Leafield Church of England Primary School Review 2026, Small village primary with standout KS2 outcomes

A school on a village green tends to be judged on warmth and belonging. Here, the data also points to consistently strong learning outcomes. In 2024, 89% of pupils met the expected standard in reading, writing and mathematics at Key Stage 2, well above the England average of 62%. This academic picture sits alongside a distinctly local identity, the school first opened in 1839, and it now operates as part of the Oxford Diocesan Schools Trust (ODST).

Size matters in daily life. With a published capacity of 105 and a published admission number of 15 for Reception, pupils are likely to be known well by staff, and older children often take on visible responsibility.

For families thinking about Reception in September 2026, admissions are coordinated through Oxfordshire, with the on time closing date of 15 January 2026 and offer day on 16 April 2026.

The strongest impression is of a school that leans into its small scale and rural context rather than trying to mimic a larger primary. The curriculum intent is explicit about helping children feel rooted in their local community while also preparing them for “modern, diverse Britain”, which gives staff a clear framework for choosing topics, visitors and experiences.

Leadership is currently under Rhiannon Abberley, listed as headteacher on official records and presented as headteacher on the school website. The staffing model reflects the school’s size, for example, mixed year group classes appear in the published staffing information, which is typical of village primaries and can create a strong “everyone knows everyone” culture.

Faith is not an add on. The local parish church is a visible part of village life, and the school’s own communications describe Christian values and worship as central rather than occasional. The link with St Michael and All Angels, designed by Sir George Gilbert Scott and built in 1859 to 1860, gives a clear anchor for church services and community events.

The most recent Ofsted inspection, on 28 January 2025, concluded the school had taken effective action to maintain the standards identified at the previous inspection. A June 2025 church-school inspection described the Christian vision as shaping decisions, relationships and curriculum, and it references the motto “be kind, be curious, be you” as a child friendly summary of that vision.

For a small primary, the 2024 Key Stage 2 picture is unusually strong and consistent across subjects.

Headline attainment

• Reading, writing and mathematics (combined): 89% met the expected standard in 2024, compared to the England average of 62%.

• At the higher standard, 33% reached greater depth in reading, writing and mathematics combined, compared to an England average of 8%.

These figures suggest the school is doing more than getting pupils over the line, it is also pushing a meaningful proportion into higher attainment. (England comparison figures are included to show context.)

Scaled scores

• Reading scaled score: 108

• Mathematics scaled score: 107

• Grammar, punctuation and spelling (GPS) scaled score: 108

Scaled scores are useful because they show the overall attainment profile, not just thresholds. Scores above 100 indicate performance above the national standardised benchmark.

FindMySchool ranking context

Leafield Church of England Primary School is ranked 2,312th in England and 6th in the Witney area for primary outcomes (FindMySchool ranking based on official data). This places it above England average, within the top 25% of primary schools in England.

For parents comparing nearby schools, FindMySchool’s Local Hub pages and Comparison Tool can help you view these measures side by side, using the same underlying methodology.

Science

Science is also strong: 87% reached the expected standard, above the England average of 82%, which fits with the school’s wider emphasis on outdoor learning and curiosity about the natural world. (The external evidence base also references pupils’ interest in nature through school activities.)

Curriculum choices are unusually transparent. The school sets out its intent in terms of belonging and preparedness, then links that to specific teaching approaches: Read Write Inc principles for early reading and writing, White Rose Maths for mathematical progression, Teach Computing for digital literacy, and Language Angels for modern foreign languages.

The “Cornerstones” framing is another practical clue about how learning is structured. The curriculum is described through ten “big ideas” such as Humankind, Investigation, Significance and Change. In practice, this tends to mean pupils revisit themes and concepts across year groups rather than treating topics as isolated units. For a small school, that conceptual approach can help keep mixed year group teaching coherent and progression clear.

Reading is presented as a priority in external evaluations, with an emphasis on systematic phonics from the start and support for pupils who need catch up. This matters in a small school because early reading strength tends to ripple into writing confidence and wider curriculum access by Key Stage 2.

In a village primary, families often care as much about transition and “fit” at 11 as they do about Key Stage 2 scores. The school points parents directly to local secondary options, including Wood Green School in Witney and Burford School, which gives a realistic starting point for conversations about travel, pastoral approach and subject breadth.

Partnership working is a practical advantage. Leafield is part of the Burford Partnership, which includes Burford Secondary School and a cluster of local primaries, and the partnership hosts festivals and tournaments. For pupils, this can mean earlier familiarity with larger settings and a broader peer group before Year 7.

For pupils with SEND, transition planning is described in the school’s published SEN information, including preparation for secondary routines (such as practising a timetable) and liaison between SENCOs.

This is a state school with no tuition fees.

For Reception entry, the process is Oxfordshire coordinated admissions, rather than direct application to the school. The school’s admissions information is clear that Oxfordshire manages coordinated Reception admissions for academies and maintained schools, using the standard preference form route.

September 2026 entry

The published admissions arrangements confirm:

• 15 places (PAN) in Reception

• Deadline for on time applications: 15 January 2026

• Offers issued: 16 April 2026

Oversubscription criteria follow the expected pattern for an academy trust primary: children with an Education, Health and Care plan naming the school; looked after and previously looked after children; then priority groups including catchment and siblings, and other criteria as set out in the admissions arrangements.

Demand signal

In the latest available admissions data for the primary entry route, there were 28 applications for 14 offers, and the school is recorded as oversubscribed, with roughly 2 applications per place. That is competitive, but not at the “one street only” level seen in some urban primaries, and it tends to reward families who understand the criteria early.

Parents who are weighing multiple Oxfordshire options can use FindMySchoolMap Search to check their home location against the school and sense check travel practicality, especially in a rural area where “close” can still involve narrow lanes and limited pavements.

Wellbeing provision is unusually specific for a small primary.

Support described by the school includes:

• An Emotional Literacy Support Assistant (ELSA) programme, with sessions typically delivered over a short block and managed by senior staff and the SENCO.

• Access to a play therapist (the school states it employs a local play therapist for more complex needs).

• A trained therapy dog, Red, described as a Labrador and part of the school’s wellbeing support.

On the preventative side, the school references wider mental health support through a designated mental health leader and links to Mental Health Support Teams information.

Safeguarding and online safety are treated as practical skills, including teaching pupils how to stay safe when out and about and when online, which fits a rural setting where independent travel often increases earlier than in cities.

Small schools can either feel limited or feel packed with opportunity, depending on how deliberately they plan enrichment. Leafield’s published clubs and wider roles suggest a planned approach that extends beyond the obvious “football and choir” pattern.

Clubs and activities (examples from current published information)

• Brick Builders club, described as a structured after school activity block.

• Skateboarding club (Broken Boards).

• Coach Joe’s KS2 Football Club, plus other sports options such as dodgeball and multi skill games.

• Spanish lessons and brass lessons, indicating enrichment that goes beyond core curriculum time.

Outdoor learning is also framed as a core strand rather than a once a year treat. The school’s outdoor learning approach emphasises independence, problem solving, and careful management of risk, and external evaluations reference forest school as part of the experience.

Leadership opportunities for pupils are also explicitly referenced in church-school reporting, including roles such as play leaders, reading champions and pupil parliament representatives. In a small school, these roles tend to be visible and can be a meaningful confidence builder for older pupils.

The school week is published as 32.5 hours. Registration is at 8.45am, and the school day finishes at 3.15pm.

Wraparound is in place:

• Breakfast club runs 8.00am to 8.45am (term time).

• After school club runs 3.15pm to 5.30pm, Monday to Thursday, and is stated as not available on Fridays.

For travel, the rural setting means many families will prioritise walking routes, cycling confidence and safe drop off routines. Bikeability is referenced as part of community links, which fits the practical needs of families in villages and nearby hamlets.

• Small school, mixed-age dynamics. Class groupings include combined year groups (for example Year 5 and Year 6 together), which many pupils enjoy because leadership and peer support develop naturally. Some children prefer larger single year cohorts and may find mixed ages less straightforward socially.

• Wraparound is not five days a week. After school club is published as Monday to Thursday, with no Friday provision. Working families may need a separate Friday plan.

• Competition for Reception places. The school is oversubscribed in the latest available data. Families should read the oversubscription criteria early, especially if they are outside the defined catchment area.

• Faith ethos is central. Admissions are open to all, but the school is explicit that families are expected to respect its Christian ethos. For most families this is positive and values led; for some it may be a poor fit.

This is a strong choice for families who want a state village primary where academic outcomes are clearly above England averages, and where outdoor learning, enrichment, and a Christian ethos are woven into daily routines. It suits children who gain confidence from being known well by staff and who enjoy taking responsibility as they move into Key Stage 2. Competition for Reception places is the main practical hurdle, so families should treat admissions planning as seriously as they treat the school visit.