Tockwith Church of England Primary Academy Review 2026

In a village that sits between York and Harrogate, this primary has the feel of a close-knit school with unexpectedly strong attainment at the end of Year 6. Its story stretches back well beyond its academy conversion. A local conservation appraisal records a Church of England village school erected in 1870, followed by the opening of the current Southfield Lane school in 1972.

Leadership is stable. Justin Reeve has been the headteacher since September 2013, which matters in a small school where consistency in expectations and routines tends to show up in behaviour and results.

The latest Ofsted inspection (27 June 2023) graded the school Good overall, with Outstanding judgements for behaviour and attitudes, personal development, and leadership and management.

For parents, that combination often signals a school where pupils feel secure, conduct is calm, and the overall direction is well held, even if parts of the curriculum are still being refined.

This is a Church of England primary where faith is part of the everyday texture rather than a bolt-on. The school’s vision language repeatedly returns to “living life in all its fullness”, a John 10:10 reference that also shapes wider enrichment through the John 10:10 Awards programme.

Pastoral work is unusually explicit for a state primary. The school describes a dedicated pastoral space, The Den, plus a structured approach to check-ins for vulnerable pupils and regular links to families when children need extra support. This is the kind of detail that tends to translate into fewer low-level disruptions, quicker resolution of friendship issues, and a more settled feel in classrooms, especially in Key Stage 2 when workloads rise.

Faith inspection evidence also points in the same direction. The school reports a SIAMS inspection in February 2025 that praised relationships and mental wellbeing, which is often a helpful indicator for families who want a values-driven culture without an overly formal religious tone.

The school is also open about its village-school identity. It positions itself as a community hub and puts a lot of emphasis on parent partnership through events and regular engagement, including curriculum-linked mornings where parents and carers can see learning in action.

End of Key Stage 2 outcomes are a standout feature. In 2024, 92.67% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. A second indicator suggests strength at the top end too, with 32% achieving the higher standard in reading, writing and mathematics, compared with 8% across England.

Subject-level markers reinforce that the headline is not a one-off. In 2024:

• Reading expected standard was 96%, with 39% at a higher score

• Maths expected standard was 89%, with 32% at a higher score

• Science expected standard was 93%

To place that in a wider performance context, the school is ranked 2,163rd in England and 14th in York for primary outcomes (FindMySchool ranking based on official data). This sits above the England average, within the top 25% of schools in England.

For families comparing options, this is where the FindMySchool Local Hub and Comparison Tool are useful. A school can look excellent in isolation, but side-by-side comparisons quickly show whether high attainment is matched by similarly strong nearby alternatives.

Teaching is oriented around clear expectations and a focus on strong foundations, particularly in literacy and numeracy. One practical indicator is how the school structures opportunities for pupils to practise beyond the classroom. The website hosts additional maths materials across year groups, which usually suggests a culture where consolidation and fluency matter, not just keeping pace with the next topic.

For early years, the school frames Reception through the standard Early Years Foundation Stage themes, with explicit attention to relationships and an enabling environment. That matters because the transition into formal learning is one of the biggest determinants of later confidence in reading and writing.

Curriculum breadth shows up in the way enrichment is stitched into everyday life rather than reserved for occasional theme days. A good example is the John 10:10 Awards, which are pitched as an extra layer for pupils who want to extend themselves. The French strand sets specific knowledge goals (for example, famous monuments and historical figures), which gives it more substance than a generic language club.

As a primary, transition planning is a core part of the Year 6 experience. The school signposts local secondary options clearly and makes an important point that secondary catchments are based on home address, not the primary attended.

The two secondary schools named as in-catchment are:

• Tadcaster Grammar School

• King James’s School in Knaresborough

For families who want a Church of England secondary setting, the school highlights Manor and St Aidan’s as the closest Church of England secondary schools.

What this implies in practice is that the “next step” conversation starts earlier than many parents expect. If a grammar route is on the table, Year 5 is often when families begin to focus on admissions timelines and any familiarisation work.

This is a state primary with no tuition fees. Admission is coordinated through North Yorkshire’s primary admissions process, with key dates published for Reception 2026 entry. The application round opens 12 October 2025, the closing date is 15 January 2026, and National Offer Day is 16 April 2026.

Because the school is an academy, it also operates within trust-level admissions arrangements and policies for Reception entry, which are published for the 2026 to 2027 intake.

Demand is real rather than hypothetical. In the most recent published primary admissions cycle, there were 43 applications for 30 offers, indicating an oversubscribed picture.

If you are weighing up chances, use the FindMySchool Map Search to check your exact home-to-school distance and then cross-reference with the school’s oversubscription criteria. Even when distance is not published as a simple cutoff, it often remains a decisive factor once priority categories are applied.

Open events and “getting a feel” for the school appear to follow a predictable rhythm. The school has run parent sessions in early October (for example, an October reading open morning), and it also states that interested parents are welcome to look around at other times of year by appointment.

Pastoral care is one of the clearest distinguishing features. The school sets out a defined pastoral role with time allocated for structured check-ins, plus rapid response when families need immediate support. It also describes a wider trust network for wellbeing practice sharing, which can strengthen consistency and staff training across safeguarding, mental health, and family support.

Faith-based pastoral culture is reinforced through the SIAMS inspection narrative the school publishes, which emphasises relationships and wellbeing. For many parents, that combination is reassuring, because it suggests the ethos is expressed through how adults and pupils treat each other, not just through assemblies.

Extracurricular provision is presented in a deliberately practical way, with clubs that feel designed to be accessible rather than elite. The school lists structured options such as Art Club and Dance, plus sports provision.

A particularly specific enrichment strand is languages. French lessons are offered at lunchtime through an external provider, with multiple small-group sessions tailored by year group, and delivered through crafts, songs, games and books. For children who enjoy languages, this creates an additional layer beyond curriculum French, and it can be a confidence builder for pupils who benefit from smaller-group speaking practice.

Music and performance appear regularly in school life. A newsletter describes clubs such as Tockwith Trebles (a pop choir), a Key Stage 2 Recorder club, and a Year 6 art club. This matters because it indicates consistency, not just a one-off enrichment week.

There is also evidence of project-based experiences that develop communication skills. A newsletter describes a Year 5 “radio presenters” day working with an expert, with pupils writing scripts, rehearsing, and then delivering a live broadcast. That kind of applied literacy work often benefits children who learn best when writing has a real audience and purpose.

School hours are clearly stated: pupils are in for registration at 08.50 and the school day ends at 15.20.

Wraparound care is available, but it is delivered via a partner provider rather than an in-house club. The school explains that morning and after-school sessions take place in a classroom within the school, with younger pupils collected from their classroom and brought to the session.

The school publishes term date information for September 2025 to July 2026, plus the following academic year, which helps parents plan around closures and training days.

• Competition for places. The school has been oversubscribed in the most recent published admissions cycle. Families who are flexible on backup options should use all available preferences in the local authority application process.

• Faith character is real. This is a Church of England setting with a clear Christian vision and a recent SIAMS inspection. It can suit families who value a Christian framework, but it may feel less aligned for those who prefer a fully secular ethos.

• Wraparound is partner-delivered. Before and after-school care operates through an external provider on-site. That can be convenient, but parents should check availability, booking expectations, and how handovers work for younger children.

This is a high-performing village primary where pupils’ end of Year 6 outcomes sit well above England averages, and where pastoral care is described with unusual clarity. It should suit families who want strong attainment without losing a grounded, community feel, and who are comfortable with a Church of England ethos running through school life. The main limiting factor is admission, because demand can outstrip places.