Stubbings Infant School review 2026: Small infant school with a distinctive EYFS start

As an infant school, this setting does not take pupils through Key Stage 2, so the familiar Year 6 SATs-style headline measures are not the right lens here. Instead, the clearest published evidence of academic direction comes from the way early reading and core subjects are structured, and from formal review notes on strengths and next steps.

The June 2022 inspection outcome was that the school continues to be Good. That matters less as a badge and more as a sign that provision, safeguarding culture, and curriculum intent are meeting expected standards for the phase.

What comes through most strongly is early reading as a priority. Leaders are described as having invested in an early reading programme and staff training; children read daily and are read to daily, with an emphasis on confidence and enjoyment. The practical implication for families is that if you are choosing between settings, this one clearly wants children leaving Year 2 with secure early decoding and positive reading habits, not only “can they read”, but also “do they choose to read”.

Mathematics is described as well planned, with retrieval practice built in through “flashbacks”. The improvement focus, however, is also clear: children need more chances to apply learning through reasoning and problem solving, and the early years maths curriculum needs tighter alignment with what follows in Year 1.

Early reading is one of the most concrete, verifiable aspects of the teaching approach. The school states it follows Little Wandle Letters and Sounds Revised for phonics, describing daily phonics and structured guided or group reading to build skills quickly without overwhelming young learners. In practice, that tends to suit children who benefit from predictable routines and clear progression, including those who need repetition to make sounds and blending automatic.

The wider curriculum is framed around “added sparkle”, meaning planned experiences designed to deepen learning and build vocabulary, background knowledge, and confidence. The school gives examples such as meeting an owl, making their own lunch, and visiting a university. These examples are useful because they show the intent to widen horizons early, which can be especially valuable in a small school where peer variety is naturally limited.

The daily timetable descriptions indicate that mornings are anchored in the foundations: phonics, maths, and English, followed by afternoons that rotate across a broad curriculum (including subjects such as computing, art, history, and physical education). For parents, the implication is that core skills are prioritised without squeezing out wider learning, but also that children who find mornings demanding may do better once the day moves into more practical, exploratory afternoons.

Most pupils leave at the end of Year 2 and move into junior provision for Year 3. The school states that most children take up a Year 3 place at Riverside Junior School, and it describes active transition work between the two settings.

The transition programme starts early in the school year, with opportunities for Year 2 pupils to visit, including a festive singalong in December. The practical value here is reducing the “big jump” effect that can happen when children move from an infant environment into a larger junior school, especially for children who are shy, anxious, or simply young for their year.

There are two distinct entry routes.

Reception entry (September 2026 start) is coordinated by Calderdale Council. For September 2026 Reception, the council states applications open on 18 November 2025 and close on 15 January 2026. The school’s own admissions page mirrors these dates and reinforces that applications are made to the local authority, not directly to the school.

Nursery entry is handled directly with the school, and the school describes intake points three times a year, in September, January, and after Easter, from the term after a child’s third birthday. It also notes the standard early years entitlement to funded hours for eligible families; for specific nursery session costs or any top-up charges, use the school’s nursery admissions information.

On demand, the available admissions figures indicate Reception is oversubscribed, at just over two applications per offer. In plain terms, this is not “impossible”, but it does mean families should treat the process as competitive, keep dates tight, and have a realistic second preference strategy.

If you are trying to judge likelihood of a place, FindMySchool’s Map Search is useful for checking how your home sits relative to the school compared with local patterns, and for testing alternative preferences. (Distance cut-offs can shift year to year.)

Pastoral language is not bolted on as an afterthought here, it is threaded through routines and staff development. The main school page highlights staff training in attachment theory and mindfulness approaches. The Foundation Stage daily plan then shows how this becomes tangible: a gentle soft-start window, calming “Breathing Buddies” after lunch, and structured moments for stories and songs before home time.

Safeguarding is described as effective, with an emphasis on procedures, record-keeping, staff training, and teaching children how to keep themselves safe, including online. For parents, this is the baseline you want to see stated clearly: systems, culture, and governance oversight, not just warm words.

In inclusion terms, the school sets out a commitment to including pupils with special educational needs and disabilities in all aspects of school life, and to working with families as part of planning and decision-making.

Extracurricular at an infant school often looks different to a junior or primary setting, it is more about structured play, outdoor learning, enrichment visits, and wraparound experiences that feel like “extended school” rather than clubs in the secondary sense.

The strongest named components are:

• Forest school and outdoor learning: referenced as part of the wider experience offer, supporting learning beyond the classroom and giving children practical, hands-on ways to build confidence and vocabulary.

• Wraparound provision (Valley Crew): the school describes a popular before and after-school offer that also runs activity nights and clubs, open across the local federation schools.

• Curriculum enrichment (“Sparkle”): examples include meeting an owl, making lunch, and visiting a university; small details, but they show the intent to make learning memorable and concrete.

For families, the implication is that children who learn best through experiences, stories, and making will likely find plenty to hook into, while children who need a quieter, lower-stimulus day may do best with careful use of routine and the regulation supports already described.

The published school day timings are unusually detailed, which is helpful. Key Stage 1 runs a soft-start window from 8.40am to 8.50am and finishes at 3.20pm, with a timetable that explicitly includes a daily story. Foundation Stage uses a similar “soft start” approach and finishes with collection at 3.15pm.

Wraparound care is a meaningful feature here. The school states Valley Crew breakfast provision runs from 7.30am; after-school runs until 6.00pm Monday to Thursday and 5.30pm on Fridays. If you are balancing work and childcare, that availability can be the deciding factor between otherwise similar local options.

Food is provided via the linked junior school and the school highlights a quality standard recognition for the catering.

• Competition for Reception places. With around two applications per offer in the available admissions data, families should apply on time, plan a sensible second preference, and not assume a place is automatic.

• Infant-only age range. The school stops at Year 2, so every child will transition to a junior school for Year 3. For many, the move to Riverside Junior School is straightforward, but it is still a change to plan for.

• Improvement priorities are explicit. The published next steps focus on ensuring early reading books align closely with phonics knowledge, and building more maths problem solving opportunities. If your child needs extra support in these areas, ask how these priorities are being addressed.

• Heritage building quirks. A Grade II listed, historic building can be charming and distinctive; it can also mean constraints on space and modernisation. It is worth asking about drop-off flow, accessibility, and outdoor space routines.

This is a small infant setting with a clear identity: early reading is prioritised, wellbeing routines are described in practical detail, and enrichment is used to make learning stick. It will suit families who want a structured but playful start, value a close-knit feel, and like the idea of wraparound provision that can cover longer working days. The main hurdle is admission at Reception, and the main planning point is the Year 2 to Year 3 transition into junior provision.