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.
A three-form entry infant school serving local families in Bishopstoke, with a clear emphasis on routines, kindness, and learning behaviours. The most recent Ofsted inspection (31 October and 1 November 2023) confirmed the school continues to be rated Good. External review evidence points to a calm atmosphere, high expectations, and a curriculum broken down into small, teachable steps, with particular strength in early reading and mathematics.
Admissions demand is real. In the latest published admissions snapshot, 143 applications were made for 88 offers, so families should treat entry as competitive, even without an explicit distance cut-off published for this school.
The tone here is purposeful but child-friendly. The inspection evidence describes pupils as happy and engaged, with behaviour that supports learning, rather than disrupting it. Values are framed through the school’s Ranger approach, with an explicit focus on resilience, adaptability and resourcefulness, plus simple behaviour rules around respect, kindness and hard work.
There is also an unusually clear sense that pupils are encouraged to take responsibility in age-appropriate ways. The inspection report highlights pupil leadership roles such as Eco Warriors and lunchtime helpers, which matters in an infant context because it gives pupils structured ways to contribute, not just follow instructions.
A distinctive element is outdoor learning in the on-site forest. This is not presented as an occasional treat, it is described as a regular feature. For families with children who concentrate better with movement and fresh air built into the week, that detail is meaningful, particularly in the early years when attention and self-regulation are still developing.
As an infant school (ages 5 to 7), you should read “results” differently. There are no Key Stage 2 outcomes at this phase, and the most comparable national checkpoint is the Year 1 Phonics Screening Check. The school clearly sets out how the check works, 40 words (including non-words), with the expected standard typically set at 32 correct, and pupils who do not meet the standard in Year 1 re-take in Year 2.
The most useful evidence about academic performance here comes from external review and curriculum detail, rather than headline data tables. The latest inspection describes a well-planned and sequenced curriculum, with learning broken down into small steps and a strong emphasis on key knowledge and vocabulary. That combination usually shows up for parents as children being able to explain what they are learning, and remembering it later, not just completing worksheets.
Early reading is treated as a core engine of the school. Phonics teaching is described as daily and systematic, with the school stating it follows Bug Club Phonics as its programme. The implication for families is consistency, both in how sounds are introduced and in how reading practice is structured across Reception and Key Stage 1.
Beyond phonics, the school’s approach is strongly shaped by explicit teaching and checking for understanding. External review evidence describes adults presenting information clearly, then using questioning to confirm pupils have understood. That matters most in infants where misconceptions can settle quickly, for example confusing similar letter sounds, or missing the concept behind an early maths method.
Where this school may feel different from some local infant options is the presence of a resourced provision for speech, language and communication needs (SLCN), which is integrated into mainstream classes. The school describes this as “scaffolding” rather than “support”, with an explicit aim of gradually removing scaffolding as independence grows. That language signals a focus on long-term capability, not permanent dependency.
Quality of Education
Good
Behaviour & Attitudes
Good
Personal Development
Good
Leadership & Management
Good
FMS Inspection Score calculated by FindMySchool based on official inspection data.
For most families, the typical pathway is progression to the paired junior school locally, with continuity in routines and community links. This is especially relevant for children who benefit from a stable transition.
For pupils placed in the SLCN resourced provision, the pathway can extend beyond the infant phase. The school explains the provision supports children from Foundation Stage through to Year 6 across the linked infant and junior settings, with admissions and funding coordinated by Hampshire County Council for pupils with an Education, Health and Care Plan (EHCP). Some children, if needs reduce and progress is strong, may later return to a more local mainstream school without needing an EHCP, while others continue to need specialist support through primary.
Reception admissions are coordinated through Hampshire County Council rather than handled directly by the school. For September 2026 entry, Hampshire’s published main-round dates are:
Applications open: 1 November 2025
Deadline: 15 January 2026
National offer day: 16 April 2026
The school encourages families to arrange a visit to look around, which is often the best way to understand how an infant setting handles routines, early reading, and pastoral systems.
Demand indicators suggest you should approach this as an oversubscribed school. With 143 applications for 88 offers in the latest snapshot, it is sensible to have realistic back-up options, even if you live nearby.
In-year applications are also possible. Hampshire’s guidance indicates parents can usually apply up to four school weeks before a place is needed; there is also a specific note for families seeking an in-year start in September 2026, with applications from 1 May 2026 being considered from 8 June 2026.
For the SLCN resourced provision, the route is separate from general admissions. Places are arranged by the local authority in consultation with parents and relevant professionals, and require an EHCP.
A practical tip: where distance is a factor in any Hampshire allocation, families should use FindMySchool’s Map Search to check how their home-to-gate distance compares with historic patterns, and keep in mind that offer distances shift each year with local applicant distribution.
Applications
143
Total received
Places Offered
88
Subscription Rate
1.6x
Apps per place
Pastoral work is built around clear, teachable routines. The school uses the Zones of Regulation framework to help children recognise emotions and practise strategies for moving back to a ready-to-learn state. This can be particularly helpful in infants where children often experience big feelings but do not yet have the vocabulary or tools to manage them.
Wellbeing education also includes the myHappymind programme, which the school describes as supporting habits and language around mental health, and aligning with Relationships Education requirements. Expect an emphasis on naming feelings, building positive relationships, gratitude, and goal-setting in a child-appropriate way.
The second point of reassurance many parents look for is safeguarding culture. The inspection evidence describes pupils as comfortable speaking to adults about concerns, and trusting that adults will act to keep them safe, which is a strong indicator for day-to-day pastoral confidence.
Clubs at infant level work best when they are concrete, familiar, and short enough for young children’s stamina. This school’s published programme includes named external options that will be recognisable to parents:
Showstoppers, positioned for pupils who enjoy performance and drama
Rocksteady, centred on band-based music making (instrumental and singing options)
Sama Karate, for structured physical discipline and progression
Alongside these, staff-run clubs operate mid-week on a rotating basis each term for Key Stage 1. For families, the implication is variety without overloading children’s schedules, plus opportunities to try an activity without committing for a whole year.
Pupil leadership also sits in this “beyond lessons” space. Roles like Eco Warriors and lunchtime helpers give pupils a sense of belonging and contribution, which can matter just as much as sport or performing arts at this age.
The published school day runs 08:45 to 15:20, with classroom doors opening at 08:45 and closing at 08:55 for the start of the day. Wraparound childcare is available via an external provider, with published sessions running up to 18:00, and breakfast provision starting from 07:30 depending on booking.
On-site traffic is intentionally limited. The school’s traffic procedures indicate staff parking is restricted, taxi drop-off is limited, and there is only limited parent access for breakfast club drop-off in the early window, so families who drive should expect constraints and plan accordingly.
For public transport, Eastleigh is the nearest major rail station serving the area, with most families combining rail with a short onward bus, cycle, or walk depending on where they live in and around Bishopstoke.
Competitive entry. The published demand snapshot shows 143 applications for 88 offers, so it is sensible to shortlist realistic alternatives at the same time.
Infant phase only. This is a 5 to 7 school, so you will be planning for a junior school move after Year 2. Ask early about transition arrangements that suit your child.
Traffic and parking constraints. On-site access is limited and managed; families who rely on driving will want a clear drop-off and collection plan from day one.
SLCN provision has a separate route. The resourced provision is funded and managed through the local authority and requires an EHCP, it is not an application option within standard Reception admissions.
This is a Good infant school with a clear behavioural culture, strong early-reading intent, and a distinctive combination of forest learning and speech-and-language expertise. It suits families who want structure, calm routines, and explicit teaching in the early years, and who are comfortable planning ahead for the Year 3 move. The main hurdle is admission, demand indicators suggest you should treat a place as competitive.
Yes. The school is currently rated Good, with the most recent inspection in late 2023 describing a calm atmosphere, positive behaviour for learning, and high expectations. The curriculum is structured in small steps, with particular strength noted in early reading and mathematics.
Applications are made through Hampshire’s coordinated admissions process. For September 2026 entry, applications opened on 1 November 2025, the deadline was 15 January 2026, and offers are released on 16 April 2026.
No. The age range is infant phase only, so pupils typically start in Reception and continue through Year 2.
There is a speech, language and communication needs resourced provision linked across the infant and junior schools. Places are funded and coordinated by the local authority and require an Education, Health and Care Plan. Support is designed as scaffolding with an aim of building independence over time.
The school publishes named clubs such as Showstoppers, Rocksteady and karate, alongside rotating staff-run clubs in Key Stage 1. Wraparound care is provided by an external provider, with breakfast and after-school sessions published up to 18:00 depending on booking.
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