Oakwood Infant School Review 2026: Early years strength, clear routines, and a village school feel

For an infant school, the usual headline measures parents see for primary schools do not tell the full story, because pupils are not yet at the end of Key Stage 2. Instead, what matters is how well children learn to read, write, speak, listen, and work independently across Reception, Year 1, and Year 2, then how ready they are for the step up into juniors.

The most useful evidence available publicly is the combination of inspection outcomes and curriculum intent. The latest Ofsted inspection (July 2022) graded Quality of Education as Good, with Outstanding grades for Early Years Provision and Personal Development. That points to a school where children are supported to develop learning habits and character alongside the basics of literacy and numeracy, which is precisely the right balance for this age range.

Parents comparing local options should keep the “fit” lens front and centre: a child who thrives on predictable routines, language-rich teaching, and structured support in the early years is likely to do well in a setting like this. A child who needs a looser approach can still succeed, but families may want to ask how independence is built, how children are challenged once they are confident readers, and what stretch looks like in Year 2.

If you are comparing several schools, FindMySchool’s Local Hub comparison tools are useful for keeping notes consistent across visits and open mornings, especially on early years practice and transition arrangements.

Early years is a clear strength and it is described in a way that aligns with effective practice. Reception is framed as a balance of play-based learning and focused teaching, with an emphasis on relationships, well-chosen activities, and a structured transition programme so that children and families are ready for the first term.

The wider curriculum carries a distinctive thread that is easy to miss if you only look at the basics. The federation talks about a “global curriculum” and explicitly highlights Environment and Sustainability as a whole-school theme, backed by a published sustainability action plan. The implication for pupils is that learning is often anchored in real-world contexts rather than staying purely within worksheets and isolated topics.

Practical classroom experience is also supported by routine structures through the day. The school day page sets out how children arrive through classroom doors, how snack time is organised, and how outdoor play is treated as a core part of development. That level of clarity tends to correlate with calmer classrooms because children know what happens next, and staff are not improvising the basics.

As an infant school, the most important destination is the next key stage. In this case, the federation relationship makes that pathway unusually explicit: nearly all pupils who start at Oakwood go on to Greenfields Junior School for Year 3, and the schools work to align policies, curriculum aims, and routines across both sites.

Transition is described as a programme rather than a single visit. The published plan for Year 2 pupils moving into Year 3 includes a sequence of events across June, including teacher visits into Year 2 classes, two “First Steps” mornings with the new class teacher, and an after-school classroom tour for parents and children. For families with a child who is anxious about change, this is the sort of detail that genuinely reduces stress because it turns “new school” into a set of familiar steps.

Beyond Year 6, the federation notes that pupils typically move on to Robert May's School, which helps families see the longer local pathway if they are planning ahead.

Reception entry is coordinated through Hampshire County Council. For September 2026 entry, applications open on 01 November 2025 and the deadline is 15 January 2026, with offers released on 16 April 2026. These are national dates for on-time applicants and are confirmed on both the school’s admissions page and Hampshire’s key dates guidance.

Open mornings are also spelled out for the 2026 cohort, and they sit in the Autumn Term, which is typical for infant intake. The listed dates for prospective parents were in mid to late October, with booking required via the school office.

Demand is real. In the most recent admissions data available here, there were 114 applications for 60 offers for the main entry route, and the school is recorded as oversubscribed. Put simply, there are close to two applications for every place, and first preferences exceed first preference offers. That matters because families should plan with realistic alternatives rather than assuming proximity alone will secure a place.

If you are trying to understand your odds, use FindMySchool’s map tools to check travel practicality and then read the published admissions criteria carefully. Infant places can be affected by sibling priority, looked-after status, and other criteria long before distance becomes the deciding factor.

Pastoral systems are unusually well-described for a school of this size, and that helps parents understand what support looks like in practice.

One strand is structured, adult-led support inside class. The pastoral page explains that many worries are addressed through everyday check-ins, help with friendships at playtime, and practical reassurance at the start of the day. That may sound basic, but for four and five year olds, it is often the difference between a confident start and a difficult half term.

A second strand is targeted emotional literacy work. The federation describes ELSA (Emotional Literacy Support Assistant) support, delivered one-to-one and tailored to the child’s needs using age-appropriate methods such as drawing, craft, and games. It also describes TALA (Therapeutic Active Listening Assistant) support using counselling practices for children with emotional and social difficulties, which is more specialised than many infant settings publish openly.

There is also a distinctive, school-specific element: “Paws for positivity”, a canine assisted learning approach involving Rosie, a trained therapy dog, working with children alongside an experienced teacher and animal assisted practitioner. For some children, the combination of movement, calm routine, and a trusted adult conversation can help regulate emotions and return to learning more quickly.

For an infant school, enrichment needs to be age-appropriate and well-organised, not a long list of activities that only a handful can access. The federation’s clubs timetable is unusually specific, including before-school options and a clear weekly rhythm.

At Oakwood, before-school clubs include Gymnastics and Arts and Crafts, running 8.00am to 8.40am. After school, options include French, Street Dance, Theatre School, Tag Rugby, and two versions of football (competitive and social). There are also Confidence Club sessions tailored by year group, which links extracurricular time directly to wellbeing and self-belief rather than treating it as an add-on.

The implication for families is practical. Children who need movement and coordination can access Gymnastics or dance early in the day, which can improve attention in the first lesson. Children who enjoy performance have a route through Theatre School without needing external weekend provision. Language clubs can also complement the federation’s wider curriculum aims, giving an early sense of progression rather than treating languages as something that starts later.

The published timings are clear. Doors open at 8.40am, registration is at 8.50am, and the school day ends at 3.20pm.

Wraparound care is available. Breakfast club runs from 7.30am each morning, and after-school care is also offered, with both described as operating from the Oakwood site for pupils from the federation.

For travel, most families will be thinking in village terms: walking, short car journeys, or local bus routes. Hampshire County Council provides guidance on travel policy and journey planning tools, which are worth checking if you are assessing feasibility for a daily routine.

This is a state school with no tuition fees. Families should still budget for the usual extras such as uniform, trips, and optional clubs, and ask what is included in any paid provision.

• Competition for places. With 114 applications for 60 offers in the most recent entry data here, demand exceeds supply. Families should shortlist sensible alternatives early.

• Infant-only age range. The school finishes at age seven, so Year 3 planning matters. The federation pathway to Greenfields is a strength, but it is still worth understanding how junior transfer works and when you must apply.

• A structured approach. Clear rules and routines suit many children, especially in Reception and Year 1. If your child struggles with transitions or finds structure hard, ask how staff build flexibility and independence over time.

• Wraparound uses external provision. Breakfast club and after-school care are available, but they are delivered through an external provider arrangement. Ask how handover works at the start and end of the day so it feels seamless for your child.

Oakwood Infant School looks strongest where parents most want certainty at this age: a settled start in Reception, consistent routines, and wellbeing support that is described in practical, child-centred terms. The latest inspection outcomes reinforce that picture, especially around early years and personal development.

Best suited to families who want a village infant school experience with clear structures, strong early years practice, and a well-signposted transition into junior education through the federation. Securing a place is the limiting factor, so the best approach is to plan early and keep alternatives in view.