Wootey Infant School Review 2026, Values-led infant school with standout outdoor learning

Infant schools are not typically judged by the same headline measures parents may associate with Year 6. Here, the most useful indicators are curriculum quality, the strength of early reading, and how well pupils are supported to learn routines and concentrate.

The latest inspection (15 October 2024) graded all key areas as Good, including quality of education and early years provision, and confirmed safeguarding as effective.

Early reading is a clear priority. The report describes staff as expert in phonics and early reading, with frequent checks to ensure pupils keep up and targeted support for those who struggle. Books are matched to pupils’ reading stage, then broaden into richer texts as confidence grows. The implication for families is that children who need extra repetition or structured catch-up are less likely to drift quietly behind, because the model depends on regular assessment and fast intervention.

The school’s own curriculum pages reinforce that structure, explicitly referencing the Read Write Inc phonics approach and an intent for every child to leave able to read, alongside daily read-aloud routines and literacy culture moments such as World Book Day and a visit to the local book shop to use book vouchers. In an infant context, those small rituals matter because they connect decoding skills to motivation.

Mathematics is also taken seriously, with the inspection noting that curriculum knowledge and skills are set out clearly by unit and year, and that leaders intend to review the impact of mixed classes in Key Stage 1 to make sure sequencing is tight and gaps do not appear. For parents, that is a useful nuance. It suggests the school is not complacent about organisational changes and is willing to test whether they are working as intended.

A quieter, but important, academic thread is language. The inspection report highlights a deliberate focus on technical vocabulary across the curriculum, with examples heard in science such as germination and research. In infant education, vocabulary development is one of the strongest predictors of later reading comprehension, so a school that takes it seriously is building long-term capacity, not just short-term decoding.

Teaching style here is built around routines, clear expectations, and carefully chosen content, which is exactly what most children at this age need.

Early reading and writing

A strong phonics programme is only as good as its implementation. The evidence from the inspection report focuses on implementation detail: regular checking, matched reading books, and rapid support when pupils fall behind. That combination matters because it prevents the common infant-school problem where children become fluent in sounding out, but do not develop pace, confidence, and comprehension.

The school’s literacy pages set out an explicit reading intent, and the Read Write Inc reference provides parents with a clear anchor for how phonics is taught. For families, this can make home support easier, because the terminology and routines are consistent between school and home reading.

Curriculum breadth with practical hooks

An infant curriculum is at its best when it stays broad while still feeling coherent. The inspection report describes a broad, balanced, engaging curriculum with clear knowledge and skill endpoints for each unit, starting in Reception and building progressively. That progressive design is the point. It reduces the risk that topics become one-off “themes” without a clear learning journey.

There is also a strong emphasis on curiosity as a driver. One example in the inspection report describes Reception children hunting for patterns hidden in the outdoor area, with teachers using questioning to help pupils remember learning. For parents, the implication is a blend of play and purpose, where exploration is guided toward real concepts rather than left as free activity.

Inclusion and support

Support for pupils with special educational needs and disabilities is described as proactive. Barriers are identified quickly and plans are put in place, with staff adapting activities so pupils can engage across the curriculum, and leaders working with external agencies where needed. This matters in an infant setting because early identification and the right adjustments can change a child’s whole relationship with school.

The same evidence base also points to a specific improvement priority: in some subjects, activities are not adapted well enough for pupils with barriers to learning, so they do not catch up as quickly as they should. Families of children with SEND, or those who are already worried about readiness, should ask how this is being addressed in practical classroom terms, for example through task design, adult deployment, and how progress is checked.

For most families, the main transition is to junior school in Year 3. Hampshire lists Wootey Junior School as a linked school, and the infant school’s admissions policy explicitly treats siblings at the linked junior as relevant for some oversubscription criteria. In practice, that signals a close relationship between the schools and a pathway many families will find straightforward.

Applications for junior transfer in Hampshire follow the same key dates as Reception entry for September 2026, with applications opening on 1 November 2025 and closing on 15 January 2026, and outcomes issued on 16 April 2026. Families should treat these dates as immovable, because late applications tend to reduce choice in popular areas.

If you are comparing junior options alongside infant provision, FindMySchool’s Local Hub pages can help you compare nearby schools consistently, rather than trying to interpret different presentation styles across multiple websites.

Admissions are coordinated by Hampshire County Council and governed by a published policy for 2026 to 2027. The Published Admission Number for Reception for September 2026 is 60.

Demand data suggests a competitive picture. For the most recent available admissions cycle provided, there were 61 applications for 34 offers, with the entry route marked oversubscribed and 1.79 applications per place applications per place. That is not extreme compared with some urban areas, but it is enough that families should not assume a place without checking criteria carefully.

The oversubscription criteria for 2026 to 2027 follow the standard Hampshire structure. After children with an Education, Health and Care Plan naming the school, priority goes to looked after and previously looked after children, then exceptional medical or social need (with independent professional evidence), then children of eligible staff, then catchment children with a sibling at the infant or the linked junior, then other catchment children, then out of catchment siblings, then all other children. Where a criterion is oversubscribed, straight line distance is used to rank applications.

What this means in practice:

• If you are in catchment, living in catchment still matters, but sibling links also have weight within catchment.

• If you are out of catchment, a sibling at the infant or linked junior can still provide priority, but distance will remain the tie-breaker when categories are full.

• If you are relying on medical or social need, the threshold is evidence-led and the policy is clear that evidence does not guarantee priority. Families should be realistic and apply strategically.

For September 2026 Reception entry in Hampshire, applications open on 1 November 2025 and close on 15 January 2026, with offers issued on 16 April 2026.

Open events for the September 2026 intake are clearly signposted. The school published Open Day dates of 18 November 2025 (9.30am), 24 November 2025 (9.30am), 9 December 2025 (11am), and 6 January 2026 (11am), plus Stay and Play drop-in sessions on 5 December (2.30pm to 3.00pm, and 3.45pm to 4.30pm).

Pastoral work is presented as a strength in official evidence. The inspection report describes adults taking great care of pupils, helping them feel safe, and clearing worries away when they arise. This language matters. In an infant context, emotional security is often the precondition for learning, especially for children who are adjusting to full-time schooling for the first time.

Behaviour is framed as something children are taught, not something they are simply expected to have. Clear routines in Reception, recognition for effort celebrated weekly, and close support for pupils who struggle with behaviour all point to a model where adults actively shape behaviour rather than react to it.

Wellbeing also shows up in operational choices. The school notes consideration for staff workload and wellbeing, especially given the demands of mixed-age classes. While parents understandably focus on their child, staff stability and morale can have a direct effect on classroom consistency, which is particularly important for younger pupils.

For an infant school, extracurricular life is less about competitive teams and more about breadth of experience, practical skills, and building confidence.

Golden Time is the clearest signature feature. It is described in inspection evidence as a time when pupils learn different skills, with gardening, sewing, and bookmaking highlighted, and cooking singled out as the most popular. This is exactly the kind of practical, hands-on learning that can hook children who are not immediately drawn to pencil-and-paper tasks, and it helps develop fine motor skills, attention, and perseverance.

Trips are also used as curriculum drivers. visits to a local zoo and the fire station. Separately, the school’s class archive notes a visit to Alton Fire Station with hands-on experiences such as spraying water with hoses. The implication is that learning is reinforced through real encounters, which tends to improve recall and vocabulary.

Pupil leadership opportunities are unusually concrete for this age. The inspection report’s example of Year 2 lunchtime leaders wearing green aprons is a small detail, but it signals that responsibility is embedded into daily routines rather than restricted to a council badge.

Parent partnership is also taken seriously. The school’s PAWS PTA is described as a joint organisation with Wootey Junior School, running events such as fayres, cake sales, coffee afternoons, and discos for the wider Wootey community. These activities can be more than social. In many schools, PTA fundraising directly improves resources for trips, workshops, and enrichment.

The school day runs from 8.55am to 3.15pm, described as 31.4 hours per week, with classroom doors opening at 8.45am for early morning activities.

Wraparound care is available on site. The school references Breakfast Club from 7.45am, and After School Club running until 6pm. The wraparound page also lists an After School Club session price of £13.50, which is useful for families budgeting childcare alongside the school day.

Travel guidance is signposted through Hampshire’s travel information links, including journey planning support, but specific public transport details are not set out in the school’s published day-to-day pages. Families who will not be walking should plan drop-off carefully, as infant sites can become congested around start and finish times.

• Recent leadership change. Mrs Tracey Thomas started as headteacher on 21 April 2025. Continuity is likely given her long service, but families may still want to ask what has changed, and what will stay the same, as leadership priorities settle.

• Competition for places. The school was oversubscribed provided, and the admissions policy relies on a structured priority order with distance as the tie-breaker when categories are full. Families should read the criteria carefully and apply on time.

• SEND adaptation is an improvement focus. Official evidence highlights strong identification and support, but also notes that in some subjects, activities are not adapted well enough for pupils with barriers to learning. Parents of children with SEND should ask how staff are improving day-to-day task design and checking progress.

Wootey Infant School feels like an infant school that knows exactly what it is for: strong early reading, confident routines, and a values-led approach that children can actually understand and practise. Outdoor learning space and Golden Time practical skills add texture, and wraparound childcare is a meaningful advantage for working families.

Best suited to families who want structured early years and Key Stage 1 teaching, clear behaviour expectations, and a school day that can stretch to 6pm when needed. The main practical challenge is admissions competitiveness, so families should treat the policy criteria and dates as essential reading.