All Saints CofE Infant School Review 2026: Small-school warmth, structured early learning, and a clear path into the junior phase

Infant schools sit in a slightly different accountability space to all-through primaries because pupils leave at the end of Year 2. That means Key Stage 2 measures are not applicable to this school, and the most meaningful “results” evidence is the quality of early reading, language development, and curriculum sequencing into key stage 2 readiness.

The June 2025 inspection report presents a consistent picture of pupils achieving well and leaders setting ambitious expectations. It also describes children in the early years making an excellent start, supported by a well sequenced curriculum that builds confidence, creativity, focus, and language through play and structured routines.

A helpful, tangible example from the same report is the deliberate focus on vocabulary. It describes pupils confidently using technical terms, with science vocabulary such as “chrysalis” and “metamorphosis” used correctly in explanations. For parents, this is often a strong proxy indicator for reading comprehension and writing development later on, because vocabulary depth compounds over time.

The core story here is sequencing and clarity. The June 2025 inspection report describes staff presenting new knowledge clearly and concisely, with careful repetition of key vocabulary so pupils grasp new learning securely. In infant settings, this is often what separates “busy activity” from learning that sticks, particularly in phonics, early reading, and early number.

The federation’s curriculum statement emphasises a knowledge-rich approach designed to help children “know more, remember more”. While parents should treat any generic curriculum claim with healthy scepticism, the alignment with the inspection’s description of revisiting important knowledge over time suggests that the intent is being translated into classroom practice.

Outdoor learning is another distinctive thread. Forest Schools content is explicitly published, including practical activities such as shelter building, fire lighting, tool use, studying wildlife, and cooking on an open fire, supported by equipment such as a Kelly Kettle. The implication for infant pupils is not “survival skills”, it is language, teamwork, fine motor control, risk awareness, and self-regulation in a structured outdoor setting.

Because this is an infant school, transition is the key outcome. Most families focus less on the end of Year 2 itself and more on how smoothly children are prepared for key stage 2, both academically and emotionally.

The most natural progression route locally is into the linked junior provision within the same federation, which sits under the same trust structure highlighted on the Ofsted provider page. Families considering the school should ask directly about transition routines, shared curriculum principles across the federation, and how SEND or pastoral plans are carried over into Year 3 so support does not reset each September.

Reception admissions are coordinated through Derbyshire’s primary admissions process, with applications for September 2026 entry opening on 10 November 2025 and closing at midnight on 15 January 2026. Offers for Reception places are released on 16 April 2026.

The results supplied indicates the school was oversubscribed for the latest entry cycle represented, with 58 applications for 38 offers (ratio of applications to places 1.53). That is not extreme compared with some urban hotspots, but it is enough to make first preference strategy and realistic alternatives important.

If you are planning beyond Reception, note that Derbyshire’s primary admissions guidance also references applications for junior places for children in their last year of infant school, using the same application window for the 2026 cycle. For families, the practical implication is that “infant to junior” progression is not something to ignore administratively, even when it feels like a natural continuation.

Tip: If you are shortlisting several Matlock-area options, the FindMySchool comparison tools are most useful here for lining up your realistic alternatives early, before you reach the January deadline.

The inspection narrative is clear that pupils feel safe and enjoy school, and that behaviour expectations are understood and applied across the day. In an infant setting, that usually translates into calm classrooms, less learning time lost to low-level disruption, and fewer friendship issues escalating because adults intervene early and consistently.

Family engagement is also positioned as part of the wellbeing approach, with the inspection referencing workshops for parents and carers and highlighting that families value the care and education children receive. For parents, this is often a good sign that communication systems are established, rather than reactive.

For children who need additional support, the federation publishes SEN leadership details, including a named SENCo role. Families of pupils with SEND should ask about the practical pathway from concern to assessment to support plan, and how this is coordinated across the federation when children move into key stage 2.

At infant age, enrichment is at its best when it reinforces routines and language rather than simply filling time. The eco programme is a good example. The school’s Eco Club meets on Mondays after school and has raised money for improvements such as adding to a sensory garden, with planting planned for warmer spring weather. The educational upside is that it connects responsibility, environment, and community contribution in a way younger children can understand.

Forest Schools is the other clearly distinctive strand, with published content describing structured outdoor activities and skills progression. For families with children who learn best through movement and hands-on exploration, this can be a strong fit, provided the same structure and language are reinforced back in the classroom.

Wraparound is also part of the wider offer. The federation publishes an after-school club model with tiered pricing up to 6:00pm, hosted at the infant site, and available on an ad hoc basis without a registration fee. For working families, this is often as important as any “club list”, because it determines whether the school is logistically viable day to day.

Published opening hours show registration at 8:55am, learning starting at 9:05am, and the infant day ending at 3:15pm.

Wraparound care is published via a breakfast and after-school club offer, including later collection options up to 6:00pm. Families should still check current availability and booking processes, particularly for September starts.

Transport and access vary by family, but Matlock’s town layout means walking routes and gradients can matter more than raw distance. If you are relying on walking, do a route check at school-run times and consider winter conditions.

• Infant-only structure. Children move on after Year 2, so you should be comfortable with a planned transition into junior provision, including the administrative step of applying for a junior place when required.

• Competitive Reception entry. Demand exceeds places provided, so it is wise to shortlist realistic alternatives and not rely on a single outcome.

• Church of England character. Christian distinctiveness is part of the identity; families should check how worship and values education are delivered in practice, and whether that suits their preferences.

• Wraparound logistics. The published after-school club offer is a real advantage, but availability and session patterns matter. Check the latest arrangements early, especially if you need late pick-up reliably.

All Saints CofE Infant School looks strongest for families who want a calm, structured start to schooling, with clear behaviour expectations, deliberate vocabulary development, and a community-minded culture that gives even very young pupils a sense of responsibility. It suits children who benefit from routine and positive adult guidance, and families who are comfortable with a Church of England setting and an infant-to-junior transition after Year 2. The main challenge is securing a place at Reception in an oversubscribed context.