Last reviewed: February 2026 · Rankings and key information above update regularly, however, this review below is refreshed bi-annually and may not reflect recent changes. If you spot anything outdated or inaccurate, please let us know.
This is a large infant school with nursery provision in Carshalton, serving children from age 3 through to the end of Year 2. It is part of Greenshaw Learning Trust, and it has a long-standing reputation locally for calm routines, strong early reading, and a clear sense of what excellent looks like in the youngest year groups. The most recent inspection activity, in March 2025, confirmed that the school has maintained the standards seen at its last graded inspection, which was judged Outstanding.
Leadership is stable and clearly visible, with Samantha Morrissy appointed to take up the headteacher post in September 2023.
For parents, the practical draw is obvious. There are two on-site nurseries; the published school hours are clear by year group; and both breakfast and after-school provision are set out in enough detail to plan work and family logistics with confidence.
The tone here is purposeful but age-appropriate. Staff set clear expectations, then spend their energy on getting children talking, reading, writing, and thinking rather than constantly re-establishing behaviour. The March 2025 inspection report describes pupils feeling safe, supported, and ready to learn, and it also highlights consistently reinforced expectations that help behaviour stay exemplary.
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.
Nursery and Reception are treated as foundational, not as a holding pen until “proper school” begins. Children start building the habits that will matter later, including attention, turn-taking, listening carefully, and learning to express needs in ways adults can respond to. In practice, that tends to show up as smoother transitions between activities and fewer points in the day where children drift. It is also the kind of structure many parents notice quickly, because it often leads to children being more settled at drop-off and less depleted after school.
The school’s scale matters. Three-form entry gives children a wide social mix and enough peers to find their place, but it also raises the bar on routines and systems. This is not a tiny setting where everything runs on familiarity alone. Instead, it operates like a well-organised early years and Key Stage 1 operation, where staff training, shared approaches, and consistent language do the heavy lifting. The same March 2025 report points to staff training and clarity of delivery as reasons pupils build knowledge well across subjects.
For an infants school, parents should interpret “results” differently from a junior or primary school serving children through Year 6. There are no Key Stage 2 outcomes here because pupils move on at the end of Year 2. What you can look at instead is inspection evidence about curriculum quality, early reading, writing development, and whether pupils are well prepared for the next stage.
The most recent inspection activity, carried out in March 2025, concluded that the school has taken effective action to maintain standards since its previous graded inspection, which had judged it Outstanding overall in September 2019.
Early reading is a particular strength in the evidence base. The March 2025 report describes pupils learning phonics effectively, with well-trained staff delivering the programme with consistency and pupils who fall behind receiving prompt support and catching up quickly. The same report also links that work to outcomes that matter most to parents at this stage, namely that most pupils read and write fluently by the end of Year 2.
The curriculum is designed to start early and build systematically. In phonics, the school states that it uses a programme called Unlocking Letters and Sounds, set within the wider Letters and Sounds progression, with Key Stage 1 National Curriculum elements included.
The way this plays out for families is usually simple. Children are taught to hear sounds clearly, to connect sounds to letters, and to apply that knowledge in reading and writing. Because this is a three-form entry setting, consistency across classes is a major quality indicator, and both the school’s published approach and the March 2025 inspection evidence lean strongly in that direction.
Writing is treated with similar seriousness. The March 2025 report describes ambitious early writing work, with regular opportunities to practise and secure the foundational skills rather than leaving handwriting and sentence work to chance.
Nursery is not an add-on. Inspection evidence explicitly connects Nursery provision to later phonics readiness, including early sound awareness activities before formal phonics teaching begins in Reception.
Quality of Education
Outstanding
Behaviour & Attitudes
Outstanding
Personal Development
Outstanding
Leadership & Management
Outstanding
FMS Inspection Score calculated by FindMySchool based on official inspection data.
Because this is an infants school, “next steps” generally means transfer into a linked or local junior school for Year 3. The transition question for parents is less about exam outcomes and more about readiness, especially reading fluency, writing stamina, and the ability to learn in a classroom with increasing independence. The March 2025 inspection report explicitly frames pupils as exceptionally well prepared for the next stage of education, with strong foundations in reading and writing.
If you are also thinking ahead to secondary choices, it is sensible to treat the infants years as the period where children either become confident readers or begin to avoid reading. A setting with a systematic phonics approach and well-targeted catch-up is often a strong base for later options, regardless of which junior and secondary route you ultimately prefer.
There are two distinct entry points that matter most for families, Nursery and Reception.
Sutton’s primary admissions process is co-ordinated through the local authority Common Application Form. For Reception entry in September 2027 in Sutton, applications close on 15 January 2027, with offers issued on 16 April 2027.59pm on 15 January 2026. Outcomes are available on the evening of 16 April 2026.
The school’s Nursery application form for 2026 to 2027 sets a closing date of 4.30pm on 15 January 2027 for on-time applications.
Competition is real. For the main entry route reflected in demand data, there were 291 applications for 90 offers, indicating a heavily oversubscribed picture. In oversubscribed infant settings, small differences in address and application timing can matter; families should use FindMySchool’s Map Search to check practical proximity and to keep their shortlist realistic.
Applications
291
Total received
Places Offered
90
Subscription Rate
3.2x
Applications per place
In a school of this size, wellbeing is mostly about the systems that prevent small worries from escalating, and the consistency that keeps children feeling secure. The March 2025 inspection report links pupils’ confidence and positive attitudes to clear expectations, consistent reinforcement, and trusting relationships with staff.
Early identification also matters at this age, especially for speech and language needs, attention and listening, and early indicators of special educational needs. The March 2025 report describes staff getting to know children quickly in the early years and identifying needs early, including for pupils with special educational needs and disabilities, then matching support and adaptations accordingly.
Safeguarding is a baseline issue for any parent, and the March 2025 inspection activity confirmed safeguarding arrangements as effective.
Extracurricular life at infant level is less about competitive teams and more about building confidence, communication, and curiosity through structured opportunities.
One strand is performance and community contribution. The March 2025 report highlights choir performances for residents in a local care home, which is a meaningful example for this age group because it blends music, confidence, and social awareness into something concrete.
Another strand is pupil voice. An elected school parliament is referenced in the same report as contributing to decision-making, including suggestions to improve playtime activities. That may sound small, but at infant age it can be a powerful way to teach turn-taking, listening, and responsibility in a practical setting.
For wraparound, breakfast and after-school care are clearly described on the school website. Breakfast club is available for Reception to Year 2 from 07.30, with food included and structured activities. After-school club runs from the end of the school day until 18.00, again with a snack and activities.
Published timings are specific by year group. Reception runs 08.40 to 15.05; Years 1 and 2 run 08.45 to 15.10. Nursery sessions are also published, including 15-hour morning or afternoon sessions and a 30-hour all-day session.
Breakfast club is published as starting at 07.30 for Reception to Year 2. After-school provision is published as running to 18.00.
Greenshaw Learning Trust’s school profile describes the site as close to Carshalton Station, which can be helpful for families combining the school run with commuting.
Oversubscription pressure. Demand is materially higher than places available, and realistic shortlisting matters if you are relying on a single preferred option.
Infant class size rules. If you do not get an offer, successful appeals are rare in infant year groups because of class size legislation, and Sutton’s admissions guidance explicitly flags this reality.
Nursery does not equal Reception. Sutton’s admissions guidance is clear that you must apply separately for Reception, and being in a nursery attached to a school does not automatically create priority for Reception entry.
A large setting needs structure. Many children thrive with clear routines, but if your child struggles with busy environments, you will want to probe how the school supports transition points such as the start of the day and lunchtimes, and how it adapts for sensory or communication needs.
Victor Seymour Infants’ School stands out for a well-evidenced early reading story, consistent expectations, and clearly explained wraparound logistics. It suits families who want structure in the early years, value systematic phonics and early writing, and need reliable childcare coverage around the school day. The main challenge is admission, so shortlisting should be realistic and backed by careful planning around the Sutton application process.
The school’s last graded inspection outcome was Outstanding, and the March 2025 inspection activity concluded it had maintained those standards. Evidence in that report points to strong early reading, ambitious curriculum sequencing, and clear expectations that support behaviour and learning.
Reception admissions are co-ordinated through the local authority. For Reception entry in September 2027 in Sutton, applications close on 15 January 2027, with offers issued on 16 April 2027.
The school publishes a Nursery application form for the 2026 to 2027 academic year. The form states a closing date of 4.30pm on 15 January 2027 for applications to be treated as on time.
Yes. The school website sets out breakfast club for Reception to Year 2 from 07.30, and an after-school club running from the end of the school day until 18.00.
The school states it uses Unlocking Letters and Sounds as its systematic synthetic phonics programme, and inspection evidence from March 2025 describes well-trained staff delivering phonics effectively, with quick catch-up support for pupils who fall behind.
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