Finstall First School Review 2026: A small-school feel, with ambitious early literacy

Because this is a first school, you should not expect the usual Year 6 SATs picture that parents often rely on for comparisons. Instead, the strongest evidence comes from curriculum practice and external evaluation of early reading, writing, and number.

The June 2025 inspection report states that most pupils achieve high standards in reading, writing and mathematics, and that early reading is a clear strength, supported by daily phonics from the point pupils join the school, alongside additional sessions where needed. The same report describes book choices being matched to pupils’ phonics knowledge, with routines that encourage regular reading, including use of the school library and a lunchtime book trolley.

There are, however, two curriculum areas where the inspection calls for tighter consistency. Handwriting and letter formation are flagged as uneven across the school, with many pupils not forming letters correctly, and leaders beginning revisions to address it. SEND support is also described as improving but not yet consistent for all pupils who need it. For parents, those points are less about alarm and more about focus: ask what has changed since summer 2025, and what training or monitoring is now in place.

Parents comparing local outcomes can use the FindMySchool Local Hub page to line up nearby schools on the same data set, but for this phase the most useful comparisons are usually around admissions and the style of early teaching, rather than GCSE-style metrics.

Reading is positioned as central. The school’s curriculum philosophy explicitly puts reading central to learning, and the English curriculum information references structured approaches including ELS phonics in the early stages and the Nelson handwriting scheme, moving into cursive script from Year 2.

That is the “example”. The “evidence” is in how it shows up in daily practice, phonics every day, books matched to phonics knowledge, and additional sessions for those who need to catch up. The implication is that children who thrive on routine and incremental mastery often do well here, while children who need more variation may benefit from the enrichment layer the school also describes, visits, visitors, and topic work.

The wider curriculum is broad for this age range, spanning the core subjects plus areas such as art and design, design and technology, and languages in Years 3 and 4. Practical “hooks” appear frequently in the school’s own news, for example, an arts week using media like clay, quilling, and wet felting, plus a Punch and Judy performance for Year 1.

The first school model means most pupils move on after Year 4 into the local middle school system. The June 2025 inspection report explicitly states that pupils are well prepared for the move to middle school, and it also references a Year 4 residential visit aimed at building resilience through outdoor activities.

In practical terms, families should think about the “two admissions” reality. You apply for entry here first, and then you apply again for middle school later. Worcestershire County Council publishes a single set of key dates covering both Reception and middle school applications for September 2026 entry, which helps families plan ahead.

Admissions are coordinated through Worcestershire County Council rather than handled directly by the school, and the school’s own admissions page points families to the local authority route and its admissions policy. The published admission number is 60 per year group.

Demand indicators suggest a competitive picture in the latest data point available here: 140 applications for 60 offers, with an oversubscribed flag. For context, that is 2.33 applications for each place, so families should treat deadlines, evidence requirements, and preference ordering as important. )

For September 2026 Reception entry in Worcestershire, the published dates are:

• Applications open 1 September 2025

• Closing date 15 January 2026

• Offer notification date 16 April 2026

The inspection report gives a strong headline on wellbeing culture: pupils are described as happy and safe, with calm, purposeful social times and clear behavioural expectations shared by staff. For many families, that is exactly what “a good start” looks like in Reception and Key Stage 1.

Early years support is described in practical terms, particularly around fine motor development, with strategies like cutting, threading, and dough work linked to music, plus extra support where pencil grip is tricky. The SEND picture is more mixed: identification is described as swift and staff expertise as developing, but support is not yet consistent for all pupils who need it. If your child relies on precise, consistent adaptations, this is a key discussion point to bring to a tour or meeting.

Extracurricular life is not treated as optional decoration. The inspection report describes inclusive activities including dance, arts and crafts, and football. More distinctive, and very “first school Worcestershire”, is bell boating: older pupils take lessons and compete in a regatta.

Leadership opportunities start young. Pupils can become school councillors and reading ambassadors, with the latter including structured responsibilities such as storytelling sessions for Reception pupils. The implication is that confident children get meaningful outlets for responsibility, and quieter children can still contribute through defined roles rather than relying on being the loudest voice.

Enrichment through visitors is also a visible thread. The inspection report notes a chef visiting to link cookery to design and technology, while the school’s own updates show topic days such as an “Egypt Day” involving mummification learning, clay amulets, games, and artefact exploration.

The school day runs 8.50am to 3.20pm for all children. Breakfast club operates 7.45am to 8.45am, run by teaching assistants, with a simple breakfast and a mix of indoor and outdoor activities, and bookings managed through ParentPay.

For after school arrangements, the school describes close links with childcare providers and childminders who collect at the end of the school day, plus a holiday club running from school during school holidays, 8.00am to 6.00pm. Because this model depends on external providers, parents should confirm availability, costs, and pick-up logistics directly.

Drop-off and pick-up are managed in a residential area, and the school explicitly asks families to avoid pavement parking, double parking, and blocking drives, with a stated emphasis on child safety and emergency access.

• A post-2024 inspection framework can look unfamiliar. The school previously held an Outstanding judgement (2015), but the June 2025 inspection reports grades by area and does not give an overall effectiveness grade. Parents should compare like with like when looking at inspection history.

** The latest admissions snapshot available here records 140 applications for 60 offers, so deadlines and criteria really matter.

• Handwriting consistency is a stated improvement priority. Letter formation and handwriting expectations were described as inconsistent, with leaders revising the curriculum.

• SEND support is improving but not uniform for all pupils. Some pupils are getting the right help, but practice is not consistent yet, so families should ask what has changed since summer 2025.

This is a well-organised first school with clear routines, an explicit focus on early reading, and a curriculum that mixes structured foundations with memorable enrichment such as bell boating and themed days. The best fit is for families who want a calm start to schooling and who value leadership opportunities from a young age, including roles like reading ambassador and school councillor. The main challenge is securing entry in an oversubscribed context, and for some children, the most important question to explore is how consistently SEND adaptations and handwriting expectations are now applied.