Heatherside Infant School Review 2026: Values-led start in Fleet

Infant schools sit in an awkward gap for parents trying to compare outcomes. National end-of-primary measures do not apply here because pupils leave at the end of Year 2, not Year 6. That makes curriculum quality, early reading, and the strength of teaching routines more important indicators than headline test figures.

The most recent inspection provides the clearest external benchmark for standards at the school right now. The latest Ofsted inspection (7 January 2025) graded Quality of education as Good, Behaviour and attitudes as Outstanding, Personal development as Outstanding, Leadership and management as Good, and Early years provision as Good.

A useful way to interpret that set of grades is to separate “how children behave and grow” from “how consistently learning is checked across every subject”. Behaviour and personal development are clear strengths, while the improvement work sits mainly in assessment and sequencing in some foundation subjects, so that teachers always know what pupils have secured before moving on.

At infant level, “strong teaching” tends to be less about flashy pedagogy and more about sequencing, repetition, and timely intervention. Early reading is a good example of that approach. Pupils begin learning to read from their first week in school, and progress is checked carefully and regularly so that extra help can be put in place quickly when a child starts to fall behind.

Beyond English and mathematics, the school’s curriculum model is topic-led, using themes as the hook for bringing different subjects together into coherent learning. For parents, the implication is practical: a well-chosen topic provides shared vocabulary, shared background knowledge, and repeated chances to practise writing, speaking, and reasoning in different contexts.

The inspection evidence also points to a thoughtful progression from early years through to the end of Year 2, with staff subject knowledge described as strong across subjects. The main development point is consistency in how learning is checked in some subjects other than English and mathematics, so that pupils do not begin new content with gaps in earlier knowledge. Parents considering the school should expect this to be a key priority, because it is the sort of behind-the-scenes improvement work that can have real impact without changing the outward feel of school life.

PSHE is framed as embedded across the school, with explicit links to resilience, emotional literacy, and pupils learning how to play a positive role in the school and wider community. In Reception, examples given include using The Colour Monster to support learning about feelings and “People Who Help Us” learning supported by community visitors. These kinds of structured experiences can be especially helpful for children who need direct teaching of social understanding, not just informal reminders.

The main transition is into junior school at the end of Year 2. The school signposts families to the Year 3 application process and notes that applications typically open in November when a child is in Year 2, with local junior schools often offering open mornings and evenings during the Autumn term.

For many families, the most straightforward pathway is through to the linked junior school, Heatherside Junior School, which is referenced in the admission arrangements as the linked junior for sibling priority in the catchment system. The practical implication is that you should think about infant school choice and junior school choice together, particularly if siblings are part of your plan.

Transition in the summer term is structured, with “Explore, Stay and Play” sessions and opportunities for children to spend time in their new classroom, helping pupils build familiarity with staff and routines before September. For children who find change harder, that gradual ramp-up can make a meaningful difference.

This is a state school with no tuition fees. Admissions for Reception are handled through the local authority. The school’s published admission number for Reception entry (Year R) for 2026 to 2027 is 90.

Oversubscription is an ongoing theme. The latest admissions demand data here shows 247 applications for 89 offers, with 2.78 applications per place and an oversubscribed status. That ratio tells you something important: even a small change in local birth cohorts or housing patterns can move the cut-off meaningfully from year to year.

For September 2026 entry, the published deadline for on-time applications is midnight on 15 January 2026, with offers issued on 16 April 2026. The admission policy also sets out priority criteria, including Education, Health and Care Plans naming the school, looked-after and previously looked-after children, exceptional medical or social need with supporting evidence, staff children in specified circumstances, and catchment and sibling criteria including the linked junior school route.

If you are thinking for catchment, Hampshire provides a catchment finder tool, and families can also use the FindMySchool Map Search to check practical distance-to-gate scenarios when planning moves. The school does not publish a “furthest distance at which a place was offered” figure here, so planning should be grounded in catchment criteria and realistic local competition rather than a single mileage threshold.

A calm culture is often the hidden engine of infant school success because children learn best when expectations are consistent and adults respond predictably. The inspection evidence describes behaviour as exceptional and the environment as calm and orderly, with pupils moving sensibly between activities and showing attentiveness in class.

Values are not kept separate from wellbeing. The school links its wider development work to the same values framework and describes assemblies, circle time and activities as deliberately planned to give pupils repeated chances to reflect and practise. That is the kind of approach that tends to suit children who benefit from explicit modelling, especially in early years.

Safeguarding information is detailed and practical. The school identifies its Designated Safeguarding Lead as Acting Headteacher Miss Laura Norris, with a named deputy, and notes CCTV cameras on site as part of its safeguarding approach. For parents, the key point is not the technology, it is the clarity of roles and the expectation that safeguarding runs through everyday routines, including expectations for volunteers.

For an infant school, enrichment is most persuasive when it is specific. Here, the extra-curricular offer includes a mix of school-run and external-provider clubs, with a termly programme published for booking. Examples from a recent club timetable include:

• Redstars Drama for Year 1 and Year 2

• Relax Kids (with a note that Reception pupils join after half term)

• Fun Français (with sessions for both Reception and Key Stage 1)

• CM Sports football and multisports

• Heatherside Infants Choir

• Boogie Pumps and Synergy Dance

• Judo for Schools and Yoga

• Construction Club and Story and Craft Club (booked through the school’s system)

The “so what” for parents is twofold. First, children can try structured activities without the travel overhead of evenings across town. Second, the range includes both movement-based options and quieter clubs, which can help children find a good fit, especially if they are still building confidence socially.

Music is also positioned as part of wider school life, with a choir that performs at school and community events. For some pupils, a consistent choir routine is one of the first places they experience teamwork and performance in a low-stakes way.

The school day begins with classroom-door welcoming from 8.45am for Year 1 and Year 2 (Reception pupils from 8.40am), with the formal start at 8.55am. The day ends at 3.10pm for Reception and 3.15pm for Year 1 and Year 2.

Wraparound is available on site. Breakfast Club starts at 7.45am in the Butterfly room, with children escorted to class for registration at 8.45am. After-school wraparound care runs from the end of school until up to 6pm, operated by an external provider.

Lunches are cooked on site, and infant-age pupils are entitled to Universal Free School Meals.

• Competition for Reception places. With 2.78 applications per place and an oversubscribed status, admission can be difficult even for local families. Plan early and understand the oversubscription criteria that apply to your address and circumstances.

• Assessment consistency in some subjects. The most recent inspection highlighted that, in some subjects outside English and mathematics, learning is not checked as carefully as it could be, which can mean uneven prior knowledge before new content begins. This is an important improvement priority to ask about at open events.

• Wraparound is provider-run. Breakfast and after-school care operate on site but are run by an external organisation. That can be convenient, but it also means pricing, booking, and policies sit partly outside the school’s direct control.

• No on-site nursery phase. Children join in Reception and the school’s published admissions policy applies to Year R entry, not nursery intake. If you need nursery provision on the same site, you will need to plan separately.

Heatherside Infant School offers a structured, values-led start to primary education, with a calm culture and strong personal development that stands out. The site itself suits young children well, with outdoor learning spaces and play provision that match the needs of four to seven year olds.

Best suited to families who want consistent routines, clear expectations, and plenty of opportunity for children to build confidence through clubs, choir, and carefully planned wider experiences. The main constraint is admission, because demand exceeds places, so families should treat application strategy as part of the decision, not an afterthought.