The Queen Anne Royal Free CofE Controlled First School Review 2026, a small Church of England first school with strong early years and distinctive outdoor space

This school educates pupils up to age 9, which means it does not map neatly onto the headline end of Key Stage 2 measures parents may see for 11 year old leavers. In the available results, there are no published key stage performance figures to report for recent cohorts, so the most useful academic picture comes from curriculum intent and external review rather than test metrics.

The latest inspection (6 to 7 November 2024) graded the quality of education as Requires improvement, while behaviour and attitudes, personal development, leadership and management, and early years provision were graded Good.

The detail is important. Early reading is clearly prioritised, phonics is described as helping children acquire sounds and vocabulary early, and pupils who struggle are supported so gaps do not widen. This matters in a first school because the impact of early reading compounds rapidly, children who crack decoding early usually access the wider curriculum with more confidence.

The improvement focus is equally specific. Teaching and learning are described as inconsistent across some subjects and classes, with lesson activities sometimes not matching the ambition of the planned curriculum. In practice, parents should read that as, children may have an excellent experience in some subject areas and a less consistent one in others, depending on how well recent curriculum changes are embedded.

If you are comparing schools locally, this is a good moment to use FindMySchool’s Local Hub and Comparison Tool to line up inspection outcomes, size, and admissions pressure across nearby first and primary schools, since test score comparisons are not always like for like at age 9.

A useful way to understand teaching here is to look at what is singled out in official review and on the website.

Example

Reading is treated as a foundational priority.

Evidence

The inspection notes structured phonics and frequent vocabulary practice, with targeted support for pupils who struggle, and a continued emphasis on reading as pupils move up the school.

Implication

For families who value a calm, systematic start to literacy, this is likely to feel reassuring, particularly for children who need repetition and clear routines.

Beyond early reading, the curriculum is described as broad and ambitious, with planned knowledge and skills across subjects. Specific examples referenced include history content linked to the local area and music learning that includes both cultural context and performance, including work on the origins of Calypso.

For pupils with special educational needs and disabilities, the inspection highlights careful identification and planning, with practical resources and adult support helping pupils, including those with physical disabilities, to access the full breadth of learning.

The main teaching question for parents to explore on a visit is consistency. Ask how subject leadership works in a small school, how staff training is targeted across classes, and how leaders check that lesson activities match curriculum goals as the school implements its improvement priorities.

As a first school, the exit point matters. The school states that pupils move on to middle schools in Windsor based on parental preference, and that children are sent to all four middle schools in the town.

That pattern has two implications.

First, transition work should be a core part of Year 4. Parents may want to ask how the school supports families to understand the middle school options and how records and pastoral information are handed over.

Second, friendship groups may split more than in a standard primary that feeds mainly into one secondary route. For some children this is positive, a fresh start at age 9 can suit those who are ready for a bigger setting, while others prefer continuity.

Admissions are coordinated by the Royal Borough of Windsor and Maidenhead rather than handled directly by the school, with children starting in Foundation Stage in the September following their fourth birthday.

Demand data indicates a competitive entry picture. For the most recent the year provided, there were 130 applications for 30 offers, which is 4.33 applications per place, and the school is recorded as oversubscribed.

For September 2026 entry across the local authority, the published primary application timeline opens on 11 November 2025, closes on 15 January 2026, with offers on 16 April 2026 and an acceptance deadline of 3 May 2026.

Pastoral support is a clear pillar in the available evidence. The inspection describes staff helping pupils manage emotions and encouraging understanding and respect, with personal development graded Good.

Structured roles also appear in the school’s personal development work. Year 4 well being leaders are referenced as a leadership role that supports peers’ mental and emotional health, which is a notable example for a school ending at age 9, and signals that pupils are given responsibility earlier than some parents might expect.

Attendance is another practical proxy for wellbeing in a small primary setting. The inspection notes that work to improve attendance has been successful, including reduced persistent absence and improved attendance for disadvantaged pupils.

Safeguarding arrangements are effective.

Extracurricular provision matters in a first school because it often doubles as childcare and as social development. The school runs on site wraparound with options before and after the school day, and it also hosts external activity clubs.

The school’s own list of facilitated paid clubs includes i Pro Football, Enchanted Dance, La Jolie Ronde French, Little Tanks Drama, Samurai Martial Arts, Brickies, Little Musketeers, and Playball. This is unusually specific for a small school, and gives families real choice beyond the standard sports only model.

The website FAQs also describe a set of after school clubs for Years 1 to 4, including Football, Multi skills, Drama, and Art.

The inspection adds useful colour on enrichment beyond clubs. It references sports events, shared choral performances with local schools, charity links, environmental care opportunities, and trips including a residential visit. For a first school, the residential point is significant, it suggests the school is willing to extend pupils’ independence and confidence before the move to middle school.

The school day starts with children arriving at 8.40am, registration at 8.50am, and the day ends at 3.15pm.

Wraparound is clearly structured. An updated extended schools policy lists Meet and Greet as a short drop off window using the turning circle between 08:20 and 08:30, Drop and Stop from 08:00, and Stay and Play with pickup options at 16:30 or 18:00. Fees are published for these sessions, including £2.00 for Meet and Greet, £4.75 for Drop and Stop, £7.50 for Stay and Play to 16:30, and £13.00 for Stay and Play to 18:00.

This is a state school with no tuition fees. Families should still budget for the practical extras common to primary education, such as uniform, trips, and any paid clubs or wraparound sessions.

• Inspection trajectory. The latest inspection grades the quality of education as Requires improvement, with a specific focus on embedding curriculum changes and ensuring lesson activities match curriculum ambition. Families should ask what has changed since November 2024, and how leaders are checking consistency across classes.

• High demand for places. With 130 applications for 30 offers year provided, competition is meaningful. If you are relying on a place, work backwards from the local authority deadline and keep a realistic Plan B.

• Transition at age 9. A first school exit can be a brilliant reset for confident children, but some families prefer staying in one setting to age 11. Ask how Year 4 transition is structured and how children are prepared socially for a larger middle school environment.

• Wraparound is paid and capacity based. On site extended provision must be booked in advance and is subject to availability, so families with fixed childcare needs should explore how far ahead bookings are typically made and how waiting lists are handled.

A small, values led first school with unusually strong outdoor assets and a clear early years and early reading emphasis. It suits families who want a younger age range setting, where pastoral support and structured routines matter as much as formal attainment measures. The key question is how quickly and consistently the school is embedding its curriculum and teaching improvements after the 2024 inspection. For families who secure a place and value nature rich outdoor learning alongside wraparound options, it can be a highly practical choice.