Cuddington Community Primary School Review 2026: Small-school warmth, strong outcomes, and specialist inclusion

A one-form entry primary with nursery provision and a clear identity, Cuddington Community Primary School leans into the advantages of being small. Relationships matter here; pupils are expected to be known as individuals, and routines are designed to help even the youngest children settle quickly. The most recent inspection (19–20 November 2024, report published 14 January 2025) concluded that the school has taken effective action to maintain standards.

Academically, the 2024 key stage 2 results in your dataset are a headline strength, with a combined reading, writing and maths figure well above England averages. The school also has a notable inclusion strand. Alongside mainstream classes sits the Jubilee Centre, a 14-place resourced provision for pupils with autism, built around structured support and planned integration into wider school life.

Admissions are competitive at Reception. In the most recent admissions cycle shown there were 84 applications for 20 offers, a level of demand that usually rewards families who plan early and understand the local authority process.

The tone is purposeful without feeling austere. A small cohort size can amplify culture, good and bad, and here the evidence points in the right direction. Pupils are described as feeling warmly welcomed, safe, and confident about approaching adults when they have a concern. Respect and equality are explicitly reinforced, and positive behaviour is treated as something pupils actively value, not simply comply with.

A defining feature is the attention given to play as a serious part of childhood rather than just downtime. The school’s OPAL approach (Outdoor Play and Learning) is not presented as an add-on; it is framed as a structured commitment to self-directed outdoor play and the social development that comes with it. The inspection report links this directly to pupils’ enjoyment and confidence, referencing specific outdoor features such as woodland play and a mud kitchen.

Small size also shows up in how the school talks about progression. It describes Nursery through Year 6 as a seamless journey, which matters for families who want stability, consistent expectations, and a familiar staff team over many years.

Leadership is clear and visible in published information. The current headteacher is Emma Dempster (listed as Partnership Principal on the school’s staff information). A public start date is not clearly stated on the official pages surfaced in research, so it is best treated as unspecified.

For a state primary, the performance picture is strikingly strong. In 2024, 87% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. The higher standard figure is also high at 27.33%, compared with an England average of 8%. Reading and maths scaled scores (both 107) sit comfortably above typical England benchmarks, and the grammar, punctuation and spelling scaled score is 108.

The school’s FindMySchool ranking provides another lens. Ranked 2,850th in England and 2nd locally for primary outcomes (FindMySchool ranking based on official data), it sits above England average and comfortably within the top 25% of schools in England.

One nuance worth noticing, because it can prompt good questions at an open event, is science. The dataset shows 75% reaching the expected standard in science, below the England average shown (82%). In a school where reading and maths are very strong, parents often want to understand whether this is cohort-specific, curriculum sequencing, or assessment emphasis, and how leaders respond year to year.

If you are comparing several schools nearby, FindMySchool’s Local Hub and Comparison Tool is the fastest way to put these figures side by side without losing context.

The curriculum is set out with a strong emphasis on sequencing, and the inspection evidence supports the idea that staff know what pupils need to learn and when. Teachers are described as having strong subject knowledge, leading to accurate teaching.

A useful detail for parents is what the school is actively improving. The inspection highlights that, at times, checks on understanding do not consistently identify misconceptions or gaps, which can limit how far some pupils progress in a given unit. Leaders are stated to recognise this and to be strengthening how understanding is checked.

Early reading looks carefully structured. Phonics is described as precise, with pupils who need additional help receiving individual interventions. Reading is treated as central across the school, including in early years where children practise sounds through play and routine.

Because this is a primary school, “what next” is largely about transition rather than destinations data. The school publishes detailed information for Year 6 around statutory assessment and home learning resources, which usually reflects a careful approach to the final year and the step up to Year 7.

The school’s location means families often consider more than one local authority’s secondary options, depending on address and eligibility rules. The most reliable approach is to start with the Surrey secondary admissions guidance for Year 7 and cross-check individual schools’ admissions policies.

For pupils in the Jubilee Centre, transition planning matters even more. The centre model emphasises successful integration where appropriate, and it is designed to support pupils’ participation in mainstream classes in ways that match need and confidence.

Reception entry is coordinated by Surrey. The school’s published admissions page lists key dates for the September 2026 intake: applications opened on 03 November 2025 and the deadline was 15 January 2026.

Surrey’s process confirms that offers for primary places are made on National Offer Day, which for this cycle is 16 April 2026.

The dataset suggests significant pressure on places at primary entry, with 84 applications for 20 offers and an oversubscribed status. In practical terms, families should treat this as a school where understanding the criteria and timelines is non-negotiable. If you are considering a move, FindMySchool’s Map Search can help you understand how your distance to the school gate compares with other local families, but it should always be used alongside the published admissions rules.

Nursery admissions

Nursery provision is a meaningful part of the offer, with structured attendance patterns tied to funded hours. The nursery page describes a setting for 24 children aged 3–4, and the nursery admissions information sets out three attendance pattern options, including 15-hour and 30-hour government-funded pathways for eligible families. Nursery sessions run term-time only, aligned with the main school.

Importantly, families who need more flexibility are advised that extended sessions may be considered for children funded at 15 hours, with additional cost details handled directly by the school rather than published as a single set figure.

School tours and open events

The school states that tours and open mornings typically run during the autumn and spring terms, with arrangements handled via the school office rather than fixed public booking pages.

The online diary also lists an “Open Afternoon for parents” on 27 February 2026, which may be useful for families still learning about the school’s approach.

Pastoral strength shows up through clarity and consistency. Pupils are described as knowing who to talk to if they need help, and as being confident that staff would respond quickly. The school also places explicit emphasis on teaching pupils about physical and mental health, which can be particularly reassuring for families with children who worry or struggle with change.

The behaviour approach is presented as firm and kind. Staff are described as enforcing expectations consistently, and pupils see the behaviour processes as fair. The report also references a rewards structure built around class “gem” totals, which is a concrete way of making expectations visible to pupils without relying purely on sanctions.

The second high-impact safeguard point is clear: the arrangements for safeguarding are effective.

Inclusion and the Jubilee Centre

The Jubilee Centre is not a bolt-on unit. It is designed as a resourced provision within the mainstream school, offering 14 places for pupils with autism, organised across Cherry Tree and Lime Tree classes. Pupils have Education, Health and Care Plans, and places are allocated via Surrey’s SEN placement criteria.

Support is structured and specific. The school describes a part-time speech and language therapist and occupational therapy input, plus a range of programmes such as TEACCH, Attention Autism, Zones of Regulation, Sensory Circuits, and Colourful Semantics. The implication for families is practical: this is a setting where communication, emotional regulation, and structured learning routines are treated as core learning needs, not peripheral extras.

A small school still needs breadth, and the published material suggests that enrichment is planned rather than left to chance. The after-school clubs model is organised half-termly, with sign-up typically managed via a form sent to parents. Places can be limited for safety reasons, and the school aims for each child to access at least one internal academic club each year.

Internal club timetables change, but the school has published examples that give a feel for the mix. A recent internal clubs schedule included Science Club, Running Club, Choir, Playdough Disco Club, and Netball. Even allowing for year-to-year variation, this is a helpful snapshot: academic curiosity is catered for, sport is present, and early years clubs are not forgotten.

Outdoor life is another pillar. The OPAL play approach is supported with practical details about play environments and even a public list of donation items used to enrich play, from milk crates and suitcases to kitchen utensils and ropes. This points to a school that sees play as a learning system requiring resources, planning, and community involvement.

Finally, the diary suggests a steady rhythm of wider opportunities through the year, including Bikeability for Year 6, Year 3 swimming, author visits, Book Fair activity, and events linked to wellbeing themes.

This is a state school with no tuition fees.

The published school day timings are unusually clear. Pupils are expected to be ready for registration at 8:45am. End-of-day collection is staggered: Nursery finishes at 2:50pm, Reception at 3:00pm, Years 1–2 at 3:05pm, and Years 3–6 at 3:10pm.

Wraparound care details (breakfast and after-school childcare) are not clearly set out on the main “Our School Day” page, and families who rely on wraparound provision should ask directly what is available, the hours offered, and how it links to clubs.

• Admission pressure at Reception. Demand is strong, with the dataset showing 84 applications for 20 offers in the latest cycle. Families should plan for a realistic chance of not securing a place and line up alternatives early.

• Attendance is an explicit improvement area. The inspection notes that attendance has improved steadily but that some pupils still do not attend as regularly as they should, and leaders are continuing to strengthen work with families. If your child has medical or anxiety-related attendance challenges, ask what support looks like in practice.

• Science outcomes merit a question. the science expected standard is lower than the England comparison shown. For many families this will not be a concern, but it is worth asking how leaders evaluate cohort differences and what curriculum or assessment adjustments are in play.

• Jubilee Centre places are allocated via Surrey SEN processes. For families seeking autism-specific support, the centre is a significant asset, but it is not a direct-apply route in the way mainstream Nursery is. Understanding the local authority pathway matters.

Cuddington Community Primary School combines the advantages of a small, coherent setting with outcomes that stand out strongly. It is also unusually distinctive for a one-form entry primary in having a well-defined inclusion model through the Jubilee Centre and a play strategy that is treated as a core part of development, not filler time. Best suited to families who want a close-knit feel, clear expectations, and strong academic foundations, and who are ready to manage a competitive admissions process.