Hamp Nursery and Infants’ School Review 2026: A campus-style early years start, with outdoor learning at its core

Because Hamp is an infant school (up to age 7), parents will not find the usual Key Stage 2 outcomes that dominate many primary school comparisons. That shifts the question from “How did Year 6 do?” to “Are the foundations secure by the end of Year 2, and is the curriculum sequenced well for early readers and confident learners?”

The most recent external evaluation places particular weight on early reading and language development. Skilled adult support in the early years is described as helping children develop speech and language well, with knowledge and skills developed through play and explicit social learning like sharing and turn-taking. That matters because language is the gateway to everything else in an infant curriculum, from phonics to maths reasoning.

The report also points to clear strengths in phonics practice and reading culture. A priority focus on learning to read is paired with high-quality texts and parent engagement, with pupils reading books matched to the phonics they are learning. The practical implication is straightforward: children who need extra reading practice are identified early, and the support is organised around precision rather than generic intervention.

The main developmental challenge flagged is about the wider curriculum, not core mechanics. The wider curriculum is described as newer, and some pupils have gaps in their subject knowledge in foundation subjects, which can limit how efficiently they build new learning. Parents should read this as a curriculum-implementation task rather than a behaviour or safety concern, but it does signal that breadth beyond reading, writing and maths is an active improvement area.

Curriculum intent is unusually explicit for an infant setting, and it is described as built around the specific needs and starting points of the local community. The school’s model uses “Literacy Tree” stories as the organising spine, with topic-based “story plans” that still track subject knowledge and progression across year groups, from Nursery through Year 2. The benefit of that approach, when done well, is coherence: children revisit concepts through familiar narratives while still learning the distinct habits of different subjects.

The school also describes subject-specific “starter screens” and the use of Communicate: In Print to help children understand which subject they are working in. For younger pupils, that kind of signalling supports metacognition in a developmentally appropriate way, children learn that “history thinking” is different from “science thinking”, even when both are connected to the same story prompt.

Outdoor learning is treated as part of the core offer rather than a treat. The day structure references regular outdoor learning sessions, and the wider setting includes an outdoor classroom, multiple playground areas, separate early years outdoor spaces, and a sensory garden. This matters for two to seven year olds because much early learning, especially language, self-regulation and motor skills, is strengthened by well-planned movement and play routines.

This section is unusually important for an infant school because the end of Year 2 is a real transition point. Hamp is clear that the majority move to Hamp Academy for Year 3, which sits on the same campus. That can be a practical advantage for families, both emotionally and logistically, as friendship groups and routines can carry forward more smoothly.

For families planning further ahead, the school also highlights the local secondary connection on the same campus (Robert Blake School). That does not mean progression is automatic across all phases, but it does suggest that transition work and shared practice across settings is a local norm rather than an exception.

If you are considering a move to a different primary school rather than a junior, the school notes this is handled differently and may require an in-year paper process. Practically, that means families should plan early and treat Year 2 as a decision point, not something to leave until summer term.

Reception admissions are coordinated by Somerset Council, and the school is slightly oversubscribed provided: 61 applications for 57 offers, which is about 1.07 applications per place. That is competitive, but not “multiple applicants per place” intense. The most sensible reading is that families should still apply on time and list preferences carefully, but entry pressure is not at the extreme end seen in some urban infant schools.

For September 2026 entry, Somerset Council’s published timeline sets a 15 January 2026 deadline for on-time applications, with outcomes issued on 16 April 2026. The online form opened on 29 September 2025.

Junior transfer applications (Year 3) follow the same county-coordinated pattern, with the same closing date in that cycle. Families intending to move on to Hamp Academy or another junior should treat Year 2 autumn term as the moment to get organised.

Open days are referenced on the school website, but the current page does not publish specific dates. In practice, many schools run tours in autumn for the following September intake, so it is sensible to assume a similar seasonal rhythm and check directly for the current calendar.

Pastoral work is described in practical, operational terms, which is usually a good sign for early years. The school describes a full-time pastoral care manager (Home School Liaison Worker) who is also one of the Designated Safeguarding Leads, and a structured approach to tackling barriers to learning such as attendance and settling into the school day. For families, that typically means early identification of problems and support that connects home and school routines.

Pupils’ wellbeing is also supported through lunchtime activities and additional sports sessions, and the inspection narrative describes the school as calm and orderly, with clear routines and support for pupils who need help managing feelings. For an infant setting, this blend of structure and support is often what prevents small issues from escalating into persistent behaviour difficulties.

Safeguarding is the other non-negotiable. Inspectors stated that safeguarding arrangements are effective, with appropriate checks, regular training, and timely referrals when concerns arise.

Hamp’s enrichment is unusually specific for a small-phase school. The core offer includes a rotating programme of free clubs (Sports club, Forest Rangers, Creative club) designed so pupils can access them across their three years, with additional opportunities offered for pupil premium families. The implication is equity of access: enrichment is not only for families who can pay for it or collect at awkward times.

The clubs themselves have clear identities rather than generic labels. Sports club is run by an Inspired Sports coach, with age-appropriate activities and outdoor focus when weather allows. Forest Rangers is explicitly framed as outdoor kit-on, outdoors-first provision, with hot chocolate at the end as part of the ritual. Creative club is described as responsive to children’s interests, spanning arts and crafts, music and singing, dressing up and drama, and it is noted as being oversubscribed, which hints at strong pupil appetite for creative play beyond the school day.

Beyond clubs, the curriculum overview points to themed weeks and visiting contributors such as West End Theatre, Pete the Poet, Somerset Heritage and Somerset Film, used to broaden cultural experience. For two to seven year olds, these encounters often function as the “hooks” that unlock vocabulary, narrative writing, and confidence speaking to adults outside the familiar classroom team.

The school day begins at 8.30am and ends at 3.00pm, with gates opening at around 8.20am and registration closing at 8.40am. Families who need wraparound care can use Early Birds (8.00am to 8.30am) and Night Owls (3.00pm to 5.30pm), subject to limited spaces, with booking and payment in advance. The published cost is £5.24 per hour, calculated in 30 minute instalments.

For transport, the site layout is designed around safe drop-off flow, including closing the driveway to vehicles before gate opening, which is a useful detail for parents juggling multiple drop-offs. For families walking or scooting, the school notes updated scooter and bike storage as part of front-of-school remodelling.

• Limited published attainment data. As an infant school, Hamp does not have the same published end-of-primary results that many parents use to compare schools. Your best evidence sources are curriculum design, reading practice, and the latest inspection narrative.

• Wider curriculum is a known improvement area. The latest inspection highlights gaps in some pupils’ wider curriculum knowledge, and leaders are still embedding the newer curriculum approach. Families who prioritise breadth beyond reading, writing and maths should ask how subject knowledge is being secured and revisited.

• Wraparound places are limited. Early Birds and Night Owls are clearly explained, but capacity is limited, so families relying on childcare should ask early about availability and booking patterns.

• Year 3 transition is a real decision point. Most pupils move to Hamp Academy at the end of Year 2, but alternative routes require different application handling. Families planning a different pathway should map this early.

Hamp Nursery and Infants’ School suits families who want a structured, routine-led infant setting with strong early reading practice, regular outdoor learning, and on-site early years continuity from age two. The campus links, especially to Hamp Academy for Year 3, are a practical advantage for many local families. The main caveat is that breadth in the wider curriculum is still being strengthened, so it is worth asking how knowledge and vocabulary in foundation subjects are being secured across the year.