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 clear set of expectations shapes daily life here, pupils talk about being ready, respectful and safe as the default, and staff reinforce it consistently. The most recent inspection paints a calm, positive picture, with warm relationships, a broad curriculum and pupils who generally achieve well.
Academically, the headline is that KS2 outcomes sit below the England average, even though some subject indicators, such as reading scaled score, are comparatively stronger. The school is oversubscribed for Reception entry on the latest application cycle so admission can still be competitive even when results are mixed. For working families, the on-site wraparound provision, plus a structured start to the school day, is a practical advantage.
Bushmead presents as a school with a defined behavioural culture, without being rigid. Pupils understand the three core values, ready, respectful and safe, and the wider climate described in external review is cheerful and good-humoured, with pupils comfortable raising worries with adults.
Support for emotional regulation is not treated as a separate add-on. The inspection report refers to The Tree House nurture provision, positioned as a place that helps some pupils build resilience and engage more reliably with learning. That matters for families whose child might need structured, predictable support during primary years, even if they do not have a formal special educational needs plan.
Leadership stability is another anchor. Mr Steve Down is named as headteacher on the school website, and governance information indicates he has served in that role since 01 September 2015.
Performance data here needs a nuanced read. In 2024, 73.67% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 17% reached greater depth, compared with an England average of 8%. Those two indicators are encouraging.
However, the school’s overall primary ranking position suggests outcomes are below England average across the full measure used in the FindMySchool ranking system. Ranked 10,105th in England and 8th in St Neots for primary outcomes (FindMySchool ranking, based on official data), this places results below England average, within the bottom 40% of schools in England on that ranking measure.
Looking at subject detail, the average scaled scores are 105 for reading, 104 for maths, and 102 for grammar, punctuation and spelling. In plain terms, reading is a relative bright spot, mathematics is also above the national midpoint, and GPS is closer to the middle. Science sits at 80% reaching the expected standard, slightly below the England average of 82%.
The practical implication for parents is that many children will do well, but progress is likely to vary by cohort and by subject, and families considering Bushmead should pay close attention to how the school identifies gaps and responds quickly, especially in early reading and in-class support for pupils with additional needs.
England ranks and key metrics (where available)
Reading, Writing & Maths
73.67%
% of pupils achieving expected standard
A broad, ambitious curriculum is part of the school’s stated and externally-observed approach, with sequencing designed to help pupils build knowledge over time. The inspection narrative is clear that the curriculum structure is strongest where subject planning and checks on learning are tightly aligned. Where that alignment slips, some pupils can move on before they are fully secure, which is an issue the school has been asked to address.
Reading receives particular emphasis. Pupils are read to regularly, and Year 6 reading ambassadors are highlighted as an active part of the school’s reading culture. Early phonics is described as logical and regularly checked, with additional help provided promptly when needed. The main improvement point is ensuring that pupils who are still building phonics knowledge consistently read books matched to the sounds they have learned, so decoding remains fluent rather than frustrating.
For pupils with special educational needs and disabilities, needs are identified accurately and assessed promptly, and support can be highly effective when it is carefully tailored. The improvement request focuses on making sure classroom tasks are consistently broken down into achievable steps, with resources that precisely match need, not just in nurture settings.
As a St Neots primary, transition is typically into local secondary provision coordinated through Cambridgeshire County Council’s admissions process and catchment areas. The council provides an interactive catchment map and guidance for researching schools, which is the most reliable way to understand likely secondary pathways from a specific address.
The school’s own focus on resilience, respectful relationships, and a structured approach to learning should support pupils moving into a larger setting, particularly those who benefit from clear routines and adults who communicate expectations plainly.
Bushmead is a community school, with Reception admissions coordinated through the local authority. The admissions policy sets a Published Admission Number of 60 for Reception, and it is explicit about the national application deadline for the 2026 intake. Applications open from 01 September 2025 and close on 14 January 2026. Offer day is 13 April 2026.
Demand, based on the provided admissions results for the most recent cycle shown, indicates the school is oversubscribed, with 96 applications for 52 offers, around 1.85 applications per place. That does not guarantee the next cycle will look identical, but it does suggest families should treat entry as competitive and apply on time.
Open events are publicised for Early Years entry, including an open morning listed for Wednesday 12 November, presented in the context of September 2026 entry. Where open day dates change year to year, the pattern and month are still useful, but parents should check the school calendar for the most current schedule.
Parents comparing options should use the FindMySchool Map Search to understand how their address sits against typical allocation patterns, especially if demand remains high.
100%
1st preference success rate
52 of 52 first-choice applicants received an offer
Places
52
Offers
52
Applications
96
Wellbeing provision appears embedded in daily routines rather than framed as occasional interventions. Pupils know how to raise concerns, and safeguarding is described as effective in the most recent inspection.
Online safety is part of the explicit safety curriculum, and pupils are taught how to keep themselves safe, including online. Attendance and punctuality are monitored closely, with leaders using patterns to provide targeted support to families who need guidance. This matters because, in a school where pupils revisit prior learning at the start of the day, lateness can have a direct impact on confidence and continuity.
The wider offer is not limited to standard sports and arts clubs. The inspection report references clubs including astronomy and musical theatre, alongside opportunities to compete in sporting events and perform in community events. These kinds of clubs do two useful jobs, they widen horizons for pupils who might not otherwise try niche interests, and they build confidence through performance and shared projects.
Trips are used as curriculum extensions rather than rewards. Examples referenced include visits such as theatre and seaside trips, with the broader aim of helping pupils learn about people, places, cultures and customs beyond their day-to-day experience. For families, this often signals a curriculum that tries to make knowledge concrete and memorable, especially for pupils who learn best through context and experience.
The school day begins at 08:45, with doors opening at 08:40. A short early session is used for reviewing prior learning and preparing for the day.
Wraparound care is offered via the school’s own provision. This is positioned as a mix of relaxed time and structured activities, and is likely to be a meaningful benefit for working parents who want continuity with familiar staff.
Outcomes are mixed across measures. KS2 expected standard and higher-standard figures are encouraging, but the overall ranking position used in the FindMySchool measure indicates below-average performance. This is a school to visit with questions about assessment checks and how gaps are identified early.
Oversubscription risk. Recent application data indicates more applications than offers. If Bushmead is your first choice, apply on time and have a sensible second option.
Support consistency for pupils with additional needs. Targeted support can be strong, particularly through nurture provision, but classroom scaffolding has been an identified area to tighten, especially around task breakdown and matching resources.
Reading book matching matters. Early reading teaching is structured, but book alignment to taught sounds has been highlighted as a practical improvement point for a small number of pupils.
Bushmead Primary School suits families who value a well-defined behaviour culture, a positive tone, and practical wraparound support, and who want a school that takes reading seriously and offers enriching clubs and trips. It is a sensible option for many local children, particularly those who respond well to clear routines and warm adult relationships. The key decision point is whether the academic picture, which combines some promising indicators with a below-average overall ranking position, aligns with what you want for your child.
The most recent inspection graded key areas as Good, including quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. Pupils are described as happy, with high expectations for behaviour and a broad curriculum.
In 2024, 73.67% met the expected standard in reading, writing and maths combined, above the England average of 62%. At the higher standard, 17% reached greater depth, above the England average of 8%. Reading and maths scaled scores were 105 and 104 respectively.
Reception applications open from 01 September 2025 and close on 14 January 2026, with offers on 13 April 2026. Applications are made through the local authority process for community schools.
Yes. The school runs its own wraparound provision, described as before and after-school care with a mix of relaxation and activities.
Clubs referenced in external review include astronomy and musical theatre, alongside wider opportunities such as sporting events and community performance.
Get in touch with the school directly
Disclaimer
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.
Our rankings, metrics, and assessments are derived from this data using our own methodologies and represent our independent analysis rather than official standings.
While we strive for accuracy, we cannot guarantee that all information is current, complete, or error-free. Data may change without notice, and schools and/or local authorities should be contacted directly to verify any details before making decisions.
FindMySchool does not endorse any particular school, and rankings reflect specific metrics rather than overall quality.
To the fullest extent permitted by law, we accept no liability for any loss or damage arising from reliance on information provided. If you believe any information is inaccurate, please contact us.
