The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
A very small rural Church of England primary where relationships matter because they have to, with a published capacity of 64 and an age range that begins in nursery. The scale shapes daily life: children mix across year groups, staff know families quickly, and pupils tend to gain confidence through doing jobs that would be reserved for older children in larger schools. The current leadership is shared across The Riverside Federation, with Mrs J Bassindale listed as Executive Head Teacher.
Academically, the picture is mixed but readable. In 2024, 66.67% of pupils met the expected standard in reading, writing and mathematics combined, which is above the England average of 62%. Higher standard outcomes are also above typical, with 16.67% achieving the higher standard across reading, writing and maths, compared to an England average of 8%. The same year, scaled scores were 105 in reading, 103 in mathematics and 103 in grammar, punctuation and spelling, all above the national benchmark of 100 that underpins scaled scoring.
For a school this size, admissions numbers can look deceptively simple, but demand is real: the most recent available entry-route data shows 16 applications for 6 offers, indicating oversubscription. This is a state school with no tuition fees; families should budget for the usual costs such as uniform, trips and clubs.
The defining feature here is small-school familiarity, paired with a Church of England identity that is expressed in specific language rather than as vague “nice values”. The school’s stated vision talks openly about being “Deeply Christian, Serving the Common Good”, and the emphasis on service is not treated as optional. It is linked to everyday behaviour and to how pupils are encouraged to think about their impact on others.
That faith character shows up most clearly in the rhythm of the week. Collective worship is described as a focal point and a daily starting point, with a dedicated celebration worship on Fridays that is used to recognise achievement both in school and at home. In a small community school, that blend of recognition and routine tends to land well with children who respond to clear structure and public praise for effort, not only for attainment.
A federation model sits behind the scenes. The Riverside Federation spans Eastoft and Luddington and Garthorpe, which matters for parents because leadership and some policies are shared, while daily life remains very local. Mrs J Bassindale is named as Executive Head Teacher within the federation’s published staff information.
Pupil leadership appears deliberately cultivated. The school runs a School Council structure, with named representatives by class and head boy and head girl roles listed for Eastoft. In a tiny primary, these roles can be more than symbolic because there are fewer layers between “having a job” and “making something happen”.
External evidence aligns with a calm, supportive feel. The January 2024 Ofsted inspection reported a Good outcome across areas, and the narrative describes pupils as happy, relationships as positive, and bullying as very rare.
For primary schools, the most useful headline is the combined reading, writing and mathematics measure at the end of Key Stage 2. In 2024, 66.67% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard across reading, writing and mathematics, 16.67% achieved this level, compared with an England average of 8%.
Under the hood, the scaled scores were 105 for reading, 103 for mathematics, and 103 for grammar, punctuation and spelling. Those sit above the scaled-score reference point of 100, and they suggest that, in a small cohort, attainment is holding up across the core assessed areas rather than being propped up by a single spike in one subject.
Subject-by-subject, the same results shows:
Reading expected standard: 60%
Mathematics expected standard: 80%
Grammar, punctuation and spelling expected standard: 70%
Science expected standard: 70% (England average: 82%)
That science figure is the clearest “watch this” signal. In a small school, it may reflect cohort variation, staffing changes, or curriculum sequencing, but it is still the subject where outcomes sit meaningfully below the England average and where families might want to ask how scientific knowledge is built up from Year 3 onwards.
Rankings should be treated as a directional tool rather than a verdict, but they help parents contextualise results. Based on FindMySchool’s proprietary ranking using official data, the school is ranked 10,284th in England for primary outcomes and 19th within the local area of Scunthorpe. This places performance below England average overall, and it sits in the lower-performing band when compared nationally. (FindMySchool ranking, based on official data.)
England ranks and key metrics (where available)
Reading, Writing & Maths
66.67%
% of pupils achieving expected standard
The strongest evidence of “how teaching looks” comes from curriculum statements and from what the school chooses to describe in detail, particularly in early years. In the federation’s EYFS information, mathematics is framed as daily, rooted in real-life contexts, with structured sessions introduced when children are ready. Named approaches include NCETM Mastering Number and White Rose Maths, which signals a preference for mastery-style sequencing and deliberate practice rather than loose topic-hopping.
Reading culture is also treated as a concrete priority in early years. Reception pupils are described as attending a weekly Drawing Club linked to stories and clips, designed to build vocabulary and enjoyment of books. For parents, the implication is practical: early language development is not left to chance, which often helps children from a wider range of starting points.
In music, the federation uses Sing Up as its scheme of work and organises learning on a two-year cycle. A specific practical detail stands out: children in Years 3 and 4 learn the ukulele. That sort of planned instrumental experience can have an outsized effect in small schools because it gives every child access to performance and ensemble work, not only those whose families arrange private tuition.
PE is positioned as a minimum entitlement of two hours per week across the federation curriculum. Combined with the after-school and wraparound offer, the school is signalling that physical activity is part of a whole-week plan, not just a single weekly lesson.
Quality of Education
Good
Behaviour & Attitudes
Good
Personal Development
Good
Leadership & Management
Good
FMS Inspection Score calculated by FindMySchool based on official inspection data.
As a very small rural primary, onward destinations are shaped heavily by local secondary catchments and transport realities, and those can change over time. The school does not publish a simple “destination list” for leavers, and there is no destination results available in the supplied data for this school.
The most sensible way for families to approach transition is to work backwards from likely secondary options and then check practicalities early: travel time, bus routes, and whether friends are moving to the same school. Because Eastoft is within North Lincolnshire, the coordinated admissions system and local authority school landscape will matter. Parents comparing options can use FindMySchool’s Local Hub pages and comparison tools to view nearby secondaries side by side, especially for progress measures and behaviour judgements that can differ sharply between schools.
Reception applications are coordinated through North Lincolnshire Council. For September 2026 entry, the council’s published deadline for reception and junior school applications is 15 January 2026.
This is a voluntary aided Church of England school, so it is normal for faith-based criteria and supplementary forms to be relevant, even while the local authority coordinates the process. The most reliable approach is to read the school’s current admissions policy in full and check, line by line, what evidence is required if you are applying under faith criteria, and how priority is applied if the school is oversubscribed.
Demand data reinforces that “small school” does not mean “easy to get into”. The most recent entry-route figures show 16 applications and 6 offers, a ratio of 2.67 applications per place, with the school listed as oversubscribed. In practice, that typically means some families will not secure their first preference, and second or third preferences should be chosen thoughtfully.
Because the last-distance-offered figure is not available for this school families should not rely on assumptions about proximity. If you are weighing a house move or a specific street as a strategy, use FindMySchoolMap Search to check your exact home-to-school distance and then treat distance as only one part of a broader admissions picture.
100%
1st preference success rate
6 of 6 first-choice applicants received an offer
Places
6
Offers
6
Applications
16
Small schools often succeed or fail on consistency. Here, the published staff structure suggests a stable, identifiable team, including a named Assistant Head Teacher and role clarity across phases.
Safeguarding and online safety appear explicitly in the wider school messaging. The 2024 inspection narrative highlights that pupils know how to keep safe online and describes bullying as very rare, with adults helping pupils if they have concerns.
Behaviour expectations are framed as high, but the more important detail is how the school talks about relationships. The inspection account emphasises supportive peer behaviour and positive relationships between pupils and adults. For parents, the implication is that a child who needs reassurance and steady boundaries is likely to benefit, particularly in the younger year groups.
The practical “extended day” offer is unusually clear for a small primary. Breakfast club is available from 7.30am, with a published cost structure depending on start time.
After school, the offer splits into two layers: enrichment clubs and longer wraparound childcare. Clubs run from 3.30pm to 4.30pm during the week, with a published per-session cost. For families who need a longer day, wraparound care runs beyond clubs, with options through to 5.00pm and 6.00pm and a stated inclusion of snacks, and for the later session, a light tea.
For younger children, EYFS enrichment includes a weekly Drawing Club linked to storytelling, explicitly designed to build vocabulary and enjoyment of reading.
Outdoor learning also appears likely to be a meaningful strand. The federation lists a named Forest School lead within support staff. In a rural setting, that often translates into planned outdoor sessions that build practical skills, resilience, and teamwork. If this matters to you, ask how often Forest School runs, which year groups take part, and how it is resourced across seasons.
Music is another clear pillar. Alongside class music provision, Years 3 and 4 learning the ukulele is a specific, inclusive experience that can help quieter pupils find a route into confidence and performance.
Wraparound childcare is a genuine strength here, with breakfast club from 7.30am and after-school care available until 6.00pm, plus separate enrichment clubs running 3.30pm to 4.30pm.
The school publishes federation diary dates and term structure, and families should use those to plan childcare and holidays, especially as small schools can have limited flexibility around term-time leave.
Transport is a practical consideration in this area. Eastoft is a rural village setting, and school-run patterns are typically shaped by car journeys, local walking routes, and any available bus options. If you are relying on a specific transport plan, confirm it early and consider seasonal factors, particularly for winter travel.
Small cohort volatility. In a school of this size, year-to-year results can swing significantly because each child represents a large percentage of the cohort. Treat any single year as a signal, then ask how the school checks progress across multiple years.
Science outcomes need scrutiny. The 2024 science expected-standard figure (70%) sits below the England average (82%). Ask how science knowledge is sequenced across Key Stage 2 and what practical work looks like as pupils get older.
Faith character is real. This is a Church of England school with a service-led Christian vision and a daily worship rhythm. Families who prefer a fully secular approach should think carefully about fit.
Oversubscription is possible even in small schools. Demand data indicates more applications than offers. Families should choose realistic preferences and read the admissions criteria closely, especially for faith-based priorities.
A tiny Church of England primary where children are known well, leadership is federated, and the extended-day offer is unusually clear for a school of this scale. Results in 2024 show reading, writing and maths outcomes slightly above England average, with higher standard performance a relative strength, though science sits below the England benchmark and is worth probing.
Who it suits: families seeking a small, community-rooted primary with explicit Christian values, a structured worship rhythm, and practical wraparound care that supports working days. Admission is often the hurdle rather than the day-to-day experience, so a careful read of the criteria matters.
The latest full inspection outcome was Good, and the school’s 2024 Key Stage 2 results were slightly above the England average for the combined reading, writing and maths measure. The strongest indicator is higher-standard performance across reading, writing and maths, which is above the England benchmark.
As a voluntary aided Church of England primary, admissions are coordinated through the local authority but allocated using the school’s published criteria. In practice, factors such as faith-based priority, siblings, and distance can matter, so the best next step is to read the current admissions policy and apply through North Lincolnshire Council.
The school admits children from age 3. Nursery and early years costs can change, and early years funding rules depend on family circumstances, so the school’s website is the right place to confirm current nursery arrangements and any charges.
Yes. Breakfast club starts at 7.30am, enrichment clubs typically run 3.30pm to 4.30pm, and wraparound care is available beyond that, with published options extending to 6.00pm.
Applications are made through North Lincolnshire Council. The published closing date for Reception applications for September 2026 entry is 15 January 2026, so families should plan paperwork and any supplementary forms well before that deadline.
Get in touch with the school directly
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