The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
This is a three-form entry infant school that focuses on the foundations that matter most at ages 5 to 7, learning to read well, building language, and getting children confidently “school ready” for Key Stage 2. The school’s stated ethos is We Care, backed by six learning values (Thinking, Independence, Creativity, Spirituality, Collaboration, Emotional Intelligence) that are referenced across communications and admissions information.
Its most recent inspection judgement is Good overall, with Outstanding grades for both behaviour and attitudes and personal development, which will reassure families who prioritise calm routines, strong relationships, and character education alongside early literacy and numeracy.
The clearest organising idea here is consistency. The school uses an explicit set of learning values, presented as practical habits that children can understand and practise daily, rather than vague aspirations. It is a helpful approach for infant-age pupils because it gives staff and families a shared language for independence, resilience, and collaboration at a stage when children are still learning how to manage emotions and work alongside others.
Leadership is stable and visible in the school’s public-facing communication. Nikki Wilson is named as head teacher on the school website, the latest inspection report, and official records. An appointment date is not published in those official sources, so it is best treated as a known current leadership team with an unspecified start date.
For parents, the practical implication is that day-to-day expectations are unlikely to feel changeable. The school day timings are published in detail, which tends to reflect an organised operation and a preference for predictable routines.
As an infant school (ages 5 to 7), this setting does not sit within the typical Key Stage 2 reporting pattern that many parents associate with primary “results”, and headline performance tables can be less informative at this stage than curriculum quality and early reading. The most useful external benchmark therefore becomes the inspection profile and what it suggests about standards and habits of learning.
The latest Ofsted inspection (25 April 2023) judged the school Good overall; behaviour and attitudes and personal development were graded Outstanding, while quality of education, leadership and management, and early years were graded Good.
This pattern usually signals a school where routines, relationships, and personal development are genuine strengths, and where teaching is generally effective while still having areas to refine within parts of the curriculum.
Parents comparing local schools can use the FindMySchool Local Hub page and the Comparison Tool to view available official indicators side by side, especially helpful when infant-stage “results” are not easily comparable.
Reading and language acquisition are positioned as central, with the curriculum described as broad, balanced, and inclusive, designed so children leave with confidence and independence. The school also describes integrated curriculum projects that provide a “hook” and a meaningful outcome for learning, which, when done well in Key Stage 1, can strengthen vocabulary and background knowledge that later supports reading comprehension.
Inspectors also highlighted the overall sequencing of learning from early years through to Year 2 and a well-considered transition into the school, alongside strong support for pupils with special educational needs and/or disabilities.
A useful nuance for families is that the inspection evidence also points to ongoing curriculum refinement work, particularly around the volume of knowledge planned in some foundation subjects. In practice, that tends to mean leaders are reviewing what is essential at infant stage, what can wait until Key Stage 2, and how to ensure children remember the most important content securely rather than racing through too much.
Quality of Education
Good
Behaviour & Attitudes
Outstanding
Personal Development
Outstanding
Leadership & Management
Good
FMS Inspection Score calculated by FindMySchool based on official inspection data.
Because the school finishes at the end of Year 2, transition is a central part of the experience. Hampshire County Council lists Shakespeare Junior School as a linked school, and notes that attendance at a linked school may assist with priority admission there.
For parents, the implication is straightforward. You should treat Year 3 (junior school) transfer planning as a real milestone rather than an automatic continuation, and read the relevant admissions policy carefully so you understand how priority is applied in practice.
Entry is coordinated through the local authority route for Reception. The school publishes a clear timetable for September 2026 Reception entry: applications open 1 November 2025; the deadline is 15 January 2026; notification date is 16 April 2026; and the waiting list is established from 30 April 2026.
Demand data indicates an oversubscribed intake. In the most recent admissions snapshot available, there were 111 applications for 59 offers, which works out at about 1.88 applications per place. For families outside a close local area, this matters because oversubscription typically makes criteria order and distance prioritisation decisive.
The school also publicises tours for prospective Reception families, and for September 2026 entry it listed an additional tour date. If you are looking at a later year of entry, use that as a sign of the school’s usual approach (tours offered), but rely on the current year’s published dates rather than old listings.
Parents should use the FindMySchool Map Search to check their precise home-to-school distance and to sanity-check how realistic a place may be in an oversubscribed year, even when the published “furthest distance at which a place was offered” figure is not available.
Applications
111
Total received
Places Offered
59
Subscription Rate
1.9x
Apps per place
The Outstanding judgements for behaviour and attitudes and for personal development suggest that children generally feel safe, routines are clear, and the school teaches social and emotional skills deliberately rather than leaving them to chance.
The school website also signposts a wide set of wellbeing and mental health resources for families (for example, anxiety and bereavement support), which indicates a pastoral model that expects schools and parents to work together when children are worried or dysregulated.
For children aged 5 to 7, pastoral strength is often seen in small moments: predictable starts to the day, consistent adult responses, and clear repair when behaviour goes wrong. The inspection profile suggests those basics are a strong fit here.
Wraparound and clubs are unusually detailed for an infant setting, which will matter to working families. The school lists Early Bird Club from 7.45am to 8.45am (£4.00 per day for non-eligible families) and Breakfast Club from 7.45am to 8.45am (£5.00 per day for non-eligible families).
After-school clubs are also itemised rather than described vaguely. The published programme includes Drama Club, multi-sports, tennis, gymnastics, and a dance club option, with dates shown for the relevant terms.
There is also after-school care provided by Sprouts Childcare, with sessions running until 5.45pm.
On facilities, the school’s tour navigation indicates a set of named spaces used to support early learning and play, including a Music Room, Sensory Room, Library, Practical Room, Sensory Garden and Pond, and Orchard and Woodland, which hints at strong outdoor-learning capacity even when the public pages are image-led.
The school publishes a detailed daily timetable: gates open 8.40am; registers close 8.55am; and the school day finishes at 3.15pm. It also lists year-group lunch times and a regular “Reading Together” slot for each year group across the week.
Wraparound is a clear strength for this age range, with morning provision from 7.45am and after-school care available until 5.45pm via an external provider.
For travel planning, Hampshire County Council signposts both transport policy information and a route-planning tool for families travelling to the school, useful if you are weighing walkability versus driving and parking pressure in peak times.
It is an infant school, not a full primary. Year 3 transfer planning matters, so read the linked junior school admissions position early and do not assume continuation is automatic.
Oversubscription is a real factor. Recent demand data shows more applicants than offers, so criteria order and where you live are likely to shape outcomes more than preference alone.
Curriculum refinement is ongoing in some subjects. External review evidence points to leaders tightening what is taught in parts of the foundation curriculum so pupils can learn key knowledge in sufficient depth, which is sensible work, but worth asking about at tours.
Wraparound comes with costs for some families. Breakfast and early-morning provision is clearly priced, but families should budget for regular use across a term if needed.
A well-organised, values-driven infant school with particularly strong signals around behaviour, personal development, and the routines that help young children thrive. The model suits families who want a structured start to school life, clear expectations, and accessible wraparound options.
Who it suits: local families prioritising a calm culture, early reading foundations, and predictable daily routines, especially where wraparound is needed. The main hurdle is admissions competition in an oversubscribed year, so realism about criteria and timelines is essential.
It was judged Good overall at its latest inspection (April 2023), with Outstanding judgements for behaviour and attitudes and for personal development. That mix typically reflects strong routines, clear expectations, and a focus on children’s social and emotional development alongside learning.
Reception applications are made through the local authority process for starting school. The school publishes a timetable for September 2026 entry showing applications opening on 1 November 2025 and closing on 15 January 2026, with offers released on 16 April 2026.
Yes. Morning wraparound starts at 7.45am, and the school lists both an Early Bird option and a Breakfast Club. After-school care is available until 5.45pm via an external childcare provider.
As an infant school, pupils leave after Year 2 and move on to a junior school for Year 3. The local authority lists Shakespeare Junior School as a linked school and indicates that attendance at a linked school may assist with priority admission.
The published after-school offer includes activities such as drama, multi-sports, tennis, gymnastics, and dance options, with term dates shown for specific clubs.
Get in touch with the school directly
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