Berry Pomeroy Parochial CofE Primary School Review 2026: High-attaining village school with Forest School and strong music

Small schools can feel limiting; this one uses its scale as an advantage. With around 87 pupils on roll (May 2025) and a capacity of 105, children are known well and responsibilities come early, especially in Year 6.

Academic outcomes are the headline. In 2024, 98% of pupils met the expected standard in reading, writing and mathematics combined, versus an England average of 62%. Half achieved the higher standard, far above the England average of 8%. This is a Church of England school with a clearly articulated Christian ethos and regular links to church services across the year.

This is a village primary that leans into community as a practical, day-to-day feature of school life, not a slogan. The school describes itself as a Christian community where children feel valued, with Christian values shaping behaviour and attitudes to learning.

Leadership is structured with a Head of School model. Day-to-day leadership sits with Fiona Dean (also the SENDCo and Designated Safeguarding Lead), supported by an Executive Headteacher, Jess Bowden. Governance is handled locally through an advocate board chaired by Sophie Lee.

For pupils, the scale brings a particular social texture. Mixed-age groupings and a small cohort mean children spend years building relationships across year groups. In practice, that often creates confident older pupils who naturally take responsibility, while younger pupils have visible role models close at hand. That structure suits children who like familiarity and continuity, and it can also suit those who need a steady relational environment.

The faith character is present in the rhythm of the year. Music and collective worship are tied to Harvest, Christmas and Easter services, giving pupils regular public performance opportunities that double as community moments.

The results are unusually strong for a small primary.

In 2024, 98% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 50% achieved greater depth in reading, writing and mathematics, compared with an England average of 8%. Reading and grammar, punctuation and spelling reached 100% at the expected standard, with mathematics at 94%. Average scaled scores were 110 for reading, 110 for grammar, punctuation and spelling, and 108 for mathematics.

In England context, the school ranks 689th in England for primary outcomes (FindMySchool ranking based on official data), and 1st in South Hams locally. This places it well above the England average, within the top 10% of primary schools in England.

A small cohort matters when interpreting any single year of outcomes. In schools of this size, a handful of pupils can shift a percentage meaningfully. The reassuring point here is that the profile is strong across multiple measures, not just one headline.

Parents comparing local options should use the FindMySchool Local Hub page to view results side by side using the Comparison Tool, as small-area differences can be substantial.

The curriculum emphasis is broad, but there are two distinctive strands that add texture.

First, practical design and making is explicitly supported by Forest School. The school links Forest School provision to design and technology, including outdoor cooking around a camp fire, and states that all children learn to cook at least twice a year. For pupils, the implication is that learning is not confined to written outcomes; planning, sequencing, safe tool use, and teamwork are taught as real skills rather than occasional enrichment.

Second, music is not left to generalist confidence. Teaching is described as being delivered by a music specialist through workshops over a 10 week block that culminates in class performances for families. The examples given include composing and performing using ukulele, violin and xylophone. That matters because it suggests a structured pathway, not just a weekly singalong. Pupils who enjoy performance tend to thrive when there is a regular audience and a clear build towards an event.

Teaching and expectations are also framed through the school’s published values, which explicitly include spiritual, emotional, social and physical growth alongside academic development.

Most pupils move on locally, and Devon’s schools information service lists King Edward VI Community College as the feeder secondary. For parents, this is helpful as a default assumption when planning transport and transition, even though individual choices will vary.

Preparation for transition is treated as a Year 6 priority. The school frames Year 6 as the point at which pupils build independence and reflective learning habits in readiness for secondary school, as well as taking on extra responsibilities as role models in the wider school.

If you are weighing secondary routes in the Totnes area, focus on travel time and the child’s tolerance for a larger setting. A small primary can be an excellent foundation, but the jump to a larger secondary is still a change in pace and social complexity.

This is a state school with no tuition fees. Admissions for Reception are coordinated through the local authority route, and the school directs parents to apply via the Devon application process. The school notes the national closing date of 15 January and indicates decisions are sent around 16 April. Devon confirms that offer day for September 2026 primary starters is 16 April 2026.

Competition is real, even at small scale. For Reception entry, there were 34 applications and 13 offers in the most recent admissions dataset provided, which equates to 2.62 applications per place offered. The school is therefore operating in an oversubscribed context, and it is sensible to treat entry as competitive.

The published admission number for 2025 to 2026 is 15. Devon’s school information also shows 11 places offered for September 2025 and 13 for September 2024, which is consistent with a small intake that can be sensitive to cohort size and in-year movement.

Open days and tours are best checked directly with the school, as dates change annually and are not consistently published as fixed calendar listings.

Parents who are relying on proximity should use the FindMySchoolMap Search to check practical travel options and competing local schools. Even where distance is a criterion, patterns can shift year to year.

Pastoral care in small primaries tends to be relational and immediate, and the published staffing structure supports that. Fiona Dean is listed as Headteacher on Devon’s school information service, and the school also identifies her as SENDCo and Designated Safeguarding Lead, with named deputy safeguarding leads. For families, clear named safeguarding roles are a useful transparency marker when you are assessing a school’s culture and responsiveness.

The school’s values place emotional and social development alongside academic learning. Practically, that often shows up in behaviour expectations, consistency in routines, and adults modelling conflict resolution in a way that younger pupils can copy. Where a child needs additional support, the SENDCo role being held by the Head of School can make decision-making faster, though it can also mean the role is very busy. It is worth asking how frequently support plans are reviewed and how parents are kept updated.

The extra-curricular picture has several identifiable, school-specific features.

Music and performance culture

Choir is explicitly referenced as an extra-curricular link to the music curriculum, and singing is showcased through the school’s Harvest, Christmas and Easter church services. That structure benefits children who gain confidence through regular performance opportunities, and it gives families repeated chances to see progress over a year rather than waiting for a single summer show.

Forest School and practical life skills

Forest School is not framed as a standalone treat. It is positioned as supporting design and technology, with outdoor cooking used as a real learning context. This can be a strong fit for pupils who learn best through doing, particularly those who may not always show their strengths through extended writing.

Community projects that are genuinely local

The school describes working with local groups such as the National Trust and Three Corners residential home, and it advertises a Community Cafe as part of its community engagement. The implication is that community is not just charity fundraising; it is used as a learning context and a way to build pupils’ sense of service and belonging.

PTFA as social glue

The PTFA programme is unusually detailed, including coffee and cakes after school, school discos, gardening sessions (including growing produce), and seasonal events such as Christmas fairs. For many families, this is the part that turns a school from functional to socially supportive, especially in a village context where parent networks matter.

Uniform expectations are clearly set out and fairly traditional, including a logo sweatshirt or cardigan, dark grey bottoms, and a defined PE kit. Parents of children sensitive to clothing rules will appreciate the clarity, and it is sensible to budget for branded items if the school expects them.

Lunch provision is run through the trust’s catering approach, which emphasises healthy, freshly prepared meals. Specific weekly menus are provided via downloads rather than always displayed as text, so families who need allergen detail should request the most recent menu directly.

Wraparound care and after-school club timings are referenced on the school site, but the key details appear to be provided via images rather than consistently as accessible text. If you need breakfast club or late pickup certainty, confirm arrangements directly with the school office.

• A small cohort cuts both ways. Children are known well, but friendship groups are small and social dynamics can feel intense for some pupils.

• Oversubscription is real. With 34 applications and 13 offers in the latest dataset, it is best to approach admissions early and follow the Devon timetable closely.

• Church school life is visible. Worship and church services are part of the year’s rhythm; families who want a fully secular setting may prefer alternatives.

• Wraparound details need checking. If you rely on extended day childcare, confirm the current offer directly rather than assuming a standard pattern.

For a small rural primary, the academic outcomes are exceptional, and the wider offer is more distinctive than you might expect, with Forest School used to support practical curriculum work and a structured music programme that builds towards performance. Best suited to families who want a close-knit Church of England primary with very strong KS2 outcomes and a strong sense of local community. The main limitation is admissions, securing a place can be the hardest part.