Burbage Church of England Infant School Review 2026: Values-led infant education with strong early reading

Infant schools do not have the same headline, published end-of-key-stage data that parents may be used to seeing for junior or primary schools. In this case, what you can verify most confidently is the strength of the curriculum architecture and early reading model.

The most recent inspection, completed in July 2023, states that the school continues to be Good. That matters because it indicates stability rather than a school in flux. It also provides detailed evidence about early reading, phonics, and curriculum sequencing, which are the foundations that tend to show up later in Key Stage 2 outcomes once children move to a junior school.

The school’s own prospectus and statutory information also reinforce the same themes: clear routines, a structured curriculum, and a consistent approach to personal development through Christian values and British values education. Those are not “results” in the exam sense, but for infant education they are the closest equivalent to measurable quality, because they describe what children experience daily and what staff prioritise.

The curriculum is described in a way that is helpful to parents, because it names the schemes used rather than speaking vaguely about “broad learning”. In mathematics the school uses the White Rose scheme and also follows the National Centre for Excellence in the Teaching of Mathematics Mastering Number programme, both of which emphasise secure number understanding and practice over rushing ahead. The implication for children is that gaps tend to be picked up early, and fluency is built deliberately.

In foundation subjects, the school lists structured programmes such as Kapow for science, history, geography, design technology and art; Charanga for music; Get Set 4 PE for physical education; Jigsaw for personal, social, health and economic education; and Project Evolve for online safety. For parents, named schemes matter because they give a clue about consistency across classes and year groups, which is often where infant schools either shine or wobble.

Early reading is a clear priority. The inspection report describes teachers as early reading experts who assess regularly, match books to the sounds children know, and use interventions where pupils risk falling behind. That combination is exactly what parents want at Reception and Year 1, because it reduces the chance that a child quietly struggles for a term before anyone notices.

One developmental area is also spelled out. In some foundation subjects, assessment systems were described as still developing, with inconsistency in how teachers use checks to identify gaps and shape next steps. The implication is not that teaching is weak, but that parents may see variation in how clearly learning in subjects like history is tracked, compared with the sharper systems often present in reading and maths.

As an infant school, the key transition is into the linked junior phase. Most children typically move on to Burbage Junior School, and the federation arrangement is explicitly presented as a way to create continuity across the primary journey. For families, that can make the age seven transition feel less like a cliff edge, particularly if pastoral systems and curriculum language are aligned.

Families considering the school should still treat Year 3 transfer as a separate admissions step, coordinated through the local authority, rather than assuming progression is automatic. In practice, linked schools often prioritise continuity, but the correct route is to follow the published process and deadlines.

This is a state school with no tuition fees. Admission is coordinated by Leicestershire County Council, and the school’s own admissions page makes that explicit.

For Reception entry for September 2026, the published application window runs from 01 September 2025 to the national closing date of 15 January 2026. National offer day is 16 April 2026, or the closest working day if 16 April falls on a non-working day.

Demand is clearly strong. In the latest recorded round in the available admissions figures, 185 applications were made for 71 offered places, around 2.6 applications per place, and the school is recorded as oversubscribed. The practical implication is simple: families should apply on time, use multiple preferences, and avoid relying on a single school choice if they are uncertain about distance or priority criteria.

Open events matter for infant schools because parents want to see classrooms and understand routines. The school advertises that open afternoons typically run in early autumn for the next year’s starters, and it also runs Stay and Play sessions for children due to start in August 2026, with at least one date published later in the year. Booking expectations are clearly stated for adult open afternoons, while Stay and Play sessions are positioned as drop-in.

A useful FindMySchool step here is Map Search, which helps families check their home-to-school distance precisely, then sense-check that against the kind of demand levels the school is seeing.

Pastoral in an infant school is largely about routines, behaviour consistency, and staff knowing children well enough to spot changes quickly. The inspection report describes positive relationships, staff awareness of local safeguarding issues, and clear systems for acting rapidly when concerns emerge. Safeguarding arrangements are stated as effective.

SEND inclusion is also addressed directly. The school’s admissions information states an inclusion policy and highlights disabled access and facilities. The inspection report adds that leaders identify needs quickly and that pupils with SEND access the same curriculum as peers with effective support. For parents, that combination matters because it suggests the child is not separated from the core curriculum, but supported within it.

For Church of England families, the values and collective worship rhythm are likely to feel familiar and reassuring. For families who are not practising, the key question is whether they are comfortable with a Christian values framework and worship as part of school life. The language used by the school is explicit enough that parents can judge this early.

Extracurricular in an infant school should not be about packing every day with options, it should be about giving children low-pressure chances to try activities and build confidence. Here, the school’s prospectus lists specific clubs and activities rather than generic categories. Examples include choir, violin provision, football, multi-sports, and maypole dancing, plus language enrichment such as French.

There are also signs of practical outdoor learning. School communications reference a Forest School area, and the Easter 2025 newsletter describes a Gardening Club doing sustained work, including planting and nature-related projects such as bird boxes. For some children, this kind of long-running project can be as important as academic learning, because it builds patience, teamwork, and a sense of responsibility.

Pupil leadership opportunities, even at this age, act as another strand of enrichment. Roles such as school council membership and sports leadership are described as meaningful to pupils, and they provide a structured way for children to practise speaking in groups and representing classmates.

The published school day is clear. Registration is at 8.45am, lunchtime runs 12.00 noon to 1.15pm, and classes close at 3.15pm, with the week set at 32.5 hours.

Wraparound care is offered. Breakfast club begins at 7.30am, and after-school care runs from 3.15pm to 5.30pm, with children moved from class to the club area on the school grounds.

For travel and drop-off, the prospectus includes explicit reminders about safe driving and parking expectations around the Grove Road area. In practice, families should expect the usual infant-school pinch points at 8.45am and 3.15pm, and plan for a short buffer time in the first few weeks of Reception when routines are still settling.

• Oversubscription pressure. With recorded demand running at around 2.6 applications per place, admission is competitive. Families should apply on time and use multiple preferences to reduce risk.

• Faith character is real. The Church of England identity shows up through values and worship. Families uncomfortable with that should satisfy themselves early that it matches their expectations.

• Assessment in some foundation subjects is still developing. External review evidence points to stronger systems in core areas like early reading, with some foundation subject assessment processes still being refined.

• Leadership start date is not clearly published. The executive headteacher is named, but an appointment date is not easy to verify from the school’s own pages, so parents who care about leadership continuity usually ask directly.

This is a well-structured infant school with a clear values framework, a strong emphasis on early reading, and practical wraparound provision that supports working families. The July 2023 inspection outcome confirms a stable quality baseline and highlights a curriculum that is carefully mapped from early years through Year 2.

Best suited to families who want a calm, predictable start to schooling, who are comfortable with a Church of England setting, and who value early reading and personal development being treated as equally important. The main challenge is admission, demand suggests you should plan carefully and keep options open.