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 compact infant school with an on-site nursery, designed for early years and Key Stage 1, with children moving on after Year 2. It sits within a hard federation with the local junior school, so families often experience it as part of a joined-up 3 to 11 journey, even though admissions remain separate.
The headline picture is steady: the most recent Ofsted inspection (21 and 22 February 2023) confirmed it continues to be a Good school. The inspection evidence is especially positive about early reading, with phonics beginning at the start of Reception and building on the nursery.
For parents, the practical upside is clarity. Start and finish routines are clearly set out, wraparound care is available via an external provider, and the school communicates regular, specific expectations around safe drop-off and pick-up.
A consistent theme across the school’s own language and external evaluation is teamwork, and it shows up in how behaviour and learning habits are framed. Pupils are taught a set of “Gem Powers” (also described as Learning Gems) that translate values into child-friendly behaviours, such as being kind to others, taking responsibility when stuck, listening carefully, and working well in groups.
That approach matters in an infant setting because it creates a shared vocabulary between adults and children. Instead of behaviour being only about rules, expectations are described as learnable habits, with children encouraged to recognise when they are focusing, collaborating, or persevering. For many families, that can reduce friction at the moments that tend to feel intense in early schooling, like transitions into class, tidying up, or managing minor friendship wobbles.
The outdoor learning strand is unusually explicit. Forest School is not presented as an occasional treat but as an established part of weekly routines for Early Years Foundation Stage and Year 1, with practical arrangements that prioritise time outside, including end-of-day collection from the Memorial Hall entrance on Forest School afternoons in some year groups and circumstances. That level of operational detail suggests a school that has thought carefully about how to make outdoor learning workable for working families, not just desirable in principle.
The school also positions itself as deeply connected to the village: links with local community institutions are described as part of the Learning Outside the Classroom approach, and the school highlights a relationship with the community library that supports reading programmes and seasonal reading challenges.
Because this is an infant school, it does not publish Key Stage 2 outcomes for Year 6, and most parents should judge “results” here through the lens of early literacy, number sense, and readiness for the junior phase rather than SATs tables.
The evidence base for academic quality is strongest in early reading. The February 2023 inspection describes reading as a strength, with formal phonics teaching beginning at the start of Reception and building directly on nursery practice, supported by staff who use training and resources effectively. The same inspection also notes that deep dives included early reading and mathematics, suggesting leaders and staff can articulate curriculum thinking in the areas that matter most for this age range.
Where the report is more cautious is in the wider curriculum beyond the early reading core. It states that some foundation subjects were at earlier stages of implementation at the time of the inspection, and that this could mean pupils do not learn key knowledge as securely as they could in every subject. For parents, that is not a red flag so much as a useful signal about what to ask on a tour: which subjects have been redeveloped recently, what teachers expect pupils to remember and revisit, and how leaders check consistency across classes.
If you are comparing local infant options, it can help to use FindMySchool’s Local Hub comparison tools to weigh up “fit” factors alongside any available performance indicators, because the most meaningful differences at infant stage are often in approach, routines, and support structures rather than published scores.
The curriculum narrative leans strongly towards learning habits and language development, which aligns with what tends to predict a smooth transition into Key Stage 2 later. The school explicitly emphasises oracy, with an intention to build pupils’ speaking and listening skills, vocabulary, and the ability to use talk to think.
In Early Years, the school describes a balance of child-initiated exploration and adult-directed teaching, supported by planned continuous provision indoors and outdoors, with resources adapted over the year as children mature. The implication for families is that Reception is unlikely to feel like “sit still and do worksheets”, but also is not a fully free-flow model with minimal direct instruction. That middle path is often where children who are developmentally typical, as well as those who are summer-born or slower to settle, can find their feet without lessons losing structure.
A distinctive practical detail is the nursery’s weekly focus model, where children encounter a colour, shape, and nursery rhyme through small-group sessions and take the focus home for reinforcement. That kind of repeated language patterning tends to support phonological awareness and listening stamina, both of which connect directly to early reading progress.
Outdoor learning is treated as curriculum, not just enrichment. Weekly Forest School sessions are listed as part of the Learning Outside the Classroom approach for EYFS and Year 1, and the school describes using trips, workshops, and professional visitors to extend learning beyond the classroom.
Quality of Education
Good
Behaviour & Attitudes
Outstanding
Personal Development
Good
Leadership & Management
Good
FMS Inspection Score calculated by FindMySchool based on official inspection data.
For most families, the default next step is the local junior school in the same hard federation, with children moving up after Year 2. The federation structure (formed in 2011) supports continuity of ethos and shared initiatives even though the two schools are still separate establishments.
The practical implication is that parents can think about the 3 to 11 journey early. Even if your child starts in nursery here, a nursery place does not automatically guarantee an infant school place, and infant places are allocated through the local authority process. That is worth treating as a planning point rather than an admin detail, especially for families moving into the area.
The school’s travel planning work also gives a clue about transition maturity. Road safety schemes are described for different ages, with younger pupils supported through pedestrian training and older pupils prepared for independent travel before secondary transition. While those programmes mainly sit in the junior phase, they reflect a federation culture that expects children to grow in independence year by year.
Reception admissions are coordinated by Buckinghamshire Council. For September 2026 entry, the council lists online applications opening on 5 November 2025 and closing on 15 January 2026 at 11:59pm, with offer day on 16 April 2026. The Buckinghamshire schools admissions directory lists the school’s admission number for Reception (September 2026) as 60.
The school is also shown as oversubscribed in the available demand snapshot for primary entry, with 96 applications and 37 offers recorded. That ratio is a useful reality check: for families outside the immediate area, entry can be the limiting factor rather than the educational offer. (These demand figures reflect the latest snapshot available in the provided admissions data.)
Nursery admissions work differently. The nursery admissions policy sets a published admission number of 30 children and applies a priority order that includes looked-after children, exceptional medical or social need, staff children, catchment, siblings, and then distance as the tie-breaker. It also states that families may apply at any time and will be informed of availability during the first half of the term before the child is due to start.
Open events are typically part of the Autumn Term pattern for the federation, and the school notes that infant and junior open days are usually held in October. Where exact dates are published, booking is required for tours. Families trying to judge catchment and distance should use FindMySchool’s Map Search to sanity-check how close they are to the school gate before relying on a place.
Applications
96
Total received
Places Offered
37
Subscription Rate
2.6x
Apps per place
Pastoral capacity is visible in staffing roles. The school lists an Emotional Literacy Support Assistant (ELSA) role, which in primary settings often indicates structured emotional support beyond standard class routines. Safeguarding leadership is also clearly mapped, with the headteacher named as Designated Safeguarding Lead and two deputy leads identified across the federation.
The safeguarding narrative is practical rather than abstract. The February 2023 inspection describes children being taught how to manage risks and keep themselves safe, including online safety, alongside leaders working with external agencies where needed. For parents of very young children, that kind of explicit teaching can matter, because online safety at infant age is really about routines and language rather than lectures.
Behaviour expectations are reinforced through the Learning Gems approach and through clearly described end-of-day handover routines, with staff dismissing classes from specific doors and gathering points and requiring adults to be known and nominated. In a school with nursery and infant-age pupils, tight procedures tend to be reassuring, especially for families with multiple pick-up arrangements.
Extra-curricular provision in an infant school should be judged by its fit for young children, meaning short, consistent sessions that build confidence rather than a packed timetable. Here, the school is unusually concrete about what clubs can look like for Key Stage 1. Infant options listed include drama, guitars, recorders, French, Spanish, tag rugby, tennis, and a football offering linked to Wycombe Wanderers Football Club branding. It also publishes termly examples such as Mini Tennis Lunchtime Club and an after-school football club run by an external provider.
The Learning Outside the Classroom strand adds breadth without relying on late finishes. Weekly Forest School sessions for EYFS and Year 1 sit alongside termly trips and work with visiting music, art, and sports professionals, which suggests enrichment is built into the school day as well as after it.
The awards and enrichment pages also show a federation-wide push on science quality, through the Primary Science Quality Mark (Silver Award). For infant-aged pupils, that typically translates into well-planned, hands-on investigation routines and careful vocabulary teaching rather than advanced content, but it is still a useful marker of staff expertise and leadership attention in a core subject.
Finally, school travel planning activity is broader than many primaries make public. Initiatives include walk-to-school weeks, a parking scheme designed to encourage a short walk, and pedestrian training for Year 1 pupils. Even if your child is not yet in Year 1, it signals a culture that treats healthy routines and local safety as part of education, not an add-on.
The infant day is clearly set out: doors open at 8:45am, the register begins at 8:55am, and the school day finishes at 3:15pm, with break and lunch timings published for parents.
Wraparound care is available for Reception to Year 6 through an external partner. Families should expect booking and operational details to sit with that provider rather than the school’s core staffing.
On travel, the federation’s travel planning work prioritises walking where possible and asks families to park considerately, with specific schemes encouraging a short walk from local parking rather than drop-off congestion close to the gates.
Curriculum consistency beyond reading and maths. The latest inspection identifies that some foundation subjects were still being implemented, which can mean uneven coverage until plans bed in fully. Ask how subject knowledge is sequenced across Reception to Year 2, and how leaders check it is taught consistently.
Attendance expectations. The same inspection notes a small number of pupils with higher absence levels, including some from disadvantaged backgrounds. Families should ask how the school supports attendance for children with health needs or complex family circumstances, and what early intervention looks like.
Nursery does not guarantee an infant place. The nursery policy is explicit that attending nursery does not automatically give a right of admission to the infant school, and Reception places follow the local authority route. Build that into your planning if you are hoping for a seamless progression.
Oversubscription pressure. With the school shown as oversubscribed in available admissions demand data, families should treat distance and catchment realities seriously and avoid assuming a place will be available without checking criteria carefully.
For families who want a structured, values-led start to schooling, this is a convincing option. The strongest evidence sits in early reading, where phonics is established from Reception and explicitly built on nursery practice, and in the clear routines that matter for three to seven-year-olds.
Who it suits: children who benefit from predictable routines, explicit learning behaviours (the Gem Powers), and plenty of outdoor learning built into the week. The main challenge is admission rather than day-to-day experience, so families should focus on criteria and timings early.
The most recent inspection (February 2023) confirmed the school continues to be Good. Early reading is highlighted as a strength, with phonics starting at the beginning of Reception and building on nursery practice.
Reception applications are made through Buckinghamshire Council. For September 2026 entry, applications open on 5 November 2025 and close on 15 January 2026, with offers released on 16 April 2026.
Nursery applications are made directly to the school, and places are allocated using a published priority order (including catchment, siblings, and distance as a tie-breaker). The nursery has a published admission number of 30.
The infant school day runs from the doors opening at 8:45am to finish at 3:15pm. Wraparound care is offered for Reception to Year 6 through an external provider.
Children typically move on to the linked junior school in the same hard federation for Year 3, although this is a separate admissions process and families should check the relevant criteria and timelines.
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