Studlands Rise First School Review 2026: A small first school with standout early years

Because this is a first school that educates pupils up to Year 4 (age nine), the usual end-of-primary Key Stage 2 SATs measures are not the main “headline” parents may be used to seeing for Year 6 schools. The most useful external benchmark is therefore the latest inspection evidence about curriculum quality, reading, and how well pupils learn across the school.

The current inspection framework also matters for interpreting the outcome. The 19 November 2024 inspection graded each judgement area rather than issuing an overall effectiveness grade, and the school was graded Good for quality of education, behaviour and attitudes, personal development, and leadership and management, with early years provision graded Outstanding.

Curriculum thinking looks organised and joined-up. The inspection describes an ambitious, broad curriculum with knowledge and skills sequenced logically so learning builds over time. Teaching is described as confident, with secure subject knowledge and careful use of subject vocabulary.

Early reading is a clear priority. Phonics is taught consistently from early years onwards, with extra sessions for pupils who need help catching up. The report also describes adults reading expressively and helping pupils understand how texts are constructed, then using that knowledge to support writing. For parents, the implication is that “learning to read” is treated as a central job, not a bolt-on.

Mathematics is framed through a mastery approach, and the school references involvement with the NCETM Maths Hubs Programme, alongside planning support that aims to develop depth rather than rushing ahead. In practice, that usually means small-step sequencing, precise mathematical language, and careful attention to misconceptions.

One development point to note is pace and challenge when pupils finish tasks quickly. The inspection identified occasions when staff did not move pupils on swiftly enough, which can limit progress for faster learners unless consistently addressed.

As a first school, the main transition point is the move to middle school after Year 4. The school describes Year 4 pupils visiting middle schools in the autumn term as part of preparing for transition at the end of the year.

For families new to Royston’s three-tier system, it is worth checking how middle school allocations work locally, as arrangements can differ from the two-tier primary-to-secondary pattern seen elsewhere. The local authority route is the anchor for Reception admissions, and it remains the best place to confirm how your child’s later transfer will be handled in your specific area.

Reception to Year 4 applications go through Hertfordshire County Council rather than directly to the school. The school’s published admission number is 30, and the figures indicate 112 applications for 30 offers for the primary entry route, alongside an oversubscribed status and an applications-to-offers ratio of 3.73.

That pattern has two implications. First, securing a place is likely to be the main constraint, not whether the school is a good fit once you are in. Second, families considering a move should treat timing as a practical risk factor, late applications reduce options quickly in oversubscribed schools.

Key dates for September 2026 Reception entry are set by the local authority. The online system opened on 3 November 2025, the on-time deadline was 15 January 2026, and national allocation day is 16 April 2026, with acceptance deadlines shortly after.

A helpful practical step is to use the FindMySchoolMap Search to check your home-to-school distance precisely and sanity-check your shortlist, especially when local demand is high.

Nursery admissions

Nursery admissions are handled directly by the school and run on a different timetable to Reception. The nursery admissions policy sets out session times, eligibility for government-funded hours, and the fact that applications for September entry are accepted from 1 November, with confirmations typically issued in the summer term. It also sets out a pathway for “rising 3s” if places are available, joining the term after a child’s third birthday.

One important detail to keep in mind is progression. A nursery place does not automatically roll into Reception, so families should plan for two separate application steps if they want continuity.

Pastoral support is described as structured rather than reactive. The school highlights a dedicated nurture space used for targeted interventions supported by an Emotional Literacy Support Assistant (ELSA), which is a practical indicator of capacity for early help rather than waiting for issues to escalate.

SEND support is also described as proactive, with staff expected to identify needs early and put the right support in place. The inspection describes high expectations for pupils with SEND, with a focus on developing independence and ensuring pupils are engaged learners alongside their peers.

Safeguarding is addressed clearly in the inspection, and the safeguarding arrangements were found to be effective.

This is an area where the school tries to give children responsibility early, which fits the age range well.

Active roles and leadership

• The School Council includes representatives from Year 1 to Year 4, meeting regularly with the headteacher to discuss improvement priorities, charitable support, and links with local councillors.

• The Eco Squad runs from Year 1 to Year 4 and focuses on practical environmental habits like switching off lights and checking taps and doors, meeting regularly with staff leads.

• In Year 4, pupils can train as Play Leaders, supporting games and physical activity for younger pupils at break times.

• Also in Year 4, eight pupils are nominated for the Sport Crew, helping shape whole-school sporting events and acting as lunchtime games leaders.

Physical activity as a daily habit

The school describes multiple initiatives woven into the day, including The Daily Mile, BBC Supermovers, and whole-school active events such as Walk to School Week.

Trips and experiences

The prospectus lists curriculum-linked visits that include Royston Cave, Shepreth Wildlife Park, Fitzwilliam Museum, and Wimpole Hall, alongside local visits such as to the town centre and allotments.

Year 4 pupils also have an optional residential to Phasels Wood Activity Centre, positioned as part of developing independence and teamwork.

The school day runs from 8.50am to 3.15pm.

Wraparound care is available via an on-site provider. Breakfast club runs from 7.45am to 8.50am during term time; after-school provision starts at 3.00pm for Nursery and 3.15pm for the rest of the school. Session end times and availability are best confirmed directly with the provider, as they are not consistently published in the school’s core documents.

For transport, the school sits within Royston, so families typically think for walkability and short local drives. If you are planning around admissions, it helps to map your routes at drop-off and pick-up times, and to keep an eye on how any future middle-school transition would affect daily logistics.

• Competition for Reception places. The available admissions results indicates 112 applications for 30 offers in the primary entry route, and the school is marked oversubscribed. If you are relying on a place here, treat admissions planning as a project, not a hope.

• Nursery does not guarantee Reception. Families need to apply separately for Nursery (direct to the school) and Reception (via the local authority). That is manageable, but it catches some families out.

• First school transition at Year 4. Children move on to middle school after Year 4. That suits many families, but it does mean an earlier transition point than the standard Year 6 move.

• Stretch for fast finishers. The latest inspection identified moments where pupils were not moved on quickly enough once they completed tasks. Ask how the school is tightening this up, especially if your child tends to work quickly.

This is a well-organised, outward-facing first school where early years quality is a headline strength and outdoor learning is a genuine asset rather than a marketing line. It suits families who want a small setting with clear routines, strong early reading, and plenty of structured responsibility for older pupils in Year 4. The limiting factor is admission, competition for Reception places is the practical hurdle.