same-age peers. This suits some children very well; others prefer a larger cohort for friendship breadth.

• Mixed age teaching. Many children flourish in mixed age classes, but families should be comfortable with the idea that teaching is planned across a two year cycle, not always in single year group silos.

• Admission pressure. With roughly 2.25 applications per place in recent data, the main constraint is getting a Reception place. If you are applying late, deadlines from February and March 2026 materially affect when offers may be made.

• Earlier transition point. Moving on at the end of Year 4 is a genuine planning factor, particularly for wraparound, transport, and sibling logistics.

A small, structured first school where routines, early reading, and outdoor learning are taken seriously, and where wraparound provision is unusually well defined for a village setting. Best suited to families who want a close-knit environment for ages 3 to 9, value Forest School style learning as part of ordinary weeks, and are comfortable planning for a Year 4 transition into a middle or upper school pathway. Admission is the obstacle; once secured, the experience is shaped by consistency and personal attention.