Newtown Soberton Infant School Review 2026: Small village infants with strong routines and an ambitious curriculum

This is an infant school, so you should not expect GCSE style headline measures or end of Key Stage 2 outcomes. The best available “results” evidence is therefore about curriculum design, early reading impact, and how securely pupils are learning the basics by the end of Year 2.

The July 2025 inspection summary indicates pupils achieve well across a wide range of subjects, and describes the curriculum as ambitious and well thought out, sequenced logically, and built on the strength of early years. For a small school, that is a meaningful statement, because a broad curriculum requires planning capacity, staff confidence across subjects, and enough structure that learning does not depend on one person’s passion project.

Parents comparing local schools should also recognise what is and is not available for this setting. FindMySchool rankings and Key Stage 2 performance metrics are not provided for this school in the input, which fits an age range that ends at 7.

Teaching here is best understood through three visible design choices: careful sequencing, a strong early reading system, and explicit “whole child” drivers that feed into subject planning.

Sequencing and curriculum mapping

The federation states that planning uses the Early Years Foundation Stage framework in Reception and the National Curriculum in Key Stage 1, and that staff come together to plan a whole school curriculum map with recursive learning deliberately built into each subject. That “recursive” emphasis matters in an infants context because pupils revisit concepts frequently, but they need it done intentionally so knowledge strengthens rather than repeats loosely. The school also links its planning to the junior school most pupils attend, aiming for continuity into Key Stage 2.

Early reading: Read Write Inc

Phonics is described in practical operational terms rather than slogans. The school uses Read Write Inc. (RWI), with daily teaching, half termly grouping based on assessment, and matched books so children practise only what they can decode, building confidence and fluency. It also describes a targeted tutoring programme for pupils who need extra support, which is an important signal that “keep up” intervention is part of the system, not a last resort. The page even sets out a Reception arc across the year, with increasing session length and clear milestones for progression through early reading books.

Writing and handwriting: Kinetic Letters

The federation is introducing Kinetic Letters as a handwriting programme, explicitly broken into four strands: making bodies stronger, holding the pencil, learning the letters, and flow and fluency. The key point for parents is not the brand name, it is the underlying idea that writing at this age depends on physical readiness and automaticity, so handwriting is treated as a tool for learning rather than a barrier.

Physical development and wellbeing

Physical Education is framed as more than “games”. The federation’s PE curriculum describes resilience, collaboration and independence as explicit outcomes, and it states a direct link between movement and mental health, with opportunities for physical activity across the school day. This is valuable for families with children who regulate through movement, or who need confidence building in group settings.

Reception curriculum detail

The Early Years curriculum page includes examples of planned experiences that connect to community and the wider world, such as a community tea party with older members of the local community, themed learning around jobs (for example firefighter, police, nurse, vet), and “Living Eggs”. These specifics indicate an EYFS approach that blends language development with real experiences and visitors, which is often what helps young children talk about their learning at home.

Transition matters at infant schools because the “next step” is not optional, it is the main exit point. The federation states that both infant schools feed into Droxford Junior School, and that federation working is used to strengthen transition into Key Stage 2.

In practice, families should confirm junior school arrangements for their address, because junior school allocation can depend on local authority admissions rules and annual demand patterns. Still, it is helpful that the federation explicitly references close working with the junior school as part of curriculum continuity.

Reception entry is coordinated through Hampshire, not handled as a direct private application to the school. The admissions page states that applications for September 2025 opened on 01 November 2024 and closed on 15 January 2025, which aligns with the standard primary admissions cycle.

For September 2026 entry, the school’s published open events show the same rhythm: applications open via Hampshire County Council on 01 November 2025, with open sessions clustered across October to January. Those listed open events are now in the past relative to 01 February 2026, but the pattern is useful. Families planning for the next cycle should expect open events in autumn term and should check the school’s current listings for updated dates.

Demand is real, even at this small scale. The figures indicate the Reception entry route is oversubscribed, with 42 applications and 22 offers, which is about 1.91 applicants per place. For parents, the implication is simple: treat this as competitive, and do not assume a late decision will still work. If you are moving house, use FindMySchool’s Map Search to understand how your precise distance compares with other realistic options nearby.

At infant level, “pastoral” is mostly about predictable routines, calm adult responses, and quick resolution of issues so small worries do not become big ones. The February 2024 inspection report describes pupils as happy and safe, and highlights warm relationships between staff and pupils, with pupils trusting staff to deal with issues such as bullying. That is useful because it signals two things: children feel able to report concerns, and adults are expected to act consistently.

Inclusion is also specifically referenced. The February 2024 report notes pupils with special educational needs and or disabilities feeling included in school life, and the July 2025 report describes staff understanding individual interests and ensuring pupils with SEND receive the help they need while accessing the same opportunities as others. For a small school, this is a strong indicator of adaptive practice, because staff cannot specialise into narrow roles, they have to be competent across the room.

Finally, the federation’s curriculum drivers place kindness and empathy into the planning framework, and the Kindness Crew example adds a practical pupil leadership layer to that. The impact is likely to be felt in how playground friendships are managed, how pupils are encouraged to repair mistakes, and how adults talk about “being ready, respectful and safe” as shared language.

Infant school enrichment is not about a long club list, it is about giving children structured experiences they would not otherwise have, and letting them practise confidence in new settings.

The 2025 report’s examples are particularly informative because they sit in a sweet spot for this age: a pantomime visit, Little City activities introducing children to workplaces, and a school council led festival. These are the sorts of events that develop vocabulary, social confidence, listening stamina, and the ability to cope with novelty, all of which feed directly back into classroom readiness.

Early years and Key Stage 1 curriculum planning also points to “experience first” learning. The EYFS plan includes visitor themes such as firefighters, police, vets and gardeners, plus activities like “Living Eggs” and a community tea party with older members of the local community. That is a meaningful enrichment model because it helps children connect language and knowledge to real people, and it tends to support pupils who learn best through talk and practical exploration.

For families who need practical wraparound, provision is clearly described. Wraparound care is available, with the contact page stating morning and evening sessions around the school day.

The school day is published clearly: 8.45am to 3.15pm, equating to 32.5 hours in a typical week. The school office hours are 8.00am to 4.00pm.

Wraparound care is available before and after the school day. One federation page describes provision from 7.45am to 5.45pm on days the school is open, and the contact page lists wraparound availability from 7.45am to 8.45am and 3.15pm to 6.00pm. Parents should confirm the current timetable and booking arrangements directly, as wraparound operators and session end times can change.

Transport wise, this is a rural village setting, so most families will be thinking for car drop off, walking routes, and lift shares rather than heavy public transport. If you are assessing feasibility for Reception, test the route at school run times rather than midday, and keep an eye on seasonal visibility for walking or cycling.

• Small school reality. With a capacity of 75, year groups are small. That can be brilliant for familiarity, but it also means friendship groups are tighter and there is less peer variety than in larger infant schools.

• Enrichment breadth can vary. The February 2024 report noted that opportunities for pupils to develop talents and interests were more limited at that point in time. The July 2025 report gives stronger examples of events and enrichment, so families may want to ask how the current programme is structured across the year.

• Competitive Reception entry. Recent admissions data shows more applications than offers. If you are relying on a place here, build a realistic Plan B early, and use FindMySchool’s Saved Schools shortlist feature to keep alternatives organised.

• Transition planning matters. Most pupils move on to a linked junior school pathway, and the federation explicitly works with the junior school to align learning. Families who are unsure about junior school options should clarify this early, especially if moving into the area mid cycle.

This is a genuinely small infant school where routines, relationships, and early learning systems are doing the heavy lifting. The July 2025 judgements show consistent Good performance across key areas, with Outstanding early years, and the curriculum documentation is unusually specific for an infant setting, particularly around early reading.

Who it suits: families who want a calm, well structured start to school life, value strong phonics teaching, and appreciate the benefits and trade offs of a small year group. The main hurdle is admission, because demand is higher than supply.