Larklands Infant School Review 2026: A purposeful early years start, with reading and routines at the centre

On that front, the October 2024 inspection is clear about trajectory. It notes that the school has changed its approach to teaching reading over the previous two years, and that early reading has improved significantly as a result. It also states that the proportion meeting the expected standard in the Year 1 phonics screening check is above the national average.

Parents comparing local schools often want a single numeric benchmark. With an infant school, it is usually more helpful to focus on the underlying engine: reading instruction that is consistent across classes, rapid identification of pupils who need extra support, and a curriculum that carefully sequences knowledge and vocabulary so children remember what they have learned and can reuse it later.

If you are shortlisting, FindMySchool’s Local Hub comparison tools can still help, not by comparing exam tables, but by letting you review admissions pressure, inspection recency, and practicalities side by side across nearby infant and primary options.

The curriculum design language on the school website focuses on “sticky knowledge”, with topics beginning by revisiting prior learning before moving into new questions and enquiry. The intention is coherence rather than activity for activity’s sake, which is exactly what younger children benefit from.

The October 2024 inspection describes careful thinking about the knowledge pupils should learn, including the vocabulary they use daily, with reading, writing and mathematics treated as core basic skills. It also describes improvements in early reading from the revised approach, backed by close monitoring and targeted support where needed.

There is one important nuance for parents who care about “broad curriculum” at infant level. The inspection praises the review of the wider curriculum in subjects such as science and history, but flags that, in some cases, pupils are introduced to too much knowledge in a short time, without it being broken down into manageable chunks. That is not unusual during curriculum redesign, and it is also the kind of issue that can be improved quickly when leaders tighten sequencing and staff refine lesson structure.

Because the school finishes at age 7, the next step is junior school rather than secondary. In Derbyshire, junior places are coordinated through the local authority, and families generally apply during the same admissions window used for Reception entry, depending on whether a child is transferring from an infant school into Year 3.

What matters most is transition readiness. A strong infant experience should leave pupils confident readers at their stage, secure with basic number, and used to structured classroom expectations. The October 2024 inspection description of early years preparation, plus the improved early reading approach, suggests the school is highly focused on exactly those outcomes.

If you are considering a junior school pathway now, ask two practical questions early: how the junior school builds on phonics and early reading habits, and how it supports pupils who are still catching up at the point of transfer. Those tend to matter more than any headline “destination” list at this age.

Reception entry is coordinated by Derbyshire County Council. For September 2026 entry, the council’s published timetable states that applications open on 10 November 2025, the deadline is midnight on 15 January 2026, and offers are issued on 16 April 2026.

Demand looks healthy. In the most recent admissions snapshot provided here, there were 91 applications for 42 offers for the primary entry route, and the school is recorded as oversubscribed. That equates to roughly 2.17 applications per place offered, which is meaningful pressure for an infant intake.

A practical tip: when a school is oversubscribed, precision matters. Families should use FindMySchool’s Map Search tools to check their exact home to school measurement method against the local authority’s admissions rules, then treat that as one input alongside the wider fit, childcare logistics, and the junior transfer plan.

Behaviour is described as exceptionally strong in the most recent inspection, with pupils following staff instructions attentively and responding to a whole school behaviour rule that is simple enough for very young children to internalise.

The safeguarding line is also clear. Inspectors confirmed that safeguarding arrangements are effective, which is one of the most important reassurance points for parents of nursery and infant age children.

One wellbeing area the school is actively working on is attendance. The inspection notes that attendance is below national levels and that persistent absence remains a concern, with leaders working with families and local agencies to address patterns. Parents who value consistency of routine may want to ask how attendance is monitored and what support is offered when children are struggling to attend regularly.

For a younger school, enrichment is often less about “clubs every day” and more about planned experiences that widen vocabulary and background knowledge. The October 2024 inspection highlights visits to local places of interest, including museums and libraries, and describes pupils enjoying opportunities to help one another and contribute to school life.

The website’s recent letters list gives a concrete sense of what that enrichment can look like across a year. Examples include a Year 2 trip to Warwick Castle, a Year 1 trip to Crich, and themed experiences such as an animal visit for Reception. It also references activity clubs such as hockey, multi skills sessions for Reception, archery for Year 1, and cricket for Year 2, which together suggest a programme that blends physical confidence with curiosity and memorable shared events.

Reading is also treated as an “extra” that sits alongside the formal curriculum. The school lists multiple reading schemes in use, including Oxford Reading Tree, Project X, Collins Big Cat and Pearson Bug Club, which can help families understand how home reading books may look and why different children may bring home different series at the same time.

The school publishes different start times by year group. Year 1 and Year 2 run 8:45 am to 12.00pm and 1:10 pm to 3:15 pm; Reception runs 9:00 am to 12.00pm and 1:10 pm to 3:15 pm. Nursery hours are also set out, including patterns for children attending 15 or 30 funded hours.

Wraparound childcare is offered via an external provider, and the related Ofsted registered out of school setting is described as operating sessions from 7.30am to 9am and from 3pm to 6pm during term time. Confirm availability and booking processes directly, as wraparound capacity can change across the year.

• Admissions competition. With 91 applications for 42 offers in the most recent snapshot, entry can be competitive. Families should plan early and keep alternative preferences realistic.

• Attendance focus. The latest inspection highlights attendance as an improvement priority. If your child has health needs or anxiety around separation, ask what early support looks like and how the school works with families.

• Curriculum sequencing still settling. Wider curriculum improvements are underway, but the inspection notes that lessons can sometimes include too much new content at once. This is worth discussing at an open visit, especially if your child needs learning broken into very small steps.

Larklands Infant School feels most convincing where it should: the early years foundations. Reading has been deliberately strengthened, early language and communication are treated as the bedrock of later success, and behaviour routines appear calm and consistent for very young pupils.

It best suits families who want a structured start to school life, with a strong emphasis on phonics, vocabulary, and predictable routines, plus a steady rhythm of trips and activities that widen children’s experiences without overwhelming them. The main constraint is admission pressure, so the most successful applicants are likely to be those who prepare early, understand the local authority process, and keep their junior school pathway in view from the start.