Busbridge Infant School Review 2026: A high-expectations start in Godalming

As an infant school (Reception to Year 2), the usual headline end-of-primary Key Stage 2 results do not apply here in the same way they do for a full primary. Parents should expect to judge academic strength primarily through curriculum quality, early reading progress, and how securely children build number sense before moving into junior provision.

The June 2025 inspection report points to a school where early reading is tightly organised. The report describes staff delivering the phonics programme with precision, checking quickly for pupils who are falling behind, and putting additional support in immediately. The practical implication for parents is that early gaps in decoding are less likely to drift, which can be decisive at infant stage because reading quickly becomes the gateway to the rest of the curriculum.

Mathematics is also positioned as a foundation subject from the earliest stages, with the inspection report describing strong early development in mathematical understanding. For families, this tends to show up in children explaining their thinking, using correct language for number and shape, and gaining confidence with methods rather than relying on guesswork.

A final results-related point is the improvement trajectory. The 2025 inspection report records that the predecessor school’s last full inspection, in October 2021, judged overall effectiveness as Inadequate. The 2025 judgements show a very different current position, which is relevant context if you are comparing the school using older impressions or older reports.

The published curriculum information and prospectus emphasise breadth as well as the fundamentals. For an infant school, “breadth” should not be read as lots of add-ons. At its best, it means pupils do not just learn phonics and number, they also learn to talk about the world, make links between topics, and practise skills in different contexts.

Early reading is likely to feel systematic and rehearsed, in a good way. When phonics teaching is consistent across classes, pupils tend to gain automaticity, which reduces cognitive load and helps children focus on meaning and enjoyment as reading books become longer. The inspection report’s emphasis on rapid identification and support suggests a school that treats early reading as a priority across the staff team, not as a single intervention that only some pupils receive.

Outdoor learning appears to be integrated rather than occasional. The prospectus description of the woodland space makes clear it is designed as a learning environment, not simply a play area. For many pupils, especially those who are hesitant writers or who find classroom concentration difficult at four and five, purposeful outdoor sessions can build language, turn-taking, and confidence that then transfers back into indoor learning.

As an infant school, the key transition is into junior provision for Year 3. Families in the Busbridge area often look at nearby junior options, and Busbridge CofE Junior School is a common local route because it serves Year 3 to Year 6 and sits in the same broader community. Parents should still treat this as a fresh application step rather than assuming an automatic transfer, and should check the junior school’s own admissions arrangements and availability.

In practical terms, the best infant-to-junior transitions have two elements. First, children who are secure readers adapt more easily because they can access instructions and classroom texts confidently. Second, children with established routines for learning, listening, and independence tend to settle quickly in a larger setting with different expectations. The school’s focus on early reading, structured learning habits, and pupil responsibility roles is designed to support that kind of readiness.

Reception entry is competitive. The latest published admissions snapshot shows 163 applications for 60 places, and the school’s admissions data describes the school as oversubscribed. The practical message is that families should approach this as a first-choice application only if they are also comfortable with realistic contingency planning.

Applications for the normal intake are managed through Surrey’s coordinated admissions process. For September 2026 entry, the school’s published admissions arrangements state that parents should apply via Surrey County Council by the closing date of 15 January 2026.

Oversubscription criteria, in summary, prioritise looked-after and previously looked-after children, followed by exceptional social or medical need, then eligible children of staff, then sibling priority categories, and then other applicants. The school’s published arrangements also define the “official school gate” locations used for distance measurement in tie-break situations.

Two practical tips for parents:

1. Read the school’s published admissions arrangements closely if you may be applying under exceptional need or staff criteria, because these routes require evidence and, in some cases, additional forms.

2. If distance is likely to be decisive for your family, use FindMySchool’s Map Search to check your home-to-gate distance precisely and keep your shortlist grounded in realistic travel and allocation patterns.

At infant stage, pastoral care is often less about formal systems and more about consistency: the same adults, the same routines, and rapid response when a child is unsettled. The 2025 inspection report points to a school where pupils feel safe and supported as part of daily school life, which is especially important for Reception starters who are learning school routines for the first time.

The school also highlights structured pupil responsibility roles, such as School Councillors, House Captains, and Class VIP roles. In an infant context these roles are not about status, they are about practising confidence, speaking in front of others, and learning that pupils can influence their environment.

Wellbeing appears in the enrichment programme as well. The published enrichment clubs schedule includes a wellbeing club with mindful activities such as colouring, yoga, and team games. For some children this becomes a supportive bridge between the school day and the demands of a longer day, particularly if they also attend after-school care.

Extracurricular provision is unusually tangible for an infant school because the school publishes schedules and describes specific offers rather than relying on generic claims.

The enrichment clubs timetable (example from the first half of Summer Term 2025) includes practical, skills-based clubs such as cookery, art, football, a maths club aimed at extending skills in a child-friendly way, and a wellbeing club with mindful activities. The implication for parents is choice: children who prefer active clubs, creative clubs, or quieter structured sessions can often find a route that fits them, which helps attendance and enthusiasm in the early years.

Outdoor learning is also positioned as a co-curricular pillar, not only a curriculum feature. The woodland area described in the prospectus includes a pond, den-building zones, and a fire circle, which supports play-based collaboration and language development with clear adult guidance. For many pupils, these sessions also develop resilience and problem-solving, because outdoor tasks naturally involve trial, adjustment, and trying again.

Trips and local visits add another layer. The prospectus lists examples such as Wisley Gardens, Rural Life Living Museum, The Gilbert White Field Studies Centre, local farm visits, and swimming in Year 2. These experiences matter most when they are linked back into classroom work, helping pupils build background knowledge and vocabulary that later supports reading comprehension and writing.

Wraparound care is clearly set out. Breakfast Club runs 7.45am to 8.45am, Monday to Friday. After School Care offers three options, a short session 3.15pm to 4.15pm, a bolt-on 4.15pm to 6.00pm for children attending enrichment clubs first, and a long session 3.15pm to 6.00pm, with snack provision described for the longer options.

For term dates, the school publishes a 2025 to 2026 outline including inset days and start and end dates for each term. This helps families planning childcare and work patterns well in advance.

For travel, the school is in Busbridge, Godalming. Families typically find that walkability and short car journeys dominate the school-run pattern for infant settings. Where parking and road access are concerns for any school, it is worth checking drop-off routines and any guidance shared by the school, particularly if you will be relying on wraparound care pick-ups close to 6.00pm.

• High demand for places. With 163 applications for 60 Reception places in the latest admissions snapshot, competition is real. Have a second and third choice that you would genuinely accept, rather than assuming a place will fall your way.

• Admissions detail matters. Staff criteria and exceptional need criteria require evidence and, in some cases, supplementary paperwork. Families who might qualify should read the published arrangements carefully and plan early.

• A structured approach will suit many, but not all. The emphasis on systematic early reading and strong routines is often a strength, but some children flourish best with a slower transition into formal patterns. A tour and a close look at Reception routines is a sensible step before applying.

• Wraparound is an advantage, but it is still a long day for four year olds. Breakfast Club plus the long after-school session can create a very extended day. For some children it works well; for others, a shorter pattern is better if family logistics allow.

A strong option for families who want a structured, high-expectations start to school life, with a clear emphasis on early reading, maths foundations, and confident routines. Wraparound care and a detailed enrichment programme add practical value for working families, and outdoor learning gives a distinctive flavour that many young children respond to well. Best suited to families in and around Busbridge who want a systematic approach to early learning and are ready to navigate oversubscription with a realistic shortlist.