Consett Infant School Review 2026: A small infant school with strong early reading habits

Infant schools sit in an awkward data position. National end-of-key-stage measures that dominate primary comparisons are typically anchored at the end of Year 6, so parents will not find the same breadth of headline statistics that a full primary can publish. The practical question becomes, “Are the building blocks secure by Year 2?”

The most credible answer here comes from how early reading is organised and reviewed. The school’s reading intent statement is explicit about teaching Systematic Synthetic Phonics, naming Little Wandle, and pairing decoding with regular exposure to high-quality texts so that children develop fluency and enjoyment. That combination is important: phonics without reading for pleasure can create competent decoders who rarely pick up a book; the opposite can leave children enthusiastic but guessing at words.

The latest inspection report supports the same picture. It comments on how pupils are prepared for reading as they approach the end of key stage 1 and how phonics materials are shared for home use, while also noting that access to physical books can matter for some families. This is a useful nuance: schools can have a strong programme and still need to keep equity in mind when resources move online.

If you are comparing local options, use the FindMySchool Local Hub and Comparison Tool to line up infant and primary settings by context and what is published, rather than relying on one headline figure that may not apply neatly at this phase.

The curriculum language is rooted in breadth and age-appropriate challenge. For infants, the best schools do not try to accelerate content prematurely; they build secure vocabulary, number sense, and confidence with talk, play, and structured practice.

Early reading is the clearest example of intent meeting practice. The reading page sets out a coherent approach: phonics is systematic, taught explicitly, and then reinforced through regular reading experiences across the week. For parents, the implication is predictable routines, shared language about sounds and blending, and clearer guidance for how to help at home without turning evenings into a second school day.

Subject design also emphasises knowledge and memory, but in an infant-friendly way. The history curriculum description focuses on children understanding time, events and people in their own living memory and beyond, which is appropriate for this age because it builds sequencing, language, and curiosity without forcing adult-level abstraction.

In practical terms, the school’s class structure published online indicates a typical infant layout: Reception classes, then separate Year 1 and Year 2 classes with named teachers. That level of clarity often correlates with parents knowing who is responsible for what, and children understanding classroom identity quickly.

The main transition is from Year 2 into a junior school setting for Year 3. The school’s SEND transition information is unusually explicit: the vast majority of children move to Consett Junior School at the end of Year 2, and the schools describe “extensive links” to support that progression. For many families, this is the biggest practical advantage of an infant school model, it can reduce uncertainty around the Year 3 move and create a clear pathway if siblings are involved.

For children with additional needs, this transition detail matters even more. Continuity planning, shared meetings, and familiarisation visits can be the difference between a smooth Year 3 start and a difficult first term. The published emphasis on joint working suggests parents should expect early conversations if support needs are emerging in Year 1 or Year 2.

If your preference is a single school from Reception through Year 6, the infant model is not automatically a disadvantage, but it does mean you should ask early how the Year 2 to Year 3 handover is handled for your child, especially around reading fluency, maths groupings, and pastoral support.

Reception entry is coordinated in line with local authority arrangements, rather than being a direct, school-run process. The school’s admissions page states that it can take 60 pupils per year group from Reception and points families to the County Durham process for primary admissions.

Demand is real. The most recently available figures show 127 applications for 58 offers, which indicates more than two applications for each available place. That does not mean every family is “competing” in the same way, but it does mean you should plan for the possibility of not receiving your first preference.

For September 2026 Reception entry in County Durham, the published local authority information includes a confirmed closing date of 15 January 2026, with outcomes linked to the primary admissions timeline.

The same official timeline material references Thursday 16 April 2026 in the “starting Reception in September 2026” cycle, which aligns with the national pattern of primary offer days.

Because distance and criteria can be decisive in oversubscribed settings, families should use the FindMySchool Map Search to check their exact home-to-school measurement and to sense-check how realistic this option is alongside nearby alternatives.

At infant age, pastoral care is mostly the daily micro-interactions: how adults respond to tears, friendship fallouts, tiredness, and confidence wobbles. Published safeguarding content is clear about responsibility and process, which is the baseline parents should expect.

A distinctive wellbeing detail appears in the most recent inspection evidence: pupils speak positively about Daisy, the school therapy dog, described as a comfort and a trusted presence, especially for children who find it hard to talk to others. For some families this will feel like a small thing; for a child who is anxious, it can be a meaningful bridge into school life and self-regulation.

Behaviour expectations also appear consistent. External evidence points to high expectations and positive pupil attitudes to learning, which usually correlates with calmer classrooms and fewer learning interruptions. For parents, the implication is that teaching time is protected, which matters most in early reading and early number where practice and repetition build automaticity.

Extracurricular life in an infant school should do two things well: widen children’s experiences, and support working-family logistics without turning the week into a stressful timetable.

There are two strands here. First, the school references after-school clubs that are reviewed half-termly, with sessions stated as 3.15pm to 4.15pm. The key point is that clubs rotate, so parents should expect the offer to change across the year, rather than a fixed list that runs unchanged from September to July.

Second, wraparound childcare is positioned as a more consistent offer. The after-school childcare provision opened in November 2015, runs on weekdays in term time, and is open until 6.00pm, including places for siblings from the linked junior school. That sibling inclusion is a practical win for families trying to manage one pick-up window.

The childcare handbook sets out session-based pricing. Fees are listed as £6.00 (3.15pm to 4.30pm), £7.00 (to 5.00pm), £8.00 (to 5.30pm), and £9.00 (to 6.00pm), payable in advance. For parents, the implication is that this is a predictable costed service rather than an occasional club, and it is sensible to check availability early if you will rely on it for work.

For pupil enrichment, the school site also signposts School Council and Forest School as named elements of pupil life. Even without a published weekly timetable, those labels suggest opportunities for leadership, outdoor learning, and confidence-building that sit well with infant-age developmental priorities.

Hours are clearly published and vary slightly by year group. Reception runs 8.40am to 3.10pm, Year 1 runs 8.45am to 3.15pm, and Year 2 runs 8.50am to 3.20pm. Lunchtimes are also staggered.

Wraparound is available. The school states it is open from 7.45am to 6.00pm each day, and parents are directed to register for breakfast club and after-school childcare through the school office.

Drop-off and pick-up are described as being managed from the yard at the main entrance, which is the kind of operational detail that helps parents understand how handover works day to day.

• Oversubscription pressure. The most recently available admissions figures show 127 applications for 58 offers. If you are relying on a place here, plan a realistic set of preferences and understand the local authority criteria early.

• Infant-phase data is less headline-driven. Parents who want clear published end-of-primary outcome measures may find fewer simple comparison statistics at this stage. The best way to judge fit is to focus on early reading practice, routines, and how transition into Year 3 is supported.

• Wraparound is a separate, costed service. After-school childcare has published session prices up to 6.00pm, which is helpful for planning. Availability and the number of days you can secure may matter as much as the timetable itself.

• The Year 2 to Year 3 move is a structural change. Most children move on to Consett Junior School, so families who prefer a single site through Year 6 should factor the transition into their decision.

This is a tightly focused infant school that puts early reading, behaviour expectations, and child wellbeing at the centre of daily practice. It suits families who want clear routines, a strong start in phonics and reading culture, and a well-signposted pathway into junior schooling. The main challenge is admissions demand, so the practical work is understanding deadlines, criteria, and how realistic a place is for your address.