Coleshill Church of England Infant School Review 2026: Small Church of England infant school with strong early reading

This is an infant school (Reception to Year 2), so it does not publish Key Stage 2 outcomes in the way a full primary does. That makes league table comparisons less useful here, and parents are better served by looking at the quality of early reading, the consistency of teaching, and how well pupils are prepared for junior school.

Ofsted’s inspection on 12 November 2024 reported that the school had taken effective action to maintain the standards identified at the previous inspection; the school remains graded Good overall. Safeguarding was confirmed as effective.

For Church school effectiveness, the statutory SIAMS inspection (07 February 2018) graded the school Outstanding. (SIAMS grades are separate from Ofsted, they focus on the school’s Christian character, worship and ethos.)

Early reading is treated as non-negotiable. Phonics is described as a priority, taught with precision, and checked carefully so gaps are spotted and addressed quickly. That matters in a small infant school because early slippage can be obvious but also fixable when adults respond fast.

Across subjects, the curriculum is presented as broad and deliberately designed, with early years included thoughtfully so that Reception is not a bolt-on. Staff subject knowledge is described as strong, with clear modelling and questioning used to check understanding and correct misconceptions.

There are also some practical enrichments that stand out because they are built into the programme rather than offered only to a confident minority. Every pupil takes part in Forest School across the year; Reception has weekly sessions, and Key Stage 1 has a term each. Physical education is taught for an hour a week by a specialist sports coach, and peripatetic piano lessons are offered for Key Stage 1.

The main teaching development points are specific and sensible for this phase. In some lessons, tasks do not consistently push pupils to think as deeply as they could; some pupils need more practice time to embed learning, while faster finishers are not always extended. In early years, staff are working to strengthen adult-child talk so children’s communication and language develop as quickly as possible. These are the kinds of improvements that tend to be visible quickly when a school is small and aligned.

Because the school ends at Year 2, transition to junior school is a major part of the experience. The school explicitly frames its opening times around families travelling to and from local junior schools, which is a subtle clue about local patterns: many families are coordinating siblings across sites.

In Buckinghamshire, moving to junior school for Year 3 is handled through the local authority process, using the same key dates as Reception admissions. For families, the practical implication is to plan early for the Year 2 to Year 3 handover and to watch the junior-school admissions timeline as closely as you watch starting school.

A sensible approach, especially if you are new to the area, is to shortlist likely junior options early and then use FindMySchool’s Map Search to sanity-check travel time and routine. In a village setting, a small difference in journey can change whether wraparound care is needed three days a week or none at all.

Admissions are coordinated by Buckinghamshire Council, not managed as a direct school application. For September 2026 Reception entry, the published admission number is 20. The school’s own description of structure is straightforward: up to 20 children in each of Reception, Year 1 and Year 2, which aligns with the overall capacity of 60.

Demand is real. The latest available Reception route data shows 46 applications for 15 offers at the first-preference stage, around 3.07 applications per offer, with the school recorded as oversubscribed. (This is a useful signal of competitiveness, even though year-by-year demand can move around.)

Key dates for September 2026 entry are set by the local authority. Online applications opened on 05 November 2025, with a deadline of 15 January 2026 (11:59pm) and offer day on 16 April 2026.

Open events are typically in the autumn term. For September 2026 entry, the school scheduled open mornings in September and November. If you are reading this after those dates, treat that as a pattern indicator and check the current year’s open events before relying on it.

Parents comparing several local infant options can use the FindMySchool Local Hub pages and the Comparison Tool to keep admissions numbers, inspection outcomes and practicalities side by side, rather than re-reading separate school sites.

Pastoral strength is closely tied to the school’s small scale. The inspection record describes a nurturing start, with pupils motivated and happy, and a strong emphasis on wider development, including learning to express views constructively and take on leadership roles.

Inclusion is treated as a core expectation rather than a bolt-on. Pupils with special educational needs and disabilities are described as receiving precise support that helps them access learning with increasing independence, with staff adapting work intelligently to each child. It is also notable that the headteacher is listed as the SENCO on the school’s contact information, which can make decision-making quicker in a small setting (though it also means a lot rests on one key role).

Behaviour is described as settled, with staff intervening gently and quickly when a small number of pupils struggle to concentrate. Recognition systems such as the weekly Shining Star are used to reinforce the school values in day-to-day learning habits, which is appropriate for infant pupils who still need concrete reinforcement.

The extracurricular offer is more specific than many schools of this size manage, largely because provision is shaped to Key Stage 1 realities: short sessions, clear routines, and clubs that prioritise enjoyment and confidence over selection.

Wraparound and clubs include early morning multi-sports drop-off (Monday to Thursday, 8:00am to 8:45am), and a rotating set of after-school options. Named examples include Football Club, Yoga Club, Tennis Club (run by Great Missenden Tennis Club), and Multi-sports sessions. There is also a cookery club called Pudding and Pie, which is a distinctive offer for infants and helps build practical independence in an age-appropriate way.

Forest School is a defining feature rather than an occasional treat. The school describes a dedicated on-site Forest School area, led by an external Forest School leader and supported by teaching assistants, with activities ranging from nature exploration and den-building to supervised tool use and making hot chocolate using a Kelly kettle. For many children, this is where confidence becomes visible: taking small risks, persevering when something is fiddly, and learning to cooperate without adult-led scripts.

Wider development also shows up in how pupils are encouraged to engage with community life. Examples cited include showcasing art in the local church, inviting villagers to performances, and pupils writing to their local MP to share their views. That blend of voice, service and belonging fits the school’s Church foundation well.

The school day runs 8:40am to 3:00pm. Gates open at 8:40am, with children expected to be ready for registration at 8:55am; late arrival processes are clearly set out.

Wraparound care is available through a mix of school-run and provider-run arrangements. Early morning multi-sports drop-off runs from 8:00am; after-school care and booking options are described on the school’s clubs and wraparound page. If your routine depends on wraparound, it is worth checking term-by-term availability, as small schools can adjust provision based on numbers.

Parking is described as free on-road, which is typical for a village school but can require patience at peak times. For public transport, the nearest major rail and Underground connection is Amersham station, which is served by the Metropolitan line and Chiltern Railways; most families will still find a car or shared lift routine more realistic for day-to-day drop-off.

• Infant-only age range. The school finishes at Year 2, so families must plan for a junior-school move at Year 3. If you want a single site through to Year 6, this structure will not suit.

• Oversubscription pressures. Recent admissions data indicates more than three applications per offer at first-preference stage. If you are relying on a place, build a second-choice plan early.

• Teaching stretch and depth. The most recent inspection highlights that tasks do not always deepen learning for all pupils, with some needing more practice and others needing greater challenge. Ask how staff are tightening this in Reception and Key Stage 1.

• Language development focus in Reception. Work is underway to strengthen adult-child verbal interactions in early years. For children with speech and language needs, it is worth asking what training and routines are now embedded.

This is a small, faith-rooted infant school where relationships and routines are central, and where early reading and wider development are treated as serious work. The best fit is for families who value a close-knit setting, want a Church of England ethos woven into daily life, and are comfortable planning an additional junior-school transition after Year 2. The main challenge is securing a place in an oversubscribed intake.