The Grange Community Infant School

This is a three year infant school that puts belonging front and centre. The school’s own mantra, “I play, I learn, I belong”, is not window dressing, it is reflected in how adults talk about inclusion, how pupils are expected to treat one another, and the leadership priority given to pupil voice.

For working families, practicalities are unusually clear. The school day begins at 8.45am (doors open 8.35am) and ends at 3.15pm, with an on-site Earlybird Club from 7.45am to 8.45am and an After School Club from 3.15pm to 6.00pm. Those hours, plus published session charges for wraparound, make planning easier than at many infant schools where details are vague.

Admission demand is real, and the school has been recorded as oversubscribed in recent admissions information. For families considering Reception in September 2027, the Surrey application window is published clearly: it opens 2 November 2026 and closes 15 January 2027.

The school’s identity is anchored in five stated values, Teamwork, Respect, Resilience, Excellence, and Community. Instead of leaving them as abstract words, the language is made child-friendly through “values characters”, including the resilient rhino and teamwork tiger, so that even the youngest pupils can name what good choices look like.

Pupil voice is not treated as an optional extra. Pupils can become school councillors or eco-councillors, and leadership positions are presented as part of everyday school life rather than a badge for a small group. That matters in an infant setting because it sets habits early, taking turns, listening, disagreeing politely, and making decisions as a group.

As an infant school, statutory outcomes look different from a primary with Key Stage 2 data. There are no published KS2 combined measures here because pupils move on after Year 2, so families should focus on early literacy foundations, phonics, writing development, and how securely children are prepared for Year 3 at a junior school.

The latest Ofsted inspection took place on 9 December 2025 and was published on 2 February 2026; it confirms safeguarding standards are met and presents a mixed picture with clear strengths alongside areas needing attention, particularly around writing consistency and early years implementation.

A key practical implication for parents is this: reading is described as a consistent strength, while writing is the area where leaders are expected to tighten expectations, so families with a child who needs extra structure in handwriting, spelling, or sentence work should ask very directly how writing is taught, practised, and checked across Reception to Year 2.

Reading is positioned as a whole-school priority. The inspection evidence points to a consistent approach in Key Stage 1 phonics, and to pupils reading books that are appropriately matched to the sounds they have learned. That “match” is one of the most important technical levers in early reading, because it stops children guessing and helps them build confidence through genuine decoding success.

Early years is described as less consistent, with a cohort of new staff and variable delivery of the school’s approach, including phonics. In a Reception year, inconsistency can show up as uneven routines, missed opportunities to secure key vocabulary, or activities that entertain but do not build the intended knowledge. The upside is that the improvement target is clear, and leadership is expected to embed shared practice, not reinvent everything.

Inclusion is an area where the operational detail is encouraging. Processes to identify emerging needs are described as clearer, with staff, parents, and leaders able to raise concerns early. For families, this tends to translate into fewer delays between “something doesn’t feel right” and “here is the plan we are trying for the next six weeks”, particularly in speech, language, attention, or early fine-motor development.

Most pupils will move on at the end of Year 2, and the linked junior route in local authority arrangements connects The Grange Community Infant School with New Haw Community Junior School. In practice, many families will treat that as the default pathway, with others choosing alternatives depending on location, siblings, and available places.

A helpful question to ask, especially if you are new to the area, is how transition is handled for Year 2 pupils: which routines and curriculum expectations are aligned with the junior school, how information is shared about learning needs, and what support is in place for children who find change hard.

Admissions are coordinated by Surrey County Council. For Reception entry in September 2027, Surrey's application window opens on 2 November 2026 and closes on 15 January 2027.

Demand is strong recorded as oversubscribed with 156 applications and 75 offers in the referenced cycle. That does not mean every year will look identical, but it does mean families should treat application timing and criteria seriously, rather than assuming places will be available late in the process.

For families trying to understand how many Reception places exist, it is worth checking the current published admission number and any adjudication decisions before applying.

If you are shortlisting multiple schools, FindMySchool’s Map Search is a sensible way to check geography and practical journey times alongside admissions reality, particularly if you are balancing wraparound needs with a tight morning schedule.

Wellbeing and personal development are described as a strength, with pupils learning about diversity, respectful relationships, and why these themes matter. In an infant school, that often shows up in small moments: how disagreements are resolved at playtime, how adults help children name feelings, and how quickly issues are dealt with before they become patterns.

Behaviour expectations are set as “high”, with an emphasis on calm routines and adults acting as positive role models. The important nuance is that behaviour systems are also adapted for pupils with additional needs, which is one marker of a school that tries to be inclusive in practice, not just in language.

Attendance is flagged as an improvement focus for disadvantaged pupils. The practical implication is not that the school is unsafe or chaotic, it is that leaders are expected to keep tightening systems so that the children who most need routine and continuity do not miss out on core learning time.

For an infant school, breadth matters, but so does access. The school publishes a termly extracurricular offer, which helps families see what is actually running rather than relying on vague promises.

A distinctive feature is the mix of specialist providers alongside school-run activity. The clubs page links directly to I ROCK (music provision), Woking Football in the Community, and La Jolie Ronde Spanish Club. For pupils, that can mean exposure to structured music and language learning early, and for parents it often means clearer pathways if a child shows real enthusiasm and wants to continue outside school.

Participation and fairness are part of the story too. The latest inspection evidence notes that leaders have started to identify barriers that disadvantaged pupils may face in attending clubs, and have adapted approaches to support engagement. That matters because enrichment only changes outcomes if children can actually access it.

The school day begins at 8.45am and finishes at 3.15pm (doors open 8.35am). Lunch timings are staggered by year group, and the school explicitly states that pupils are in school for 32 hours and 30 minutes per week, excluding wraparound care.

Wraparound provision is unusually clear. Earlybird Club runs 7.45am to 8.45am and After School Club runs 3.15pm to 6.00pm, with session charges published on the school site.

As a state school, there are no tuition fees. Families should still expect the normal costs that come with primary schooling, including uniform, trips, and any optional paid clubs.

• Writing consistency is a live improvement area. The latest inspection evidence highlights variable expectations and practice in handwriting, spelling, and punctuation. Ask how leaders are ensuring consistency across classes, and what extra practice looks like for children who need it.

• Early years staffing change can affect consistency. With all early years teaching staff described as new to the school from the start of the 2025 academic year, parents of Reception-aged children should explore routines, phonics delivery, and how learning is checked day to day.

• Oversubscription is not theoretical. The figures record more than two applications per place in the referenced cycle. Treat application deadlines and evidence requirements seriously, particularly if you are new to Surrey’s coordinated process.

• Attendance focus is targeted. Disadvantaged pupils’ attendance is identified as an area leaders are expected to strengthen further. If your child has medical needs or you anticipate sporadic attendance, ask what support and catch-up routines are used.

The Grange Community Infant School offers a structured, values-led start for children aged 4 to 7, with unusually transparent wraparound provision and clear published admissions timing for September 2027. Wellbeing, inclusion, and pupil voice come through strongly, while writing consistency and early years implementation are the areas to interrogate closely.

Best suited to families in and around New Haw who want a child-centred infant setting with wraparound care in place, and who are ready to engage with a school that is tightening teaching consistency as part of its current improvement work.