Bordon Infant School

For families looking for a Reception to Year 2 start that feels organised and child-centred, this is a school that puts routines and early learning habits first. The day is structured carefully, with an early start to settling in, a clear rhythm to the timetable, and practical wraparound options that make working patterns easier to manage.

Leadership is stable. Mr Matthew Greenhalgh is listed as headteacher on both the school site and official records, and he has been in post since at least 2017.

The school is part of a multi academy trust. Official records list it within the University of Chichester (Multi) Academy Trust, and the school website places it within the chiMAT family of schools.

The tone is set by a simple, memorable values set, presented as a series of “Be …” statements. Those values are then repeated through curriculum language and day-to-day expectations, which helps younger pupils understand what “good behaviour” actually looks like in practice.

The most useful insight for parents comes from how the school describes learning at this age. Independence is encouraged very early, even in morning drop-off routines, with pupils expected to organise coats, lunch boxes, and book bags, and adults keeping messages brief so children settle quickly.

The 2023 inspection paints a consistent picture of calm relationships and purposeful learning, with pupils taking their work seriously and adults maintaining warm, respectful interactions. The same report also flags that bullying is not tolerated and that systems are in place to resolve issues quickly.

Infant schools do not have the same public headline measures as a full primary with Key Stage 2 outcomes, so the most meaningful “results” evidence is the published curriculum model and the inspection commentary on learning and behaviour.

The latest Ofsted inspection (10 to 11 January 2023) confirmed the school continues to be rated Good.

What this means in practical terms is a focus on strong early reading and language development, with a published commitment to a systematic phonics programme, and a curriculum that builds skills steadily across subjects so pupils are ready for the next stage.

Early reading sits at the centre, with Read Write Inc referenced as the phonics programme the school follows. For parents, the implication is consistency: structured sessions, predictable routines, and shared language between school and home when children are learning to decode and build fluency.

The curriculum is also framed around broadening horizons through trips and visitors, rather than keeping learning purely classroom-based. Examples listed include visits such as Bordon Library, Bordon Military Cemetery, Intech Science Museum, Marwell Zoo, Southsea, and Windsor Castle, plus experiences like a “Mad Scientist Workshop”. This approach tends to suit curious pupils who learn well through real-world anchors and talk-rich activities.

As an infant school, the key transition is to junior provision for Key Stage 2. Families should check the linked junior arrangements and local patterns, since infant-to-junior transfer processes can vary by area and by academy structure.

For September 2027 entry, Hampshire publishes a dedicated “Infant to Junior Transfer (Year 3)” timeline, which is helpful if you are planning ahead for that move.

Admissions are handled through Hampshire Local Authority, rather than directly by the school. The school also encourages prospective families to arrange a tour, and points parents to support from the school office for navigating the application route.

Demand looks real rather than extreme. For Reception entry (the primary entry route), there were 129 applications for 87 offers, and the school was oversubscribed, which translates to about 1.48 applications per place. That is competitive, but it is not the sort of ratio that automatically rules families out.

For Reception entry in September 2027 in Hampshire, applications close on 15 January 2027, with offers issued on 16 April 2027.

If you are trying to judge realistic chances, the most important missing piece here is the last offered distance, which is not available for this school. In practice, distance and any priority criteria will depend on the published admissions policy and the local authority’s coordinated scheme.

Safeguarding information is clear about roles and escalation routes, including named safeguarding leads within the senior team. This matters in an infant setting because concerns are often small at first, then become clearer over time, and parents need to know who is responsible and how to raise issues.

More broadly, the 2023 inspection report supports a picture of pupils feeling secure and listened to, with adults and children interacting in a consistently respectful way.

For a school of this age range, enrichment is often less about “clubs” and more about breadth of experience plus childcare-compatible options.

A practical strength is wraparound care that is run by school staff, which helps continuity for younger pupils. Breakfast Club runs 7:45am to 8:45am and costs £4 per session. Buzz Afterschool Club runs 3:15pm to 5:30pm and costs £8 per session.

Curriculum enrichment is also made concrete through the published examples of visits and workshops, including Intech Science Museum, Marwell Zoo, and Windsor Castle. For many pupils, these experiences improve vocabulary, build confidence in new settings, and give teachers shared reference points for writing and discussion back in class.

The school day is clearly set out. Classroom doors open 8:40am to 8:55am, with register at 8:55am, and collection at 3:20pm.

Wraparound care is available on site via Breakfast Club and Buzz Afterschool Club, with stated start and finish times that extend the day for working families.

Transport planning will depend on your home location and the local authority’s allocation criteria, so families should map likely travel time at the hours that matter, especially for morning drop-off and the 3:20pm pick-up.

• Not a full primary. The school ends at age 7. That can be a positive for families who like a smaller, younger setting, but it does mean planning a junior transfer earlier than in an all-through primary.

• Oversubscription is present. With 129 applications for 87 offers some families will miss out. If you are relying on a place, treat it as a preference rather than an assumption.

• Enrichment detail varies by page. Some curriculum examples are specific and detailed, while the co-curricula and enrichment page is currently awaiting content, so you may need to ask directly about current clubs and termly activities.

• Values-led culture may feel structured. The “Be …” language and routines work very well for many children, but families wanting a looser style should check fit on a tour.

A well-organised infant school with stable leadership, clear routines, and a strong emphasis on early reading and confident independence. It suits families who want a structured start to school life, value practical wraparound care, and like the idea of learning being brought to life through trips and experiences. Admission is the obstacle; the day-to-day offer looks consistent once a place is secured.