Telford Infant School

Telford Infant School is a state infant school for ages 4 to 7 in Lillington, Leamington Spa, with 251 pupils. It is part of Warwickshire's coordinated admissions system, and families should treat Reception entry as potentially competitive and check Warwickshire's latest admissions information before applying.

Leadership has recently changed. Ms Louise Roberts is the current headteacher and introduced herself as the new headteacher in September 2024, following the previous head’s retirement.

The latest inspection outcome is clear. The latest Ofsted inspection on 30 April 2024, published 10 June 2024, judged the school Good.

The school’s own language puts “loving learning” front and centre, and that is reflected in the way it frames early years as a foundation for curiosity, creativity, and lasting reading habits.

A distinctive feature is how many curriculum and wellbeing strands are presented as part of everyday practice rather than bolt-on initiatives. The curriculum pages highlight a reading-first emphasis, including the 100 Book Challenge, designed to help children read 100 selected books by the time they leave Year 2, supported by access to copies in the school library so families do not need to buy them.

Pastoral language appears consistently across the site. The school references Thrive as part of its wider approach to personal, social and emotional development, alongside “Building Learning Power” as a learning habits framework. The practical implication for families is that school routines are likely to include explicit work on self-regulation, confidence, and learning behaviours, which can be especially important for children who are still adjusting to full-time school.

As an infant school, Telford Infant does not publish Key Stage 2 outcomes because pupils leave at the end of Year 2. That means there is less headline national data available for parents to compare than there would be for a full primary.

Ofsted’s most recent judgement provides the main external benchmark, with the current overall effectiveness judgement remaining Good following the April 2024 inspection.

For parents comparing local options, the most useful evidence often comes from curriculum specificity and routines. Here, the school provides a relatively detailed curriculum architecture online, including subject pages and year-group resources, which suggests a structured approach to learning design rather than a purely generic curriculum offer.

Early reading is positioned as a core priority, with the 100 Book Challenge acting as a concrete mechanism to encourage breadth of reading and shared reading at home. The evidence is practical rather than aspirational, each child has a book list, the school holds copies, and the challenge is framed as something families can do using the school library and local libraries. The implication is that reading practice is likely to feel manageable and supported, even for families without large book collections.

The curriculum menu also points to wider learning beyond phonics and early maths, with explicit pages for areas like computing, design and technology, geography, history, music, and personal, social and health education. For an infant school, the value here is breadth delivered in age-appropriate form, helping pupils build vocabulary, background knowledge, and confidence in speaking and listening.

Outdoor and play-based learning appears to be a significant strand, with both Forest School and OPAL (Outdoor Play and Learning) referenced as named approaches. For many children, this matters as much as any formal attainment measure, particularly for attention, social development, and physical confidence in the first three years of school.

As an infant school, the main transition point is from Year 2 into junior provision. In practice, many families will be looking for continuity into a linked or nearby junior school and will want to understand transfer expectations early. Telford Junior School’s admissions information directs families to Warwickshire’s primary admissions route, which is relevant for the infant to junior transition.

What to do with this information as a parent: ask how transition is handled for Year 2 pupils, what joint activities exist with junior settings, and whether children are supported with visits and phased familiarisation before Year 3.

Reception entry is managed through Warwickshire County Council's coordinated process, rather than direct application to the school. For September 2027 entry, Warwickshire lists applications opening on 1 November 2026, the application deadline as 15 January 2027, and offers issued on National Offer Day, 16 April 2027.

Warwickshire's current Reception route also notes an appeals deadline of 17 May 2027.

Demand is worth taking seriously. The practical implication is that families should read Warwickshire's published oversubscription criteria carefully and avoid relying on preference alone.

A useful workflow is to shortlist alternatives in the same planning cycle. FindMySchool’s Saved Schools feature can help families track multiple options and keep notes on criteria, open events, and timelines in one place.

Pastoral work is signposted through named approaches and staffing visibility. The school’s wraparound club documentation also references safeguarding roles within the organisation of extended day care, which matters for families using breakfast and after-school provision.

For younger pupils, the day-to-day experience often hinges on consistency and communication with home. Families should look for clarity on routines, handover at drop-off and pick-up, and how staff support children who find separation, transitions, or group settings challenging in the first term.

Wraparound and enrichment are a clear strength in the practical offer. Breakfast Club is available from 7.45am, with children taken to classrooms for the start of the school day at 8.55am.

After School Club is also available, with published operating times running until 6.00pm.

Beyond this, the school indicates that external providers run activities on site for infant-aged children, including Cookery, Spanish, Dance, Multi-skills, and Football, typically finishing between 4.15pm and 4.30pm. For working families, this matters because it widens the menu of childcare-compatible enrichment without additional travel.

On the curriculum enrichment side, Forest School and OPAL are named strands, and the 100 Book Challenge provides a concrete, school-wide reading project rather than a vague encouragement to read more. The implication is that enrichment here is both activity-based and learning-based, which tends to suit a wide range of children, including those who are not immediately drawn to formal desk learning.

This is a state school with no tuition fees.

Wraparound care is a published part of school life. Breakfast Club runs from 7.45am and After School Club runs until 6.00pm, with on-site enrichment clubs from external providers commonly ending around 4.15pm to 4.30pm.

For transport planning, most families will treat this as a walkable local school. For those driving, ask about drop-off routines and any parking guidance on Kelvin Road and nearby streets, because infant drop-off pinch points can shape the start of every day.

• Oversubscription risk. Reception entry may be competitive and outcomes depend on Warwickshire's oversubscription criteria.

• Limited national results data by design. As an infant school, there is no Key Stage 2 results at the point pupils leave, so parents need to rely more on curriculum quality, routines, and external evaluation such as inspection.

• Recent headship change. Ms Louise Roberts became headteacher in September 2024. Leadership transitions can be positive, but families may want to ask what has changed, what has stayed consistent, and how priorities are being set for the next few years.

Telford Infant School looks well suited to families who want a structured infant start with strong wraparound care and a clear reading culture, including a practical whole-school project in the 100 Book Challenge. The current Ofsted judgement is Good, and admissions demand suggests it is a popular local choice. Best suited to families who value early literacy, outdoor learning strands such as Forest School and OPAL, and childcare-friendly provision that supports working patterns.