Liss Infant School Review 2026: A structured start in a close-knit Hampshire federation

Because this is an infant school (ages 4 to 7), the usual end of Key Stage 2 measures do not apply in the same way they do for a full primary. What matters most here is whether early reading is taught consistently, whether pupils develop language and number sense confidently, and whether children who need extra help are spotted quickly and supported without delay.

A key strength highlighted in the July 2025 inspection is how much the curriculum and wider offer have been improved since the previous inspection, with knowledge clearly identified and checked regularly so that gaps and misconceptions are picked up and addressed. This matters for parents because it suggests children are less likely to drift, even in the early years where progress can look subtle from the outside.

Two improvement points are particularly relevant to outcomes at this age. First, there is some variability in the teaching of early reading, which can slow down how quickly some pupils learn to apply phonics to reading. Second, a small minority of pupils do not attend as regularly as they should, which means they miss vital learning. If your child is likely to need very consistent phonics teaching, or has a history of anxiety-related absence, these are worth exploring directly during a visit.

The federation’s own materials describe an approach built around subject-specific teaching linked to termly topics, with learning taught in small, sequential steps and revisited through routines. In an infant setting, that often shows up as carefully staged vocabulary building, short practice bursts, and frequent checking for understanding.

Early reading and phonics

Early reading is a central pillar. The July 2025 inspection report notes that phonics teaching has improved, that staff have training to deliver the programme, and that pupils who need help are supported to catch up, even though there remains some variability in delivery. For families, the implication is practical: ask how classes keep phonics consistent when staff change, what happens when a child does not secure a sound quickly, and how reading books are matched to the phonics sequence.

Curriculum breadth that still feels age-appropriate

The federation prospectus lists a broad curriculum alongside English and mathematics, including humanities, art, design technology, physical education, music, computing and French. For an infant school, the important question is not simply whether these subjects exist, but whether they are taught with enough structure to build real knowledge. The inspection report’s emphasis on curriculum sequencing and regular knowledge checks suggests the school has been working hard on precisely that.

Support for pupils with additional needs

One distinctive feature is the Kingfisher resourced provision within the infant school. It is described as a separately funded provision with places for up to 10 pupils with Education, Health and Care Plans (EHCPs), focused on moderate learning difficulties, and designed to be an integral part of the main school rather than a separate track. The published model is mostly mainstream inclusion, with some learning in Kingfisher to consolidate key skills such as literacy, numeracy, independence, social communication, and self-help.

That blended approach can be a strong fit for children who benefit from targeted teaching but also need daily access to mainstream peer modelling. For parents, the key is detail: how often children work in Kingfisher versus their mainstream class, what support looks like in whole-class teaching, and how targets connect to the EHCP outcomes.

Most families will be thinking about two transitions: the immediate move from Reception into Key Stage 1, and the larger step from Year 2 into junior school (Year 3). Being part of a federation on a shared site can smooth the emotional side of that journey, because the adult teams can align routines and expectations, and children often become familiar with the wider setting earlier.

It is still important to be clear about process. In Hampshire, the Year 3 infant-to-junior transfer sits within the main admissions round, with applications opening 1 November 2025, closing 15 January 2026, and offers released 16 April 2026 for September 2026 entry. For families assuming that federation membership means automatic progression, the safest approach is to treat the junior transfer as a formal application step and plan accordingly.

Admissions are handled through Hampshire County Council, which is stated clearly on the federation admissions page. For a September 2026 Reception start (Year R in Hampshire terminology), the key dates are set out by the local authority: applications open 1 November 2025, the deadline is 15 January 2026, and national offer day is 16 April 2026.

Demand indicators in the available admissions figures suggest modest oversubscription, with 18 applications and 15 offers shown for the Reception entry route, which equates to around 1.2 applications per place. This is competitive, but it is not the extreme pressure seen at some larger primaries.

There is no published “furthest distance at which a place was offered” figure available in the supplied admissions data for this school, so the sensible way to plan is to focus on the oversubscription criteria and use precise distance checking tools. Families comparing options can use the FindMySchool Map Search to check their distance accurately and avoid relying on rough postcode-to-postcode estimates.

Open sessions are referenced on the federation admissions page. The specific dates shown there relate to an earlier admissions round, so treat them as indicative of timing rather than definitive dates, and rely on the school’s current calendar updates for the latest schedule.

In infant schools, pastoral quality often shows up in two areas: behaviour culture, and how adults spot issues early, before they become entrenched. The July 2025 inspection report describes clear behaviour processes and a structured approach that helps pupils understand expectations, with pupils feeling safe and knowing who to speak to if they are worried. It also notes that pupils consider bullying very rare and feel confident concerns would be dealt with quickly.

On the staffing side, the federation publishes named roles that indicate additional pastoral capacity, including a Parent Support Advisor and Emotional Literacy Support Assistant (ELSA) alongside learning support teams. For families, that can be particularly relevant if a child needs structured help with emotional regulation, friendships, or confidence after a tricky pre-school experience.

The main wellbeing question to explore is attendance for the small minority highlighted in the inspection report. If your child is medically vulnerable, has a pattern of anxiety, or is likely to need a gentle start, ask what the school does day-to-day to support improved attendance, and what early interventions look like before problems become established.

A small school can still offer meaningful breadth when activities are well chosen and consistent. The federation publishes a clubs list that gives unusually concrete detail for a primary setting, including days, timings, and which year groups can attend.

For infant-age pupils, the stand-out named options include:

• TaeKwondo (after school on Mondays for infants).

• Create Club, run through The Creation Station (Tuesdays, aimed at Years 1 to 3).

• Infant Football with CM Sports (Thursdays, aimed at Years 1 and 2).

These activities are not just “extras”. For some children, a sport or creative club is the hook that makes the week feel exciting, especially in the autumn term of Reception when routines are new. For others, it is a way of building friendships beyond the immediate class group.

One practical note, the federation’s clubs document warns that clubs can be cancelled at short notice, and advises families not to rely on them for childcare. That is sensible realism. If you need guaranteed wraparound cover, you will want to confirm what provision exists beyond clubs.

Breakfast Club is clearly described and runs Monday to Friday from 7.45am to 8.45am for children across both schools, with breakfast provided for children registered before 8.15am and organised activities from 8.15am.

The federation publishes Hampshire term dates for 2025 to 2026, which can help families planning work and childcare patterns well ahead. Published start and finish times for the main school day are not clearly set out in the readily accessible federation pages, so families should confirm drop-off and pick-up windows directly with the school.

School meals are delivered through Chartwells via the Hampshire schools meals service. Uniform expectations are also laid out, including the note that pupils wear PE kit to school on PE days.

• Early reading consistency. The July 2025 inspection report highlights minor variability in phonics teaching. Ask what the school has put in place to standardise delivery across classes, and how quickly pupils who fall behind are supported to catch up.

• Attendance expectations. A small minority of pupils were identified as not attending as regularly as they should. If your child has medical needs or anxiety patterns, explore how the school works with families to improve attendance in a supportive, practical way.

• Clubs are not childcare. Clubs are a positive feature, but the published guidance is explicit that sessions can be cancelled and should not be relied upon for cover. Confirm wraparound arrangements if you need dependable after-school provision.

• Resourced provision pathway. Kingfisher is a distinct feature, but it is specifically for pupils with EHCPs and moderate learning difficulties, with a model combining mainstream lessons and targeted teaching. Make sure the placement route and daily balance match your child’s profile and needs.

This is a state infant school that looks increasingly well organised around the essentials: consistent routines, stronger curriculum sequencing, and a clear focus on early reading. Its federation model, and the presence of an on-site resourced provision, add practical depth that not every infant school can offer. Best suited to families who want a structured early start, value calm behaviour expectations, and prefer the continuity of a shared-site federation into junior years. The main challenge is aligning childcare needs with what is actually guaranteed, rather than assuming clubs will provide consistent cover.