Jordans School Review 2026: Small infant school with Forest School and a values-led ethos

As an infant school, there is no Key Stage 2 results set (Year 6 SATs) attached to this school’s published outcomes. That makes it unhelpful to judge it by the same headline measures used for full primaries.

The better lens is early learning quality and the strength of the core foundations. External evidence points to an ambitious approach in the early years, with learning designed to build children’s knowledge and vocabulary. Songs, rhymes, and games are used deliberately to embed learning, and partnership with parents is described as a strength for children’s language development.

For parents, the implication is straightforward: if you want a Reception to Year 2 experience that prioritises early language, phonics readiness, and confidence with number, the core direction is aligned to that goal.

Teaching priorities are clear. The curriculum is described as well designed and sequenced in the core subjects, with staff working together so that expectations for phonics and mathematics are consistent. In a small school, this consistency matters, because children move between shared staff, shared spaces, and shared routines more than they might in a larger setting.

Early years stands out as a distinctive strength. The inspection evidence describes thoughtful tasks that build vocabulary, and an environment rich in language and activity. The implication for families is that children who need strong early communication support, including some pupils with special educational needs and disabilities, may benefit from a setting where language development is treated as everyone’s business, not an add-on.

Outdoor learning is not a token feature. The school describes Forest School and outdoor learning sessions within its own Bluebell Woods on site. This is a meaningful advantage for younger pupils, because it supports attention, confidence, and real-world vocabulary in a way that complements classroom learning.

The school’s age range means transition happens earlier than many families expect. Children typically move on after Year 2 to a junior or primary school that offers Key Stage 2.

In Buckinghamshire Council, the process of moving up and applying for places is coordinated through the local authority, with published deadlines and an offer day for September entry. For families considering Reception entry, it is worth planning the full pathway early, including the likely Year 3 destination, travel, and sibling logistics.

Schools of this size also tend to know their pupils extremely well by the time they leave. The inspection evidence points to pupils being prepared for their next stage of education, which is the most relevant readiness outcome for an infant school.

Admission is through the local authority route, not directly through the school. The school’s own admissions page is clear that Buckinghamshire Council handles applications and processing.

Deadlines for September 2026 entry are published by the local authority: applications open 5 November 2025, the deadline is 15 January 2026, and offer day is 16 April 2026.

Demand can be meaningful even for a small village school. The most recent admissions data shows 102 applications for 22 offers, which equates to 4.64 applications per place, with the route described as oversubscribed. The practical implication is that families should not assume a place is available purely because the setting is small.

For September 2026, the published admission number for Reception is 28.

Parents comparing options locally should use FindMySchool’s Map Search to check practical travel distance and to sense-check day-to-day feasibility, especially when juggling multiple drop-offs.

Behaviour and routines are a central part of how infant schools protect learning time. External evidence describes pupils behaving well, remaining polite to staff and visitors, and learning being protected when behaviour becomes challenging, through sensitive management so that lessons continue.

The school’s values language is not treated as a poster exercise. Pupils are described as knowing the meaning of kindness and courage and being able to explain how they learn about them. For parents, that matters because it suggests the social curriculum is explicit and taught, not left to chance.

Food and responsibility also appear as part of personal development. The inspection report describes pupils helping at lunchtimes with preparation and serving, and the school’s own information about lunches reinforces a practical, health-focused approach, including children growing onions, herbs, and garlic for seasoning, and occasional pupil involvement in cooking.

A small school does not have to mean a narrow offer. The club programme is unusually specific for this age range, with options that blend play, physical development, language, and early STEM habits.

Examples include Target Games, Knex Kits, Board Game Buddies, and a Technology Skills strand involving iPads, remote control cars, and programmable robots. The evidence point is the named weekly club structure, the implication is that children with different interests can find a hook into school life, not only sport-focused pupils.

Languages and outdoor learning are visible beyond the classroom too. French as an extracurricular activity, and the school also lists French within the weekly club pattern. Forest School Opportunities appear both as a club and as part of the wider outdoor learning model, helping children learn how to keep safe outdoors and how to take care of the environment.

Physical activity is offered in ways that suit younger pupils: multi-skills, multi-sports, tag rugby, football, and bats and balls sessions. For families, the key question is not whether there is a team pathway, but whether movement is a consistent part of the week, and the programme suggests that it is.

The school day is designed around local travel realities. The published timings include an 8:45am to 9:00am soft start, with formal lessons starting at 9:00am, and a 3:00pm finish.

Wraparound care exists in the form of Breakfast Club and After School Club, branded as Early Risers and Evening Owlets. Specific hours and booking arrangements are not set out on the core timing page, so families should confirm availability and session structure directly when planning work patterns.

• A very small cohort experience. With a published capacity of 84 pupils across the school, the peer group is intimate. This suits children who prefer familiarity and close relationships; it can feel limiting for children who want a larger social pool.

• Admission competition can be real. Recent local authority admissions data shows more applications than offers and an oversubscribed route in the provided intake snapshot. Families should plan early and treat deadlines seriously, even when the school is in a small village.

• Curriculum development beyond the core. Ofsted also reported that some subjects, including history and design and technology, were not yet developed with the same precision as the core curriculum. For some families, this will be a non-issue at infant stage; for others, it is a useful prompt to ask how foundation subjects are being strengthened.

• Drop-off is structured. Morning routines include a quick drop-off period with no parents or carers on the playground. This can support calm starts and independence; families who prefer a more open, lingering handover should factor it in.

This is a compact, values-driven infant school with unusually clear thinking about early foundations. Strong early years practice, Forest School within Bluebell Woods, and a club offer that includes languages and early technology all point to a setting that takes small-school advantages seriously.

Best suited to families who want a Reception to Year 2 education where relationships, routines, and language development are central, and where outdoor learning is part of the weekly fabric. The key decision is less about whether the school is big enough, and more about whether this small-scale model matches your child’s temperament and your longer-term Year 3 plan.