Hartshorne CofE Primary School Review 2026: Small Church school, big outcomes

For a school with four classes and a roll of just over 100 pupils, Hartshorne CofE Primary School delivers an unusually strong academic picture. Key Stage 2 outcomes place it among the highest-performing primary schools in England, and the school’s own emphasis on Christian values shows up in how pupils describe daily life. Official evaluation in May 2024 judged the school to be Good across all areas, including early years.

Its scale shapes everything. Staff know pupils well, behaviour expectations are clear, and roles such as Anti-Bullying Ambassadors and iVengers give pupils visible responsibility. Families considering Reception should be realistic about demand; published admissions figures show significantly more applications than places, and Derbyshire’s coordinated timetable means the key deadlines are fixed well in advance.

A Church of England identity runs through the school’s language and routines. The values set out by the school, including Inclusivity and Respect, Nurture, Aspiration and Hope, Curiosity, Generosity, and Trust, are framed explicitly as an expression of faith and community responsibility. Pupils talk about Christian values as something practiced rather than displayed, and the school structures pupil leadership around that, with groups such as the Collective Worship Crew alongside the more familiar School Council.

The day-to-day feel is also shaped by the small-school format. With only four classes across the school, pupils tend to know each other across age groups, and responsibility roles are not tokenistic because every pupil cohort matters. The house system, with teams such as Brewers, Farmers, Miners, and Potters, is another example of how a small school creates belonging without needing complicated structures.

Leadership is also a defining feature. The current headteacher, Sarah Layhe-Humphreys, was appointed in April 2015, and the most recent inspection records co-headteacher leadership alongside Francesca Mellor. That matters because the school has navigated staffing change in early years in recent years and has been working to strengthen consistency in how the early years curriculum is delivered. Parents looking at Nursery and Reception should see this as a school that has identified what needs to tighten, and is approaching it in a planned, accountable way rather than leaving it to chance.

Nursery provision, integrated rather than separate

Nursery is part of the school’s offer and is designed as a bridge into Reception, rather than a standalone setting with a completely different rhythm. Sessions are aligned with the main school day, and the early years classroom base is described by the school as highly stimulating and engaging across the Early Years Foundation Stage areas. The practical implication is straightforward: for families who want continuity into Reception, the pathway is uncomplicated.

One guardrail is worth stating clearly. Nursery funding and session models change, and families’ entitlements differ, so Nursery pricing should always be checked directly with the school. Eligible families can use government-funded early education hours; the Nursery admissions information signposts families to funding guidance.

Hartshorne’s Key Stage 2 outcomes are the headline. In 2024, 89.67% of pupils reached the expected standard in reading, writing, and mathematics combined, compared with an England average of 62%. At the higher standard, 30.67% achieved greater depth in reading, writing, and mathematics, well above the England average of 8%. These are not marginal gains, they indicate a cohort consistently meeting and exceeding age-related expectations.

The scaled scores reinforce that story. Reading averaged 110, mathematics 109, and grammar, punctuation and spelling 113. Each is above typical national benchmarks for scaled scores, and together they suggest a broadly strong core curriculum rather than a single standout subject propping up the rest. Science was also strong, with 85% reaching the expected standard, compared with an England average of 82%.

Rankings translate the data into context. Ranked 291st in England and 1st in Swadlincote for primary outcomes (FindMySchool ranking based on official data), Hartshorne sits among the highest-performing schools in England (top 2%). For families comparing options across the area, this is a useful anchor point. The FindMySchool Local Hub and Comparison Tool can help you check how the school’s outcomes sit alongside nearby primaries, using the same underlying measures.

A sensible note of realism is that small cohorts can create year-on-year variation. The school’s capacity is 112 pupils, so one year group is not large. Strong results across multiple measures are still meaningful, but families should read them as “consistently high-performing with some natural small-school fluctuation”, not as a guarantee that every future cohort will land at the same percentile.

The inspection evidence and the outcomes point in the same direction. Teaching is underpinned by secure subject knowledge, and the school has invested in staff development as a deliberate lever for improvement. That shows up in how reading is organised and in the way mathematics is sequenced to deepen knowledge, not just cover content.

Reading, early, systematic, and reinforced at home

Reading begins immediately on entry to school, and there is a well-planned, sequenced approach. Books are matched closely to pupils’ reading ability, and there is a clear expectation that reading practice happens both in school and at home. The library is positioned as a key learning space, described as a light and bright area that supports wider reading, not just book changing. The implication for pupils is that early reading is treated as foundational, which aligns with the school’s high scaled score in reading.

Curriculum breadth, strong core, and a clear next step

The curriculum is organised and aligned with the national curriculum’s ambition. Mathematics is singled out as an area where the curriculum helps pupils deepen knowledge and where challenge is more consistently built in. The improvement focus is not about raising expectations, it is about making curriculum breadth and depth equally consistent across subjects, so that more able pupils and confident learners continue to be stretched beyond the core.

In early years, the school has been explicit that staffing changes previously slowed curriculum development. Staffing is now stable, and leadership is described as strong. The remaining improvement work is about implementation consistency, particularly ensuring activities focus sufficiently on the prime areas and that adult interactions extend children’s communication and language with precision. This is the right type of improvement agenda for a school that already has good structures, it is about refinement rather than reinvention.

Religious Education and values education

Religious Education is taught through the locally agreed syllabus (2020 to 2025) and the Understanding Christianity approach. Pupils learn about different religious and non-religious world views and are expected to discuss and respect difference. For a Church of England school, this matters because it signals that the faith identity is not being used to narrow pupils’ understanding. It sits alongside a strong personal, social and health education programme, which covers relationships education in an age-appropriate way.

As a village primary serving local families, transition is shaped by Derbyshire’s secondary landscape and by the preferences families hold at the end of Year 6. The school’s own communications show structured links with local secondaries, including transition activity connected with Granville Academy for Year 6, and engagement with William Allitt (now associated with the Mercia Academy name in communications) at Year 5 stage. Information about The Pingle Academy also appears within school materials, indicating that it sits within the realistic set of local options for many families.

The most important point is that secondary destination depends on home address and family preference. Derbyshire uses a coordinated secondary application process, and parents are expected to apply during Year 6. For September 2026 entry, Derbyshire set the application window as 8 September 2025 to 31 October 2025. Families new to the area should not guess catchment assumptions. Use Derbyshire’s normal area school search, then sense-check it against your preferred schools’ admission criteria.

For pupils, the practical transition support tends to be familiar: planned visits, information sharing between schools, and a focus on readiness, independence, and confidence. The school’s small size can be an advantage here. When staff know each child well, transition information is often more specific and useful.

Reception entry is competitive. The school’s published admissions number for each year group (PAN) is 16, and the most recently published admissions figures show 61 applications for 16 offers. That is 3.81 applications per place, which is high pressure for a small primary. The same data also indicates 1.88 first preferences per offer, a sign that the school is not simply a convenient choice, it is an intentional one for many families.

Admissions are coordinated through Derbyshire County Council rather than handled directly by the school for Reception and in-year statutory school places. For September 2026 entry, Derbyshire’s published timetable set applications opening on 10 November 2025, closing at midnight on 15 January 2026, with offers issued on 16 April 2026. The appeal closing date for Derbyshire schools was set as 15 May 2026. Families reading this after the closing date should still apply if needed, but should assume reduced likelihood of securing a preferred place once on-time allocations have been processed.

The school welcomes visits by prospective families by prior arrangement. In a small school, a visit is often particularly informative because questions about class structure, mixed-year dynamics (if any), early years routines, and wraparound arrangements are easier to understand in context. If you are considering a move for admissions reasons, use the FindMySchool Map Search to check practical distance and travel time. Even where distance is not published as a “last offered” figure, proximity still affects real-world feasibility for drop-off routines, clubs, and community participation.

Nursery admissions

Nursery admissions are presented separately on the school’s admissions area, with forms and an initial enquiry pathway. Stay and Play sessions are used as part of transition. When schools publish specific dates, these are often for a given year and will pass quickly; the pattern here indicates late spring and early summer stay-and-play style transition sessions, with updated dates provided directly by the school each cycle. Eligible families can use government-funded hours, and the school’s nursery admissions information signposts the relevant funding advice.

Safeguarding is treated as a core operational priority. The school identifies the headteacher as Designated Safeguarding Lead, and describes a process for recording and acting on concerns using an online system. Staff are expected to recognise a wide range of safeguarding indicators, and to work with external agencies where needed. The school also positions itself as a place where families can ask for early help, with staff availability at the start and end of the day to address concerns promptly.

The most recent inspection confirmed that safeguarding arrangements are effective. It also describes pupils as happy and safe, supported by staff who know them extremely well. For parents, the implication is reassurance, but also a practical prompt: in a small school, communication is central, and it is worth making sure the school’s communication style suits your family. The same inspection notes that while many families value the school, some parents wanted communication to be stronger, and leaders had plans to address this.

Behaviour expectations are high and behaviour is evaluated as good. The school uses pupil leadership roles, including Anti-Bullying Ambassadors and iVengers, as part of its culture of kindness and responsibility. Pupils describe bullying as rare and state that staff deal with concerns effectively. That combination of clear expectations and visible pupil leadership tends to work well in small settings because pupils see the same expectations reinforced across all ages.

Special educational needs support is structured through the SENCO role within the senior team, with individual needs identified quickly and curriculum adaptation described as skilful and ambitious. In a small school, this can be a strength, as long as staffing capacity is sufficient and external support is accessed when required.

Extracurricular and enrichment are one of the school’s distinguishing features, partly because they are unusually specific for a small primary.

Forest Schools is an established strand, with pupils spending learning time outdoors through practical activities that change with seasons and weather. The approach is framed around confidence, self-esteem, and motivation, and explicitly expects children to be outside in varied conditions across the year. In a small school, this kind of provision often acts as a whole-school signature because it gives every year group a shared experience, not just an optional club.

Pupil responsibility roles are another pillar. Anti-Bullying Ambassadors sit alongside iVengers, Eco Council, Playground Pals, and the Collective Worship Crew. These are not generic club labels; they indicate deliberate structures for wellbeing, digital responsibility, environmental awareness, and faith life. Children who enjoy contributing to school life beyond their own classroom are likely to find these roles motivating.

Enrichment also includes practical, memorable experiences. Pupils talk about school trips and sports workshops, including skipping workshops and dodgeball, and the school has bee hives, with pupils involved in collecting honey and selling it to families. That is an unusually concrete example of learning that connects science, responsibility, and community, and it tends to stick with pupils far longer than a worksheet does.

In early years and Key Stage 1, learning through play and fine motor development are visible priorities. Class materials reference activities such as Dough Disco, which combines play with deliberate strengthening of hand muscles and coordination. This aligns with the early years improvement focus on communication, language, and purposeful adult interaction.

The school day runs from 8.45am to 3.15pm, with gates opening at 8.30am for drop-off. The weekly time pupils spend in school is stated as 32.5 hours. Lunchtimes are 12.00 noon to 1.00pm for Reception and Key Stage 1, and 12.15pm to 1.00pm for Key Stage 2.

Wraparound care is available through a third-party provider model, with a breakfast club and after-school club offer. Published information describes morning provision from 7.30am to 8.45am, and two after-school sessions running to 4.30pm and 5.30pm. Families should confirm availability and booking arrangements directly, as wraparound models can change depending on demand.

For travel planning, Hartshorne is a village setting in the Swadlincote area, so most families will be thinking in terms of local roads and short, practical journeys rather than rail commuting. For those balancing multiple drop-offs, the small-school community model works best when travel time is manageable day after day.

• Competition for Reception places. With 61 applications for 16 offers in the most recently published admissions figures, demand materially exceeds supply. Families should apply on time and keep contingency options live.

• Early years consistency work in progress. Early years provision was judged Good, but the latest inspection highlights that consistency of implementation, particularly around prime areas and adult interaction that extends communication and language, still needs tightening. Families should ask how this has been addressed across the current Nursery and Reception team.

• Communication expectations. The latest inspection notes that some parents wanted stronger communication. Many families will find the school responsive, but it is sensible to ask how information flows day-to-day, and what channels are used for updates, concerns, and learning information.

• Small-school dynamics. Four classes and a roll just over 100 can be a strong fit for children who thrive when staff know them well and the community feels tight. Children who want a larger peer group, or parents who prefer more formal separation between year groups, may prefer a bigger primary.

Hartshorne CofE Primary School combines a clear Church school identity with outcomes that place it among the strongest primary schools in England. The best evidence is the Key Stage 2 performance, supported by a Good judgement across all inspection areas in 2024 and a culture where pupils take on real responsibility through roles such as Anti-Bullying Ambassadors and iVengers. Best suited to families who value a faith-shaped ethos, want a small-school community where staff know pupils well, and are prepared to plan early for competitive Reception admissions.