Tredington Community Primary School Review 2026: Small, oversubscribed village primary with outdoor learning at its core

For this school, the most reliable public picture is the combination of inspection evidence and the school’s curriculum intent, because does not include the usual headline Key Stage 2 outcome measures or rankings for comparison.

What can be stated with confidence is how learning is expected to work day to day. The inspection evidence points to a broad and ambitious curriculum in most subjects, with leaders identifying the key knowledge pupils must learn and the order it is taught. There are concrete examples of this learning-building approach, from number facts supporting early mathematical problem-solving, through to older pupils using times table knowledge to work out fractions of quantities.

Reading is positioned as a defining strength. Pupils start reading as soon as they begin Reception, and the phonics curriculum is described as taught consistently well. Reading books are used explicitly for practice of learned sounds, and extra help is provided for pupils who struggle, supporting confidence and fluency. As pupils move up the school, the report describes regular reading habits, pupils choosing books from the library, lunchtime reading club, and a reading café that brings parents into reading routines.

The improvement priorities are also clear, and matter for parents assessing trajectory. In several subjects, curriculum development and assessment were described as still in early stages, with some subject leaders not yet evaluating impact in a way that assures leaders pupils are consistently learning what is intended. Attendance is also highlighted as an area needing continued work, with some pupils described as frequently absent, leading to missed learning time.

If you are comparing local schools, FindMySchool’s Local Hub and Comparison Tool can help you line up official measures side by side for the most recent published year, especially useful when a small cohort means percentages can swing more than parents expect.

Tredington’s teaching story is essentially about sequencing and consistency, then adding breadth through carefully chosen experiences.

In core learning, the pattern described is explicit instruction, regular checking for understanding, and structured recap. That matters because it reduces reliance on pupils “getting it” the first time, and it also helps teachers spot misconceptions early. The inspection evidence links this directly to how pupils develop and apply knowledge, rather than to presentation or worksheets.

Early reading is a particularly important lens for any primary, and the description of phonics being taught consistently well is reassuring because inconsistency in early phonics is one of the most common reasons children fall behind in reading. The mention of targeted extra help also indicates a school that expects variation in starting points and plans for it, rather than treating it as a parental problem to solve at home.

Beyond the classroom, outdoor learning is treated as a skills curriculum: risk-handling, initiative, problem-solving, cooperation, confidence, and motivation are all named outcomes of Forest School, with practical learning experiences used to embed them. For pupils who learn best through doing, that can be a genuine access strategy, not just a fun add-on.

As a 4 to 11 primary, the key question is transition rather than destinations data. The school’s intake is geographically mixed, and the school itself notes a wide catchment for where pupils travel from. In practice, that usually means Year 6 leavers move on to more than one secondary school, depending on home address, transport, and parental preference.

For parents, the practical implication is to treat Year 5 as the planning year. Use your local authority’s secondary transfer guidance, map out travel time at peak hours, and attend open evenings early. If you want a quick reality check, FindMySchoolMap Search is a good way to sanity-test daily travel routes and compare them to other realistic options.

This is a small school with limited places, and the admissions picture reflects that.

A published admission number of 15 pupils per year group. It also explains that, while trustees hold responsibility for admissions, Gloucestershire County Council coordinates normal-round applications.

Demand is strong relative to the number of offers recorded for the main entry route. There were 35 applications and 11 offers, a ratio of 3.18 applications per place, with the school recorded as oversubscribed. That does not mean every year will look the same, but it does tell families to plan as if places are competitive.

For September 2026 Reception entry, the trust’s determined admissions policy sets a closing date of 15 January 2026 for the common application form submitted to the local authority.

For in-year admissions, the school describes a separate process where applications are made directly to the school using the Gloucestershire in-year application form, with oversubscription criteria applied if applications exceed available spaces.

If you are relocating, do not rely on general statements about catchment size. This school explicitly describes pupils travelling in from multiple nearby communities, and also references access to a free school bus with stops within a two mile radius.

Pastoral care reads as one of Tredington’s anchors. The inspection evidence describes strong pastoral support, trusting relationships between pupils and staff, and pupil confidence in reporting worries. There is also an explicit statement that bullying is not tolerated, and that pupils believe adults act quickly to resolve problems.

Support for pupils with special educational needs and disabilities is described as highly effective, with sharply focused plans, adapted teaching, and additional pastoral support, enabling pupils with SEND to learn successfully. The reference to a calm space for emotional regulation is a practical detail that often matters more than policy language, because it shows how support is operationalised on a difficult day.

Safeguarding processes are described as effective, underpinned by staff training and clear reporting procedures, plus curriculum teaching that covers online safety and healthy relationships as well as everyday road and water safety.

Small primaries sometimes struggle to offer breadth. The evidence suggests Tredington tries to solve that in two ways: enrichment experiences that bring variety into the school day, and structured wraparound provision.

From the inspection evidence, opportunities include learning instruments such as drums or piano, and trying activities like archery and musical theatre. The report also mentions practical enrichment ranging from ducks being brought into school for Reception, through to older pupils enjoying residential trips that include activities such as abseiling and climbing. Leadership roles are also part of the culture, including pupils becoming house captains and taking part in fundraising events.

Outdoor learning is a second, deeper layer of enrichment. Forest School sessions are taught for every class, using a dedicated land area, and include specific skill-building activities such as shelter building and wood whittling. Those are not generic “outdoor play” claims. They point to a planned programme that builds competence over time.

Wraparound care is delivered in partnership with Move More and is staffed by qualified sports coaches. The school describes it as including sports activities alongside crafts and board games, with booking required in advance.

Start and finish routines are clearly explained. The school day begins from 08:30, register is taken from 08:45, and pick-up is at 15:00, with gates opening around 14:55.

Wraparound care is available. The school describes provision running 07:30 to 08:30 and 15:00 to 17:30 Monday to Thursday, delivered with Move More, and positioned as covering both activity and quieter play.

Transport is a practical consideration because the intake is wider than many village primaries. The school describes a large car park with a one-way system and a “drop and go” morning option, plus a school bus arrangement for eligible pupils, with escorts at arrival and departure and seatbelt expectations.

Lunch provision is handled through a partner kitchen at Bishops Cleeve Primary School, cooked by Caterlink staff and transported to Tredington for service.

• High competition for places. Demand is strong relative to offers and the school is recorded as oversubscribed. Families should treat admission as uncertain and build a realistic Plan B, even if Tredington is the clear first choice.

• Attendance is a stated priority. The inspection evidence highlights that some pupils are frequently absent, and leaders are expected to continue working closely with families to improve attendance. If your child has health-related absence risks, ask how support is structured and how learning catch-up is handled.

• Curriculum consistency is still bedding in for some subjects. The improvement points include curriculum and assessment not yet fully embedded in several subjects, and subject leaders still developing how they evaluate impact. Ask what has changed since 2023, particularly around assessment and subject leadership.

• Transport logistics matter more than you might expect. The school describes pupils travelling from multiple communities and references a school bus and parking arrangements. If you are not within easy walking distance, do a trial run at drop-off time before committing.

Tredington Community Primary School suits families who want a small, community-rooted primary with clear values, strong pastoral care, and a meaningful outdoor learning offer. The Good judgement across all inspection areas, the emphasis on early reading, and the structured Forest School programme create a coherent picture of a school that is careful about how children learn and how they feel while learning. The main challenge is securing a place, and families should also pay attention to attendance expectations and how curriculum consistency has developed since 2023.