Glebe Infants' School Review 2026, a small infant school in Newent with a clear values culture

As an infant school, Glebe does not sit the headline end of Key Stage 2 tests that many parents associate with primary performance comparisons. For this age range, the most meaningful indicators tend to be early reading, language development, and how well pupils are prepared for the step up into junior school.

Early reading is a prominent improvement focus. The most recent inspection states that Year 1 phonics outcomes were significantly lower than national outcomes, and describes a set of actions intended to address this, including starting reading immediately on entry and matching books to the sounds pupils know. The practical implication for parents is that reading routines and consistency at home will matter, and it is sensible to ask how the phonics programme is now monitored and how quickly support kicks in when a child falls behind.

For families comparing local schools, FindMySchool’s Local Hub and Comparison Tool can still be useful for viewing Ofsted timelines and admissions demand side by side, even where standardised attainment results are less central to decision making at infant phase.

Glebe is in a period of curriculum refinement. The most recent inspection describes a leadership team working at pace to implement changes to curriculum and behaviour systems, with some positive signs but with consistency not yet embedded across all subjects.

Where the curriculum is working well, the inspection gives concrete examples. In mathematics, pupils use knowledge of simple fractions to recognise and explain equivalent fractions. In science, Year 1 pupils show understanding of learning around seasons. Those are helpful signals of ambition beyond basic coverage, and suggest teachers are aiming to build real conceptual understanding rather than relying on worksheets alone.

The main development point is coherence and sequencing in some subjects. The inspection describes situations where key knowledge is not clearly identified from early years onwards, and where activities do not reliably match intended learning because it is unclear precisely what pupils need to know. In practice, that can show up as pupils struggling to remember earlier learning or to make connections between topics. If you are considering the school, it is reasonable to ask how subject leaders now map progression from Reception through Year 2, and how staff check what pupils have actually retained.

For most children, the immediate next step is transition into junior provision. Glebe shares a site with Picklenash Junior School and is federated with it, a structure that can make handover smoother because staff can align expectations and routines.

What to look for in practice is the detail of transition planning for Year 2. A strong infant to junior handover typically includes shared curriculum language, consistent approaches to reading, and early identification of pupils who may need additional support with the jump in independence expected at Year 3.

Reception admissions are coordinated through Gloucestershire County Council rather than directly by the school.

There were 41 applications for 31 offers, which indicates an oversubscribed picture rather than a school that routinely has spare places. The practical takeaway is that families should treat application deadlines seriously and avoid assuming late applications will be treated the same as on time submissions.

For September 2026 entry, Gloucestershire’s published timeline states that the application window opens from 3 November 2025, the closing date is midnight on 15 January 2026, allocation day is 16 April 2026, and the acceptance reply deadline is 23 April 2026.

If distance is a deciding factor for your application, use FindMySchool’s Map Search to check your home to school distance precisely, then cross reference with the local authority’s admissions rules for the year you are applying.

Pastoral support is described as a strength, with high quality support underpinning pupils’ sense of belonging. Pupils are taught about healthy relationships and what it means to be a good friend, and the wider programme links to fundamental British values in an age appropriate way.

Support for pupils with special educational needs and disabilities is an area to explore carefully. The inspection notes that needs are identified accurately and that staff provide high levels of care and emotional support, with education, health and care plans translating into short term targets. The same report also describes a need for tighter systems to check whether support is enabling pupils with SEND to make strong progress across the curriculum. For parents, that points to asking how progress is tracked for pupils receiving additional support, and how teaching is adapted beyond pastoral reassurance.

The inspection confirmed safeguarding arrangements are effective.

For an infant school, the most useful enrichment is often the kind that builds confidence, social skills, and a love of learning. Glebe’s inspection report references after school clubs including gardening, dance, reading, and multi sports, plus whole school events like sports day that build teamwork and resilience.

Wraparound provision is also a practical part of the wider offer. Breakfast Club runs daily on a drop in basis from 7.45am to 8.40am, with breakfast served until 8.15am and organised activities afterwards. After School Club is available up to 5.45pm via Newent Early Years.

Holiday coverage is sometimes the deciding factor for working families. The school site advertises Prostars Summer Holiday Clubs running 8.30am to 4.30pm at £25 per day, for much of the summer holiday period.

The school day runs 8.40am to 3.10pm, which the school states as 32.5 hours per week.

Breakfast Club operates on site from 7.45am, and after school care can extend the day to 5.45pm via an external provider, so families have workable coverage around standard working hours if places align with their needs.

This is a shared site arrangement with junior provision, which can simplify logistics for families with siblings across age ranges.

• Recent inspection signal. The latest ungraded inspection suggests some aspects may not currently be as strong as at the previous graded inspection, and notes that the next inspection will be graded. Ask what has changed since May 2025, and what improvement milestones governors are tracking.

• Curriculum consistency. Some subjects are still being refined, with sequencing and clarity about key knowledge identified as development points. This may matter more for children who need highly structured learning progressions.

• Early reading outcomes. Phonics outcomes were reported as significantly below national outcomes, with a renewed focus on early reading now in place. Ask how the phonics programme is implemented daily, and how quickly children who struggle get additional support.

• SEND impact checks. Care and emotional support are described positively, but systems to check academic impact for pupils with SEND were identified as needing more rigour. Families may want clarity on assessment, adaptations, and accountability.

Glebe Infants’ School has the ingredients many families look for at infant phase, a calm culture, clear values, and pupils who are described as happy and secure. It is also in a phase of tightening up curriculum consistency and rebuilding momentum in early reading, with recent leadership changes and an inspection message that points to active improvement work.

Who it suits: families seeking a small, local infant school with strong routines, a values based approach, and wraparound options that can extend the day. The key decision point is confidence in the school’s improvement trajectory, particularly around curriculum sequencing and phonics.