Claverdon Primary School Review 2026: High-performing village primary with an ambitious curriculum

Small enough for staff to know families well, but academically punchy in a way that stands out beyond its size, Claverdon Primary School has results that signal consistently strong foundations in reading, writing and mathematics. At Key Stage 2 in 2024, 90.7% of pupils met the expected standard in reading, writing and maths combined, with 52% reaching the higher standard, well above the England higher-standard benchmark. The latest Ofsted inspection (16 to 17 July 2024) judged the school Outstanding across every graded area, including early years.

The school’s identity is strongly values-led, with a house system (Gannaway, Holywell, Kington, Yarningale) that creates structure and belonging, and a clear emphasis on pupil voice through leadership roles.

Claverdon Primary School presents as a calm, purposeful place, where expectations are explicit and pupils rise to them. The language of values is prominent, including the “four Rs” referenced in the school’s ethos and reinforced through daily routines and responsibilities.

Belonging is engineered rather than left to chance. The house system is not just cosmetic, each house has named adult leadership and pupil captains, which gives younger pupils visible role models and helps older pupils practise responsibility in a tangible way. It is a simple structure, but it tends to pay off in behaviour, confidence and peer support.

Reading sits at the centre of the school’s culture. The 2024 inspection describes pupils reading widely for enjoyment and highlights a refurbished library as part of that culture. For parents, the implication is practical, this is the sort of school where early reading and fluent comprehension are treated as non-negotiables, which is often the strongest predictor of later success across the curriculum.

Leadership is stable and visible, with Daniel Powell named as head teacher and also listed among the school’s designated safeguarding leads. That dual role is common in smaller primaries, and it can make safeguarding decision-making faster, provided systems and delegation are strong.

The headline for parents is that outcomes are very strong, and they are supported by a broad spread of indicators rather than one isolated score.

Key Stage 2 outcomes (2024)

• 90.7% reached the expected standard in reading, writing and mathematics combined.

• 52% reached the higher standard in reading, writing and mathematics, compared with an England average of 8%.

• Reading scaled score: 110.

• Mathematics scaled score: 108.

• Grammar, punctuation and spelling scaled score: 111.

• Expected standard (subject-level): reading 97%, maths 84%, GPS 88%, science 88%.

These figures suggest not only high attainment at the expected standard, but also a sizeable cohort being stretched into higher-attainment territory. For families, that often translates into lessons moving at pace in upper Key Stage 2, with a need for pupils to be secure in core skills early on.

How this compares nationally and locally

Ranked 585th in England and 5th in Warwick for primary outcomes (FindMySchool ranking based on official data), this places the school well above the England average, within the top 10% of schools in England on the same measure.

For parents comparing nearby options, FindMySchool’s Local Hub and Comparison Tool can be a practical way to see these outcomes side-by-side, especially when you want to balance results with travel time and wraparound logistics.

The curriculum is positioned as knowledge-rich and deliberately sequenced. In the 2024 inspection report, curriculum design is described as interesting and engaging, with learning building effectively from early years onwards, and staff training treated as a priority so delivery is consistent.

Early reading is treated as urgent. Phonics is described as enabling pupils to read without delay, with pupils applying decoding skills confidently and moving into ambitious texts. The direct implication is that children who thrive here are likely to be those who respond well to explicit instruction and regular practice, especially in Reception and Key Stage 1, where strong routines make the biggest difference.

A notable feature is how learning beyond the classroom is integrated into the curriculum rather than bolted on. The school’s Forest School provision is an example, positioned as learner-led outdoor learning. It is scheduled for Reception one afternoon per week, and there is also a weekly after-school Forest School club for Years 1 and 2 (delivered by an external provider named on the school site). For parents, this can be appealing if your child learns best through practical exploration, but it also requires sensible clothing, comfort outdoors, and an appetite for managed risk.

As a state primary, the main transition question is what happens at 11. The school does not publish a fixed list of secondary destinations on its main admissions pages, and Warwickshire operates a mix of comprehensive and selective routes depending on location and family choice.

What can be said with confidence is that pupils leave with strong attainment in the core areas, which tends to widen realistic options, including higher-demand secondaries where competition is based on distance or selection criteria. If you are considering a selective route, it is worth understanding the local pattern early, so Year 5 and Year 6 do not become a scramble of unfamiliar preparation.

For families thinking about catchment-based secondaries, keep the discipline of measuring distances and transport times rather than assuming the nearest option will be the practical option. FindMySchool’s Map Search can help you sanity-check likely travel implications alongside your shortlist.

Reception entry is a single form of entry with 30 places each September. The school’s admissions page directs families to apply through Warwickshire Admissions, with applications typically due by mid January.

For September 2026 entry, Warwickshire’s published coordinated admissions timeline states:

• Applications open: 01 November 2025

• Deadline: 15 January 2026

• National Offer Day: 16 April 2026

Demand data reinforces that this is not a low-pressure entry. In the latest available entry-route figures, there were 86 applications for 30 offers, with Reception described as oversubscribed, equating to 2.87 applications per place. That does not guarantee the same pattern every year, but it does indicate sustained demand for a limited number of places.

In-year admissions are handled via Warwickshire, with the school advising families to contact the office first to discuss year-group capacity before applying.

Pastoral strength here is closely tied to culture and routines. The school sets clear behavioural expectations and uses structured systems, including buddying and pupil leadership roles, to help children feel safe and supported. The 2024 inspection report explicitly links the buddy system to pupils feeling safe, which is the kind of detail parents should take seriously because it speaks to lived experience rather than policy documents.

The safeguarding framework is presented clearly on the school website, with named designated safeguarding leads, including the head teacher. The latest Ofsted report also confirms that safeguarding arrangements are effective.

If your child has additional needs, the inspection narrative indicates high ambition for pupils with special educational needs and disabilities, alongside adaptations intended to keep pupils learning alongside peers. For parents, the practical next step is to ask how those adaptations look in your child’s year group, and how support is reviewed across the year.

Claverdon’s extracurricular picture is unusually specific and time-stamped on the school website, which is helpful for parents who need real options rather than generic promises. For Spring Term from January 2026, the published clubs list includes external clubs such as Multisports, Cricket, Netball, GO4GOALS, Musical Theatre and Dance, LAMDA, and Fun Explorers.

Two features stand out for breadth and character. First, LAMDA adds a formal performance and speaking strand that can suit children who enjoy structured coaching and clear progression. Second, Musical Theatre and Dance provides a performance outlet that is distinct from standard school productions, particularly valuable for pupils who gain confidence through rehearsal and stage time.

Outdoor learning is also part of the wider offer rather than a one-off event. Forest School is framed as learner-led and is scheduled weekly for Reception, with an after-school club for Years 1 and 2. The implication is that children get repeated practice in resilience, collaboration and risk awareness, not just a termly trip to “do outdoorsy things”.

The published school day runs from 08:45 (school opens) to 15:15 (school ends), with registration from 08:55 to 09:05 and a one-hour lunch. Total taught time is listed as 32.5 hours per week.

Wraparound care is available via an on-site before and after-school club, with published hours of 07:45 to 08:45 and 15:15 to 18:00. This can be a material advantage for working families, particularly in a village setting where commuting patterns can be car-dependent.

Transport detail is not laid out as a formal travel plan on the school’s main information pages. In practice, families should assume a mix of walking, cycling and car drop-off, and verify parking expectations and safe routes directly with the school, particularly if you are new to the area.

• Competition for places. With 86 applications for 30 Reception offers in the latest entry-route figures, demand can outstrip supply. Families should plan as if admissions will be competitive.

• A pace that suits confident learners. With 52% of pupils reaching the higher standard at Key Stage 2, lessons in upper primary are likely to stretch pupils. That suits many children well, but some may need additional reassurance if they are easily discouraged by challenge.

• Wraparound needs checking early. On-site wraparound hours are published, but availability can vary by term and demand. If childcare is critical, confirm patterns and booking processes well in advance.

• Outdoor learning expectations. Forest School is an integrated feature, not an occasional enrichment day. Families should be comfortable with regular outdoor sessions and the practicalities that go with them.

Claverdon Primary School combines very strong Key Stage 2 outcomes with a culture built around clear expectations, pupil responsibility and a curriculum that is designed with ambition. The latest inspection outcome reinforces that this is a school where quality is consistent across early years, teaching, behaviour and leadership.

Best suited to families who want a high-performing state primary with structured routines, a clear values framework, and a genuine emphasis on reading and knowledge-building across subjects. The main challenge is admission, particularly for Reception, where demand has exceeded places in recent data.