The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
This is a small, state-funded infant academy in Frimley Green serving children aged 5 to 7, with capacity published at 180. It sits within The Kite Academy Trust, and its recent story is about tightening routines, rebuilding curriculum coherence, and making early reading stick.
The most recent inspection (October 2023) judged the academy Requires Improvement overall, with Good judgements for Behaviour and attitudes, Personal development, and Early years provision. The headline is not about safety or care, safeguarding is effective, and pupils are described as calm and focused in lessons for much of the time. The improvement challenge is academic: embedding curriculum sequencing so pupils remember more, across more subjects, more consistently.
For families, the practical appeal is clear: an outdoors-first ethos, wraparound care that supports working patterns, and a culture where pupils are encouraged to take part. The trade-off is that results data at this age is limited, and the academy is still proving that curriculum changes translate into durable learning across the whole timetable.
The academy puts its values up front, and the tone is inclusive. Pupils are described as being welcomed warmly, celebrating each other’s individuality, and receiving tailored support when they are new to English or have arrived from other countries. That matters in a community school setting, because it signals a mindset of belonging first, then catching up quickly through structured help.
Behaviour is positioned as a strength. Expectations are described as high and increasingly consistent, and pupils are mostly calm and focused in lessons. For infants, that calm is not a “nice-to-have”, it is the foundation for phonics, early number work, and the short bursts of independent activity that build attention span. When routines are clear at 5 to 7, pupils can take risks in their learning without the room tipping into noise or uncertainty.
The academy’s own materials lean heavily into outdoor learning, including Forest School-trained staff and the idea that the outdoor area is a primary learning space rather than a reward. Done well, this approach suits children who learn through movement, practical tasks, and talk. It can also work for quieter pupils, provided adults structure the space so that calm and purposeful play is protected from the louder edges of the group.
Leadership is a key part of the current picture. The headteacher, Alison Stone, joined in September 2022, and the inspection notes a period of leadership change in the years preceding that. For parents, that is relevant context. Where leadership has recently stabilised, you are often looking at a school that feels more predictable term by term, but is still in the phase of embedding curriculum and staff training rather than coasting on long-set habits.
As an infant academy, there is no Key Stage 2 data to lean on, and that limits how far any review can go on pure outcomes. What you do have is the inspection evidence about early reading, early mathematics, and the consistency of learning across subjects.
Early reading is presented as a key focus. The inspection notes that a new phonics programme is improving how pupils learn to read, that staff have received comprehensive training, and that the books pupils read are well matched to their stage. That combination matters more than any single scheme name, because it is the alignment between teaching, practice, and decodable books that typically shifts the dial quickly.
Mathematics is described as a stronger area within the wider curriculum work. Pupils benefit from clear explanations from staff who know the curriculum well, and they are able to connect new learning to what they already know, especially around number. In an infant setting, that “linking back” is the difference between children who can recite a method and children who actually understand it.
The school improvement priority sits outside those two anchors. Across foundation subjects, curriculum improvements were described as early-stage, with tasks not always sequenced to help pupils build knowledge systematically, and checks on what pupils remember not yet consistent across the whole curriculum. The practical implication is simple: your child is likely to get a secure start in reading and number, while the wider curriculum is still tightening up for consistency and long-term recall.
If you are comparing local options, this is exactly where the FindMySchool Comparison Tool can help, not by forcing infant schools into a league-table mindset, but by letting you compare inspection judgements, admissions pressure, and published context side by side in a single view.
Teaching priorities at this age are predictable for good reasons: phonics, language development, early number, and the routines that make learning time calm. Here, the inspection evidence points to strengths in staff training for reading and a developing approach to checking understanding within lessons, particularly in reading and mathematics.
The academy’s wider curriculum ambition is clear in its prospectus-style materials: children are encouraged to be inquisitive, to take measured risks, and to learn through indoor and outdoor environments. The best infant practice turns those aspirations into small, repeated habits: pupils talking in full sentences, adults modelling vocabulary, pupils explaining their thinking, and teachers revisiting knowledge so it sticks.
In early years provision, children are described as getting off to a good start, with staff prioritising communication skills and building secure relationships. That is not just pastoral language. In Reception, communication and vocabulary underpin everything else, including behaviour. When children can express needs, negotiate play, and understand routines, the day runs better and learning time increases.
The next step is the hard part of school improvement: translating “new curriculum” into “embedded curriculum”. That typically means refining lesson tasks, investing in subject-specific professional development, and making retrieval and checking for understanding a normal part of every subject, not just reading and mathematics.
Quality of Education
Requires Improvement
Behaviour & Attitudes
Good
Personal Development
Good
Leadership & Management
Requires Improvement
FMS Inspection Score calculated by FindMySchool based on official inspection data.
At an infant academy, the most important destination question is the Year 3 move. Families should plan early for junior transfer because the application route and priorities can differ by local authority rules and by whether a junior school is linked.
The academy’s ethos suggests a strong focus on readiness for the next stage, including building early literacy and confidence in learning behaviours. For most children, a smooth transition at 7 is less about test scores and more about independence: managing belongings, listening well, speaking up when unsure, and having the stamina for a longer school day.
If you are new to Surrey admissions, it is worth mapping likely junior options now and checking how distance and sibling priority operate for the schools you are considering. The FindMySchool Map Search is useful here, because small differences in walking distance can matter when a year group is tight for places.
Reception admissions are handled through the local authority route. For September 2026 entry, the academy publishes a clear application window: applications open on 3 November 2025 and close on 15 January 2026.
Demand looks real. In the most recent published admissions data here, there were 70 applications for 26 offers for the relevant entry route, which equates to about 2.69 applications per place. That is the kind of ratio that can make outcomes feel binary, either you are close enough under the rules or you are not.
Because the last offered distance is not provided for this school, it is especially important not to rely on hearsay about catchment. Families should use official admissions criteria for the year of entry, and verify how priority groups are applied. If you are buying or renting with this school in mind, check distances precisely rather than relying on map apps that may measure differently.
Applications
70
Total received
Places Offered
26
Subscription Rate
2.7x
Apps per place
Pastoral culture is one of the academy’s clearer strengths. Pupils are described as feeling safe and well cared for, with supportive practice for children who are new to the country or to English. That suggests adults are attentive to individual need, which is crucial in an infant setting where small anxieties can quickly become big behaviours.
Support for pupils with special educational needs and disabilities is also described as proactive, with early identification and a drive to remove barriers. The practical implication is that parents should expect early conversations where needed, rather than a “wait and see” approach.
The school also gives pupils voice through a school council. In infant schools, councils can be tokenistic, or they can be a real tool for building confidence and responsibility. The inspection evidence points to pupils having a voice, which usually reflects adults making time for it and taking it seriously.
The academy offers more than the standard infant staples, and it is unusually specific about clubs and enrichment in its published materials and inspection evidence.
Music stands out. Pupils participate in Rocksteady-style band sessions, and that kind of structured group music can be transformative at this age. It develops listening, turn-taking, and confidence, and it gives children who are not yet confident in reading a different way to shine.
Clubs are also a feature, including gardening, Spanish, Playball, and Boogie Bumps, alongside a wider set of options referenced in academy materials such as choir, languages, and practical “builder” style activities. The best extracurricular programmes at infant stage do not aim for prestige, they aim for breadth and belonging. If a child finds their “thing” at 6, it often boosts attendance, confidence, and willingness to try in class.
Trips and community links are part of the offer too, with examples such as visits to Windsor Castle and local community locations. For parents, the useful question is not the destination itself, but what it signals: a curriculum that is willing to get out of the building and make learning concrete.
The academy day is clearly structured. Gates open at 08:35 and the register closes at 08:45. The school day ends at 15:15. Lunch is staggered, with Reception first, then Years 1 and 2 shortly afterwards.
Wraparound care is available, with published childcare spanning 07:45 to the start of the school day and then after school through to 18:15. This is particularly relevant for working families who want a single, consistent setting rather than patching together multiple providers.
For travel, most families will approach by car, scooter, or on foot from the surrounding Frimley Green area. For those commuting, Frimley station and Farnborough stations are the most commonly used rail links nearby, then a short onward journey by bus, taxi, or car. Parking pressure at infant drop-off is common across Surrey; plan for safe, considerate parking and allow extra time during the first few weeks of term.
Requires Improvement overall. The October 2023 judgement reflects curriculum work still being embedded across foundation subjects. Families should ask what has changed since then, and how leaders are checking that pupils remember key knowledge over time.
Strong focus on phonics and number, wider curriculum still tightening. Reading and mathematics are described as benefiting from consistent checking and clear teaching. Ask how subject knowledge is built and revisited in the wider curriculum.
Oversubscription is a real factor. With about 2.69 applications per place in the latest admissions data here, entry pressure can be significant. Families should check criteria carefully and avoid assumptions about “being local” automatically securing a place.
Leadership stability is recent. The headteacher joined in September 2022 after several leadership changes. That can be positive, but it also means improvement work may still be in the implementation phase rather than fully embedded.
A caring infant academy with a strong outdoor-learning identity, clear strengths in early years culture, behaviour, and the foundations of reading and mathematics. The current story is improvement: curriculum coherence across all subjects is still being embedded, and parents should look for evidence of consistency and recall, not just good intentions.
Who it suits: families who value a warm, inclusive ethos, structured early reading, and an outdoors-first approach, and who want wraparound care that fits working hours. The main hurdle is admission pressure rather than what happens once a place is secured.
The academy has clear strengths in behaviour, personal development, and early years provision, all judged Good at its most recent inspection. The overall judgement was Requires Improvement in October 2023, reflecting the need to embed curriculum improvements so pupils build and remember knowledge consistently across subjects.
Recent admissions data indicates more applications than places for the main entry route, at roughly 2.69 applications per place. In practice, that means families should read the published admissions criteria carefully and plan early.
The school day starts with gates opening at 08:35 and register closing at 08:45, and it ends at 15:15. Wraparound provision is published as available from 07:45 in the morning and through to 18:15 after school.
The academy publishes an application window for September 2026 entry running from 3 November 2025 to 15 January 2026, using the local authority application route.
Early reading is a priority. The academy has implemented a phonics programme supported by staff training and books matched to pupils’ reading stages. Parents considering the school should ask how progress is checked and how pupils who need extra support are helped quickly.
Get in touch with the school directly
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