Ashton Keynes Church of England Primary School Review 2026: High-attaining village primary with strong reading and leadership opportunities

This is a small-to-mid sized Church of England primary serving Ashton Keynes and nearby rural communities, with a reputation for pupils who do very well by the end of Year 6. In 2024, 98% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. The school also posts very high scaled scores in reading and grammar, punctuation and spelling.

The latest Ofsted inspection (January 2023) judged the school Good overall, with Outstanding grades for behaviour and attitudes, and for personal development.

For families weighing up options across Swindon and north Wiltshire, the results place this school comfortably in the top 10% of primaries in England on FindMySchool’s primary outcomes ranking, while remaining a mainstream village school rather than a highly selective outlier. (Rankings and outcomes in this review reflect FindMySchool’s analysis of official data, and are not drawn from third-party league tables.)

The clearest thread running through official material is confidence, pupils are trusted with responsibility and respond well. Ofsted describes pupils as thriving, with high levels of respect between staff and pupils, and extremely positive attitudes to learning.

Leadership roles are a visible part of school life. The inspection report references pupil responsibilities such as a worship council, wellbeing ambassadors, and reading buddies, alongside pupils helping to organise lunchtime clubs. The implication for parents is practical, children who like to contribute and be noticed for doing the right thing tend to find plenty of ways to step up, rather than competing only through tests or sport.

The Church of England character is not treated as a bolt-on. Christian values are described as woven through the curriculum, with examples of community-facing activity such as performing with a local choir and visiting a nearby care home. For families who want a faith-shaped ethos that still feels open and community-minded, that balance is worth noting.

Historically, the school’s roots in the village go back well beyond modern schooling norms. Wiltshire community history records church schooling in the village in the 19th century and earlier, and the school marked the opening of its current-era school on this site around 150 years ago in 2021. That long continuity matters most in what it signals, a settled institution with deep local ties, rather than a school reinvented every few years.

The results profile is unusually strong for a mainstream state primary. In 2024, 98% met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 45% achieved greater depth in reading, writing and mathematics, compared with an England average of 8%.

Scaled scores add helpful texture. Reading and grammar, punctuation and spelling are both 110, with mathematics at 107, giving a total combined score of 327. These are well above typical national baselines for scaled scores, and they align with a picture of strong literacy teaching and accurate basics.

Rankings corroborate the outcomes. Ranked 872nd in England and 2nd in Swindon for primary outcomes (FindMySchool ranking based on official data), the school sits well above England average, within the top 10% of primaries in England. This is the kind of data point that is most useful when comparing nearby schools with similar intakes. Parents can use the FindMySchool Local Hub and Comparison Tool to put these figures alongside other local primaries, rather than relying on reputation alone.

Reading is a stated priority in formal evidence. Inspectors describe leaders prioritising reading, with carefully chosen books that develop vocabulary, and author visits used to motivate reading and discussion. The implication is that pupils who enjoy stories, debate and language can expect to be stretched, not simply coached for tests.

Phonics is described as systematic, with staff supported through coaching and guidance to keep teaching consistent, starting from Reception. That matters for early confidence and pace, particularly for pupils who need quick identification and timely catch-up when fluency is slower to come.

Beyond English and maths, the curriculum is described as broad and planned carefully, with subject leaders sequencing learning so that knowledge builds over time. The report gives an example from design technology where pupils draw on prior knowledge of switches to design an illuminated poster. That is the sort of applied learning that tends to land well for practical learners, because it links concepts to a tangible outcome rather than treating subjects as isolated worksheets.

One important nuance is that the inspection also flags inconsistency in a minority of foundation subjects, where essential content is not defined precisely enough, and where checks on what pupils remember are less reliable. For parents, this is a useful prompt question for a visit, ask how leaders have sharpened curriculum detail and assessment in those subjects since 2023.

As a Wiltshire primary, most pupils move on to secondary schools through the usual local authority admissions process, with choices shaped by travel routes, family preference, and the specific secondary options available year to year. The school does not publish a destination list in the accessible official material used for this review, so families should treat “feeder” assumptions cautiously and check the current secondary landscape early.

A practical approach is to shortlist likely secondaries now, then map journey time at school-run hours rather than off-peak. Where oversubscription is a concern at secondary level, parents should also look at historical allocation patterns and the published admissions criteria. FindMySchool’s Map Search can help families sanity-check travel distances and local alternatives when building a realistic plan.

This is an oversubscribed school in the most recent admissions dataset provided. For the latest recorded Reception entry route, there were 59 applications for 30 offers, which is close to 2 applications per place. First-preference demand also exceeds first-preference offers (ratio 1.31), a sign that a meaningful share of families are not getting their first choice.

Because the school is a Wiltshire state primary, applications are handled through the local authority’s coordinated process rather than direct selection by the school. For September 2026 entry, Wiltshire’s published timetable shows a mid-January deadline, with primary offers released in April.

The most important family action is timing. If you miss the main deadline, your application is normally treated as late and considered after those submitted on time, which can materially reduce the chance of securing a preferred school in an oversubscribed context.

Catchment details and distance cut-offs are not provided in the input dataset for this school, so parents should not assume a “safe distance”. If proximity is likely to matter, measure from the gate using a consistent method and keep an eye on how your local authority defines home address and proof of residence.

Pastoral evidence in the latest inspection is reassuring and specific. Pupils are described as feeling safe and well looked after, with bullying characterised as rare and addressed quickly when issues arise. Ofsted also confirmed that safeguarding arrangements are effective.

Support structures are described in concrete ways. The report highlights a “cosy cabin” used to help pupils resolve worries, and it references wellbeing ambassadors as a pupil-led contribution to a positive culture. For parents of children who can carry anxiety into school, those details matter because they point to a setting where worries are surfaced and addressed, not dismissed.

The SEND picture is also framed positively. Leaders are described as placing no ceiling on pupils’ learning, including those with special educational needs and or disabilities, with needs identified early and staff adapting learning so pupils can experience success. Families should still ask how support looks in practice for their child, but the baseline message is that inclusion is taken seriously.

This is a school where enrichment is planned rather than left to chance. The inspection report describes “wide-ranging experiences” to enrich the curriculum, plus a rich array of trips, clubs, music lessons and outdoor learning. The point here is not the existence of clubs in the abstract, most primaries offer something, but the structure and expectation that experiences are part of what pupils receive as they move through the school.

Leadership opportunities appear to be a distinctive pillar. Roles like worship council and reading buddies are not simply badges, they can meaningfully develop confidence and communication skills, particularly for pupils who benefit from responsibility. The implication is that quieter children may still find a route to visibility through service and contribution, not only through performance.

Physical and wellbeing activity is also referenced in specific terms. Pupils are described as using a running track and playing sports to stay fit and healthy. This matters because it suggests activity is integrated into daily life, rather than reserved for occasional events.

This is a village school (Ashton Keynes, SN6), so routines often hinge on family transport and local walking routes. Parking arrangements and public transport details are not confirmed in the accessible official material used for this review, so families should check the practicalities at pick-up and drop-off times during a visit.

Wraparound care arrangements (breakfast and after-school provision) are not clearly published in the sources accessed here. Parents who need guaranteed early starts or later finishes should ask the school directly what is available, which days it runs, and whether places are capped.

• High demand for places. Recent data shows close to two applications per offer for the main entry route. Families should plan early and keep a realistic set of alternatives.

• Curriculum consistency beyond core subjects. The latest inspection highlighted that in a minority of subjects, curriculum detail and checks on what pupils remember were not yet as sharply defined as in stronger areas. Ask what has changed since 2023.

• Faith character. Christian values and worship-related leadership roles are part of school life. Many families will welcome this; those seeking a wholly secular setting should reflect on fit.

Ashton Keynes Church of England Primary School combines very strong end of primary outcomes with a culture that gives pupils responsibility and leadership roles early. It will suit families who want a high-performing village primary with a clearly expressed Church of England ethos and an emphasis on reading and personal development. The main challenge is admission, demand is high, so shortlisting should be evidence-led and realistic.