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 Church of England first school in Tittensor, serving children from age 3 to 9 with a nursery on site and a village-school feel that many families actively seek. Class sizes are naturally shaped by a small roll and a capacity of 82, which tends to create a close-knit culture where staff know families well.
The most recent full inspection (July 2023) judged the school Good overall, with Behaviour and attitudes graded Outstanding. That headline combination matters in day-to-day terms: it usually signals calm routines, clear expectations, and children who feel secure enough to concentrate.
Competition for places can still be real, even at small schools. For the main entry point, there were 39 applications for 15 offers in the most recent admissions data available, a ratio that points to oversubscription rather than spare capacity.
The school’s identity is explicitly Christian and leans into Church of England language about values and community. The stated mission, “Learning and growing together as we follow Christ”, is paired with a wider vision emphasising faith, love, and hope, plus an expectation that pupils are taught kindness as a practical habit rather than a slogan. In a small school, that values framework can become genuinely visible because the same adults supervise learning, play, worship, and transition points across the week.
The 2023 inspection evidence supports that picture in concrete ways. Pupils are described as happy, cared for, and met with warm greetings, with adults having high expectations of what pupils can achieve and pupils taking pride in their work. The same report highlights wellbeing as a priority and notes that pupils know who to speak to if they are worried, which is often easier to operationalise effectively in a smaller setting where relationships are stable.
Faith also shows up in lived experiences, not just assemblies. The school links its values teaching to specific Bible stories, such as the Good Samaritan, and references a weekly Good Samaritan Certificate as part of how kindness is recognised. For families who want a Church school where faith is integrated rather than occasional, this is likely to feel aligned. For families who prefer a lighter-touch approach, it is worth probing what collective worship looks like week to week, and how inclusive it feels for children from different backgrounds.
There are no published Key Stage 2 performance figures included for this school used for this review, so it is not possible to make evidence-based claims about attainment against England averages or about any England ranking position.
Instead, the best available indicator is the quality judgement from the most recent inspection. The latest Ofsted report rated the school Good overall (July 2023), and graded Behaviour and attitudes as Outstanding alongside Good grades for Quality of education, Personal development, Leadership and management, and Early years provision.
What that tends to mean in practice is a school where the curriculum is organised and purposeful, with orderly classrooms and positive learning habits. The same inspection evidence also points to a particular emphasis on writing opportunities and on building curriculum sequencing in most subjects, with some subjects still needing sharper precision about the small building blocks of knowledge and vocabulary.
Parents comparing local options can use the FindMySchool Local Hub page to place the wider area’s performance side-by-side using the Comparison Tool, then balance that with this school’s inspection profile and the realities of small-school provision.
Curriculum intent is a recurring theme in the school’s own documentation, with an emphasis on broad learning, enrichment, and building pupils’ confidence and independence. The 2023 inspection evidence describes teachers presenting subject matter clearly, and learning activities and resources being planned and matched to pupils’ needs so that pupils can access learning effectively, including those with special educational needs and disabilities.
A practical feature that makes the learning offer distinctive is the school’s Forest School programme. This is not described as a one-off enrichment day; it is framed as a regular approach delivered in an outdoor learning classroom and a Forest School learning area on the field. Examples listed include tool use, craft with natural materials, team building, wildlife identification, outdoor safety, and activities such as shelter building, fire and cooking, orienteering, and natural art. For younger pupils, this kind of structured outdoor learning can be a strong complement to classroom literacy and numeracy because it builds vocabulary, collaboration, and resilience through real tasks.
In the early years, the staffing structure is clear on the school site, with a dedicated nursery and reception teacher and early years provision graded Good in the latest inspection. For families choosing a school at age 3, the key question is how smooth the pathway is from nursery into reception, and how the school balances play-based early years learning with the transition into more formal routines.
Quality of Education
Good
Behaviour & Attitudes
Outstanding
Personal Development
Good
Leadership & Management
Good
FMS Inspection Score calculated by FindMySchool based on official inspection data.
Because this is a first school with pupils up to age 9, the main transition is into middle school. The school’s published self-evaluation material indicates that pupils typically transition to either Walton or Christchurch Academy middle schools.
For families, the practical implication is that this school choice sits inside a wider three-tier pattern, so it is worth evaluating the next step at age 9 in parallel, including transport, friendships, and how middle schools handle the move into a larger setting. Good first schools usually manage transition carefully, but the shape of the middle school experience will still matter.
The school’s published admissions information separates nursery entry from reception entry, which reflects how places are allocated in many areas.
Reception entry (the normal point of entry for statutory schooling) is coordinated through Staffordshire’s primary admissions process. For children starting school in September 2026, the published timetable indicates an application window running from 1 November 2025 until the national closing date of 15 January 2026, with offers issued on 16 April 2026.
Nursery entry is handled directly through the school rather than through the local authority application portal, with the school stating that nursery applications are made through the school office and allocated using the local authority criteria.
Demand signals are mixed: village schools can fluctuate year to year, but the available admissions data indicates oversubscription at the main entry point, with 39 applications for 15 offers and a subscription ratio of 2.6 applications per place. Families considering the school should treat that as a cue to apply on time and to keep alternatives in mind, particularly if a sibling place is not in play.
83.3%
1st preference success rate
15 of 18 first-choice applicants received an offer
Places
15
Offers
15
Applications
39
Pastoral provision is one of the areas where smaller schools can be especially strong, because adults tend to know the whole child, not just the child-in-the-classroom. The inspection evidence highlights wellbeing as a priority and suggests pupils are taught strategies for managing thoughts and emotions, plus a culture where pupils know who to talk to if something is wrong.
Safeguarding leadership roles are clearly identified on the staffing information, which matters for accountability in a small setting where staff wear multiple hats. The headteacher is also listed with safeguarding leadership responsibilities, and early years safeguarding leadership is also identified.
For families, the best practical check is how the school communicates day-to-day issues, how it handles low-level friendship problems, and how it supports children with additional needs without making them feel singled out.
In a small first school, enrichment often comes from a handful of well-chosen strands rather than a long menu. Here, there are several named elements that give a sense of character.
Forest School is the most distinctive. Activities like shelter building, orienteering, wildlife identification, and safe tool use are not only enjoyable but also create genuine learning moments that feed back into writing and speaking, especially for pupils who learn best through doing.
Physical activity is also shaped through a named provider. Bee Active is described as visiting weekly to deliver PE lessons to each year group, and also running lunchtime and after-school clubs from Reception to Year 4. The introduction of the Mega Mile adds a simple, repeatable routine that can build stamina and healthy habits without relying on competitive sport.
For pupils who enjoy building and problem-solving, Lego Club is described as being run for Years 2 to 4, designed to promote scientific thinking, engineering, and creativity. In a small school, that kind of club can function as a mini-STEM strand, giving pupils a place to tinker and collaborate outside lesson time.
The school day is published as starting with a welcome at 8:40am and finishing at 3:15pm.
Wraparound care is also set out clearly. Breakfast Club runs from 7:45am to 8:45am and is priced at £5.00 per session. After School Club runs Monday to Friday from 3:15pm to 5:45pm, with three session options priced at £5.00, £10.00, or £15.00 depending on finish time. Families should still check availability and booking arrangements early, as small settings can fill quickly.
Term dates are published on the school site, but the detail is presented in a format that does not display as text on the page view used for this review, so parents should refer to the official term dates page when planning childcare and holidays.
No published attainment data used here. If you want a results-driven comparison, you will need to look at the local authority context and the wider area’s performance, then weigh that against the school’s inspection profile and the benefits of a small setting.
A clearly faith-led ethos. The Church of England character is not minimal; values and worship are integral. Families who prefer a more secular environment should explore how collective worship works and how inclusive it feels.
Oversubscription is possible even in small schools. With 39 applications for 15 offers in the available admissions data, the limiting factor may be admission rather than what happens once your child is in.
Three-tier progression at age 9. Because pupils move on to middle school, you need to like the next step too. Evaluate likely middle school destinations and travel in parallel.
The most recent full inspection judged the school Good overall (July 2023), with Behaviour and attitudes graded Outstanding. That combination usually indicates calm routines, clear expectations, and pupils who are ready to learn, alongside a solid curriculum and leadership.
Reception admissions are coordinated through Staffordshire, so families should check the council’s published criteria and use precise home-to-school distance tools when considering likely priority.
Reception applications are made through Staffordshire’s coordinated primary admissions process. For September 2026 starters, applications open in November 2025 and close on 15 January 2026, with offers issued on 16 April 2026.
Nursery applications are made directly through the school rather than through the local authority portal. The school states that it follows local authority criteria for allocating nursery places.
As a first school, pupils typically move to middle school at age 9. The school’s published material indicates that pupils usually transition to Walton or Christchurch Academy middle schools.
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.
