Mengham Infant School Review 2026: Outdoor learning focus and strong early reading

Because this is an infant school, you should not expect the standard Key Stage 2 headline measures that parents see for junior or primary schools. The more meaningful indicators here are the quality of early reading, the coherence of the curriculum, and whether pupils are developing the habits that make Year 3 a smooth step up.

External evidence points to a broad, planned curriculum where staff are clear about what pupils need to learn and in what sequence, and where revisiting content is built in so that knowledge sticks before children move on. Early reading is treated as a central priority from Reception onwards, with staff training and matched reading books used to support progress.

One development area is worth taking seriously if your child is particularly strong in mathematics. The inspection identifies that pupils do not always get enough structured opportunities for reasoning and problem-solving to deepen understanding, and that teaching needs to make more consistent use of those opportunities. In practice, this is less about “more maths” and more about richer maths, with children explaining thinking, solving varied problems, and making links between ideas.

If you are comparing several local schools, the FindMySchool Local Hub and Comparison Tool can help you line up official measures side by side, but for an infant setting you will still learn a lot by looking at curriculum intent, phonics approach, and how the transition to junior school is handled.

Teaching is described as structured and deliberate, with staff clear on the learning journey in each subject. That can be especially valuable in Reception and Key Stage 1, because children thrive when routines are predictable and language is consistent across adults.

Reading is the obvious curricular anchor. The report describes phonics teaching starting in the early years, with staff expertise supported through training, and with targeted help for pupils who need to catch up. The use of reading books that match the sounds pupils are learning is a practical detail that typically reduces guessing and builds confidence, particularly for children who find early literacy hard work.

Provision for pupils with special educational needs and disabilities is framed as high expectation with carefully identified support. The report describes pupils with SEND learning similar content alongside peers, with adults breaking tasks down and using appropriate resources. For parents, the implication is that support aims to keep children part of the core classroom experience, not separated from it.

Transition is a core question for any infant school. Here, the linked junior school is Mengham Junior School, and Hampshire’s admissions framework treats linked junior arrangements as part of the wider continuity picture for local families.

A practical way to think about this is in two layers. First, what the child needs academically and socially by the end of Year 2: secure early reading, growing independence, and confidence with routines. Second, how the family plans for Year 3: whether you are aiming for the linked junior route, or whether you are considering alternatives based on logistics, friendships, or specific needs.

Because admissions patterns change year to year, it is sensible to shortlist with a clear understanding of your likely junior pathway, then keep an eye on published admissions guidance as Year 2 approaches.

Reception admissions are coordinated by Hampshire County Council. For September 2026 entry, the application round opens on 01 November 2025, the on-time deadline is 15 January 2026, and offers are issued on 16 April 2026.

This school is oversubscribed for the main entry route in the latest available application snapshot: 57 applications for 46 offers, which is about 1.24 applications per place offered. That level of demand usually means you should treat distance and priority categories as genuinely consequential, not a formality.

When oversubscribed, the published priority order begins with children with an Education, Health and Care Plan naming the school, then looked-after and previously looked-after children, then exceptional medical or social need, children of staff (in defined circumstances), then catchment and sibling priorities, and finally other children. Distance is used as the tie-breaker where criteria are oversubscribed, measured as straight-line distance using the local authority’s GIS methodology.

Parents considering this option should use the FindMySchool Map Search to check their likely distance to the school gate and to keep perspective on how competitive the area can be.

The inspection evidence describes pupils feeling safe and confident to speak to trusted adults, and it presents bullying as something staff address effectively if it occurs. It also describes a strong safeguarding culture, grounded in staff training and prompt follow-up of concerns.

Behaviour is described as very good, with low-level disruption rare. In infant schools, that tends to be the product of adult consistency, clear routines, and explicit teaching of social behaviour, not “strictness” alone. The report’s emphasis on self-regulation and helping children resolve difficulties supports that reading.

This is a school that frames enrichment as part of the entitlement for all pupils. The inspection report describes clubs, special events, and experiences as an enhancement to the curriculum, with an explicit intent to restart and extend provision after pandemic disruption, including widening sports clubs into other interests and bringing families into school life.

On the named detail front, the school advertises a Gymnastics Club run by an external provider, scheduled after school on Mondays, with limited places. For many families, that kind of structured, confidence-building activity can be a good fit at Key Stage 1, particularly for children who benefit from developing coordination and body awareness.

Facilities and environment also do some of the extracurricular work. The school describes extensive grounds, including a pond or nature area and a forest trail, which can support nature-focused learning, seasonal projects, and calmer play options for children who find large playground games overwhelming.

The school day is structured around punctual drop-off and a clear end-of-day routine. School doors open at 8.45am and close at 8.55am for registration; the school day ends at 3.10pm.

Wraparound provision is published as breakfast club from 8.00am to 8.45am and after-school club from 3.10pm to 6.00pm.

For travel planning, Hampshire signposts parents to journey planning and transport guidance for this school, which is useful if you are balancing drop-off with work patterns or with a second school run.

• Inspection recency and leadership change. The latest inspection evidence is from February 2022; the report names a different headteacher than the current headteacher listed by Hampshire, so families should use current communications and visits to understand how priorities have evolved since the inspection.

• Maths depth is a published improvement point. If your child is very mathematically advanced, ask how reasoning and problem-solving are taught across Year 1 and Year 2, and how challenge is built in without rushing content.

• Competition for places. The available demand snapshot indicates more applications than offers, so timing, priority categories, and distance can matter materially for admission outcomes.

This is a Good infant school with a strong emphasis on early reading, clear routines, and a curriculum designed to be broad and carefully sequenced. It should suit families who want a structured Reception to Year 2 setting with a calm culture, outdoor learning opportunities, and published wraparound that can support working patterns. The main hurdle is admission in an oversubscribed year, so shortlisting should be grounded in realistic admissions planning, and tracked using tools like Saved Schools to keep options organised.