The Clinton Church of England Primary School Review 2026: Small rural primary with nursery provision, and a clear community focus

For this school, headline national attainment measures are not the most reliable way to evaluate the offer, because very small cohorts can mean that standard published results are limited or suppressed. In practice, families should focus on curriculum coherence, reading, and whether teaching is well-sequenced across mixed-age groups, then use visits and evidence of improvement to judge trajectory.

The July 2025 inspection narrative describes a decline in achievement and a lack of consistent oversight, alongside turbulence in staffing and disruption to Key Stage 2 provision. That matters for parents because mixed-age primary teaching depends heavily on staff expertise, planning discipline, and continuity. When any of those wobble, gaps tend to show up first in early reading, writing fluency, and mathematical confidence.

The most meaningful question for prospective families is therefore not “What did last year’s cohort achieve?”, it is “What is changing now, and how quickly is teaching quality improving across all subjects, including early years and reading?”

The school positions its curriculum as “connected and creative”, and its C360 framing (Academic, Character, Community, Innovation) signals an intention to teach beyond narrow test preparation. In a rural primary, this can be a genuine strength when it translates into coherent projects, purposeful outdoor learning, and strong vocabulary development across subjects.

A distinctive element here is Wild Tribe. It is described as being based on Forest School principles, but deliberately built by teachers and early years practitioners to align “units of exploration” to national curriculum requirements across a range of areas. That combination can work well when it is used as a structured vehicle for language, science understanding, and personal development, rather than as occasional outdoor “free time”. The school’s explanation emphasises careful scaffolding, practitioners stepping back to observe, and sessions that build week by week. For pupils who learn best through practical activity, and for children who benefit from confidence-building experiences, that approach can be particularly engaging.

Facilities described on the school website support a broad primary curriculum for a small roll: a library area, a dedicated ICT suite with video conferencing equipment, a hall used for physical education and worship, a hard court for ball games, a large playing field, and a wildlife area used as an outdoor classroom. These details matter because small schools can sometimes feel resource-thin; here, the physical offer appears intentionally planned to widen pupils’ experiences.

Most pupils leave at 11 for secondary provision. The school states that most children transfer to Great Torrington Community School or Okehampton Community College, and describes liaison between staff to support a smooth move. For parents, this is useful practical intelligence, it signals the most common transition pathways and helps you think about transport, friendships, and continuity of support.

A good Year 6 experience in a small school often depends on access to wider peer experiences, leadership roles, and preparation for larger settings. Ask directly how the school builds independence for pupils who have spent years in a very small cohort, and what specific transition work is done with receiving secondaries.

Reception entry and other mainstream school places are coordinated through Devon County Council rather than applying directly to the school, and families must still apply even if a child attends the school’s nursery. For September 2026 entry, Devon’s normal round primary application window opened on 15 November 2025 and closed on 15 January 2026, with offer day on 16 April 2026.

Demand, based on the provided admissions results for the primary entry route, appears modest but slightly oversubscribed: 10 applications for 9 offers (about 1.11 applications per place). In a school this small, single-family decisions can shift the picture year to year, so interpret competitiveness cautiously. The best approach is to treat admissions as locally responsive rather than predictably competitive, and check the latest picture with Devon’s coordinated admissions information when you apply.

For open events, the school invites prospective families to arrange a visit directly, rather than publishing a fixed calendar of open days. In small schools this can be helpful, it often means more time with staff and a better sense of how mixed-age classrooms actually work.

In very small schools, pastoral strength is often a product of adults noticing early and intervening quickly. The school’s own materials place heavy emphasis on values, reflection, community celebration, and pupils taking responsibility through committees and projects, which can support good behaviour and belonging when consistently applied.

That said, wellbeing is not only about kindness, it is also about stability and predictable routines. The July 2025 inspection report notes disruption from staffing changes and reports of pupils feeling unsettled due to ongoing changes, including Key Stage 2 relocation arrangements pending staffing. If you are considering entry, especially for a child who is sensitive to change, ask what has stabilised since 2025, what staffing looks like now, and how the school is ensuring consistency in Key Stage 2.

A small roll does not have to mean a thin extracurricular offer, but it does mean clubs can be seasonal and staff-dependent. The school lists multiple clubs across the week on its main school page, including Multi Skills, an Activities Club (with times extending slightly later than standard clubs), Drama Club sessions run through a local partner, and a Key Stage 2 Fitness Club. Separately, the clubs listing also references Film Club and Sports Club sessions, including an early morning slot.

The strongest “beyond the classroom” story here is arguably the practical curriculum running through outdoor learning and gardening. The garden programme is described in detail, including pupils growing produce, harvesting for autumn events, and working through the RHS School Gardening Scheme with Level 4 already achieved and Level 5 as the next target. For children who learn through doing, this kind of project work can build vocabulary, responsibility, and confidence, and it gives families tangible evidence of a wider curriculum in action.

The school publishes a detailed timetable. A bell rings at 08:55 to start the school day and registration, with sessions running to 15:30, and a shared lunchtime period from 12:30 to 13:30. The attendance guidance states that arriving after 09:00 is treated as late.

Wraparound care is not presented as a daily breakfast and after-school provision in the way larger primaries often operate. Instead, the school lists specific club slots, including an early morning club time and after-school sessions on certain days. Families who need consistent childcare coverage should ask directly what is available across the week and in which terms.

For travel, this is a rural setting, so transport is usually car-led for many families, with some pupils likely walking locally where feasible. Devon’s admissions guidance also highlights the need to understand the school transport policy before applying, which is especially relevant in dispersed rural communities.

• Inspection trajectory and special measures. The July 2025 inspection judgements include Inadequate outcomes in key areas and indicate the school required special measures. Ask for a clear improvement narrative, what has changed since 2025, how teaching quality is being monitored, and what external support is in place.

• Staffing stability matters more here than in larger primaries. With mixed-age classes and a small staff team, changes in one or two roles can have an outsized impact on consistency for pupils.

• Very small cohorts can be wonderful, or limiting, depending on the child. Some pupils thrive on close-knit relationships and familiar adults; others want a larger peer group and more social variety. Consider your child’s temperament, particularly for Key Stage 2.

• Wraparound is likely “club-based” rather than full service. If you need daily breakfast club and late pick-up, confirm the exact days, times, and terms covered, rather than assuming a standard offer.

This is a small Church of England primary with nursery provision, a clearly articulated values framework, and distinctive hands-on learning threads in outdoor education and gardening. For some families, especially those seeking a village-school feel and close relationships, that combination can be very appealing.

Who it suits: families who want a small, rural primary environment, value a Church of England ethos, and are prepared to do careful due diligence on improvement work and staffing stability following the 2025 inspection findings. Families shortlisting should use FindMySchool’s Saved Schools feature to keep notes from visits and track what the school says has changed since 2025.