Anton Infant School

This is a two-form entry infant school serving children in Reception to Year 2, with a strong emphasis on early literacy, calm routines, and a shared language of values. The school’s published values, Love, Independence, Resilience, Creativity, and Curiosity, are used explicitly to shape behaviour and celebration, which helps younger pupils understand expectations in an age-appropriate way.

Leadership looks settled and purposeful. Headteacher Mrs Laura Skeates took up post in January 2023, and the school has continued a clear improvement trajectory while keeping the day-to-day experience predictable for pupils.

For families, the headline practical point is demand. Recent application data indicates oversubscription, and the admissions arrangements are managed by Hampshire County Council. Families should check the current admissions policy for the latest published admission number before applying.

The tone here is reassuringly structured. Pupils are taught consistent routines and simple rules that are repeated across the school day, so children quickly learn what “ready for learning” looks like and how to manage transitions. The latest inspection describes pupils as kind to each other, confident to speak to adults, and secure in school, which matters particularly in an infant setting where emotional safety underpins learning.

Values are not treated as decorative. They are referenced as part of how the school recognises pupils’ contribution and attitude, which is a practical way to encourage self-regulation and positive peer relationships at this age. In the inspection narrative, pupils are described as enjoying school and attending regularly, suggesting daily engagement is a strength rather than a struggle.

There is also a clear community thread. Pupils can take on small responsibilities such as school council roles and litter picking, which gives even very young children a sense of contribution. For parents, that typically shows up as children talking about “helping” and “being responsible” at home, not just in school.

Because this is an infant school, it does not have Key Stage 2 results, and parents should expect the school’s academic story to be told through early literacy, numeracy foundations, and readiness for junior school rather than Year 6 test measures.

The April 2025 Ofsted inspection was an ungraded inspection and concluded that the school had taken effective action to maintain standards; the published grade remains Good.

The most useful learning indicators highlighted in the inspection are about curriculum quality and early reading. Reading is described as a clear priority, with trained staff supporting pupils who find reading difficult through targeted catch-up, helping pupils build fluency and confidence. Writing is also described as improving, with an explicit link between reading knowledge and writing development starting in Reception. Mathematics is described as benefiting from a revised approach designed to secure mastery of core concepts.

Teaching is framed around a well-sequenced curriculum from Reception through Year 2, broken into small steps of knowledge so staff can teach and revisit concepts in a planned way. A key strength here is staff subject knowledge, and the inspection describes staff as explaining and modelling ideas clearly, then supporting pupils to address mistakes or misunderstandings rather than simply moving on.

A sensible area to watch, and one families can ask about when visiting, is checking and retrieval. The inspection notes that in some subjects the school does not consistently check how well pupils remember previously taught knowledge, which can mean misconceptions are missed and pupils do not do as well as they could in those areas. In practice, parents might explore how topic knowledge is revisited across the year, and what “checking for understanding” looks like beyond English and mathematics.

Outdoor learning also appears as a planned element, with Forest School referenced as part of the weekly rhythm. The school provides practical guidance on Forest School kit, which signals that sessions are routine rather than occasional enrichment.

The key transition is from Year 2 to junior school. The admissions policy explicitly references Anton Junior School as the linked junior school, which matters for sibling priority and for how families plan continuity across infant and junior phases.

In practical terms, many families will consider the infant and junior schools as a pair, particularly if they want a stable peer group and predictable transition at Year 3. When shortlisting, it is worth looking at how pastoral information and attainment records are handed over, and whether transition activities begin early in Year 2.

Reception applications are coordinated through Hampshire County Council rather than directly with the school. Families should use Hampshire's current main-round timetable and check the school or local authority admissions pages before applying.

The published admission number cited in this review is 60. Recent demand data indicates 120 applications for 58 offers and an oversubscription ratio of 2.07 applications per place, so families should plan on competition in the main round rather than relying on late movement. )

Oversubscription follows the standard hierarchy used for community schools, with priority first for children with an Education, Health and Care Plan naming the school, then looked after and previously looked after children, then exceptional medical or social need (with supporting professional evidence), then children of staff (in specific circumstances), then catchment and sibling criteria, followed by other children. When categories are oversubscribed, the tie-break is straight-line distance measured using the council’s geographic information systems.

A practical way to reduce uncertainty is to use the FindMySchool Map Search to check whether your home address sits within the right catchment area and to sense-check how likely your preference order is to be successful.

Pastoral care is one of the places where infant schools can differ sharply, even when they look similar on paper. Here, wellbeing appears to be treated as a taught skill rather than a reactive add-on. The school references the Thrive approach and a dedicated Thrive Room, signalling a structured approach to emotional and social development alongside academic learning.

The inspection also points to consistent routines and procedures as a behaviour stabiliser. Pupils are described as focusing well on learning, with staff applying shared routines consistently from the early years so expectations are taught, practised, and reinforced rather than negotiated daily. Attendance is described as monitored closely, with swift action when it dips.

Support for pupils with special educational needs and disabilities is described as ambitious and proactive, with needs identified quickly and classroom adaptations described as precise. For parents, the key question to explore is how early concerns are spotted and communicated, and how support is balanced with inclusion in whole-class teaching and wider school life.

For an infant school, enrichment works best when it is simple, regular, and accessible, and the school’s offer is framed in exactly that way. Clubs referenced in school communications include Football Club (run by Stow Sports), Choir Club at lunchtime, and Forest School Club. These are age-appropriate choices: active movement, a music outlet, and outdoor learning, which together cover a wide range of interests without overloading the week.

Wraparound provision is practical and clearly described. Breakfast Club runs in the school hall from 07:45 to 08:45, staffed by two members of staff, with a calm activity offer such as reading, colouring, puzzles, and table-top play. Session pricing is published as £4 for the first child and £3.50 for siblings.

After-school care is delivered through 360 Degree Sports Coaching for families at both the infant and junior schools. The structure is split into a 15:15 to 16:45 active session, with wraparound until 18:00 including a snack. Notably, this provision runs at the junior school, with children moving into the provider’s care from the end of the infant school day until collection.

The school day has clear timings: gates open at 08:30, classroom doors open at 08:35, registration is at 08:40, and the day ends at 15:10. Lunchtime runs 12:00 to 13:00. The school states this equates to 32 hours and 30 minutes per week.

For working families, wraparound is a meaningful part of the offer. Breakfast Club starts at 07:45, while the after-school service runs into early evening through the junior school site, so parents should factor in the logistics of collection.

• Oversubscription is real. Recent demand data indicates more applications than offers, so families should plan carefully around preferences and eligibility, rather than relying on late availability.

• After-school care is offsite. The wraparound service runs at the junior school, which is convenient once you understand the routine, but it does add a handover and a different pick-up point.

• Curriculum checking is the improvement point to probe. The inspection highlights that checking how well pupils remember previously taught knowledge is not consistent in all subjects. Ask how leaders are tightening assessment and retrieval beyond English and mathematics.

• You will move again at Year 3. This is not a through-primary experience, so it suits families comfortable with a planned transition to junior school after Year 2.

Anton Infant School feels best suited to families who want a structured, values-led start to school life, with early reading taken seriously and wellbeing support built into routines. The inspection picture supports that: pupils feel safe, behaviour expectations are consistent, and the curriculum is carefully sequenced, with a clear improvement focus where checking and revisiting knowledge needs to be sharper in some subjects.

Who it suits: children who benefit from predictable routines, clear boundaries, and a strong early literacy push, and families who are happy to plan for a junior-school transition at the end of Year 2. The main hurdle is admission, because demand is higher than places.