St Michael’s CofE Aided Infant School Review 2026, a small Church of England infant school with forest school and flexible options

As an infant school (Reception to Year 2), St Michael’s is not a Key Stage 2 provider, so the usual KS2 headline measures that parents see for primary schools are not applicable here.

The strongest evidence for learning quality is therefore the school’s curriculum intent and the inspection findings about how well it is implemented. Leaders are described as having designed a well organised, ambitious curriculum sequenced from early years onwards, and teachers are described as having good subject knowledge that supports clear explanations and recall.

Early reading is the standout academic thread in the evidence base. Reading is prioritised from Reception; phonics is taught well, checks are used to ensure sounds are remembered, and books are matched to the sounds pupils know, which supports confidence and fluency.

The teaching model described across sources is structured, sequential, and anchored in early language and literacy, which is exactly what many families want from an infant school. Phonics teaching and matching reading books to taught sounds is a practical indicator that the school is aiming for secure decoding rather than rushing pupils onto unsuitable texts.

Alongside the core basics, the curriculum framing on the website emphasises creative and thematic learning, play based and practical activities, and an explicit outdoor and forest school strand. There is also a stated focus on Year 2 leadership opportunities, which, in an infant setting, usually means small roles that help children practise responsibility in an age appropriate way.

One useful “what to watch” point, because it is specific rather than generic, is the improvement note in the 2022 report: in a few subjects, assessment and planning do not always take full account of what pupils already know, which can mean learning is not consistently challenging enough. For families with very quick learners, this is the kind of detail worth asking about when you visit, for example how staff stretch confident readers or mathematicians without creating pressure.

As an infant school, the main transition is into Year 3 at a junior or primary school. The clearest published statement about transition is that transfer to junior school involves visits and discussions with Year 3 lead teachers, and that the school’s inclusion lead links with settings where SEND has already been identified.

If you are considering St Michael’s, it is sensible to treat the infant years and the junior years as a joined up plan. Identify the likely junior schools you would apply for at Year 3, check their admission arrangements early, and ask how transition support is coordinated for your child’s specific needs and temperament.

St Michael’s is its own admissions authority (because it is voluntary aided), and its determined admissions policy for 2026 to 2027 sets a Published Admission Number of 28 for Reception.

Oversubscription is handled through a clear hierarchy. After looked after children and exceptional medical or exceptional circumstances, priority includes siblings, then children living inside named ecclesiastical parishes, then children outside those parishes whose parents worship at St Michael’s, Mickleham, then other Christian church worship criteria, and finally other applicants who wish to attend the school. Some criteria require a Supplementary Information Form endorsed by a minister.

For the 2026 entry cycle in Surrey, the coordinated primary closing date for on time applications was 15 January 2026, with outcome letters for paper applicants dated 16 April 2026. Late applications can be submitted until 18 August 2026.

A practical demand signal is already present for the recorded entry route: 36 applications and 7 offers, which implies high competition even allowing for year to year variation.

Parents considering places should also use FindMySchool’s Map Search to check realistic travel and logistics, then sense check it against the admissions criteria rather than relying on assumptions about “nearest school” norms, because voluntary aided faith criteria can materially change allocations.

Safeguarding is the non negotiable baseline for any infant school, and the latest inspection report states the arrangements for safeguarding are effective, with staff trained to identify and report concerns, leaders acting quickly, and governors understanding their responsibilities.

Beyond safeguarding, the pastoral offer includes specific support for young carers. The school publishes that it runs a Sunshine Young Carers Club, including space for children to talk, do activities, and have a friend over during the school day for tea. For families where caring responsibilities are part of home life, this is a meaningful practical support rather than a general statement about wellbeing.

In an infant context, “extracurricular” often looks different from junior and secondary. The evidence points to three strands that matter for families.

First, Forest School is a defined part of the offer, with sessions designed to build confidence and self esteem through hands on learning, supported risk taking, and a child led approach.

Second, the school runs structured wraparound, including a named after school option, Caterpillar Club, and a daily Breakfast Club. Breakfast Club runs 08:00 to 08:50 and After School Club runs Monday to Thursday with options until 17:30.

Third, the inspection report confirms that pupils enjoy termly changing clubs and educational visits, including a visit to the Natural History Museum, which shows the school is extending learning beyond the immediate village setting.

This is a state school with no tuition fees.

Wraparound is clearly set out on the school website: Breakfast Club runs 08:00 to 08:50; After School Club (Caterpillar Club) runs Monday to Thursday with a full session to 17:30, with a shorter option also available.

Parking is not available on site. The school advises nearby options a short walk away, including parking along the A24 and near Mickleham Village Hall and Dell Close, with a walking route across Mickleham Recreational Ground.

• Faith based admissions can change your odds. Priority criteria include parish boundaries and worship based categories that require supporting documentation for some applicants. This will suit some families well, and frustrate others, so read the policy closely before relying on a place.

• Competition looks real. The figures show 36 applications for 7 offers on the recorded entry route, which points to high demand; always shortlist realistic alternatives.

• Infant only means a second admissions step later. You will need a clear plan for Year 3 transfer, including understanding which junior schools you would apply for and how transition support works.

• Challenge can vary by subject. The latest inspection flagged that in a few subjects, work is not always challenging enough because planning does not always build precisely on what pupils already know.

St Michael’s CofE Aided Infant School is a small, values led infant setting with an explicit early reading focus, forest school, and clear wraparound provision. The latest inspection evidence supports a picture of good behaviour, pupils who feel safe, and a curriculum that is carefully sequenced from the early years.

Best suited to families who specifically want an infant school experience in a Church of England context, value structured phonics and outdoor learning, and are comfortable navigating voluntary aided admissions criteria. The main challenge is admission rather than what follows.