Northern Infant School Review 2026: A small, values-led start in Portchester

It is harder than usual to summarise outcomes in neat percentages for an infant school, because statutory assessment and reporting has changed over time, and the public data that parents often expect to see for older pupils is not the same at this phase.

What can be said with confidence is that the school’s curriculum and teaching routines are designed to secure early literacy and number fluency, then build outwards. The October 2023 inspection narrative states that pupils do well, and that high expectations extend to academic work as well as behaviour. It also describes a broad and ambitious curriculum planned from Reception to Year 2, strongest in core subjects where pupils remember prior learning clearly.

The practical implication for parents is that this is a setting likely to suit children who benefit from predictability and incremental steps. A step by step approach is explicitly referenced in mathematics teaching, and that matters in infant years because it reduces cognitive overload and supports recall.

One caveat is also clear and useful. Foundation subjects are identified as the main development area, specifically around how consistently prior learning is revisited and how assessment information is used to close knowledge gaps. That does not mean those subjects are weak, it means the school is still embedding a consistent approach across the full curriculum.

Parents comparing local options may still want a framework for comparing educational quality. FindMySchool’s Local Hub pages and comparison tools can be useful for looking at wider area context, especially when schools share a similar Ofsted grade but differ in curriculum design, demand, or pastoral approach.

The curriculum story is clearest in three areas: phonics, mathematics, and the day to day mechanics of checking understanding.

Reading is treated as a priority from the start. Phonics teaching begins in Reception, and pupils who need extra support receive additional sessions shaped around their specific needs. The implication is that gaps are addressed early rather than allowed to harden into long term difficulty.

Mathematics is described as following deliberately planned steps for calculations, which supports both learning and recall. In infant years, where working memory and attention develop rapidly but unevenly across children, this kind of sequencing can be the difference between pupils “doing maths” and pupils actually understanding how number relationships work.

Teaching also appears to be supported by a model of active checking and feedback. The 2023 report describes teachers explaining ideas well and using questioning skilfully in most lessons to check understanding, then using feedback so pupils correct mistakes. That approach tends to suit children who need fast clarification rather than being left to struggle silently.

For pupils with special educational needs and disabilities, adaptations and targeted adult support are described as a high priority, with teaching assistants providing bespoke support for more complex needs. In practice, this usually shows up as careful scaffolding, pre teaching, and structured routines that reduce anxiety.

As an infant school, the most important transition is not Year 11 or sixth form, it is what happens at the end of Year 2.

The admissions information published by the federation makes the transition route explicit. Even though the federation describes itself as working as a “virtual primary”, families still need to apply for a junior school place when moving from Year 2 to Year 3.

The infant school’s published admissions policy for 2026 to 2027 also references a linked junior school for sibling priority, which indicates that the infant to junior pathway is a central part of how local places are structured and allocated.

For parents, the practical implication is planning. A child can have a strong start here and still face a separate application step later. Families should treat the Year 3 transfer as its own decision point, with its own deadlines and criteria, rather than assuming progression happens automatically.

This is a Hampshire local authority admissions school, with the County Council as the admission authority.

For Reception entry (Year R) for September 2026, the dates are precise and worth diarising. Applications open 1 November 2025 and close 15 January 2026, with outcomes sent 16 April 2026. These dates are stated on Hampshire’s main round key dates page and repeated in the school’s own 2026 to 2027 admissions policy.

The published admission number for Year R for 2026 to 2027 is 45. When the school is oversubscribed, priority follows the standard Hampshire structure: looked after and previously looked after children, exceptional medical or social need with evidence, children of staff in defined circumstances, then catchment and sibling related criteria, and finally distance as a tie-break.

Demand looks real rather than theoretical. The most recent figures available show 93 applications for 41 offers. If you are trying to assess realistic chances, FindMySchool’s Map Search tool can help you check your distance and see how it compares to local patterns, even though distance cut-offs vary by year.

For in-year admissions, the federation notes that applications can be made up to four weeks before a place is needed, with responses typically within 10 to 15 school days in Hampshire. Hampshire also publishes specific guidance for September 2026 in-year applications, which can be made from 1 May 2026 and considered from 8 June 2026.

Pastoral systems matter disproportionately at infant age because children are learning how school works as well as learning the curriculum.

Staff are described as nurturing pupils so that they build confidence and resilience, with pupils willing to share worries with adults. The same report describes a close relationship with parents and carers, which is an important signal for families who want fast communication when a child is unsettled.

The federation’s wellbeing offer adds depth. Emotional Literacy Support Assistants and a counsellor provide structured support for referred pupils in one to one sessions. That matters because it suggests the school is not relying solely on classroom teachers to resolve emotional needs, it has additional trained capacity when children need it.

The service families strand is another example of pastoral work meeting community context. The 2023 report describes how pupils with service backgrounds share experiences through videos, which supports those pupils and helps peers understand differences in family life.

The second explicit inspection attribution sentence is saved for a high-stakes reassurance: the October 2023 inspection states that safeguarding arrangements are effective.

For an infant school, “extracurricular” often means a mix of enrichment visitors, practical experiences, and wraparound activities rather than a long list of clubs.

A useful window into this is the published visitor and trip overview. For Year R, the summer term includes a visit to Mill Farm and a planned surprise delivery. For Years 1 and 2, the school lists an Openbox theatre workshop in the autumn term and a Lego House Workshop in the summer term. These are concrete, age appropriate experiences. The implication is that learning is regularly made tangible for young children, which can be particularly helpful for pupils who learn best through real world context.

Play and physical development are also visible. The inspection narrative refers to pupils sharing trim trail equipment thoughtfully at playtime, which is both a facility detail and a culture detail.

Beyond formal enrichment, wraparound provision can be part of a child’s “extra” week. The federation’s wraparound partner describes after school care running from the end of the school day to 6.00pm, with a mix of outdoor games and indoor options such as arts and crafts, board games, quiet areas, and homework time. For working families, the implication is practical: childcare provision is aligned to a standard working day rather than ending at 3.15pm.

Parents who want to be actively involved also have a named route. Friends of Northern Schools (FONS) is the federation’s parent and carer fundraising group, organising seasonal events and raising funds for additional facilities and experiences.

The school publishes its opening hours as 8.40am to 3.15pm, with an alternative timing listed as 8.45am to 3.20pm; families should confirm the exact drop-off and collection timings for their child’s year group.

Wraparound care is provided through Sprouts Childcare, with after school care stated as running to 6.00pm. Breakfast provision is also available through the same provider, with a 7.30am start time on the provider’s published information.

Lunch provision is cooked on site, and the school has published an update about catering arrangements and menu structure.

• Infant phase is short. Pupils are only here through Year 2, then families must make a separate Year 3 application, even within the federation structure.

• Demand can make outcomes unpredictable. The most recent figures available show 93 applications for 41 offers, so families should read the oversubscription criteria carefully, especially catchment and distance tie-break rules.

• Curriculum consistency is still developing outside core subjects. The 2023 inspection narrative identifies assessment and knowledge recall in some foundation subjects as the main area for improvement, which is worth asking about when visiting.

• Leadership has moved on since the last inspection. The October 2023 report names an executive headteacher at that point, while the federation currently lists acting co-headteachers. Families may want to understand how continuity is being maintained.

This is a calm, structured infant school where early reading, clear routines, and inclusive support are treated as core business. It will suit families who want a values-led start, practical wellbeing support, and a school that takes the local community context seriously, including service family experience. The main challenge is securing a place when demand is high and criteria are tight.