Castle Hill Infant School, Basingstoke Review 2026: Values-led infant education with Forest School

As an infant school, it does not sit the same standard end-of-key-stage tests that drive many England-wide primary comparisons. That means families should place less weight on headline performance tables, and more on curriculum quality, early reading foundations, behaviour, and the transition to junior provision.

The latest inspection outcome remains the clearest external benchmark. Alongside the overall Good judgement, the inspection graded Behaviour and Attitudes as Outstanding, with Good judgements across Quality of Education, Personal Development, Leadership and Management, and Early Years.

Attendance is monitored closely. A governing body document reports attendance for 2023 to 2024 as 95.8%, described as within the top 20% nationally. Treat this as a school-reported indicator rather than a like-for-like comparison metric, but it does suggest a culture where families and staff prioritise daily routines and punctuality.

Early years and Key Stage 1 learning is presented as vivid and practical, with explicit use of outdoor learning through Forest School. The school describes using woodland areas within the grounds during the normal school day, mixing adult-led and child-led learning. It also sets clear expectations around safe tool use under adult supervision, which is a specific skill-set rather than generic outdoor play.

The values framework supports learning behaviours, particularly resilience and effort. The “Learning” strand explicitly focuses on keeping going through difficulty and treating mistakes as part of learning. In an infant context, that matters because it underpins phonics, handwriting, and early number work, where progress is often incremental and confidence can wobble quickly.

There are also signs of enrichment beyond the core curriculum. A school governance record notes very high interest in a science club, with 40 children applying for 10 spaces, and an intention to run it again later in the year. That points to staff-led enrichment that goes beyond the minimum, even if places are limited by staffing ratios and space.

The main transition point is the move from Year 2 to junior provision at Year 3. The admissions documentation explicitly references a linked junior school, Castle Hill Primary School, and it also builds sibling priority around the infant school and the linked junior school. Practically, this often supports continuity for families who want a single local pathway through primary years.

It is still worth treating Year 3 as a fresh admissions moment, not an automatic progression. Families should check the current junior transfer process through Hampshire County Council, especially if you are moving into the area or relying on a particular junior school place. The linked-school relationship can help with priority in some circumstances, but it does not remove the need to engage with the coordinated admissions process.

Reception admissions are coordinated by Hampshire, and the school’s published admission number for Reception entry in September 2026 is 60.

Deadlines are clear for the 2026 entry cycle. The admission policy states that on-time applications are those received by midnight on 15 January 2026, with notifications issued on 16 April 2026. These dates align with Hampshire’s wider Reception admissions guidance for that year.

Oversubscription is handled through the published criteria. After children with an Education, Health and Care Plan naming the school, priority order includes looked-after and previously looked-after children, exceptional medical or social need (with independent supporting evidence), children of staff (with defined service or skill-shortage rules), then catchment and sibling categories. When categories are still oversubscribed, the local authority uses straight-line distance, measured via its geographic information system, with random allocation as a tie-break where distances are equal.

Demand exceeds supply. The recorded Reception entry route shows 120 applications for 58 offers, and 2.07. applications per place For families, the implication is simple: if you are relying on a place here, you should treat admission as competitive and plan a sensible set of preferences across local schools.

A practical tip: parents comparing realistic options should use the FindMySchool Map Search to sense-check location and likely demand patterns, then match that with the local authority’s published criteria and dates.

Pastoral support at infant age is often about routine, safety, and early communication between home and school. The safeguarding structure is clearly signposted, with the headteacher named as Designated Safeguarding Lead and the deputy headteacher also identified for concerns. This kind of visibility matters for new parents, because it clarifies who to contact, and it reduces uncertainty when a child reports something worrying or confusing.

Support for families also appears built into the staffing model, including a Parental Support Advisor role listed in the school’s staff directory. In infant settings, these roles often bridge attendance, wellbeing, and practical family support, which can be particularly helpful during the first term in Reception when routines and separation anxiety are still settling.

The school’s approach to behaviour is a headline strength on the inspection record, which suggests consistent routines and clear expectations, an important ingredient for children who are still learning how to regulate emotions and concentrate in a group setting.

Outdoor learning is the standout feature, because Forest School is integrated into the school day rather than framed as an occasional enrichment session. Children use woodland areas on site, and the programme includes learning to use tools safely under adult supervision. That style of provision tends to suit pupils who learn best through doing, and it can be helpful for confidence, turn-taking, and language development because outdoor tasks naturally create shared problems to solve.

Environmental responsibility is another defined strand. The school reports Green Flag Eco School status (2018) and participation in the National Wildlife Trust Wild Award. It also describes an Eco council and practical routines such as composting and recycling, plus an explicit encouragement for walking, scooting or cycling to school.

Pupil leadership is structured through the School Council and Rights Respecting Group (EARA). For infant pupils, the key benefit is less about policy influence and more about learning how to speak in a group, listen to peers, and practise respectful disagreement, all of which feed directly into classroom readiness.

Clubs appear to include staff-led options where capacity allows. The science club example shows strong interest, which may mean places are limited and rotate by term or year group.

The school day runs from 08:40 to 15:15 for Early Years, Year 1 and Year 2, with doors closing at 08:50. There is one 15-minute morning break and a one-hour lunch break.

Wraparound care is available on site. The school’s parent FAQ states that Magna Extended Schools operates breakfast and after-school provision at the school. Specific session times and booking arrangements can change by year, so it is worth checking the current provider schedule when you are planning work and travel.

Travel-wise, the school promotes active travel as part of its eco approach, encouraging walking, scooting or cycling where feasible. Parking and drop-off dynamics are not detailed in the published material, so families who expect to drive should factor in a short reconnaissance at peak times before committing to a routine.

• Places are competitive. The recorded Reception entry data shows substantially more applications than offers, so families should plan admissions strategically and keep realistic back-up options.

• Limited comparable public results data. As an infant school, it is not judged through the same end-of-key-stage measures as many 4 to 11 primaries, so you will rely more on curriculum information, inspection evidence, and how well the environment fits your child.

• Forest School is practical and all-weather. Outdoor learning brings real benefits, but it also requires families to be comfortable with muddy clothing and suitable kit through most of the year.

• Transition happens at Year 3. The move to junior provision is a significant change point. It is sensible to understand linked-school arrangements early and confirm how your preferred junior school handles transfer and places.

A focused, values-driven infant school where behaviour expectations are clear and pupil voice is taken seriously from the earliest years. Forest School and eco work add real texture, giving children more than desk-based learning and creating plenty of opportunities for collaboration and confidence-building. Best suited to families who want a structured start to school life, who value outdoor learning as part of the school week, and who can plan carefully for competitive Reception entry and the Year 3 transition.