Coalway Community Infant School Review 2026: A small infant school focused on behaviour, reading, and a smoother Key Stage 1 journey

For infant schools, national headline measures look different to Key Stage 2 SATs focused primaries. The most visible statutory checkpoint is the Year 1 phonics screening check, which sits alongside teacher assessment in reading, writing, and maths.

The school’s published curriculum and improvement activity put reading at the centre. Official reporting describes an expectation that pupils leave as fluent readers, with phonics described as securely in place and reading books matched closely to the sounds pupils know. In the March 2025 monitoring letter, leaders describe further work to improve consistency in phonics through staff training and clearer checks on reading accuracy and comprehension, with interventions put in place quickly when gaps are identified.

It is worth being realistic about the wider curriculum picture. The March 2024 inspection narrative describes an ambitious curriculum that was not yet consistently translating into strong learning across subjects, with assessment systems needing to be strengthened so teachers can check what pupils know and remember. For parents, the practical implication is this: early reading looks like the most established academic strength, while other subjects may feel more variable as new systems embed.

If you are comparing local schools, FindMySchool’s local tools can still help even when headline primary performance tables are less informative for an infant setting. The Local Hub comparison view is useful for checking nearby options side by side, particularly once you start thinking ahead to Key Stage 2 outcomes at the junior stage.

Teaching priorities here are clearly signposted, and they start with foundational literacy. The school states that it teaches reading through Little Wandle Letters and Sounds Revised, beginning in Reception and following the programme progression to build secure decoding skills. That same documentation frames the intent in plain terms: fluency in reading and writing, taught through systematic phonics, then applied across wider reading and writing activities.

In practice, the improvement work described in March 2025 focuses on consistency and diagnosis. Checks on reading accuracy and understanding are used to identify where pupils need extra help, and targeted support is introduced quickly. This is the right shape of approach for a small infant school, because small gaps in Reception and Year 1 can become large barriers by Year 3 if they are not tackled early.

The broader curriculum is also being tightened. The monitoring letter describes leaders identifying important knowledge pupils should learn, and beginning to use systems to check what children know and remember in some subjects, though not yet across all subjects. Parents considering a place should look for evidence of how this is now playing out in classrooms, for example how teachers revisit prior learning and how they help children make links between topics.

The usual next step from an infant school is transfer to a linked junior school for Year 3. In the Coalway context, that transition is particularly important, because the local authority’s published proposals have aimed to remove the need for a separate Year 3 application by bringing infant and junior provision together.

A statutory notice published by the local authority states the intention to discontinue the infant school with effect from 01 April 2026 and extend the junior school’s age range, forming a single all through primary school for ages 4 to 11. If implemented as described, Key Stage 1 children would continue to be taught in existing infant accommodation, but under one school structure and leadership.

For families, the implication is that transition planning may look different depending on your child’s start date. Parents of children already on roll should pay close attention to communications about governance, uniform decisions, and how policies align across Key Stage 1 and Key Stage 2 under the new arrangement, if it proceeds.

Reception entry in Gloucestershire is coordinated through the local authority rather than directly by the school. Demand indicators suggest that places can be competitive. for this school’s entry route, 51 applications were recorded for 28 offers, which aligns with an oversubscribed picture.

For September 2026 entry, Gloucestershire’s published admissions booklet includes a closing date of 15 January 2026 for on time applications, and lists the school as an infant school with a Published Admission Number of 60 and an age range of 4 to 7. Because today is 01 February 2026, that specific deadline has already passed; for the next cycle, families should expect the same mid January pattern and confirm the exact date on the local authority timetable.

The school website also references tours and open events for prospective families, but published dates on school pages can be year specific. The safest approach is to use those pages to understand the process and then verify the next available tour and open event dates directly with the school.

Where distance based admissions apply, tiny changes in applicant distribution can alter outcomes year to year. FindMySchool’s Map Search is useful for checking your home location relative to the school, and for stress testing whether you would still be comfortable with alternative options if distance criteria move.

Pastoral support is presented as a practical partnership with families. The March 2024 inspection narrative describes effective pastoral support and close work with parents to improve attendance, helping pupils feel happy, safe, and ready to learn.

Online safety and personal development are explicitly covered. The inspection narrative references learning about staying safe online, including not sharing personal information with people pupils do not know, and wider learning about respect, democracy, and healthy lifestyles.

Behaviour remains a key focus area. The school’s values framework supports a consistent message, and the March 2025 monitoring letter describes shared high expectations and calmer, more orderly routines with minimal disruption to learning. For parents, the practical question to ask is how these routines are maintained across classes and through staff changes, because consistency is what makes behaviour systems work for very young children.

Clubs are structured and clearly timetabled, with provision that changes termly for Year 2 pupils. Current listings include Running Club, Music Club, Book Club, Sports Club, and Calm Kids Club, scheduled after school during the week. For an infant school, naming and timetabling matters because parents can plan realistically around pick up times and children can build anticipation and routine.

Physical activity extends beyond clubs into day to day provision. PE intent materials describe playtime opportunities supported by a daily mile track, a climbing wall, and a trim trail, with equipment available to encourage active and social play. The implication for children is simple: there are multiple prompts for movement across the week, not only in PE lessons.

Music is also planned in a concrete way. The school’s music development plan references whole class ensemble tuition delivered via Gloucestershire Music Hub, with examples such as violin and recorders, alongside an after school singing club for enjoyment and potential performance opportunities. This kind of structured exposure is valuable in Key Stage 1 because it normalises participation for children who might not otherwise try instruments.

Trips and enrichment appear as part of the wider curriculum experience. The March 2024 inspection narrative references visits such as St Fagans, Gloucester Cathedral, and Bristol Zoo as examples used to build knowledge of the wider world. For parents, the key question is how these trips connect back into classroom learning, because that is where enrichment becomes more than just a day out.

This is a state school with no tuition fees. Families should still budget for typical extras such as uniform and optional clubs or activities.

Morning routines are clearly defined. Published school materials state that gates and classroom doors open at 8.35 am and that registers are taken at 8.45 am. The school day end time is referenced as 3.15 pm in school communications.

Wraparound childcare is available on site through Coalway Kids Club, with Breakfast Club running from 7.30 am to 8.45 am and After School Club from 3.15 pm to 5.30 pm, with published session prices. Travel wise, the school sits on Coalway Road in Coalway, and day to day access is via controlled gates, so families should expect a structured drop off and collection routine.

• Requires Improvement judgement, with improvement work still bedding in. March 2024 identified weaknesses in curriculum impact and assessment, and March 2025 monitoring described progress alongside remaining gaps. This can mean uneven experiences between classes while systems become consistent.

• Leadership and staffing changes. The March 2025 monitoring letter describes interim leadership appointments in February 2025 and recruitment challenges that affected staffing and class structure. Families who prioritise stability should ask how staffing is now secured and how routines are protected.

• Planned structural change from April 2026. A statutory notice sets out the intention to discontinue the infant school from 01 April 2026 as part of creating an all through primary school. Parents should check the latest local authority updates, because governance, policies, and school identity can change during reorganisations.

• Behaviour focus is essential, but depends on adult consistency. The behaviour language is clear and child friendly, but impact relies on every adult applying routines in the same way, particularly during periods of staffing change.

Coalway Community Infant School is best understood as a small local infant school putting significant energy into behaviour routines and early reading, with a structured phonics programme and visible enrichment through clubs, sport, and music.

Who it suits: families in Coalway who want an infant setting with clear values, defined routines, and a strong emphasis on getting reading right early. The key decision points are confidence in the pace of improvement, and clarity on how the planned April 2026 reorganisation will affect your child’s journey through Key Stage 1 and into Key Stage 2.