Riddings Infant and Nursery School Review 2026: KINDER values and a carefully planned start

As an infant and nursery school, pupils move on before Key Stage 2 tests, so headline Year 6 outcomes are not part of the picture here. What matters instead is whether children leave Year 2 ready for the step up, especially in early reading, language, and learning habits.

Early reading is treated as a priority. Phonics begins immediately in Reception, with a clear emphasis on helping children become fluent readers quickly, and additional help is used to support any who fall behind.

Writing is framed as a developing journey rather than a tick list. Children build mark making and spelling through phonics, then move towards handwriting and extended storytelling, with teachers checking learning and setting precise targets. The practical implication for parents is that children who are confident talkers but reluctant writers are likely to be supported with structure and clear next steps, rather than left to muddle through.

Curriculum planning is described as carefully mapped so that knowledge builds over time. This is a strong sign in an infant setting because it reduces repetition without progress and helps children remember what they have learned, particularly when they are learning about the wider world through topics rather than separate specialist lessons.

The early years approach puts communication and language at the centre, alongside physical development. Staff are described as playing alongside children and using conversation skilfully to emphasise key words, so children understand and use language more clearly.

There are distinctive routines designed to make remembering feel normal. The inspection report references Memory Monday checks and weekly independent Rainbow Job activities that revisit learning across subjects. In an infant school, those routines can be the difference between children “doing a topic” and actually retaining vocabulary and concepts.

Storytime is treated as a core part of the day. Beyond the classroom routine, the school also runs bedtime read events that bring families back into school after hours to share books together. This kind of practice tends to strengthen reading culture at home, which is one of the biggest drivers of early literacy.

Special educational needs support is described as part of a whole-school ambition for all pupils, with identification of needs and targeted support so children can access the full curriculum. External agency work is referenced, including around speech and language needs, which is particularly relevant in a 3 to 7 setting.

By design, the main transition point is the move to junior provision after Year 2. The local authority admissions process matters here, because many families will be applying for a Year 3 place at the same time as others apply for Reception. Derbyshire’s published timeline confirms the same application window is used for junior school transfers for children currently in Year 2 at an infant school.

Preparation for transition is woven into the wider personal development offer. Leadership opportunities in pupil roles are mentioned in the inspection report, and those experiences can help children arrive in Year 3 with confidence in routines and responsibility.

For Reception entry, applications are coordinated by Derbyshire County Council, not directly by the school. For September 2026 entry, the council’s published dates are clear: applications open 10 November 2025, the deadline is midnight on 15 January 2026, and offers are issued on 16 April 2026.

Competition for places is real. The most recent published demand figures show 94 applications for 54 offers for the main entry route, which is about 1.74 applications per place. For parents, the implication is straightforward, you should plan early, use all preferences wisely, and do not assume a place is automatic even for a local school.

Nursery admissions follow a different pathway. The school describes a single nursery intake in September and asks families to contact the school to join the waiting list, with allocations considered after the last Friday in March each year. It also notes that nursery attendance does not remove the need to apply formally for a Reception school place.

A practical tip for shortlisting: use FindMySchool’s Map Search to sense-check your likely distance and alternatives, then use Saved Schools to track key dates and decisions in one place.

Pastoral support is framed as proactive and family-facing. The school describes a dedicated Well-being Care Team which supports parents and carers with concerns ranging from behaviour and attendance to wider family pressures, and it also offers group work and one-to-one sessions with children where needed.

Children are explicitly taught how to stay safe, including practical aspects such as road safety and fire safety, with these themes integrated through assemblies and curriculum experiences.

Safeguarding arrangements are effective.

Clubs and enrichment are treated as part of building confidence and widening experience, not just as childcare. The published after-school club timetable shows a mix of sports delivered through Amber Valley School Sports Partnership and clubs led by school staff, with examples across the year including athletics, construction, handball, ball skills, gymnastics, multi-sports, football and badminton.

There are also clear non-sport strands. Eco Club is referenced within the science offer, including practical projects such as designing and making bug hotels, which is exactly the kind of hands-on activity that helps young children connect learning to the real world.

In early years, activities such as Scribble Club, Drawing Club and Dough Disco are used to strengthen fine motor control and early mark making, which link directly into later handwriting and writing stamina.

Travel Smart is a visible theme. The school reports achieving Modeshift STARS Bronze, Silver and Gold awards, and it promotes active travel initiatives. This complements personal development aims and, for families, often makes the school run feel more manageable and purposeful.

The school week is set at 32.5 hours, with doors open 08.35 to 08.45 and the school day ending at 15.15.

Breakfast Club runs from 07.45 to 08.45.

Nursery sessions are published as 08.45 to 11.45 and 12.15 to 15.15, with a 30-hour day running 08.45 to 15.15. For nursery fee details, use the school’s official information, and note that funded hours are available for eligible families.

After-school clubs are advertised, but full wraparound childcare beyond clubs is not described in a single, clear offer, so families who need care beyond 15.15 should check directly what is currently available and how booking works.

• Infant-only age range. Children will transfer after Year 2, so it is worth planning early for Year 3 admissions and thinking about how your child handles change and a bigger setting.

• Competition for places. With around 1.74 applications per place in the latest demand figures, admission can be the limiting factor for families who apply late or rely on a single option.

• Assessment consistency. External review highlights that assessment information is not used consistently well across all areas to adapt teaching and address misconceptions. Families with a child who needs frequent, precise feedback may want to ask how this is being strengthened.

• Clubs are enrichment, not necessarily childcare. The club programme is active and structured, but parents needing daily after-school care should verify current availability and finish times.

This is a school with clear values, strong early reading practice, and a thoughtful approach to widening children’s experiences early on. It will suit families who want a calm, kind culture where routines support language, literacy, and confidence, and who are prepared to engage early with admissions because demand exceeds supply. The biggest challenge is securing a place and planning the later move to junior provision.