Barnett Wood Infant School Review 2026, A small Ashtead infant with an Outstanding inspection profile

Because this is an infant school, the usual Key Stage 2 measures and associated England comparisons are not the most natural lens. Instead, Barnett Wood publishes Key Stage 1 teacher assessment outcomes, which offer a practical snapshot of attainment at the end of Year 2.

In the school’s published table, Barnett Wood’s 2024 to 25 outcomes show Reading at 92% working at the expected standard or above, with 60% at greater depth. Writing is listed at 86% at the expected standard or above, with 45% at greater depth. Mathematics is listed at 92% at the expected standard or above, with 43% at greater depth. The same table also provides Surrey and national comparators (listed as 2022 to 23 for the authority and national lines), which helps parents anchor the figures in a wider context.

It is worth reading those numbers as an indicator of strong end of infant attainment, while remembering two practical caveats. First, teacher assessment is not the same as externally marked tests. Second, comparisons in the same table are drawn from the last published authority and national data, so the comparator year is not identical to the school’s 2024 to 25 line.

One explicit inspection attribution sentence, used sparingly for clarity: The latest Ofsted inspection (05 November 2024) recorded Outstanding judgements for quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision.

At this age, the most important question is often not “how many subjects,” but “how well do routines and early literacy work.” Barnett Wood signposts phonics and early reading as a defined strand on its curriculum menu, and the school’s published performance table aligns with that emphasis through strong reading and writing outcomes at Key Stage 1.

The school also describes curriculum intent in a way that suggests pupils are expected to talk, reflect, and build vocabulary, including in foundation subjects such as history, where discussion and questioning are emphasised. For parents, the implication is a learning approach that values language development beyond phonics alone, which can suit children who respond well to story, talk, and structured explanation.

As an infant school, Barnett Wood’s main transition point is into junior provision at Year 3. Surrey runs coordinated admissions for primary, infant, and junior routes, and families should expect the usual Surrey timeline and processes to apply when planning beyond Year 2.

Practically, the right approach is to think in two stages. Stage one is securing Reception. Stage two is planning for junior transfer, including travel time and sibling logistics. Surrey’s local information booklets can help parents map the realistic options for their area and year group.

Reception entry is coordinated by Surrey County Council, not directly by the school. For Reception starting in September 2026, Barnett Wood’s admissions page states that applications open on Monday 03 November and close on Thursday 15 January 2026.

Demand, based on the provided application data, looks meaningfully competitive. The school is marked as oversubscribed for its main entry route, with 146 applications and 47 offers recorded, which equates to about 3.11 applications per place offered.

Open events are mentioned on the school’s prospective parents page with several dates listed across June, October, and November (in the published set for 2025), and some events are marked as requiring booking. Treat those as indicative timing rather than fixed future dates, since open events roll annually and can change; the school website remains the definitive source each year.

A practical tip for families shortlisting multiple local schools is to use the FindMySchool Map Search to compare realistic travel distance and daily route options side by side, especially if you are weighing more than one likely junior transfer route after Year 2.

Barnett Wood describes a multi-strand wellbeing approach that includes nurture groups, ELSA support, social skills groups, wellbeing week, and a weekly celebration assembly. For parents, the value is that support is framed as both universal and targeted, rather than only reactive once problems escalate.

Two examples help make this tangible. First, ELSA sessions are described as taking place in the Honeypot, designed as a calm, safe space, with a mixture of individual and small-group work depending on the need. Second, the school runs a Pets as Therapy visit on Wednesday mornings, with a named visiting dog and handler, structured away from classrooms and under controlled conditions. The implication is a school that uses planned, child-friendly interventions to support confidence, emotional regulation, and calmer social interaction.

Safeguarding roles are clearly signposted, with the headteacher listed as the Designated Safeguarding Lead, supported by named deputy leads. This level of clarity is reassuring for parents who want to understand lines of responsibility quickly.

At infant level, enrichment matters most when it is accessible, routine, and confidence-building, not only when it is elite. Barnett Wood’s Artsmark information points to arts-based clubs such as disco, drawing, and art, and describes work to build cultural awareness through the arts, including Greek dancing and African music, plus cultural dance workshops led by Choogh Choogh. The implication is breadth and exposure, which can be especially helpful for children who discover interests through doing, not through formal lessons.

Wraparound provision is also part of the extracurricular picture for many families, because it shapes the lived reality of the school week. Barnett Wood runs Honey Bees breakfast club and an after-school club daily, which can be a deciding factor for working parents.

The published school day runs with gates opening at 08.20, doors opening at 08.30, and registration at 08.35. The day ends at 15.05. The school publishes a weekly length of 32.5 hours.

Wraparound care is available through Honey Bees, with breakfast club from 07.30 to 08.30 and after-school club from 15.05 to 18.00. The school also publishes session pricing for these clubs.

Term dates are published on the school website, including INSET days, which is helpful for childcare planning across the year.

• Oversubscription pressure. With 146 applications and 47 offers recorded, competition looks material. Families should plan for realistic alternatives at the same time as applying.

• Infant-only timeline. Transition at Year 3 is a built-in feature of the school’s structure. That suits families who like a clear junior move, but it does add a second admissions step to plan for.

• Comparator-year nuance in published outcomes. The school’s Key Stage 1 table includes authority and national comparators labelled as the last published data, which are not the same year as the school’s 2024 to 25 line. Parents should read the direction of travel and the overall pattern, not treat the comparator as a like-for-like year match.

Barnett Wood Infant School suits families who want a small, structured infant setting with clearly signposted wellbeing support, daily wraparound options, and a very strong recent inspection profile. It can be an especially good match for children who thrive on consistent routines and who benefit from planned emotional and social support. The main limiting factor is admission competition, so the best approach is to apply early, attend an open event if possible, and keep a sensible shortlist alongside it.