Alver Valley Infant and Nursery School Review 2026: Forest School from the Start, Strong Early Reading Culture

As an infant and nursery school, the usual headline end-of-primary measures do not apply in the same way they do for schools that run through to Year 6. There is no published Key Stage 2 profile here because pupils move on before that point.

What parents can reasonably look for instead is whether the foundations are being secured: early language, early reading, early number, and the habits of learning that make Key Stage 2 success possible later. External reporting points to a curriculum that is planned step by step from the early years, with leaders prioritising core skills in reading and mathematics, and with most pupils learning to read quickly using books that closely match the sounds they are practising.

The same external evidence is also clear about what still needs tightening. Writing is flagged as an area where pupils sometimes make avoidable errors, either because teaching has not been consistent enough, or because gaps have not been identified and addressed sharply. For parents, that translates into a useful question at a visit: how does the school check sentence structure, punctuation and handwriting progression across Nursery, Reception, Year 1 and Year 2, and what does catch-up look like when a pupil falls behind?

If you are comparing local options, use FindMySchool.uk local hubs and the comparison tools to line up likely feeder paths and practicalities side by side, since exam-league style comparisons are not the best fit for an infant setting.

Teaching is described in external reporting as clear and responsive, with frequent checking for understanding and quick correction when pupils misunderstand. The practical implication for families is that pupils are less likely to coast quietly with misconceptions, especially in early reading and early maths where small gaps can compound.

Early reading is a defining feature. The school’s approach includes a structured text-led method (described as bringing carefully chosen stories to life through retelling, rereading and acting out), which suits younger pupils who learn through repetition and performance. In practice, that often looks like pupils meeting the same story in multiple forms and being expected to use new vocabulary in speech before it becomes secure in writing.

Outdoor learning is planned rather than occasional. Forest School is presented as regular, hands-on learning in an on-site woodland area, with an emphasis on confidence, self-esteem, resilience and social skills. Sessions combine child-initiated activity with an optional planned activity, and are led by named Level 3 Forest School Leaders, alongside wider staff to support high adult-to-child ratios.

Most families will be thinking one step ahead because the school finishes at the end of Year 2. The school is formally described as being part of a federation with Alver Valley Junior School, which is useful because it signals continuity of leadership and governance across the infant-to-junior transition.

In practical terms, parents should treat the move to Year 3 as a key planning point. Ask early how transition is handled, what information is shared about learning and pastoral needs, and whether any additional steps are needed for junior transfer (especially for families moving into the area, or for pupils who join mid-year). The school’s own admissions pages point families to the relevant local authority route for in-year movement, which is a helpful indicator that processes are kept formal and consistent.

This is a state school and admissions are coordinated through Hampshire County Council for the normal Reception intake. For September 2026 entry specifically, the school states that applications open at the beginning of November 2025 and must be submitted by 15 January 2026, with later applications processed after on-time allocations.

Demand is real. The most recent data shows 81 applications and 41 offers, which is roughly 1.98 applications per place. That level of competition means oversubscription criteria matter, not just general impressions.

The published arrangements set a Reception Published Admission Number of 60 for 2025 to 2026, and they apply standard priority categories including looked-after and previously looked-after children, exceptional medical or social need, children of staff, catchment and siblings. One local nuance to note is that out-of-catchment children attending the on-site, school-run nursery receive priority over other out-of-catchment applicants, which can be meaningful for families weighing nursery-to-Reception continuity.

If you are shortlisting based on distance or boundaries, use the FindMySchool.uk map tools to check exact home-to-gate measurements and to avoid relying on informal estimates.

The pastoral model combines universal routines with targeted support. Thrive is presented as a structured approach, using screening and planned activities to help pupils build emotional regulation, confidence and readiness to learn, with parental permission required for individual or small group plans. That matters because early years behaviour needs are often developmentally normal, but they still require consistent adult responses to prevent patterns becoming entrenched.

Safeguarding is treated as a core feature in external reporting, which notes that safeguarding arrangements are effective. For parents, that is still worth exploring at a visit by asking how concerns are logged, how families are kept informed, and how the school teaches age-appropriate safety habits in Nursery and Key Stage 1.

Support for specific groups is visible. Alver Valley Troopers explicitly supports service families and links additional pastoral work to the Service Pupil Premium, which can be reassuring for families who expect school life to include deployments, relocations, or periods of separation.

For an infant school, “extracurricular” is often less about elite teams and more about breadth, confidence, and the habits of participation. The school describes after-school clubs that change each term, including cooking, Forest School, gardening, art club and singing.

The outdoor strand also has depth. Forest School is framed as regular provision in a woodland setting, with clear safety boundaries and rules taught explicitly to pupils. The named leadership team for Forest School and the stated specialist training are signals that the programme is structured rather than improvised.

Gardening has its own identity too. “Alver Valley Gets Growing” describes planters across the site, including strawberries, and planting projects linked to wider initiatives such as the RHS Big Grow. That kind of sustained project work can be a quiet strength for younger pupils, because it builds vocabulary, patience and responsibility through repeated routines.

Sport is present, with football and netball teams competing locally and the school noting that it uses a minibus for transport to games where needed. For families with very young children, it is worth asking which clubs are open to which year groups, since access often differs between infants and juniors.

The infant school day is published as registration from 08:35 to 08:45, with the day ending at 15:10.

Wraparound childcare is available via TJ’s Club (Hampshire) Ltd, which runs breakfast and after-school clubs on site, with staff escorting children between the provision and classrooms. The school points families to the provider for current times and pricing.

For Nursery, the school states that pupils can start the term after they turn three, and it references access to government-funded childcare hours for eligible families. Specific nursery pricing should be checked directly with the school, since fee structures can change and can vary by sessions and eligibility.

• Competition for places. With 81 applications and 41 offers in the latest published data, securing Reception entry can be challenging. Oversubscription criteria are detailed and worth reading carefully before you rely on this option.

• Writing is a stated improvement area. External reporting highlights that some pupils make avoidable errors in writing because teaching has not always secured key skills, or because gaps have not been identified and addressed. Ask what has changed since the inspection, and how writing is taught from Nursery through Year 2.

• Nursery-to-Reception continuity needs planning. The admissions policy explicitly notes nursery admissions are separate, and Reception places follow the normal admissions route and criteria. Nursery attendance can help in specific circumstances (for example, priority within defined categories), but it does not remove the need to apply correctly and on time.

• Federation structure. Being in federation with the linked junior school can support continuity, but parents should still confirm how Year 3 transfer works in practice and what steps are required.

This is a strong choice for families who want an infant school with a clearly defined early years identity: structured reading and language work, genuine outdoor learning through Forest School, and visible pastoral systems that support behaviour and wellbeing. It suits pupils who benefit from routine, practical learning experiences, and adults who value early intervention and close communication. The limiting factor is usually admission rather than day-to-day quality, so families interested in this option should plan early, read the criteria carefully, and keep an alternative shortlist in place.