Stoke Park Infant School Review 2026: Calm culture, forest learning, strong early reading focus

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.

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.

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.