Cavendish Close Infant School

This is a nursery and infant school (ages 3 to 7) serving local families in Chaddesden, with a capacity of around 270 pupils. The tone is warm and structured: expectations are explicit, routines matter, and staff place a strong emphasis on helping children feel safe and ready to learn.

The latest inspection (May 2022) confirmed the school remains Good, and safeguarding arrangements were judged effective.

Leadership is stable. The headteacher is Mrs Christina Diffin; she was appointed in October 2020 after serving as acting headteacher from September 2019.

The school’s own language is consistent and specific, children are treated as individuals, adults are expected to be calm and patient, and the environment is designed to be welcoming, safe, orderly, and engaging. That clarity tends to matter most in early years and Key Stage 1, where small anxieties can quickly become barriers to learning if routines are not tight.

A strong inclusion culture runs through both the published vision and the external evaluation. The intent is practical rather than abstract: making sure pupils who need additional support can take part in the full life of the school, including trips, clubs, and classroom routines, not only separate interventions.

The school’s “STAR Expectations” are a central organising idea. They are not presented as slogans; they sit alongside learning and behaviour values, and the documents describe how staff build these habits through consistent adult conduct, predictable classroom structures, and explicit teaching of emotions and self regulation. For many families, that translates into a calmer start to schooling, particularly for children who are still developing confidence with separation, language, or social interaction.

Infant schools do not have the same public end of key stage results profile as junior or primary schools that go through to Year 6, so the best evidence here is about curriculum quality, sequencing, and how well pupils build foundational knowledge.

Early reading is treated as a priority, with a structured phonics programme starting as soon as children enter school. Books are closely matched to the sounds pupils know, and extra support is put in quickly for those who need help to keep up. That approach, done well, is one of the strongest predictors of later attainment because it reduces the risk of pupils falling behind in the first two years of formal schooling.

Mathematics is also taught through a consistent approach, using practical resources and deliberate practice, with assessment used to spot misconceptions. In infant settings, that usually shows up as children being able to explain their thinking aloud, manipulate objects confidently (for example, counters, tens frames, number lines), and generalise beyond one worksheet task.

The main development point identified in the latest inspection is about consistency in checking what pupils remember across the wider curriculum, not only the core subjects. In practice, families should expect strong core routines, alongside a school that is still refining how it tracks learning in foundation subjects in a systematic, school wide way.

The curriculum is planned to build knowledge “layer by layer”, starting in nursery and Reception, then extending through Years 1 and 2. A useful marker of seriousness is the presence of subject guidance documents that spell out what matters most in each area, so teaching does not drift into one off activities that entertain but do not accumulate into real understanding.

Reading culture is supported by “core books” used repeatedly, plus topic linked texts and “character books” that help children talk about everyday issues and difference. That approach can be especially helpful in mixed intakes, because it provides shared reference points for vocabulary, behaviour, and relationships, not only for literacy.

The school also describes its teaching as intentionally connected to children’s lives and interests, using topic hooks and clear purposes for writing and talk. For parents, the practical implication is that learning is likely to be presented through themes and stories, but anchored by explicit building blocks in phonics and number, rather than purely play led exploration without structure.

Because the school finishes at Year 2, transition planning matters. Many local families look to Cavendish Close Junior Academy for Year 3, and the junior school describes a supported transition process for children moving on from this infant school.

The key practical point is that transfer to junior school is an application round in its own right. Families should treat Year 2 as a decision year, review junior school options early, and check the local authority timeline so you do not miss the application window.

Admissions are coordinated by Derby City Council for Reception entry. Families should use Derby’s current admissions timetable for the application window, closing date and National Offer Day.

Demand is higher than places. In the most recent local admissions data for this profile, the school is described as oversubscribed overall. In practice, this usually means you should approach the process with options, name realistic preferences, and be ready for waiting list movement rather than assuming the first preference will be secured.

Nursery admission is handled differently. The school asks parents to join a nursery waiting list directly via the school office, rather than through the coordinated Reception admissions route. Importantly, nursery attendance does not remove the need to apply for a Reception place through the local authority, the school explicitly reminds families to complete the Reception application even if their child already attends the nursery.

If you are trying to judge how realistic a place is, FindMySchool’s Map Search is a sensible starting point for understanding practical proximity and shortlisting alternatives, especially where published distance cut offs are not provided for this school.

Wellbeing is not treated as an add on. Pupils are taught to recognise emotions and use language to describe how they feel, which is a particularly age appropriate approach in early years and Key Stage 1. For some children, the ability to “name it” is what unlocks participation in learning, because it reduces behaviour that comes from frustration or anxiety.

Inclusion is framed as everyday practice, not separate provision. Pupils with special educational needs and disabilities are supported to be involved in all aspects of school life, which matters for confidence and social development at this age. Families considering the school for a child with additional needs should still review the published SEND information and ask specific questions about how support works in class, but the overall direction is clear.

Safeguarding practice is described as well organised, with training and record keeping emphasised, plus a strong expectation that staff act early when they spot concerns. Pupils are also taught safety in age appropriate ways, including road safety and online safety.

Wraparound care is a practical strength for working families. The school runs both breakfast club and an after school club, with after school provision open until 5.45pm on school days, staffed by teaching assistants and including a light tea. Availability can matter as much as the existence of a club, so families should ask early about places and patterns of booking.

Extracurricular options include a mix of school led and external provider clubs. Recent examples include Gardening Club, Art Club, Dance Club, Football Club, Musical Theatre Club, and a seasonal Christmas Club. The school also offers Rock Steady Music, which places children into bands and runs as an ongoing programme.

A useful detail is how the school handles fairness when clubs are popular. The published club offer explains that places can be oversubscribed, and that children who miss out are prioritised the following half term. That sort of transparent process reduces friction, and is often more important than the sheer number of clubs in a small school, because it helps parents plan childcare and children manage disappointment.

The school day is staggered by year group, with doors open from 8.40am and start times at 8.50am. Reception runs 8.50am to 11.30am, then 12.30pm to 3.00pm. Year 1 runs 8.50am to 12.00pm, then 1.00pm to 3.10pm. Year 2 runs 8.50am to 12.30pm, then 1.30pm to 3.10pm.

Lunch is cooked on site and served cafeteria style, with a choice of main dishes and salad options described, plus fruit and drinks. The school also provides fruit at mid morning break.

For transport and site management, the school asks parents not to drive down the school drive at drop off and pick up. That usually signals limited turning space and a preference for walking routes and considerate parking in nearby streets.

• Oversubscription is real. With more applications than offers in the latest available data, admission can be the limiting factor. Families should shortlist alternatives early and use waiting lists strategically rather than relying on a single plan.

• Nursery does not guarantee Reception. Nursery entry involves a school managed waiting list, but Reception requires a separate local authority application even if your child already attends the nursery.

• Staggered timings help flow, but add complexity. Different year groups have different lunch and finish times, which can be awkward for families coordinating pickups across siblings or workplaces.

• Clubs can fill quickly. The school is upfront that clubs are often oversubscribed and places rotate term by term. If wraparound care is essential, confirm availability early rather than assuming it will be available on the exact days you need.

This is a structured, caring infant school with a clear focus on early reading, consistent mathematics teaching, and a strong inclusion culture. It suits families who value predictable routines, explicit behaviour expectations, and practical wraparound options, particularly for children who benefit from calm adult consistency. The main challenge is securing a place, and planning early for the Year 2 to junior transition.