Southborough CofE Primary School Review 2026: High-attaining Church of England primary with a clear nurture focus

This is a large, established primary where academic standards and day-to-day pastoral practice sit side by side. The headline for families is the 2024 key stage 2 picture: 84% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. A further 31% achieved the higher standard, compared to 8% across England.

In organisational terms, the school’s size shows up in its routines, a structured school day with different collection points and times by phase, plus staffed wraparound care. It is also a Church of England voluntary controlled school, with a published Christian vision, daily collective worship, and a values framework framed through the acronym GIFT, Giving, Inspiring, Flourishing, Together.

Admission is the main practical challenge. For Reception, demand is high, with 176 applications for 90 offers in the most recent available entry data. That translates to around 2 applications per place.

The tone is purposeful but warm, and the school’s own language leans heavily on belonging, values, and children being known well. The Christian character is not an add-on. It is embedded through daily collective worship and a published vision rooted in Matthew 5:14–16, presented as a “light” theme for how pupils are expected to live and learn. GIFT is the memorable shorthand, and it gives staff and pupils a shared vocabulary for behaviour, relationships, and community contribution.

The school also makes its pastoral priorities visible through student leadership roles. Sports ambassadors are used to pull younger pupils into active play at breaktimes, and wellbeing ambassadors are positioned as peers who help other children access calm activities and support when they are finding things hard. That matters because it turns wellbeing from a staff-only function into part of the pupil culture, in an age-appropriate way.

Leadership is stable. The headteacher is Mrs Emma Savage, and she is consistently named as headteacher in school and official documents over a number of years. A Kent County Council paper from March 2013 records Emma Savage as headteacher, so while the school does not publicly state an exact appointment date, she has been in post since at least that point.

The performance data presents a school operating comfortably above England averages at the end of key stage 2.

• Reading, writing and maths combined (expected standard, 2024): 84%, compared to an England average of 62%.

• Higher standard (2024): 31%, compared to an England average of 8%.

• Science expected standard (2024): 84%, compared to an England average of 82%.

Scaled scores are also strong: 108 in reading, 106 in maths, and 109 in grammar, punctuation and spelling.

From a rankings perspective, the school’s outcomes place it above England average, comfortably within the top 25% of primary schools in England. Ranked 2,409th in England and 7th in Tunbridge Wells for primary outcomes, using proprietary FindMySchool rankings based on official data.

What that means for families is consistency across the core suite, not a single-subject spike. The combined reading, writing and maths measure is strong, and the high proportion reaching the higher standard suggests the school is also stretching higher prior-attaining pupils, not only securing the expected baseline.

Teaching is organised around clarity and memory, with staff emphasis on pupils embedding what they have learned rather than racing on. The most recent inspection describes a curriculum built in defined steps, with training and subject leadership supporting staff delivery, and lessons that help pupils secure understanding.

Reading has particular visibility in how the school describes its learning model. The Discovery Centre is positioned as more than a library. It is a borrowing hub, a space for reading leadership through Reading Champions, and a mechanism for structured book recommendations. The implication is that reading is treated as an everyday habit, with systems that keep children moving to the next appropriate text rather than stagnating.

There is also a clear “learning beyond the classroom” strand. The curriculum is reinforced through trips and a forest school area, so pupils are expected to apply knowledge in practical contexts rather than only in books. For children who learn best through doing, that mix can be a real advantage.

As a primary, the key transition is to secondary school at the end of Year 6. The school’s published guidance notes that, because of its location between Tonbridge and Tunbridge Wells, families typically consider a range of selective and non-selective options. The school supports decision-making through meetings in the summer term of Year 5, focused on a child’s achievement profile, strengths, and learning preferences.

The secondary application process in Kent runs during the first term of Year 6. That is important for planning because it arrives quickly once children return in September, especially for families also weighing selective testing, open events, and travel logistics.

For Reception entry, applications are coordinated through Kent’s online primary admissions process. For September 2026 entry, the school’s website states that applications open Friday 07 November 2025 and close Thursday 15 January 2026. Kent’s published admissions guide confirms National Offer Day on Thursday 16 April 2026, with responses due by Thursday 30 April 2026.

Demand is high. The most recent available entry data shows 176 applications for 90 offers, and the school is marked Oversubscribed, equating to a subscription proportion of 1.96 applications per place. This is not “lottery oversubscription”, it is a predictable pressure level that rewards early planning and careful checking of Kent’s oversubscription criteria for voluntary controlled schools.

For in-year admissions, the school directs families to contact the school and complete the relevant Kent in-year form process.

A practical tip for families shortlisting: use the FindMySchool Map Search to sanity-check travel time and day-to-day feasibility, especially if you are balancing multiple schools with different start and finish patterns.

The school’s wellbeing model is unusually explicit for a large primary. It publishes a whole-school nurture approach and is working with Nurture UK through the National Nurturing Schools Programme and Award framework. The rationale is clear: emotional readiness is treated as a pre-condition for learning, not a separate pastoral bolt-on.

The Zones of Regulation framework is also used to give pupils a structured language for feelings, alertness states, and calming strategies. The home guide spells out what each “zone” means, green as ready to learn, blue as low energy, yellow as heightened feelings, red as very intense emotions, alongside practical strategy prompts such as breathing, movement breaks, and asking an adult for help.

Safeguarding is a strength in the published evidence. The most recent inspection confirms safeguarding arrangements are effective.

Extracurricular life is broad, and it is helpfully documented, including school-run and external provider options. The detail matters because it shows the school is not relying on generic “we offer lots”.

From the school-run programme (Term 1 and 2 overview), examples include:

• KS2 Orchestra, with participation framed as linked to prior music tuition

• Young Voices Choir for Years 5 and 6

• Gardening for Years 3 and 4

• Chess for Years 4 to 6

• Journalism for Years 5 and 6

• Film Academy for Years 3 to 6

• Netball and football for Years 5 and 6

• Indoor athletics and cross country for Years 3 and 4

• Art Explorers (listed as a paid club)

The implication is choice across sport, creative arts, and academic enrichment. For pupils who gain confidence through belonging to a smaller group, clubs like orchestra, journalism, or film can be a social anchor, not just an activity.

External providers broaden the menu further, including dance, drama, football coaching, and martial arts options, run on different weekdays. (The published overview includes provider contact details, which are best checked directly via the school’s clubs information.)

Facilities and school spaces also support this wider offer. The Discovery Centre is presented as a library plus a STEM hub, and the wraparound Keys Club references access to spaces such as a trim trail, Discovery Centre, and art room as part of its planned activities.

This is a state school with no tuition fees. Costs families should still plan for typically include uniform, trips, and optional clubs or music tuition.

Start and finish times vary by phase. Reception runs 8.30am to 3.00pm, Years 1 and 2 run 8.30am to 3.10pm, and Years 5 and 6 finish at 3.15pm.

Wraparound care is clearly set out. Breakfast Club runs Monday to Friday, 7.30am to 8.20am, at £6 per session. After-school care (Keys Club) runs Monday to Friday until 5.30pm.

• Competition for places. With 176 applications for 90 offers in the latest available entry data, families should assume Reception places are competitive and plan accordingly, including having realistic alternative choices.

• SEND consistency across the wider curriculum. The latest inspection flags that adaptations for some pupils with SEND are not consistently embedded in subjects beyond reading and maths. For families whose child needs predictable adjustments, it is worth asking what has changed since March 2024 and how consistency is checked.

• A large-school feel. With more than 600 pupils on roll, routines and systems matter. Some children thrive in that scale and variety; others do best in smaller settings.

• Faith character is real. Daily collective worship and a published Christian vision shape school culture. Families comfortable with a Church of England setting will likely see this as a positive; those seeking a fully secular environment may prefer another option.

Southborough CofE Primary School combines very strong key stage 2 outcomes with a clearly articulated nurture and wellbeing model. For families who want high academic expectations alongside structured emotional support, it is an appealing mix. Best suited to local families who value a Church of England ethos, want broad clubs and leadership roles, and are ready to engage early with a competitive admissions process.