Pebworth First School Review 2026: Small first school with mixed-age teaching and strong outdoor learning

For a school of this size, parents often find that headline performance tables tell only part of the story. The most useful evidence here is how well the curriculum is structured, how pupils are taught to read, and how staff adapt work for mixed-aged classes and differing needs.

The inspection report describes an ambitious and well sequenced curriculum designed specifically for mixed-age classes, and states that pupils achieve well because their needs are met by dedicated staff who know them extremely well. The clearest academic “tell” is the emphasis on reading: children begin learning to read as soon as they join Reception, books are matched to the sounds pupils know, and timely help is put in place when pupils start to fall behind.

There are also some candid development points that matter for parents who want a rounded education. Some foundation subjects are described as being at an early stage of development, with gaps in knowledge for some pupils as the newer curriculum work embeds. That is not unusual during curriculum redesign, but it is a useful prompt for questions at an open event: which subjects have changed most recently, and how does the school make sure pupils “catch up” on missed essential knowledge?

Parents comparing local schools can use the FindMySchool Local Hub page to view available outcomes side-by-side using the Comparison Tool, especially helpful when small cohorts make year-by-year figures swing.

The teaching model is shaped by mixed-age classes, and the inspection report credits leaders with refining curriculum planning quickly to support that structure. The implication for pupils is significant: in a mixed-age room, work has to be pitched precisely, and routines have to be consistent, or you end up with some children waiting and others racing ahead.

Support for pupils with special educational needs and disabilities is described as a strength. The special educational needs coordinator is said to know every pupil with SEND well, needs are identified quickly, and teachers adapt lessons and scaffold learning so pupils achieve well. In a very small school, that kind of responsiveness can be especially valuable, because staff have many informal opportunities to notice patterns early, not just at formal assessment points.

Reading is the main academic pillar. Beyond early phonics and matched reading books, the report notes that school and class libraries are used well and pupils value end-of-day story time. The practical benefit for families is that reading support is woven into daily routines, rather than being confined to intervention slots.

As a first school, the “next step” arrives earlier than it does in a full primary. Pupils leave at the end of Year 5, and families need to plan for transition into the next phase at age 10.

The school is part of a federation with Blackminster Middle School, sharing an Executive Headteacher and governing body, with a school leader based on the Pebworth site. For many families, that federation context will naturally shape discussions about middle school options, continuity of expectations, and how pastoral information is handed on when pupils move to the next stage.

If you are considering the school as part of a longer pathway, ask specifically how Year 5 transition is managed, how secondary readiness is assessed for different starting points within mixed-age classes, and how the school supports children who may find a larger setting an adjustment.

Admissions are coordinated through Worcestershire County Council, even though the postal address sits in Pebworth near Stratford-upon-Avon. The key practical point is that applications follow the Worcestershire coordinated process.

For Reception entry in September 2026, Worcestershire’s published timeline states:

• Applications open 01 September 2025

• Closing date 15 January 2026

• Offer notification date 16 April 2026

The prospectus states the school can admit up to 12 children into Reception each year, and explains that applications are usually made in the autumn prior to starting school, up to mid-January, with offers made during the spring term.

Demand is meaningful even in a very small school. In the latest available admissions snapshot, there were 22 applications for 10 offers, and the entry route is marked as oversubscribed, equating to 2.2 applications per place. This suggests the limiting factor is not the quality of provision, but the number of places available. )

Parents should use the FindMySchool Map Search to check practical travel time and routes, then treat any single year’s demand as a guide rather than a guarantee.

Pastoral strength here is grounded in relationships. The inspection report states that staff know each pupil extremely well and that relationships between staff and pupils are very strong. In a small school, that often translates into quick, low-drama interventions when friendships wobble, and clear communication with parents when patterns begin to form.

Behaviour is described as calm and purposeful, with very little time lost to off-task behaviour, and pupils themselves say behaviour is good. There is also a clear safety baseline: the report confirms that safeguarding arrangements are effective.

Attendance is mentioned as an improvement focus that has moved in the right direction, supported by work with families around the importance of regular attendance. For parents, this is a useful indicator of a school that tackles issues directly and early, rather than waiting for problems to become entrenched.

Outdoor learning is not a bolt-on here, it is part of the identity. The prospectus describes weekly time at a Forest School site and practical growing through an allotment, with seasonal traditions such as harvesting fruit and baking for the community. The educational implication is strong: pupils practise teamwork, planning, and perseverance in contexts that do not feel like “schoolwork”, which can be particularly helpful for younger pupils building confidence with language and collaboration.

The inspection report adds specificity on clubs and enrichment. It references a gardening club, outdoor education including orienteering, and community involvement such as hosting a harvest lunch and participating in Pebworth in Bloom. These details matter because they show breadth beyond English and mathematics, even when the school’s scale limits the number of simultaneous clubs.

There is also a realism check: the report states that broader extra-curricular opportunities beyond these are limited, with plans in place to develop that area further. For families who want a very wide after-school programme every day of the week, that limitation is likely to be the main compromise.

The prospectus sets out a clear school-day rhythm: gates open at 08:35, the day starts at 08:45, and the day ends at 15:15. Children are organised into two mixed-age classes: Acorn Class (Reception to Year 2) and Oak Class (Years 3 to 5), with class structures reviewed annually to reflect numbers and needs.

Ofsted lists a capacity of 72 and 18 pupils currently on roll, underlining just how small the setting is compared with most primaries.

• Very small roll. A school with 18 pupils on roll will feel close-knit and highly personal. It also means fewer peers per age group, and fewer opportunities to run multiple clubs in parallel.

• Mixed-age teaching as the default. The curriculum is designed for mixed-age classes and this works well when children enjoy learning alongside older and younger peers. Some children, especially those who compare themselves easily, may need reassurance about different starting points within the same room.

• Extracurricular breadth is developing. Gardening club and orienteering add genuine enrichment, but the latest report is clear that wider extra-curricular opportunities are limited at present. If clubs matter a lot to your family, ask what is running this term and what is planned next.

• Competition for places. Reception places are capped at 12, and the latest admissions snapshot shows more than two applications per place. If you are aiming for entry, treat it as competitive and keep realistic backup options.

This is a school for families who actively want the benefits of small: high familiarity, quick support, and a curriculum shaped around mixed-age teaching rather than fighting against it. Outdoor learning and community participation are woven into normal school life, which suits pupils who learn best through doing and discussing real experiences.

Who it suits: families comfortable with a tiny cohort, who value strong relationships and a grounded, practical approach to learning, and who can accept that extracurricular choice is narrower than it would be in a large primary. The main challenge is securing entry in a limited-intake year.