Towers Infant School

A three-form-entry infant school serving ages 2 to 7, Towers Infant School sits on a shared site with Towers Junior School, with a large field between the two and a kitchen that serves both schools. The main building dates to 1967 and the school expanded in 2013 with a dedicated Early Years building, taking the total to nine classrooms.

Behaviour and routines are treated as curriculum, not an afterthought. Children are taught a clear set of BUILD values (Be respectful, Unity, Independence, Love of Learning, Determination) and the language is reinforced through assemblies, rewards, and daily interactions.

The latest Ofsted inspection (25 to 26 November 2021, published 21 January 2022) confirmed the school continues to be Outstanding.

The physical layout tells you a lot about the school’s character. Built as a two-form entry with a central hall and pairs of classrooms opening from small foyer areas, the building is practical and legible for young children. The later move to three-form entry, plus the separate Early Years building, suggests a setting designed to handle busy mornings without feeling chaotic.

The strongest theme in official descriptions is purposeful calm. Expectations are clear and children respond well to them. Rewards are used in a very concrete, child-friendly way, for example invitations to a VIP lunch with the headteacher, plus recognition for good manners at lunchtime. This creates a culture where children can see exactly what good behaviour looks like, and why it matters.

Values work best when they show up in everyday routines, not just on posters. Here, the BUILD framework is used as a shared language for how children treat each other and how they approach learning. Weekly assemblies explicitly celebrate achievement, which matters in an infant setting where confidence is built in small, cumulative steps.

Leadership is also distinctive because this is a federation-style set-up. The infant and junior schools operate with the same leadership team and governing body, which tends to smooth the Year 2 to Year 3 handover and keeps expectations consistent across the site.

Infant schools do not usually have the same published attainment tables that parents may be used to seeing for end of Key Stage 2, and the school itself notes that performance tables do not hold attainment data for infant schools.

In practice, the most useful “results” lens here is readiness for junior school: fluent early reading, confident basic number sense, and strong habits for learning. Early reading is treated as a priority, staff are trained to deliver a structured phonics programme, and children who find reading harder are supported to catch up quickly.

Writing is also approached in a deliberately scaffolded way in Nursery and Reception, with children encouraged to say sentences out loud before writing them down, then using their growing phonics knowledge to support independent attempts. Those small routines matter, because they reduce anxiety around writing and make practice feel achievable.

For parents comparing local options, the most practical approach is to weigh three things: the inspection picture, the school’s day-to-day curriculum priorities (especially reading), and admissions competitiveness. On competitiveness, the most recent available admissions data shows 303 applications for 86 offers, with the school recorded as oversubscribed. (Figures presented as established admissions data.)

Teaching is described as coherent and consistent across the school, with a curriculum designed and embedded by leaders and delivered reliably by staff. This is the kind of detail that matters more than headline labels for young children, because it is consistency that enables children to settle quickly and feel secure about what comes next.

The school’s own curriculum framing is explicit about knowledge and creativity, plus “awe and wonder” as a driver of motivation. It sets out a clear intent for children to become successful learners, respectful residents, resilient individuals, and responsible citizens.

A simple example of how that intent becomes practice is the way teachers widen children’s exposure to texts. A mix of poetry, fiction, and non-fiction is used, and adults model reading behaviours in a way that helps children talk about learning, not just complete tasks. The implication for parents is straightforward: children are less likely to see reading as a narrow skill, and more likely to see it as something that belongs across the whole curriculum.

Mathematics and personal, social and health education were areas of focused attention in the 2021 inspection, which aligns with what many parents look for at infant stage: confident early number work alongside strong relationships education and routines for behaviour.

The practical next step after Year 2 is transfer into Year 3 at a junior school. In Havering, parents of children in Year 2 at an infant school are expected to submit an application for a junior school place, and can apply for up to six junior schools.

The shared-site relationship with Towers Junior School is likely to be a central part of many families’ plans. The schools share leadership and governance, and the site arrangement supports a familiar transition at age 7.

For families mapping the full primary journey, it is worth planning the Year 2 transfer process early, not because it is complex, but because deadlines are fixed and late applications reduce choice. The local authority’s published process for September 2026 junior transfer makes clear that applying on time is important.

Reception entry is coordinated by the London Borough of Havering rather than directly by the school. For 2027 Reception entry, the verified local authority timetable gives an application deadline of 15 January 2027, offer day on 16 April 2027, and an acceptance deadline of 30 April 2027.

Oversubscription criteria follow a typical local-authority structure. After looked-after and previously looked-after children, the next priorities include exceptional medical or social grounds, siblings, children of qualifying staff, then distance from the school measured in a straight line, with nearer homes receiving higher priority. Waiting lists and appeals are administered by the local authority.

For families considering the nursery and pre-school route, the school has a maintained nursery provision and the 2021 inspection notes that nursery provision was introduced in September 2017. The school also publishes a pre-school application form within its Hummingbird Pre-School section.

If you are using FindMySchool tools to shortlist, the Map Search is still useful here even without a published distance cut-off. It helps families sanity-check walking routes and travel time, then sense-check those against the local authority’s distance-based priority rules.

The behaviour culture is not described as accidental. Children are motivated through clear routines and rewards, and are taught to treat each other kindly and politely through the BUILD framework.

The school also puts visible structure around wellbeing. One example is its peer mentoring programme, which trains peer mentors on topics such as confidentiality, communication skills, bullying behaviour, empathy, and how mentoring sessions work, with pastoral staff monitoring and supporting the programme.

Safeguarding is treated as active work. The latest Ofsted report states that safeguarding arrangements are effective, and also references regular training, fast reporting of concerns, and pupils being taught to recognise risks including online safety.

Extracurricular at infant stage works best when it is simple, regular, and social. The school’s current termly club list is clearly set out and includes Tennis Club, Drama Club, Cheerleading Club, Wide Awake Morning Club, Football Club, Yoga for Children Club, and Mini Allsports across the week.

Alongside clubs, there are programme-style traditions that reinforce confidence and belonging. Weekly assemblies under the Time to Shine banner celebrate achievements, which is a small but meaningful lever in early years, especially for children who are still learning to speak up in groups.

Book Week appears as a dedicated strand within the curriculum section of the website, signalling a deliberate effort to make reading social and celebratory rather than purely instructional.

The school day is highly structured. Gates open at 08:30 and children enter classrooms from the playground from 08:40. Home time is 15:15 for Reception, 15:20 for Years 1 and 2, and 15:30 for Nursery.

Wraparound childcare is available via First Class Kids Club. Breakfast club runs 07:30 to 08:45 and is listed at £4, and after-school provision runs 15:20 to 18:00 with a snack provided.

The website does not set out a detailed transport plan for families outside the immediate area. In practice, it is worth checking morning access and pick-up flow at a tour because infant sites can feel very different in live drop-off conditions than they do on paper.

• Competition for places. The most recent available admissions data records 303 applications for 86 offers and an oversubscribed status. Families should plan on having realistic alternatives on the application form.

• A Year 2 deadline comes quickly. If you are thinking beyond infant stage, junior transfer requires a separate application in Havering and late applications can reduce choice.

• Pre-school timing varies. Nursery and pre-school places sit alongside the main Reception process and can run to different timelines. In previous cycles, pre-school applications have been requested by early January for a September intake, so it is worth checking dates well in advance.

• Some costs sit outside the core offer. This is a state school with no tuition fees, but wraparound childcare and some activities have separate charges, so budget planning still matters.

For families who want a structured infant setting where behaviour, values, and early reading are treated as core priorities, Towers Infant School is a strong option. The building and routines are designed for young children, and the federation model supports continuity into junior years.

Best suited to local families who value clear expectations and want a nursery-to-Year-2 pathway with established wraparound options. The main challenge is admission, competition for places is a defining feature here.