Queen Margaret Primary Academy

This is a one-form-entry primary serving families around York Road in Tewkesbury, with 30 places per Reception intake. Demand appears steady rather than on the scale seen in the most pressured urban catchments.

The latest graded inspection outcome remains a key context point. The most recent full inspection (8 and 9 February 2022) judged the school as Requires improvement overall, with Good judgements for behaviour and attitudes, personal development, and early years, alongside areas needing improvement in the quality of education and leadership and management. Safeguarding was confirmed as effective.

Leadership is stable, with Sara Bennion named as Principal and Headteacher in official materials. The school is also part of the Cabot Learning Federation, joining in 2024.

For families weighing up fit, the strongest signals here are about consistency and day-to-day organisation rather than headline performance metrics. The school day is structured around clear routines, with set timings that foreground early reading and phonics, mathematics, spelling and English, then a themed curriculum block in the afternoon. That sort of predictability tends to suit pupils who benefit from knowing what comes next, and it also helps parents who want a straightforward sense of how learning time is spent.

The culture around behaviour looks like a strength worth taking seriously. The 2022 inspection recorded Good behaviour and attitudes, and also described pupils getting on well together, with confidence to report bullying if it occurs. In a primary setting, that matters as much as any single initiative, because it shapes whether children feel secure enough to concentrate, contribute, and recover from mistakes without fear of embarrassment.

Pastoral signals also come through clearly. The same inspection described caring adults who are sensitive to pupils’ needs, and a parent view that praised warm and supportive staff. A separate monitoring visit in 2023 described governors supporting and holding leaders to account, and noted that external support had been brought in to match the school’s needs. The practical implication is that families should see a school that knows it is in an improvement phase and is working through it, rather than one pretending everything is already perfect.

There is also a community-facing feel in the way the school marks milestones. When the academy joined the trust, the school celebrated with an international dance workshop or a samba drumming workshop for each child, and the unveiling of a large mosaic at the front of the school. That sort of shared event can be more than a one-off, it can become part of how the school builds belonging and confidence, especially for pupils who find performance, rhythm, or movement an accessible route into participation.

The 2025 dataset now gives a clearer academic picture. At Key Stage 2, 60% of pupils reached the expected standard in reading, writing and maths combined, with 10% reaching the higher standard. FindMySchool ranks Queen Margaret Primary Academy 11,440th out of 14,978 primary schools for academic performance and 8th among Tewkesbury primary schools.

What can be said with confidence, using official evidence, is how leaders and staff have been directed to improve learning. The 2022 inspection reported that mathematics teaching was more consistent, with clear sequencing of what to teach and when, and with effective use of teaching assistants to support pupils with special educational needs and disabilities. The same report also highlighted that phonics in Reception was taught well, helping children learn to read quickly, while pointing to the need for more effective catch-up support for some pupils in Years 1 and 2.

A 2023 monitoring visit stated that leaders had prioritised curriculum design, identified essential knowledge, and built progression in key concepts, while also noting that in some subjects the curriculum was not yet being taught as intended. For parents, the implication is that the trajectory matters. Questions to explore on a tour include how subject leaders check what pupils remember over time, how gaps are identified in foundation subjects, and what practical training and resources teachers now have to make delivery consistent class to class.

The clearest picture of the school’s approach comes from the way the day is organised and the curriculum emphasis that sits behind it. There is a deliberate focus on early reading and phonics, with a dedicated slot each morning, and a full-class reading for pleasure story. That closing story time is often where schools either build a shared reading culture or miss an easy win, so it is a sensible choice for a primary aiming to strengthen consistency.

In mathematics, the school presents its approach under the banner of Maths Mastery, and it also uses Times Tables Rockstars as part of its curriculum offer. For pupils, the benefit of a mastery approach, when done well, is depth and confidence with number rather than rushing through topics. For families, it is worth asking how the school balances fluency, reasoning, and problem-solving across year groups, and how it supports children who need more rehearsal without feeling singled out.

One practical detail that is easy to overlook but genuinely useful is the time built in for early morning activity when doors open, before formal routines begin. It can help pupils settle, revisit prior learning, and begin the day calmly, which is especially helpful for children who find transitions hard.

The best way to approach this is to consider your likely Year 7 preferences early, then use FindMySchool’s tools to compare local secondary options and sense-check travel times and admissions criteria. Where a preferred secondary is distance-sensitive, it is sensible to view primary choice and home address planning as linked decisions, even when the immediate focus is Reception.

Reception entry is through the local authority coordinated process, rather than direct allocation by the school, and the published admission number is 30 per year. Families should treat demand as a planning variable and use a realistic set of preferences.

Parents should check Gloucestershire Council's current coordinated admissions guidance for the relevant Reception deadline and offer-day details. Missing the on-time deadline can reduce the likelihood of securing a place in the first allocation round.

Visits matter here because improvement-phase schools can look different term to term. The admissions page explicitly welcomes families to arrange a tour by appointment. Use that tour to test the practical realities: how reading is taught across key stage 1, what books pupils are using, how teachers check understanding, and how leaders ensure consistency of subject content in foundation subjects.

Pastoral care appears to be a meaningful strength, not a slogan. The 2022 inspection described caring adults, pupils who feel happy, and an environment where pupils have confidence to report concerns. It also highlighted the role of the school in teaching pupils how to make choices for future life and reinforcing values such as respect through daily interactions and responsibilities.

Pupil leadership roles are part of that picture. The inspection referenced peer mediators and school councillors, which are practical structures for developing responsibility and giving children a voice. For many pupils, those roles are where confidence and communication skills grow fastest, especially when adults take them seriously and provide a clear framework for what good participation looks like.

Attendance expectations are also spelled out clearly, including routine guidance about punctuality and the importance of being in place for registration and learning. That clarity can be helpful for families, particularly where children are prone to lateness or anxiety about school starts.

First, the trust-joining celebration included an international dance workshop or a samba drumming workshop for every child, which signals a willingness to use arts and performance as a whole-school experience rather than only for a selected group. Second, the school runs a breakfast provision supported by the National School Breakfast Programme, with breakfast available during Breakfast Club and classroom bagels available when doors open, aiming to reduce barriers and stigma. While that is not a club, it is a practical enrichment support that often affects behaviour, concentration, and readiness to learn, especially for pupils who struggle with mornings.

On the academic enrichment side, Times Tables Rockstars and Maths Mastery are explicitly signposted as part of the school’s approach. For some pupils, especially those who respond to gamified practice, that can make routine rehearsal feel more positive, with the obvious implication that confidence in number facts tends to free up working memory for problem-solving later on.

If extra-curricular breadth is a deciding factor for your family, ask the school for the current clubs timetable and how places are allocated, as many small primaries rotate clubs by term and may prioritise certain year groups at different points.

This is a state school with no tuition fees.

Lunch is prepared on site, and the published price for a school dinner is £2.54 per day, with universal free school meals applying to Reception, Year 1 and Year 2.

• Improvement context. The latest full inspection graded the school as Requires improvement overall, with curriculum and leadership areas identified for further work. This can be a positive for families who want a school that is actively sharpening practice, but it does mean you should look closely at consistency across subjects and classes on a visit.

• Headline results need context. The 2025 dataset shows 60% of pupils reaching the expected standard in reading, writing and maths combined, with average scaled scores of 103 in reading and 101 in maths. Families who rely heavily on results should discuss how the school is measuring impact internally.

• Competition can exist. Application timing and realistic preference planning matter, especially for families moving into the area.

Queen Margaret Primary Academy looks like a small primary with clear routines, a focus on early reading and mathematics structure, and a culture where behaviour and personal development are taken seriously. The improvement narrative is real and documented, with curriculum consistency and leadership capacity central to what needs to keep strengthening.

Who it suits: families who want a manageable-sized primary, value predictable daily structures, and are comfortable choosing a school that is working through an improvement plan rather than claiming a finished story.