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.
This is a small village primary that pairs a clear Christian ethos with unusually strong Key Stage 2 outcomes. In 2024, 92% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%, with a high standard rate of 41% compared with 8% in England. Results place the school well above England average, within the top 10% of primaries in England, and 2nd locally in the Skipton area (FindMySchool ranking based on official data).
The latest full inspection judged the school Good overall, with safeguarding effective and clear evidence of a well-sequenced curriculum that builds securely over time.
A small roll tends to shape daily life here. Pupils mix easily across year groups, older pupils take responsibility naturally, and staff can spot dips in confidence quickly. That matters in a school of this size because a single unsettled friendship group can colour a whole year group; the upside is that adults usually know the back story and can intervene early.
The Church of England character is visible in the school’s language and priorities. The most recent inspection report refers to leaders and governors wanting every child to flourish, which aligns with a values-led approach rather than a purely results-led one. For families looking for a faith-school experience that is grounded in day-to-day practice, rather than occasional assemblies, that should feel coherent.
Behaviour and relationships come through strongly in the evidence available. The latest inspection describes pupils as happy, kind, and safe, with bullying rare and addressed quickly when it occurs. For parents, the practical implication is that this is likely to suit children who thrive when routines are predictable, expectations are clear, and adults follow up consistently.
Leadership is currently under Headteacher Sarah Peel. The school website includes staff information, but a specific appointment date was not reliably accessible in the sources I could retrieve today, so this review avoids stating a start year.
Gargrave’s Key Stage 2 data is the headline story, and it is hard to overstate how strong the combined measure is for a small primary.
Expected standard (reading, writing, maths): 92%, compared with 62% in England.
Higher standard: 41%, compared with 8% in England.
These figures suggest two things at once. First, the typical pupil is leaving Year 6 securely ready for secondary work across the core areas. Second, a large group are working beyond the expected level by the end of primary, which often correlates with strong curriculum sequencing and tight assessment routines, particularly in small schools where gaps can be spotted quickly.
Reading: 111
Maths: 109
Grammar, punctuation and spelling: 107
Combined total: 327
These scaled scores are consistent with the combined attainment picture. Reading is particularly strong, and maths is also comfortably above the usual England midpoint.
This places the school in the top 10% of primaries in England, which is a meaningful signal for families comparing options across the wider area rather than only within the village.
A final nuance: small cohorts can create year-to-year variation, even in well-run schools. What matters more is whether the curriculum model is stable and whether staff can diagnose gaps quickly. The latest inspection points to careful curriculum design and a strong reading culture, which supports the idea that outcomes are not just a one-off.
England ranks and key metrics (where available)
Reading, Writing & Maths
92.33%
% of pupils achieving expected standard
The strongest evidence points to a curriculum that is planned as a sequence, not a list of topics. The latest inspection describes a well-designed curriculum and strong subject knowledge from staff, particularly in reading and mathematics.
Reading is treated as a whole-school priority. Inspectors noted that younger pupils build phonics quickly, reading books are matched to what pupils know, and staff check for slippage and act fast when pupils fall behind. The practical implication is that children who need a quick early boost, or who benefit from structured repetition, are likely to be supported well.
The same report describes maths as well planned, with knowledge building on prior learning and resources used effectively to support understanding. Combined with the scaled score and high expected-standard rate, this suggests pupils are not just learning procedures but building secure number sense, which tends to travel well into Year 7.
The inspection evidence also highlights that the wider curriculum is planned in a sequenced way, with some subjects further along than others in identifying the precise small steps of knowledge pupils should retain over time. For parents, that reads as a school that has done a lot of the hard work on curriculum thinking, but is still tightening consistency across every foundation subject.
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 village primary, transition tends to be shaped by local secondary patterns rather than a single automatic destination. The school’s own information points families towards a range of secondary options, which is typical in this part of North Yorkshire where catchments, transport, and parental preference can pull in different directions.
What matters more than naming one secondary route is readiness. On the evidence of 2024 outcomes, most pupils are likely to move on with strong basics in reading and maths, which usually supports confident access to a broader Key Stage 3 curriculum, including the heavier reading demands in humanities and science.
If you are shortlisting local secondaries alongside this primary, FindMySchool’s Local Hub and comparison tools can help you line up secondary outcomes, Ofsted histories, and practicalities side by side.
For Reception entry, applications are coordinated by North Yorkshire Council rather than handled solely by the school. The council’s published timeline for September 2026 entry includes:
Application round opens: 12 October 2025
Closing date: 15 January 2026
Last date to change an application or submit a late application before allocations: 22 February 2026
Formal offers for primary places are made on 16 April 2026 (National Offer Day for primary in North Yorkshire).
Demand indicators suggest the school is oversubscribed for the primary entry route, with 16 applications for 12 offers in the most recent recorded cycle (around 1.33 applications per place). That is not “big city” pressure, but it is enough to make timely application important, particularly for families moving into the area.
The “furthest distance at which a place was offered” figure is not available for this school, so this review does not quote a catchment distance. For families for whom proximity is likely to matter, it is sensible to treat distance as a variable and check the local authority’s oversubscription rules for the relevant year.
100%
1st preference success rate
12 of 12 first-choice applicants received an offer
Places
12
Offers
12
Applications
16
Safeguarding is a clear strength in the most recent inspection evidence, and the report describes a strong culture of care and vigilance. In a practical sense, that often shows up as consistent staff training, clear reporting routes, and confident pupil knowledge about who to go to if something feels wrong.
Pastoral support also benefits from the scale of the school. In smaller primaries, staff can usually connect patterns across behaviour, attendance, friendships, and learning more quickly than in larger settings. The inspection evidence also describes pupils feeling comfortable and safe, and highlights calm breaktimes and inclusive play.
Enrichment here looks rooted in local opportunities and pupil interests rather than a glossy programme. The latest inspection mentions clubs such as gardening and sport being reintroduced, which suggests a steady rhythm of practical, outdoor, and active options.
The school also publishes examples of after-school activities. One listed item is singing with a named staff member, linked to participation in Young Voices in Manchester, which gives a concrete sense of a music offer that leads to real events rather than just in-school rehearsal.
Wraparound provision is a notable feature for a rural primary. References to “Triangle Club” indicate on-site extended care running from 7.30am to 6.00pm, which can be a decisive practical advantage for working parents in villages where commuting patterns do not match a standard school day.
The published school day runs from 8.45am to 3.15pm, meeting the stated weekly hours requirement.
For wraparound childcare, Triangle Club is described in multiple sources as covering mornings and after school, with hours referenced as 7.30am to 6.00pm. Term dates for 2025 to 2026 are also published on the school website, helpful for planning childcare and holidays.
On transport, this is a village school serving Gargrave and surrounding areas, so families commonly factor in walking routes within the village, plus car drop-off patterns for those coming from nearby communities. For secondary transition, travel time becomes a bigger variable, so it is worth modelling typical bus or car journeys early in the process.
Small-school dynamics. A close-knit community can feel supportive, but it also means fewer parallel friendship groups; children who need a very large peer pool may find it limiting.
Competition for places. The available admissions data indicates oversubscription for primary entry in the most recent recorded cycle, so it is important to apply on time and understand the local authority’s criteria.
Curriculum consistency is still being refined. The latest inspection highlights strong curriculum work overall, while noting that approaches to helping pupils retain key knowledge are not yet consistent across every subject.
Faith ethos is a real part of school identity. For some families this is a positive fit; others may prefer a non-faith setting.
Gargrave Church of England Voluntary Controlled Primary School combines a clear values-led culture with Key Stage 2 outcomes that stand out not just locally but across England. The most recent inspection evidence supports the picture of a well-organised curriculum, strong reading foundations, calm behaviour, and effective safeguarding.
Who it suits: families who want a small, community-shaped primary with a Church of England character and high academic attainment at the end of Year 6. The main practical watch-out is admissions timing and understanding local criteria, because demand appears to exceed places in some years.
The school’s most recent full inspection (22 and 23 September 2021) judged it Good overall, with Good grades across quality of education, behaviour and attitudes, personal development, and leadership, and safeguarding effective. Academic outcomes at Key Stage 2 in 2024 are also very strong compared with England averages.
Applications are made through North Yorkshire Council. The published timeline for September 2026 entry shows the round opening on 12 October 2025 and closing on 15 January 2026, with offers made on 16 April 2026.
Sources linked to the school describe on-site extended care through Triangle Club, referenced as covering 7.30am to 6.00pm. Families should check current booking arrangements and availability directly with the school as these can change year to year.
In 2024, a very high proportion of pupils met the expected standard in reading, writing and maths combined, and a large share achieved the higher standard. Reading and maths scaled scores are also strong. Taken together, this suggests pupils typically leave Year 6 well prepared for the demands of secondary school.
As a village primary, destinations tend to reflect local catchments, transport options, and parental preference rather than a single automatic route. The school provides guidance on secondary options, and families are advised to consider travel time early when planning for Year 7.
Get in touch with the school directly
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Information on this page is compiled, analysed, and processed from publicly available sources including the Department for Education (DfE), Ofsted, the Independent Schools Inspectorate (ISI), the Universities of Oxford and Cambridge, Freedom of Information (FOI) requests, and official school websites.
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