Lumley Infant and Nursery School Review 2026: Early Years strength with a clear focus on reading and wellbeing

Because the school is an infant school (through Year 2), it does not have the same headline end-of-primary Key Stage 2 results that parents may see for 4 to 11 primaries. Instead, the most usable public performance lens is the most recent graded inspection and what it says about curriculum, early reading, and readiness for the next stage.

The latest Ofsted report (inspection dates 8 and 9 May 2024, published 11 September 2024) rated the school Good overall, with Outstanding judgements for behaviour and attitudes, personal development, and early years provision.

Within the narrative of that report, there are three especially practical takeaways for parents:

1. Curriculum sequencing is a clear strength. Examples include design and technology where Year 1 pupils learn about puppets and then design and make their own, and science work that starts with early years observing the life cycle of farm animals before older pupils investigate what plants need to grow. That kind of progression helps pupils make sense of knowledge rather than meeting it as disconnected topics.

2. Early mathematics is taught through concrete activity. The report gives an example of nursery children making a “potato pie” while staff build counting, pattern recognition, and mathematical vocabulary. In an early years context, this is the difference between play that simply fills time and play that systematically builds the language and habits children need for later maths.

3. Reading is treated as a priority, but consistency in phonics delivery is the main improvement point. Pupils follow a structured phonics programme and practise reading often, yet the report also notes that phonics is not taught consistently well in all groups and that staff expertise should be strengthened so the programme is delivered with the same precision across the board. This is not a warning sign about low expectations, it is a clear operational “tighten the system” action that many good schools receive.

In a school for 3 to 7 year olds, teaching quality shows up in routines, language, and how quickly adults spot misconceptions. The evidence base here points to structured teaching and a deliberate approach to early reading and writing.

Phonics is anchored in Read, Write, Inc. as the main scheme for teaching phonics. The website describes how children start with individual sounds, then learn blending, and progress through sets of sounds.

A distinctive operational choice is that children in Reception, Year 1 and Year 2 are grouped across the infant school for phonics, reading and writing, and spend 90 minutes every day completing daily phonics, reading and writing tasks aligned to Read, Write, Inc.

The implication for families is straightforward: if your child benefits from being placed in a group that matches their current stage rather than their age, this structure can accelerate progress and reduce frustration. It also means parents should expect reading activity to be regular and systematic, even if the “reading day” varies across groups.

Home reading is designed to be manageable and purposeful rather than a random rotation of books. The same page describes pupils often receiving two books, a paper copy of a book read in school for fluency, plus a matched book bag book for additional practice. There is also a weekly library borrowing slot, with library books positioned as a way to build enjoyment rather than assessment.

Beyond English and maths, the inspection report highlights that learning is planned as a sequence, with vocabulary and key knowledge clarified since federation. The practical effect is that early years and Key Stage 1 activity should feel like it is building towards Year 3 rather than resetting each September.

For most families, the key transition question is Year 3. Lumley Infant and Nursery School is federated with Lumley Junior School, with one executive headteacher and a single governing body across both schools. The stated purpose is a seamless and progressive curriculum from ages three to eleven.

In County Durham, families with children in Year 2 at an infant school still need to make an application for a Year 3 place at a junior school, rather than assuming an automatic transfer. Durham’s published timelines explicitly include “currently attending Infant School and will be starting Year 3 in Junior School in September 2026” as part of the normal admissions round.

The implication is that federation can make transition feel familiar, but families should still treat the Year 3 application as a real administrative deadline, not a formality.

Admissions sit within Durham local authority arrangements. The federation website states that applications and admission decisions are made by County Hall, and directs families to the council process for school places and appeals.

Reception entry

For September 2026 entry (meaning children turning 4 between 1 September 2025 and 31 August 2026), Durham’s primary admissions deadline was Thursday 15 January 2026.

National guidance also confirms that primary applications typically close on 15 January, with primary offers sent on 16 April (or the next working day if relevant).

The demand picture in the latest available local admissions results suggests meaningful competition: 50 applications for 29 offers, 1.72 applications per place, and an “Oversubscribed” status. For parents, the practical point is that having a strong preference for the school does not automatically translate into a place, so it is sensible to list realistic alternatives and understand the local authority oversubscription rules.

A useful way to manage the uncertainty is to use FindMySchool’s Map Search and compare your home-to-gate distance across shortlisted schools, then keep a shortlist in Saved Schools so you can track open events and policy updates without relying on memory.

Nursery entry

Nursery operates as part of the school site and is described as an expanded provision from September 2025, including 15 and 30 funded hours for eligible families during term time.

An advertised nursery open event is scheduled for Tuesday 3 February 2026 at 4pm.

For nursery fees beyond funded entitlement, the school website is the right place to check current terms, as nursery charging structures can vary and change.

The strongest pastoral signals here are inclusion systems and deliberate work on emotional literacy, not just generic statements about care.

Provision for pupils with special educational needs and disabilities is described in the inspection report as exceptional, including effective work with external professionals such as occupational health and educational psychologists, and precise support plans that help staff meet individual needs.

The federation’s SEND information also sets out the range of needs it supports, including speech, language and communication needs, autism spectrum condition, moderate and specific learning difficulties, social and emotional needs, sensory processing, hearing and visual impairments, and attention deficit hyperactivity disorder.

For pupils who need extra help with self-regulation, friendships, or anxiety, the federation describes having two trained Emotional Literacy Support Assistants (ELSAs), supervised by educational psychologists, providing short-term focused interventions. The same page references social stories as a practical tool for routines and change, and also describes LEGO therapy as an evidence-based approach to social communication for pupils with autism spectrum condition and related needs.

Safeguarding is described as effective in the most recent inspection report.

The most useful way to judge extracurricular life in an infant setting is to look for two things: whether activities are developmentally appropriate, and whether the school offers a mix of creative, physical, and curiosity-led options.

On the infant side, examples of after-school clubs include Choir, Dance Club, Invasion Games, and a STEM Club.

That combination matters because it covers coordination and teamwork (invasion games), expressive confidence (dance), early performance culture (choir), and hands-on problem-solving (STEM).

The inspection report adds colour on enrichment beyond clubs, referencing experiences such as African drumming and Chinese calligraphy, alongside educational visits and visiting speakers designed to be accessible for all pupils, including those with SEND.

Outdoor learning is another consistent strand. The federation describes an onsite Forest School area at the infant and nursery site, with each year group having an outdoor space attached to its classroom.

The inspection report aligns with this theme, describing frequent outdoor learning and early years visits to Wharton Park to explore the environment, plus a pumpkin growing competition in the autumn term.

For many children aged 3 to 7, this is not a “nice extra”, it is a direct route to better language, attention, and confidence, especially for pupils who find desk-based work challenging.

The federation publishes school day timing information, including that gates are locked between 8.50am and 3.15pm each day for safety, with sign-in via the school office if a family needs to come in during the day.

Wraparound care is available and managed by federation staff. The published schedule includes activities between 3.30pm and 4.30pm, with examples such as multi-sports, football, dodgeball, and movie nights across the week.

If you need earlier breakfast provision or later pick-up times, it is worth checking directly, because the public page focuses mainly on the after-school activity slot rather than a full hours statement.

This is a state school, so there are no tuition fees. Families should still budget for the usual practical costs such as uniform, trips, and optional clubs.

• Oversubscription pressure. Recent application data indicates more applications than offers. If you are relying on a Reception place here, build a realistic list of alternative preferences and understand how Durham allocates places.

• Phonics consistency is the improvement priority. The latest inspection highlights that phonics teaching does not always reflect the precise structure of the chosen programme. Families with children who need highly consistent routines for early reading should ask how the school is strengthening staff expertise across all groups.

• Year 3 still requires an application. Even with federation continuity, moving from infant to junior phase is an admissions step in Durham. Parents should treat the Year 3 process with the same attention as Reception admissions.

For families who want a warm, structured early years setting with strong behaviour culture, thoughtful inclusion systems, and a clear emphasis on reading, Lumley Infant and Nursery School is a credible option. The federation model adds continuity into Year 3 and beyond, and the most recent inspection picture supports the idea of strong early years and personal development.

Who it suits: children who do well with clear routines, frequent reading practice, and plenty of movement and outdoor learning, including those who benefit from a carefully planned SEND and emotional literacy offer.