Manor Infant School Review 2026: A small-school start with structured wellbeing and an improving curriculum

Because this is an infant school, you should expect the usual headline primary figures, such as Year 6 SATs measures, to be less relevant here. Children move on at the end of Year 2, so the meaningful questions are about readiness for Key Stage 2: fluent early reading, confident number sense, and the ability to learn independently in a classroom routine.

The most recent inspection set out a mixed picture. The curriculum is being designed so that learning builds coherently from Reception to Year 2, and in the more developed subjects, the sequencing is clearer and teaching is more consistent. Mathematics and science were highlighted as examples where the planned progression is more secure, and where regular checking for understanding supports longer-term recall.

The central improvement priority is early reading. The inspection identified that phonics and early reading were not developing quickly enough for all pupils, partly because adults had not had the training needed to deliver reading instruction with the same accuracy and consistency across classrooms, and because reading books did not always match the sounds being taught closely enough. That matters in an infant school more than almost anywhere else. When phonics delivery varies, the gap can widen quickly, especially for children who need more repetition or more precise feedback.

The school’s published curriculum information shows a clear intent to teach phonics daily through a structured programme, using Essential Letters and Sounds. For parents, the key question is not whether a programme is named, but how consistently it is implemented. If you are considering this school, it is worth asking what staff training and coaching now looks like in phonics sessions, how books are matched to the taught sounds, and what happens when a pupil is not keeping up with the planned sequence.

Teaching in an infant school is as much about environment and routines as it is about lessons. Manor’s prospectus describes a continuous provision model in Reception and the wider infant phase, with indoor and outdoor learning running throughout the day. The school also references developing its learning environment with the Early Excellence Centre, which is associated with classroom design that supports independent choice, repeated practice, and purposeful play. The practical implication is that children are expected to move between guided adult teaching and self-directed tasks, and staff need a sharp grip on what children are learning through those activities.

One particularly distinctive feature is the use of Philosophy for Children (P4C) as a cross-curricular tool. In infant settings, P4C can be powerful when done well, because it builds listening habits, turn-taking, and the ability to justify a thought, all of which feed into language development and classroom behaviour. The school describes building these skills from Reception onwards, using stimuli like stories, music, short clips, and artwork, then developing children’s ability to form questions and discuss them respectfully as they move through Year 1 and Year 2.

Early reading is described as systematic and daily, with Essential Letters and Sounds used for planning, and stated lesson lengths that increase as Reception children are ready, up to around 20 to 30 minutes, and daily phonics for Year 1. The school also describes intervention support in Year 2 where appropriate, which is important in an infant context because the goal is not simply to complete a programme but to ensure children can decode confidently enough to access all subjects.

The inspection evidence reinforces the broader curriculum picture: where sequencing is clear and teachers know the essential knowledge to teach and revisit, pupils retain learning better over time. The improvement work is therefore likely to be most visible in subjects that are still being broken down into smaller steps, where the risk is that classroom activities can feel busy without being tightly aligned to intended learning.

As an infant school, the major transition point is into Year 3 rather than Year 7. The admissions policy explicitly references the linked junior school, Manor Junior School, and sibling criteria are written with both the infant and linked junior phase in mind. For many families, that creates a natural pathway: Reception at the infant school, then a transfer to the linked junior school for Key Stage 2.

The timing of that transfer is set by the local authority. For September 2026 entry, Hampshire publishes the same key dates for starting school and for infant-to-junior transfer, with applications opening on 1 November 2025, the deadline on 15 January 2026, and national offer day notifications on 16 April 2026. Even if your child is only just starting Reception, it is helpful to know that Year 3 transfer is not automatic in all areas; planning early reduces surprises.

Demand is high relative to the size of intake. The most recent recorded admissions figures show 96 applications for 52 offers, which equates to 1.85 applications per place, and indicates an oversubscribed school. (These figures relate to the Reception entry route rather than the overall phase.) For families, that means the “nice-to-have” preference can quickly become a “realistic plan B” question: what are your alternatives if you do not get this school.

For September 2026 entry into Reception, the school’s published admission number is 60. The admissions policy confirms that applications received by the published deadline are considered first, with late applications processed after on-time applications unless exceptional circumstances apply.

Criteria are typical of Hampshire community schools and include, in order, children with an Education, Health and Care Plan naming the school, looked after and previously looked after children, exceptional medical or social need supported by independent professional evidence, children of staff (with defined conditions), then catchment and sibling criteria linked to the infant and junior phase, followed by other applicants.

The specialist hearing impairment provision adds another admissions layer. The policy notes additional places across the infant and junior schools linked to the resourced provision, and the school explains that eligibility is tied to hearing loss specified in an Education, Health and Care Plan as the priority need. If this route is relevant to your child, the best approach is to discuss it early with SEND casework and understand how assessment and placement decisions will be made.

Parents comparing catchment realities should use the FindMySchool Map Search to check their home address against catchment information and to sense-check travel time. In an oversubscribed school, small differences in distance and criteria can decide outcomes.

Wellbeing is not treated as an add-on. The school’s own materials reference a blend of structured approaches, including zones of regulation and PATHS activities, designed to teach children to recognise feelings and practise strategies for managing them. That is a practical asset in an infant setting, where children are still learning to cope with disappointment, transitions, and group expectations.

The myHappymind programme is another pillar. The school reports that it is a myHappymind Silver Accredited school, and describes weekly teaching designed to build resilience, confidence, self-esteem, and self-regulation. For parents, the useful question is how this is integrated: whether it shapes behaviour language and classroom routines, and whether staff responses to dysregulation are aligned across year groups.

Safeguarding is presented clearly on the website, with an emphasis on a culture of openness and the principle that safeguarding is everyone’s responsibility, supported by published child protection and safeguarding policies. The most recent inspection confirmed that safeguarding arrangements are effective.

In addition, practical site safety is explicit. The school describes secure entry systems and CCTV, and expectations for visitors to sign in and wear badges. For families, this matters because infant children are small and fast, and clear entry routines reduce risk at the busiest parts of the day.

In an infant school, “extracurricular” looks different from a secondary timetable. The strongest enrichment is often woven through the day rather than delivered as a long after-school menu. Here, personal development opportunities include pupil responsibilities such as corridor monitors and playground friends, which build confidence and teach social responsibility in age-appropriate ways.

Physical activity is also integrated. The inspection report notes a daily opportunity for pupils to walk or run a mile, which is a simple but effective routine at this age, improving stamina and supporting attention in lessons.

Trips and visitors are used to widen experience, including visits to places such as a farm and the local cinema, and visits from community roles including police and nursing staff, plus members of a local church to enrich the curriculum. For families, this matters because young children often remember learning through lived experiences, and a carefully planned programme of trips can build vocabulary and background knowledge that later supports reading comprehension.

Wraparound provision is clearly defined. Early Birds Breakfast Club runs from 07:45 to the start of school on weekdays in term time, with sessions priced at £5.50 per day, booked and paid in advance. Manor Kids Club runs from the end of the school day until 17:30 on weekdays in term time, with sessions priced at £9.50 per day, also booked and paid in advance. For working families, this kind of reliable, daily wraparound can be as important as any formal club list.

School meals are also practical: infant pupils are entitled to universal free school meals, and the school sets clear expectations around packed lunches, including a nut-free environment.

The published school day runs from 08:40 to 15:10. Breakfast Club starts at 07:45 and After School Club runs until 17:30 on weekdays during term time.

Drop-off logistics are worth noting. The school states there is no facility for parents to park on site, with limited parking nearby and an encouragement for families to walk part or all of the way where possible. Families who need closer access due to additional needs are directed to contact the school to make arrangements.

• Inspection outcome and improvement work. The school is currently rated Requires Improvement, with early reading and curriculum coherence identified as key areas to strengthen. This is a school to visit with specific questions about what has changed since the inspection, especially in phonics delivery.

• Entry remains competitive. Recent Reception-route figures indicate an oversubscribed intake, so families should plan realistically and shortlist alternatives early.

• Infant-only phase means an extra transition. Children move on after Year 2, so parents need to understand the Year 3 transfer process and how the linked junior pathway works in practice.

• Drop-off and parking constraints. With no on-site parent parking, daily routines can be smoother for families who can walk, or who have flexible drop-off timing within the school’s start window.

Manor Infant School offers a structured start for young children, with a strong emphasis on emotional literacy, clear values, and practical routines that support calm behaviour and personal development. The current story is also one of improvement, particularly around early reading consistency and curriculum sequencing. Best suited to families who value a wellbeing-led culture, want wraparound care on site, and are prepared to engage actively with the school’s improvement priorities as their child begins Reception.