Frogmore Infant School Review 2026, values-led infant education with an outdoor learning thread

As an infant school, the usual end of Key Stage 2 measures parents often see for primary schools do not apply here because pupils leave at the end of Year 2. What you do get, and what matters most at this age, is clarity on early reading, routines, and curriculum sequencing across Reception to Year 2.

The latest Ofsted inspection in October 2022 judged the school Good overall and Good across all graded areas, including early years. That headline matters, but the useful detail sits underneath it: leaders are described as ambitious for a broad curriculum, with high expectations including for pupils with special educational needs and or disabilities (SEND).

Strength is clearest where subject knowledge has been planned tightly from Reception onwards. Design and technology is used as an example where knowledge is identified and organised into a coherent sequence, giving teachers clarity about what to teach and when. Reading is also prioritised, with a strong phonics start in Reception and additional adult support for pupils who find early reading more difficult.

The main development point is curriculum consistency across all subjects. Some subjects are described as still in development, with precise knowledge not fully identified in places (history is used as an example), which can affect how securely pupils remember and link concepts over time. For parents, the implication is straightforward: if your child thrives on clear routines and small-step progression, this is already a strength in core areas like early reading, while foundation subjects may feel more variable until planning and staff training are fully evened out.

Early reading is a defining feature. The school promotes a love of books through regular shared reading of engaging texts, and phonics teaching starts from the beginning of Reception, with additional support for children who need help keeping pace. The practical benefit is confidence: children who feel successful early are more willing to read aloud, attempt unfamiliar vocabulary, and bring books home without it becoming a daily battle.

The curriculum approach also leans into retrieval and vocabulary. In music, for example, lessons are described where pupils revisit previously learned vocabulary at the start and are then expected to use that language to explain what they hear. The implication for learning is that pupils are not only “doing” activities, they are being taught to name and describe ideas, which builds the foundations for later writing and explanation in junior school.

Design and technology is another area where teaching is made concrete through real-world reference points. Pupils are described visiting Windsor Castle before constructing model castles, an example of how first-hand experience is used to strengthen knowledge and give children something specific to draw on when they design and build. In infant education, that kind of experience often improves talk, vocabulary, and purposeful writing because children have shared reference points.

Where development is still needed is consistency of pedagogical knowledge across all subjects. The inspection describes a need to strengthen teaching strategies so pupils remember the intended curriculum well across the board. That is worth taking seriously, but it is also the kind of issue that can improve relatively quickly when leaders prioritise training and subject planning.

Because this is an infant school, transition happens earlier than many parents expect: pupils move on to junior provision for Year 3. The local admissions documentation for the school explicitly references the linked junior school as Frogmore Junior School, which is typically the default pathway for many families in the area.

For parents considering alternatives at Year 3, it is important to understand that Hampshire coordinates infant to junior transfer through the same main-round timeline as Reception entry for September 2026. Applications open 1 November 2025, close 15 January 2026, and outcomes are notified on 16 April 2026. The practical implication is that Year 2 can feel early to be making another admissions decision, so families often benefit from planning ahead during Year 1 and early Year 2 rather than waiting for the final term.

Admissions are coordinated through the local authority, with a published admission number (PAN) of 60 for Reception. The school’s own admissions information for September 2026 repeats that Reception capacity is capped at 60 except in very special circumstances, and it encourages families to apply by the published deadline.

The school is oversubscribed in the provided admissions data, with 89 applications and 58 offers for Reception, 1.53. applications per place For parents, that usually means two things. First, deadlines matter, because late applications are only considered after on-time applications and only if places remain. Second, you need to understand the local authority’s oversubscription criteria rather than relying on informal advice.

For a community infant school in Hampshire, the admissions policy sets out a clear priority order, including looked-after children, exceptional medical or social need (with evidence), children of staff in specific circumstances, catchment children with a sibling link, and then other catchment children, followed by out-of-catchment categories including sibling links. The policy also references the linked junior school in sibling definitions and prioritisation, which is relevant for families with older children already in the local system.

For September 2026 entry, the Hampshire main-round dates are published and specific: applications open on 1 November 2025, the deadline is 15 January 2026, and offers are issued on 16 April 2026. Parents comparing addresses should use the FindMySchool Map Search to check practical proximity against the criteria used locally, and to stress-test assumptions before committing to a move.

Pastoral care here is strongly linked to relationships and routines. Adults are described responding quickly when pupils are upset, and the school teaches pupils how to identify bullying and what to do if it occurs. The tone is preventative rather than reactive, which is usually what parents want in Reception and Key Stage 1.

There is also a strong “active citizens” thread. Pupils take part in charity support and community contributions, and the school builds personal development through responsibility, communication, and shared projects. For many children, particularly those who are shy, these structured roles can be the difference between staying on the edge of groups and becoming confident speakers.

Safeguarding arrangements are described as effective, with a culture of vigilance, regular training, and clear processes for acting swiftly when support is needed. Pupils are also taught online safety in an age-appropriate way, which is increasingly relevant even in infant years.

The most convincing enrichment at infant age is often the kind that reinforces core learning through play, movement, and talk. The school provides clubs and activities that cover physical development, creativity, and early performance, along with a clear emphasis on outdoor learning.

Clubs referenced in official materials include football, cooking, art, and construction, and these sit alongside a nature focus where pupils watch ducklings hatch and grow and take regular nature walks to understand seasonal change. The educational implication is that vocabulary, descriptive language, and curiosity are being built alongside science and personal development goals, which can translate into better writing and stronger engagement with reading.

Current club listings on the school site also include Judo School, Rock Band Club, Boogie Pumps, and Playball, with sessions running across the week in term-time. For families, this matters because infant after-school time is not just childcare, it is often where children find confidence in a non-academic identity, whether that is movement, rhythm, or a new skill they can practise at home.

Trips and first-hand learning appear to be used deliberately rather than as occasional treats. The castle project linked to a visit to Windsor Castle is a good example of how experiences are used to strengthen design thinking and give pupils shared knowledge to draw on in class discussion and creative work. Parents comparing local options can use the FindMySchool Local Hub pages to keep track of nearby schools while also weighing softer factors like enrichment and approach to reading.

The school day runs from 8.40am to 3.15pm. Morning break is scheduled 10.15am to 10.30am, and lunchtime runs from 12.00 to 1.00. The school information shared publicly also states that infant school dinners are free of charge and cooked on the premises, with the school operating as nut-free for packed lunches.

Wraparound care is referenced on the website navigation, but the published page itself does not currently set out times, pricing, or booking arrangements in text. Families who need breakfast and after-school provision should confirm current availability directly with the school before relying on it as part of their weekly plan.

For travel, the school serves the Frogmore area on the Hampshire and Surrey border, close to Camberley, so many families will be balancing walkability with school-run traffic on local roads.

• Oversubscription pressure. The admissions data shows more applications than offers for Reception. If you are relying on a place, treat deadlines and criteria as essential, not optional.

• Curriculum consistency is a current development area. Core areas like early reading are strongly prioritised, but the curriculum is described as being at different stages of development across subjects, with some refinement still needed to ensure pupils remember and connect knowledge securely.

** The site references breakfast and after-school provision, but the current published page does not include operational details in text, so parents who need wraparound should verify arrangements early.

• Early transition planning. Because pupils move on after Year 2, families may face another admissions decision earlier than expected, especially if considering options beyond the linked junior school.

This is a caring, values-driven infant school with a clear emphasis on early reading, routines, and learning built from real experiences, including outdoor learning and purposeful projects. The October 2022 inspection profile is consistently Good, and the detail points to strong relationships, calm behaviour, and leaders who are ambitious about curriculum breadth.

It best suits families who want a supportive start to school life, who value strong phonics and a structured approach to personal development, and who are willing to engage with a competitive admissions process. The main question for many parents is not the quality of the education, it is securing a place, then planning ahead for the Year 3 transition.