Clifton With Rawcliffe Primary School Review 2026: High-expectations primary with Outstanding behaviour and early years

A calm, purposeful primary where routines are tight, expectations are high, and pupils rise to them. The school sits in Rawcliffe, York, and operates as an academy within Pathfinder Multi Academy Trust.

Academic outcomes are strong. In 2024, 84.67% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 27.33% reached greater depth in reading, writing and maths, well above the England average of 8%. Performance sits above England average, placing it comfortably within the top 25% of schools in England (25th percentile). Ranked 2,422nd in England and 17th in York for primary outcomes (FindMySchool ranking based on official data), it is a genuinely solid option for families who value both learning and behaviour.

The early years offer is a defining strength. Nursery children have regular focused outdoor learning sessions and the setting has expanded to accommodate up to 59 FS1 children, with three admission intakes per year (January, April, September).

Orderliness is a theme here, but it is not rigid or cold. The tone is supportive and community-minded, with pupils described as happy, secure and courteous, and a strong culture of respect visible in how they treat one another and adults.

The building design plays a practical role in that culture. The school was designed, built and opened in September 2011, and staff highlight the benefits of the open-plan elements for collaboration and teamwork. For parents, the implication is straightforward: if you like a transparent, joined-up feel where staff can work closely and pupils move through shared spaces with clear routines, this model tends to suit. If your child is easily distracted by activity nearby, it is worth asking how classes are zoned and how noise levels are managed across phases.

Leadership is stable and clearly defined. Claire Fielding is the headteacher and took up post in January 2023. That timing matters because the most recent inspection evidence reflects the school under the current head’s leadership.

Nursery has its own flavour. Outdoor learning is not an occasional treat, it is built into the rhythm, including regular outdoor sessions where children partner with a “muddy-buddy”. For many families, that practical, play-based foundation translates into confident starters in Reception who are used to routines, sharing, and sustained attention.

The headline outcome at Key Stage 2 is strong. In 2024, 84.67% met the expected standard in reading, writing and maths combined (England average: 62%). The higher standard figure, 27.33%, is also notably above the England average (8%). These are outcomes that typically correlate with confident basic skills and good readiness for secondary school study habits.

Looking underneath, the profile suggests consistency rather than a single spike:

• Reading: average scaled score 107; 82% at expected standard; 38% achieving a high score.

• Maths: average scaled score 108; 88% at expected standard; 34% achieving a high score.

• GPS (grammar, punctuation, spelling): average scaled score 108; 85% at expected standard; 42% achieving a high score.

Ranked 2,422nd in England and 17th in York for primary outcomes (FindMySchool ranking based on official data), the school sits above England average, placing it comfortably within the top 25% of schools in England. For parents comparing local options, FindMySchool’s Local Hub and Comparison Tool can help you view these outcomes side-by-side with other York primaries using the same methodology.

Teaching is organised around a broad curriculum with clarity about what pupils should know and remember. Formal evaluation describes the curriculum as broad and ambitious, with pupils building knowledge through well-sequenced steps from early years upwards.

Reading is treated as a cornerstone. Phonics teaching in the early stages is designed to be consistent, and the school references the Little Wandle Letters and Sounds programme as part of that approach. The practical implication is that children who need extra repetition are spotted early and supported quickly, so gaps do not drift into Year 2 and beyond.

Mathematics looks similarly structured. Pupils are taught efficient written methods by the end of primary, with early years building number sense through everyday contexts (including simple token-based “buying” activities that prepare pupils for later work on money). In science and wider subjects, learning is often anchored in practical work, so ideas are not just memorised but used in experiments and investigations.

One realistic note for parents who want a relentlessly diagnostic classroom: the latest inspection evidence highlights that misconceptions are not always identified and corrected consistently, meaning some gaps can persist if not caught quickly. It is not a major weakness, but it is a sensible discussion point at an open event, especially if your child can be quietly uncertain rather than visibly stuck.

This is a primary school that talks explicitly about preparing children to move on as articulate, independent young people. Transition work typically includes building organisational habits and independent learning routines, and the school’s approach to homework frames it as part of developing responsibility ahead of secondary school.

For pupils with SEND, transition planning is described as structured and individualised. Guidance to families notes that secondary schools vary in their transition arrangements and encourages early planning, with liaison between the primary SEND team and the receiving secondary school once a place is allocated.

Because the school does not publish a single “destination list” of named secondaries, families should use the City of York admissions materials to understand catchment-linked options and how preferences are handled. If your shortlist depends on a particular secondary, it is worth checking both schools’ transition timelines so support can be aligned from Year 5 onwards where needed.

Reception entry is coordinated through the City of York primary admissions process, with Pathfinder Multi Academy Trust as the admissions authority for the school. The Published Admission Number for Reception 2026 to 2027 is 90 places.

Demand is real. For the most recent admissions dataset provided, there were 113 applications for 78 offers, which equates to about 1.45 applications per place. The school is therefore oversubscribed, and parents should plan on the published oversubscription criteria mattering in practice.

If oversubscribed, the policy prioritises, in order: looked-after or previously looked-after children; catchment with a sibling; catchment; exceptional social or medical need; sibling; then proximity using the nearest available safe walking route. The distance methodology is explicitly set out, including that routes are measured via a mapping system and, in the contiguous urban area, do not include the York outer ring road.

Key dates for September 2026 entry are published and specific:

• Applications open: 12 September 2025

• Deadline for on-time applications: 15 January 2026

• National Offer Day: 16 April 2026 (or next working day)

• Appeal paperwork deadline (if appealing): 15 May 2026

• Appeals window: 8 June 2026 to 17 July 2026 (subject to panel availability)

Nursery admissions are separate from Reception admissions, and attending nursery does not give priority for a Reception place. Nursery intake is offered three times per year (January, April, September) and the setting has capacity for up to 59 FS1 children. Applications can be made once a child has reached their second birthday, with contact in the term prior to a possible start date. For nursery session times and fees, use the school’s published nursery information.

Parents can use FindMySchoolMap Search to check how their home address may sit relative to catchment expectations and safe walking routes, but it should be used as a planning aid rather than a guarantee.

Behaviour is a standout strength, and it shows up in practical ways: attentive classrooms, calm transitions, and pupils taking pride in responsibilities such as pupil leadership roles that support orderly movement back into learning after playtimes.

Safeguarding arrangements are confirmed as effective in the most recent report evidence. For parents, the more meaningful question is how that translates into daily routines, staff training, and swift communication. The school’s wider pastoral approach places emphasis on personal development, respectful relationships, and learning how to keep healthy and safe, including opportunities to discuss differing viewpoints through assemblies and planned activities.

SEND identification and support are described as systematic and joined-up, involving work with external agencies and close communication with parents and carers. Pupils with SEND access the same ambitious curriculum with considered adaptations, and some receive additional adult support.

A useful sign of a well-run primary is not the length of the club list, but whether clubs are organised, regular, and attended by a broad mix of pupils. Evidence here points to strong participation, including pupils with SEND and disadvantaged pupils taking part.

The school publishes a structured extra-curricular timetable for 2025 to 2026, reviewed half-termly. Named examples include:

• KS2 York City FC

• KS2 Choir

• KS1 Multi Skills

• UKS2 Hockey

• LKS2 Football

• UKS2 Dodgeball

This mix matters. Sport options span skills development through to team-based games for older pupils, while choir provides a consistent cultural strand for those who prefer performance and group discipline over competitive sport. The half-termly review approach also suggests a rolling programme rather than a static list, which can help pupils try new activities across the year.

Outdoor learning is another distinctive pillar, particularly in early years. The nursery’s regular outdoor sessions, including the muddy-buddy approach, build confidence with practical exploration and collaboration.

This is a state school with no tuition fees. Families should still budget for the usual extras, including uniform, trips and (where relevant) music tuition.

The school day starts at 8.40am. The end of day differs slightly by phase: 3.10pm for infants and 3.20pm for juniors.

Wraparound childcare is available, but there are two different strands to understand:

• A club based at the school site offers breakfast provision from 7.30am until school start and after-school provision until 6.00pm, with holiday provision also available.

• Separately, the school runs extended care for FS1 and FS2 (early years) in term time, 8.00am to 8.30am and 3.10pm to 5.00pm, with published session costs of £3 (before school) and £10 (after school).

Travel and drop-off are worth thinking about early. School guidance in the prospectus asks drivers to take care when parking locally and indicates the car park is for staff use rather than parent drop-off. If you rely on driving, ask at an open event what the current expectations are for safe drop-off points and staggered arrivals.

• Oversubscription and criteria detail. Demand exceeds places, so admissions can come down to catchment status, sibling links, and proximity on the safe walking route measure. Read the oversubscription criteria carefully before relying on a place.

• Nursery does not equal priority for Reception. Attendance in nursery does not provide admissions priority for Reception, even when nursery is on the same site. Plan Reception applications as a separate process.

• Open-plan design is not for every child. The collaborative layout is a strength for staff teamwork, but some children may need support with focus and transitions in shared spaces. Ask how classrooms are organised and how quieter working zones are protected.

• Misconceptions need consistent catching. Evidence suggests that, at times, misunderstandings are not identified and corrected quickly enough, so a small gap can linger. Parents of children who mask confusion may want to ask about checking for understanding and rapid intervention.

Clifton With Rawcliffe Primary School combines strong outcomes with exceptionally well-established behaviour. For families who want a calm, structured environment, a strong early years offer, and a school that takes reading and mathematics seriously, it is a convincing choice.

Best suited to families who can realistically meet the admissions criteria and who value routines, respectful relationships, and a school culture where pupils take pride in doing things properly. The main barrier is admission, not the day-to-day experience once a place is secured.