Kilsby Church of England Primary School Review 2026: High KS2 outcomes, village-school scale, strong wraparound

A small Church of England primary with an unusually strong set of Key Stage 2 outcomes for a school of its size, plus practical wraparound care that many village schools struggle to sustain. In 2024, 89% of pupils met the expected standard in reading, writing and maths, compared with 62% across England. At the higher standard, 33% achieved greater depth, compared with 8% in England.

This is also a school where routines look purposeful rather than performative. The latest inspection describes pupils taking responsibility and enjoying recognition for achievements, while safeguarding culture is described as strong. The school is part of Innovate Multi Academy Trust, a small primary-only trust with six village schools.

Families considering entry should weigh two things early. First, demand, the most recent reception admissions data shows 45 applications for 26 offers, which is about 1.73 applications per place. Second, early years, there is provision from age 2 via Saplings Preschool, with a clear play-based approach, but nursery fee detail should be checked directly with the setting.

The Christian ethos is presented as a day-to-day framing rather than a bolt-on. The school uses the phrase “life in all its fullness” as a guiding reference point, and the site highlights an intention to build community and social awareness, alongside respect for others and pride in school and community.

Leadership is clearly signposted. The head of school is Mrs Georgina Sensecall, and the staff list identifies a deputy head of school who is also the SENCO. That pairing matters in a small primary, it usually means decision-making stays close to classroom reality, especially around inclusion and early identification.

External evidence points to a calm, orderly culture with opportunities for pupils to take responsibility. The July 2023 Ofsted inspection judged the school Good across all areas, including early years provision.

Beyond the headline judgement, the same report describes pupils taking pride in school life, enjoying recognition through awards, and aspiring to roles such as house captains, which tends to signal a culture where responsibility is taught deliberately rather than assumed.

There is a strong local-story layer too. The school’s history page places the setting within a village shaped by major transport and engineering history, including the nineteenth-century Kilsby Tunnel works, and it notes that the school log begins in 1872, with the National School probably founded in 1839. That sense of place can be a quiet strength for pupils, it makes local geography and history feel relevant rather than abstract.

For parents, the most useful headline is the combined measure. In 2024, 89% of pupils met the expected standard in reading, writing and maths, compared with 62% across England. At the higher standard, 33% achieved greater depth in reading, writing and maths, compared with 8% in England. These are the sort of figures that usually reflect consistent teaching routines and careful tracking of gaps over time, not a single strong cohort.

The detail underneath is similarly positive. In 2024, 93% met the expected standard in reading, 87% in maths, and 87% in grammar, punctuation and spelling. Science was also strong at 93% at the expected standard.

Rankings add useful context, provided they are read with the right caveats. The school is ranked 2,591st in England for primary outcomes (FindMySchool ranking based on official data), and 5th in the Rugby area. This places it above England average, comfortably within the top 25% of schools in England.

A final layer, scaled scores, points to secure basics. In 2024, the average scaled score was 109 for reading, 106 for maths, and 107 for grammar, punctuation and spelling.

Parents comparing options nearby should use the FindMySchool local hub comparison view alongside practical factors like travel and wraparound, because performance is only one part of fit.

A strong combined reading, writing and maths figure nearly always comes from tight consistency, especially in a smaller primary where individual pupils can move the headline metric more sharply year to year. Here, the story suggested by the available evidence is structured learning plus a breadth that keeps pupils engaged.

Reading appears to be treated as a core entitlement rather than an enrichment add-on. The curriculum messaging emphasises pupils leaving primary as fluent, confident readers, ready for secondary study, which matters because reading proficiency drives access to every other subject by Year 5 and Year 6.

Mathematics performance is another anchor. An 87% expected standard figure, combined with a 27% high score measure in maths, suggests that support is not limited to borderline pupils, higher attainers are also being pushed appropriately. For families with children who enjoy number and pattern, that matters, it usually means extension is built into everyday teaching rather than reserved for occasional challenge days.

The inspection evidence also highlights the curriculum being ambitious, and it points to leaders working closely with the trust and valuing that strategic layer. In a small school, trust support can be a tangible advantage if it translates into subject leader development and shared planning across schools, particularly in foundation subjects where small staffing structures can otherwise limit specialist expertise.

For pupils with additional needs, there is enough structure publicly visible to reassure families that inclusion is planned, not improvised. The SENCO role is explicitly identified, and the school publishes a SEN information report that outlines transition work with secondary SENCOs, including meetings and additional visits where needed.

As a primary, the main transition point is Year 6 to Year 7. Secondary applications are coordinated through the local authority, and the school highlights the key administrative dates that families need to keep in mind, including a secondary application deadline of 31 October 2025 and national offer day on 02 March 2026.

What matters more than dates, though, is readiness. The SEN information report sets out a practical approach for pupils receiving SEN support, with planned liaison between primary and secondary SENCOs, plus additional visits where needed, and a focus on organisation, closing gaps, and independence. That sort of transition work is valuable for all pupils, not only those on the SEN register, because the jump to multi-teacher timetables and larger social environments is often the biggest single change in a child’s school life.

Families who want clarity on likely destination schools should treat this as a question for the school directly, especially in a border location where secondary choices can span more than one town pattern. What you can do now, without guessing, is map realistic travel time and look carefully at each potential secondary’s admissions criteria and deadlines.

Reception entry is coordinated through West Northamptonshire Council. The school’s admissions page provides precise timing for the 2026 intake: applications for 2026 reception places open on 10 September 2025, and the primary application deadline is midnight on 15 January 2026. National offer day for primary is listed as 16 April 2026.

Demand looks meaningful for a school of this size. The most recent reception admissions data shows 45 applications for 26 offers, which is around 1.73 applications per place, and the school is described as oversubscribed. For parents, the implication is straightforward: apply on time, do not assume a late application will work, and be ready with realistic alternatives.

There is also nursery provision from age 2 via Saplings Preschool. The published description emphasises a small setting, free-flow play, and “planning in the moment” based on children’s interests. For families, that suggests an early years approach that values responsiveness and language-rich play rather than formalised desk learning. Nursery fee detail is not published here, so families should check the setting’s current terms directly, and note that government-funded hours are available for eligible families.

For families using distance as part of decision-making, do not overinterpret historic patterns. No last-distance figure is available here, and even when one exists, it can shift year to year depending on where applicants live.

Parents can use FindMySchoolMap Search to sense-check realistic options around travel time, then cross-reference the local authority criteria and dates.

Safeguarding culture is a key trust signal, because it underpins everything else. The 2023 inspection states that safeguarding arrangements are effective.

The same report describes regular staff training, clear reporting routes, and leaders working with external agencies to secure the right support for pupils and families, which is particularly relevant for small schools where staff often know families well and concerns can surface early.

The school also publishes a clear safeguarding structure, identifying designated safeguarding leads and governance oversight. While names matter less than process for most families, the existence of a visible structure matters, it makes it easier for parents to understand how concerns are handled and who holds responsibility.

Pastoral support in practice is also tied to wraparound and daily routines. Breakfast club and after-school provision can be more than childcare, it creates additional opportunities for staff to notice shifts in mood, friendship issues, and wellbeing concerns in a lower-pressure environment than a classroom.

In a small primary, the best extracurricular offer is usually one that feels consistent and reachable, rather than an endless menu that changes weekly. Here, the teacher-led clubs list reads like a practical programme for Key Stage 1 and Key Stage 2 pupils, including Young Voices Club, construction club for Key Stage 1, dance club for Years 2 to 4, and football and rugby for Key Stage 2. There is also a Key Stage 2 baking and cooking club, which is often a quietly brilliant option for confidence, measuring, teamwork, and following instructions.

Wraparound is branded as Kilsby Tunnel Club, and the description is specific enough to be meaningful. Activities include arts and crafts, outdoor play, board games, IT, reading, and homework time, with an emphasis on using school grounds whenever possible. Places are capped at 30 and booked on a first-come basis, which is helpful clarity for working parents who need predictability.

There is also a village-history narrative running alongside this. The history page links the village to major engineering works and local events, and that kind of local context often feeds naturally into curriculum topics such as local geography, transport, and how communities change over time.

The school day is clearly set out. The school is open from 8:45am to 3:15pm Monday to Friday, with gates opening at 8:45am and registration beginning at 8:55am. Key Stage 1 finishes at 3:10pm and Key Stage 2 finishes at 3:15pm.

Wraparound provision is available via Kilsby Tunnel Club. Breakfast club runs from 7:45am to the start of school and costs £4.25 per session, with cereal or toast and a drink included. After-school provision runs from 3:10pm to 5:30pm and costs £9.00 per session, with a snack and drink included.

Travel is shaped by the village setting. Many families will be walking, cycling, or driving rather than relying on dense public transport, so it is worth checking realistic morning travel time and parking expectations around drop-off.

• Oversubscription pressure. Reception demand is real, with 45 applications for 26 offers in the published data. Families should apply on time and keep a realistic shortlist of alternatives.

• Wraparound capacity. Kilsby Tunnel Club caps places at 30 and runs on a first-come booking basis. For parents who need dependable childcare, it is worth checking availability patterns early.

• Faith context. The Church of England character is part of the school’s identity, and the school sits within the Diocese of Peterborough framework. Families comfortable with a Christian ethos will find this natural; others should ask about how worship and faith education sits within weekly routines.

• Nursery detail needs checking. Saplings Preschool takes children from age 2 and presents a play-based approach, but families should verify current sessions, funding options, and fees directly with the setting before relying on it for childcare planning.

Kilsby Church of England Primary School combines village-school scale with outcomes that sit above England average, plus wraparound provision that is specific, structured, and clearly communicated. It suits families who want strong academic foundations, a Christian ethos, and practical childcare options across the working day. The limiting factor for some will be admissions competition, so shortlisting should be done with both performance and logistics in view.