Inglehurst Infant School

Early years and Key Stage 1 are all about foundations, reading habits, classroom routines, confidence with numbers, and a sense of belonging. Inglehurst Infant School serves pupils from age 3 to 7, with Nursery through Year 2 on one site in Braunstone, Leicester. The structure is designed for this age group, with class identities that feel distinctly child-centred, plus an inclusion team and family support capacity that is made visible on the school’s own staffing information.

The headline for parents, though, is not a simple snapshot judgement. The predecessor school, which operated on the same site, received an Inadequate judgement at its last graded inspection in September 2022, and the school then became an academy with a new URN in June 2023. The most recent published Ofsted activity for the current academy is a monitoring visit (urgent inspection letter) following a visit on 24 October 2023, which confirmed safeguarding was effective at that time.

For families, that creates a clear lens: this is a school where routines, curriculum consistency, and leadership impact matter more than branding. If you are considering Nursery or Reception, the best question to ask is not “what is it like on paper”, but “what has changed, and how is it working day-to-day”, with reading and early years practice at the top of your checklist.

Inglehurst presents itself as welcoming, caring, and inclusive, with an explicit ambition to develop happy, healthy, confident life-long learners. The school’s stated vision also signals what it values in practical terms: curiosity, kindness, honesty, determination, and respect. In an infant setting, these are most meaningful when they appear in classroom language, turn-taking expectations, how adults correct behaviour, and how pupils are helped to express feelings. The language choices here are age-appropriate and specific, which matters for three to seven year olds who learn norms through repetition and consistency rather than abstract ideas.

Staffing information, published by the school, is unusually detailed for a small primary-phase setting. It shows a senior team with defined leads across safeguarding, early years, curriculum, music, inclusion, and Key Stage 1, alongside a named inclusion provision space described as The NEST. That clarity often supports more consistent practice because responsibilities are not left vague.

Leadership is a key part of this school’s identity at present. The headteacher is Kerry Pochin, named on the school website and reflected in official records. The headteacher role is shown as effective from 1 July 2023 in the government establishment record for the predecessor URN, which aligns with the academy conversion timeline. For parents, that matters because an academy conversion often brings changes in governance, external support, and internal systems. The school is also part of Attenborough Learning Trust, which is relevant because trust oversight is referenced directly in the safeguarding-focused monitoring visit letter.

A distinctive practical detail is the way the school communicates its structure for children. Nursery is referred to as Starfish Nursery, and Reception classes include names such as Jellyfish and Turtles. These are not just cute labels. For young children, class identity can reduce anxiety, support transitions, and make communication with families clearer.

For an infant school, published national test data is limited because statutory Key Stage 2 outcomes sit in Year 6. What matters most here is the quality of early reading, the sequencing of knowledge in the wider curriculum, and whether pupils build secure foundations in phonics, vocabulary, and number sense.

The most important evidence available in the public domain, at the time of writing, is inspection commentary and the school’s own curriculum and practice statements rather than headline attainment figures. The 2022 graded inspection for the predecessor school highlighted that pupils were not making sufficient progress overall, and it identified early reading as a priority area for improvement, alongside governance effectiveness and aspects of behaviour and wider personal development.

Since the current academy has not yet had a graded inspection report published under its new URN, parents should treat outcomes as “under development” rather than “settled”. The practical implication is that you should look for evidence of consistency: phonics routines that happen every day, decodable books that match the phonics phase, staff who can explain the reading programme simply, and leaders who track progress frequently and act quickly when pupils fall behind. The inspection history makes reading the first priority question for any prospective family.

Inglehurst’s website architecture suggests a subject-by-subject approach to curriculum communication, covering EYFS and the full range of primary subjects, with personal, social and health education also explicitly referenced. The monitoring visit letter also points to a PSHE curriculum that teaches safety and healthy choices through memorable messages and routines, plus mechanisms such as worry boxes to help pupils raise concerns.

For infants, strong teaching tends to look deceptively simple: highly structured routines, clear modelling, short practice cycles, and adults who are consistent about language. The school’s staffing structure, with early years and curriculum leads identified, can support this kind of consistency if it is implemented well.

Early years provision is an integral part of the school, not a bolt-on. Nursery sessions are offered in morning, afternoon, or full-time patterns, and the school’s admissions documentation sets out a defined number of nursery places split across sessions. That clarity helps parents plan childcare and helps the school plan staffing.

Because Inglehurst is an infant school (to age 7), the main transition is into junior provision for Year 3. Practically, this transition matters because it is a change of building, expectations, and curriculum depth at a relatively young age.

The school’s wraparound information also points to close operational links with the neighbouring junior school site, including breakfast provision hosted there that is open to infant pupils. That kind of link can make the Year 2 to Year 3 step feel less like a fresh start and more like a continuation, particularly if children are already familiar with staff or routines through shared provision.

For parents, the key question is how the school supports readiness for Year 3: independence with belongings, sustained attention, early reading fluency, and confidence with basic number facts. In schools with a recent improvement journey, the best evidence usually comes from how leaders describe their priorities and how teachers explain what they do when a child is behind.

Admissions operate through two routes, and it is important not to confuse them.

For Reception, admissions are coordinated by Leicester City Council, with the closing date for applications for the autumn 2026 intake stated as 15 January 2027, and offer emails/letters issued on 16 April 2027. The school’s published admissions policy also confirms the local authority is the admissions authority for Reception and Key Stage 1, and sets out a published admission number of 75 pupils per year group for Reception, Year 1 and Year 2.

For Nursery, the school manages admissions directly. The admissions policy describes 52 nursery places split across morning and afternoon sessions, and it encourages families to register interest early, from after a child’s second birthday.

Demand is a relevant part of the picture. For the primary entry route, the school recorded 93 applications and 55 offers, indicating oversubscription and a competitive local context. Parents considering the school should use FindMySchool’s Map Search to sense-check practical distance and local alternatives, especially if you are applying late or if your situation is likely to change before offers are made.

Visits appear to be handled in a practical, flexible way. The headteacher explicitly invites prospective parents to arrange tours by appointment, which can be a better fit for families with specific questions about early reading, SEND support, or transition.

For infant pupils, pastoral care is not a separate department. It is routines, calm adult behaviour, and clear systems that help children feel secure. Two strands of published evidence help here.

First, the safeguarding-focused monitoring visit letter (October 2023) describes staff training, recruitment checks, quick action when concerns are raised, and clear end-of-day handover arrangements, including keeping pupils safe until a trusted adult arrives.

Second, the school’s staffing list shows roles that typically underpin day-to-day support for families: an inclusion manager, an attendance and welfare lead, and a family support worker. In a community context where families may be balancing work, childcare, housing, and transport pressures, this kind of visible capacity can be very significant when it is proactive and accessible.

At infant age, extracurricular is most valuable when it reinforces confidence, coordination, and social skills, rather than chasing elite performance.

The school lists a set of named clubs for Year 1 and Year 2 that are straightforward and age-appropriate: football, gymnastics, dance, and a board games club. These are not filler activities. For a five or six year old, a board games club can be as developmental as sport because it builds turn-taking, patience, handling losing, and language for disagreement. The sport clubs, funded through the Sport Premium Grant according to the school, can help build coordination and confidence, particularly for children who struggle with classroom sitting time.

There is also a lunchtime football activity with a coach for Reception to Year 2, and a Year 2 transition activity described as Funtastic Club at the junior school in the summer term. That is a useful bridge for pupils who can find the jump to Year 3 daunting.

Hours are clear and consistent. Nursery runs morning (8:30am to 11:30am) or afternoon (12:00pm to 3:00pm), with full-time options also indicated. Reception to Year 2 runs 8:30am to 3:00pm.

Wraparound care is available. Breakfast club is offered at the junior school site and is open to infant pupils, with junior staff bringing children over for the start of the day. After-school care runs 3:00pm to 6:00pm in term time on the infant site, and published pricing is £6 to 4:30pm and £12.50 to 6:00pm, with sibling discounts and childcare vouchers accepted.

For families budgeting day-to-day costs, it is also worth knowing that pupils in Reception to Year 2 are entitled to a free lunch under universal infant free school meals, and the school describes an active School Nutrition Action Group that meets to promote healthy eating and improve the lunchtime environment.

• Inspection context and change. The predecessor school’s last graded inspection identified serious weaknesses, including early reading, leadership, and early years provision. The academy conversion and subsequent safeguarding-focused monitoring visit indicate change and oversight, but parents should probe how improvements are embedded in teaching routines, not just policies.

• Early reading is the make-or-break area. The most explicit improvement priority in the 2022 report was that the early reading programme did not help pupils learn to read quickly. Ask detailed questions about phonics sequencing, decodable reading books, staff training, and what happens when a child does not keep up.

• Oversubscription is real. With more applications than offers on the primary entry route, you should assume Reception places are competitive. Apply on time, use multiple realistic preferences, and do not rely on informal assurances.

• Transition at age 7. The move to junior school in Year 3 is a significant change at a young age. The links through wraparound and transition activities can help, but parents of children who find change difficult should ask what specific transition support looks like in the summer term of Year 2.

Inglehurst Infant School is best understood as a school in the middle of an improvement journey, with safeguarding assurance in the most recent published monitoring letter and a clear, child-centred structure for Nursery and Key Stage 1. It will suit families who want an infant-only setting with wraparound options, who value clear school values, and who are prepared to ask detailed questions about early reading and classroom routines. For families seeking a fully settled track record under the current academy’s inspection history, the key limitation is that the latest published Ofsted activity is not a graded inspection, so you will need to triangulate progress through visits, evidence of reading practice, and how leaders describe what has changed.