Marlow Church of England Infant School Review 2026: Values-led infant education with standout early literacy

Infant schools do not always present performance information in a way that is easy to compare, so the most helpful approach here is to focus on what is actually published and what it implies about teaching priorities.

Early Years Foundation Stage outcomes are a useful indicator here, but families should use the latest school or Department for Education publication rather than rely on older percentages. The practical question is whether children leave Reception with the core communication, personal, early literacy and maths foundations in place, which makes Year 1 teaching less about catching up and more about building fluency.

Phonics is another clear indicator, but the latest verified refresh pack does not provide an updated percentage for this measure. For parents, the practical test is whether reading becomes easier and more enjoyable through Key Stage 1, because phonics mastery reduces the cognitive load of decoding.

At the end of Year 2, the school's published Key Stage 1 outcomes are the right place to look for academic evidence, but families should check the latest official release rather than rely on older percentages. Reading, writing, maths and science all matter here because this is an infant school rather than a full primary with Key Stage 2 results.

Greater depth figures can be useful for understanding how an infant school stretches confident learners, but they should be read from the latest official data rather than carried forward from older percentages. The implication to test on a visit is whether the school extends secure learners without waiting until junior years to do it.

FindMySchool ranks many primaries using Key Stage 2 measures, but this is an infant school that ends at Year 2, so there is no Key Stage 2 ranking position to use for like for like comparison.

Teaching priorities are clear: early reading and mathematics are treated as anchor subjects, with curriculum planning designed to build and revisit key knowledge over time. The inspection report describes phonics being taught quickly and systematically, carefully chosen books that pupils can read with fluency, and explicit work on core number knowledge such as number bonds so that pupils can reason and solve problems independently.

Assessment is used as a tool for teaching rather than a reporting exercise. The inspection evidence describes staff checking understanding, identifying gaps early, and using targeted support for pupils who need it, including pupils with special educational needs and or disabilities. In infant terms, that often means quicker intervention and fewer pupils drifting into Year 2 still unsure of the basics.

Beyond English and maths, the curriculum is mapped out with a strong “knowledge plus vocabulary” approach in early years and Key Stage 1, and the school points to creative and purposeful activities as the vehicle for that learning. The main improvement point in the inspection report is that, in a few subjects, teaching is not always as precise as it is in the strongest areas, which can lead to more variable learning security. For parents, this is a useful nuance: the core looks consistently strong, and the wider curriculum is ambitious, but you should ask how subject leaders ensure consistency beyond the headline strengths.

Because the school finishes at the end of Year 2, transition planning matters. The admissions policy explicitly references siblings on roll at Holy Trinity Junior School within the oversubscription criteria, which signals an established pathway into the linked junior setting.

In practical terms, many families will plan for Year 3 at Holy Trinity Church of England School or another local junior school depending on catchment and availability. A good question to ask in tours is how the Year 2 curriculum and pastoral work prepare pupils for junior routines, homework expectations, and the social transition into a larger setting. The inspection report suggests pupils are well prepared for the move to junior school because of the strength of early reading and maths foundations.

This is a state school, so there are no tuition fees. Entry is coordinated through Buckinghamshire Council for the normal admissions round, and families should check the current local authority directory for the published Reception admission number before applying.

Demand is high. In the most recent published entry data for the school, there were 144 applications for 60 offers, which is about 2.4 applications per place. First preference demand also exceeded offers. The implication is straightforward: even if the school is your first choice, you should still use all your preferences strategically.

Oversubscription criteria are worth reading carefully because this is a voluntary aided Church of England school. The admissions policy sets out a structured order of priority, including looked after and previously looked after children, exceptional medical or social needs, staff criteria in defined circumstances, and then catchment and sibling criteria, with distance used as a tie break where needed. The policy also signals the relationship with Holy Trinity Junior School by including sibling links across the infant and junior settings.

For September 2027 entry, the council timetable is the practical spine of the process. The verified on-time deadline is 15 January 2027 and offer day is 16 April 2027. Families who are close to the boundary between catchments should use FindMySchool's Map Search to check their exact location against the relevant maps, then validate against the local authority guidance before submitting preferences.

School tours are offered as part of the admissions picture, typically in the autumn and early spring before the application deadline. The school has previously listed tours led by the headteacher, and timings can change year to year, so the safest approach is to check the school’s admissions page for the current schedule.

Safeguarding is described as a whole school responsibility, with clear designated safeguarding roles and a stated commitment to regular staff training and online safety. The school identifies the designated safeguarding lead as the headteacher, with an assistant headteacher as deputy.

The rights-respecting framework adds an extra layer to wellbeing culture, because it normalises conversations about fairness, voice, and respectful relationships in age appropriate ways. The inspection report also links strong learning behaviour to high attendance and punctuality, and describes pupils as knowing how to keep themselves and each other safe.

If you are assessing fit for a child who is anxious or easily overwhelmed, ask how regulation is taught in Reception and how staff handle transitions within the day. The safeguarding page references a MindUp curriculum approach and staff training connected to mental health, which suggests intentional work in this area.

An infant school’s extracurricular offer is often a practical test of how well the school balances enrichment with the realities of family schedules. Here, there is a structured programme across lunchtimes and after school, with a mix of staff-run and external provider clubs.

The club list is unusually specific for this phase. Recent timetables include Youth Moves Dance, The Outdoors Project, Mad Science, Football (First Soccer), Playball, Bible Bricks, cookery via Smart Raspberry, Spanish via BiLinguaSing, and Stagecoach. The implication is choice, but also a need to plan, some clubs are chargeable, and places may be limited.

Environmental work is another defining strand. The school positions itself as a Green Flag Eco School, with a stated commitment to recycling and energy saving, and the inspection report describes environmental projects as part of pupil contribution to the wider community. For pupils, that usually translates into practical projects rather than abstract assemblies, which suits hands-on learners.

Rights Respecting Schools work also sits in this broader “beyond lessons” space. UNICEF Gold status is positioned as evidence that children’s rights are embedded across ethos and practice. This tends to show up in pupil leadership, class charters, and regular opportunities to discuss and act on issues that matter to children.

The school day is clearly structured for families. Gates open around 8.30am, doors open 8.45am to 8.55am, and morning registration is at 8.55am. The school day ends at 3.15pm. On some term dates, the school lists earlier closure at 1.15pm.

Wraparound care is provided on site by Teatimers. During term time, provision runs 7.45am to 6.00pm, with breakfast offered for children arriving before 8.15am and after-school care through to 6.00pm. This is a major practical advantage for working families, because it reduces the logistical complexity of off-site pick ups.

For travel planning, drop off and pick up arrangements are separated by year group, which can help reduce congestion and make routines predictable for pupils and parents.

• Competition for places. With 144 applications for 60 offers in the latest available entry data, preference alone is not enough; families should read the oversubscription criteria and plan preferences carefully.

• Faith school admissions details. As a Church of England voluntary aided school, criteria can include catchment and other priorities set out in the admissions policy. Families should be comfortable with a school day shaped by Christian vision and values.

• Strong pace in core learning. High phonics and Key Stage 1 outcomes suggest a school that expects children to secure basics early. That suits many pupils, but families of children who need a slower build should ask what targeted support looks like day to day.

• Clubs can involve extra cost and scheduling. Many clubs are run by external providers and may charge. It is worth checking what is offered in your child’s year group and how it aligns with work patterns.

This is a high-performing infant school with clear priorities: early literacy and maths, strong behaviour routines, and an explicit values framework rooted in Church of England identity. It will suit families who want a structured start to school life, with pupils encouraged to take responsibility through leadership roles and community-facing projects.

Best suited to families who value a faith-shaped ethos, want strong early reading and phonics foundations, and are prepared to engage early with a competitive admissions process.