Mappleborough Green CofE Primary School Review 2026: High Attainment in a Small Church School Setting

A small Church of England primary with unusually strong Key Stage 2 outcomes, Mappleborough Green CofE Primary School stands out for how consistently it turns its size into an advantage. Mixed-age classes and a deliberately planned two-year curriculum cycle help staff keep learning coherent across year groups, while the school’s reading culture, well-stocked libraries, and structured routines give pupils clarity about what “good work” looks like.

On results, the headline is simple: in the most recent published measures, the school ranks among the highest-performing primaries in England (FindMySchool ranking), and it is also the top-ranked primary locally in Studley on the same measures. For families who want a close-knit community, clear expectations, and a distinctly Christian ethos that shows up in day-to-day language and worship, it is an option that deserves serious attention.

This is a small school by design and by feel. It is organised into four mixed-age classes, with Reception and Year 1 together, then Year 1 and Year 2, Year 3 and Year 4, and Year 5 and Year 6. That structure can be a real positive for children who benefit from stable relationships and familiar routines, and it often suits families who value continuity from year to year.

Leadership has been stable. Mr Alexander Finch has been headteacher since September 2014, and the school’s external reports repeatedly link staff culture to clear direction and teamwork. Staff knowing pupils and families well is not presented as a slogan, it is described as a practical strength that supports both learning and safeguarding.

The Church of England foundation is visible in the school’s stated mission and in how values are framed. The school’s mission statement centres on “living and learning in the love of God”, with an emphasis on inclusivity, mutual respect, and a love of learning. For families who want faith to be integrated, collective worship and the school’s Christian values are treated as core, rather than occasional add-ons.

Mappleborough Green CofE Primary School’s outcomes place it among the highest-performing primaries in England on the measures captured here. Ranked 167th in England and 1st locally in Studley for primary outcomes (FindMySchool ranking, based on official data), it sits among the highest-performing in England (top 2%).

At Key Stage 2, 100% of pupils met the expected standard in reading, writing, and mathematics combined, compared with an England average of 62%. In science, 100% met the expected standard, compared with an England average of 82%. At the higher standard in reading, writing and mathematics, 48.33% reached this threshold, compared with the England average of 8%.

Scaled scores also indicate high attainment: reading 111, mathematics 111, and grammar, punctuation and spelling 111 (total 333). High scores are also strong, with 63% achieving the high score measure across reading, maths and GPS. Writing depth is notable too, with 19% assessed at greater depth.

Parents comparing local options should treat this as an invitation to look closely at fit, not just figures. FindMySchool’s Local Hub and Comparison Tool are useful here because they let you benchmark results side-by-side with other nearby primaries using the same data definitions.

The curriculum is intentionally structured for mixed-age teaching. A two-year cycle of topics is designed to keep coverage coherent and to ensure pupils build knowledge and skills over time, rather than repeating or missing content as cohorts move through. The implication for parents is that mixed-age is not treated as a compromise, it is treated as the organising principle, with planning built around it.

Reading is a clear pillar. Libraries are described as well equipped, and reading is approached as both skill and habit: story time, class reading routines, and active encouragement of independent reading. For pupils, that typically means frequent exposure to high-quality texts and an environment where reading is normalised as part of daily school life.

Phonics is also treated seriously from Reception, with targeted support for pupils who find early reading harder. The school introduced a newer phonics scheme that, at the time of the latest inspection, was still being embedded consistently across staff. Families with children who need highly consistent phonics routines may want to ask how the scheme is now implemented across classes, and how early readers are monitored week by week.

Mathematics is described as structured, with an emphasis on fluency, revisiting learning, and building confidence in reasoning. Modern foreign languages also stand out for a primary: Spanish is highlighted as a strong point, with pupils developing confidence in speaking and conversation, alongside developing writing.

As a Warwickshire primary near Studley, secondary transfer decisions typically involve priority areas and travel patterns that vary by exact address. Warwickshire publishes priority area maps for secondary schools and separate priority area maps for grammar schools, so families should use those tools early when planning for Year 7.

For many families, non-selective options will be the practical default, and the local authority’s school directory is the most reliable place to confirm which schools are relevant to your location. For families considering selection, Warwickshire’s 11+ system and the grammar school admissions process can be explored via the council’s grammar school guidance and school-specific arrangements.

Transition preparation at primary level is usually most effective when it focuses on independence, reading stamina, secure number fluency, and organisational habits. In a small school with mixed-age routines, those habits are often reinforced naturally because older pupils share classroom expectations with younger peers.

Reception admissions are coordinated through Warwickshire, and the school is oversubscribed on the latest available demand indicators. In the most recent admissions snapshot here, there were 48 applications for 17 offers, which equates to around 2.82 applications per place. This is consistent with the school’s published messaging that demand can exceed its Published Admission Number.

The school’s admissions information sets out clear priority ordering. In summary, priority starts with looked-after and previously looked-after children, then other specified priority groups, followed by children in the school’s priority area (with siblings typically prioritised within that), then other children within the priority area. Families outside the priority area typically sit behind those groups. If you are moving into the area, or applying from outside it, it is worth checking the school’s definition of the priority area and how distance is used within categories.

For September 2026 Reception entry, the school publishes key dates: applications open 01 November 2025; the on-time deadline is 15 January 2026 at 17:00; National Offer Day is 16 April 2026; and the last day to appeal is 14 May 2026. Families using FindMySchool’s Map Search should still verify their status against the priority area map and the school’s admissions rules, because proximity alone is not the whole story in voluntary controlled admissions.

Pastoral strength here is closely tied to scale. Staff knowing pupils and families well is described as a safeguarding advantage, because concerns are more likely to be noticed early and followed up quickly. Pupils are also taught how to stay safe, including online, which matters given the age range and how early digital habits form.

Peer support is also structured. Year 6 pupils act as buddies for Reception children, which can help younger pupils settle and gives older pupils responsibility that is practical rather than symbolic. For parents of children who can feel anxious at transition points, buddying often reduces the “big school” feeling, even in a small setting.

Faith and values education are integrated through collective worship and the stated Christian values framework. For many families this supports a calm, respectful tone, but it is also something families should be comfortable with, since it is not treated as optional.

Extracurricular provision is more specific than many small primaries manage, and the naming matters because it indicates what is actually running, not generic categories.

After-school clubs run 15:15 to 16:15, and the published weekly pattern includes gymnastics (Years 1 to 6), pottery (Key Stage 2), coding delivered by Jam Coding (whole school), chess (Key Stage 2), dance (Years 1 to 6), a drawing club for Reception and Key Stage 1, and football (Years 1 to 6). The implication is that children can sample both creative and technical options without parents needing to source everything externally, which is especially helpful for working families.

Enrichment is also built into the curriculum rather than being reserved for occasional theme days. The school describes purposeful use of visits and visitors to deepen learning. A distinctive example is engagement with the Heart of England Forest, including opportunities for outdoor learning, which links well to wellbeing and the practical application of science and geography learning.

Languages appear to be treated as more than basic vocabulary. Spanish is presented as a point of pride, with pupils developing conversational confidence and writing. A German club is also referenced, which is unusual at primary level and suggests staff willingness to broaden horizons beyond the standard minimum.

The core school day runs from 08:45 to 15:15, with lunch 12:15 to 13:15, totalling 32.5 hours per week.

Wraparound care is available. Breakfast club runs 07:30 to 08:45 at £7.00 per session, and after-school club runs 15:15 to 18:00 at £12.00 per session. After-school clubs (separate from wraparound care) run 15:15 to 16:15 on set days, so families should plan for the difference between clubs finishing at 16:15 and wraparound provision extending to 18:00.

For travel, most families will base decisions on precise home location and priority areas. Warwickshire’s published priority area mapping is a practical starting point when comparing likely Year 7 routes and realistic commuting patterns.

• Competition for places. Demand exceeds capacity on the latest data here, with 48 applications for 17 offers. If you are outside the priority area, it is sensible to treat admission as uncertain and build a realistic plan B.

• Mixed-age classes are not for every child. Many pupils thrive in this structure, but some children strongly prefer same-year peer grouping. Ask how the school differentiates within each mixed-age class and how it supports pupils who are either advanced or catching up.

• Phonics and handwriting consistency. The latest report highlights that a newer phonics scheme was still being embedded consistently at that time, and that letter formation and presentation needed greater consistency. Parents may want to ask what training and monitoring now looks like, particularly for early readers and reluctant writers.

• Faith is a real dimension of school life. Collective worship and Christian values are central, and SIAMS outcomes are publicly celebrated. Families who prefer a fully secular approach should weigh whether this ethos matches their expectations.

Mappleborough Green CofE Primary School combines a small-school feel with outcomes that place it among the strongest primaries in England on the measures captured here. It is most likely to suit families who value close relationships, clear routines, and a Christian framework that runs through worship and values, alongside ambitious learning expectations. The key challenge is admission, so the most practical approach is to explore priority area rules early, shortlist alternatives, and use precise mapping tools to understand what is realistic.