The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
The first thing families tend to notice here is how deliberately the early years are treated, not as a bolt-on, but as the engine room of the whole school. Nursery, Reception, Year 1 and Year 2 sit under one coherent approach, with language development and memorable first-hand experiences used as the main drivers of learning. Almost all pupils speak English as an additional language, so vocabulary work is not an occasional intervention, it is built into daily teaching and routines.
The February 2025 Ofsted inspection graded every key area as Outstanding, including early years provision.
This is a larger-than-average infant setting, with 332 pupils on roll against a capacity of 348, so it has the scale to run a broad enrichment programme while staying focused on the basics that matter most at this age.
There is a clear message running through the school’s public-facing material and its external evaluation, children should feel safe, respected, and able to be themselves. The inspection report captures this plainly through pupils’ own words about difference and belonging, and it ties those feelings to the practical day-to-day, consistent expectations, calm routines, and adults who teach children how to handle behaviour and relationships from Nursery onwards.
Leadership stability is a defining feature. Mrs Erica Mason is named as headteacher in official records and in the most recent inspection documentation, and governor information indicates an appointment date of September 2003. That length of tenure often shows up in consistent systems and shared language among staff, particularly around early reading, behaviour, and attendance.
The school also puts structure around “life beyond lessons” in a way that is age-appropriate. A good example is ‘The Whitefield 20’, a set of 20 simple experiences designed to be done with families, like a woodland walk, welly wandering, walking along the canal, visiting Victoria Park, and visiting Townley Hall and Park. It is a practical attempt to widen children’s horizons and strengthen home-school connection without turning family life into a checklist.
Because this is an infant school, you do not get the usual Key Stage 2 headline measures that parents see for primary schools with Year 6. What you can look at instead is a combination of the inspection evidence, the school’s approach to early reading and language, and the school’s own published teacher assessment information for Key Stage 1.
For 2022-23 end of Key Stage 1 teacher assessment, the school’s published summary reports the proportion working at or above the expected standard as 65% in reading (England figure shown as 69%), 61% in writing (England figure shown as 61%), and 69% in mathematics (England figure shown as 72%). It also breaks down pupils working at greater depth as 22% in reading, 8% in writing, and 20% in mathematics.
It is also worth understanding how the school frames reading outcomes for a community with high levels of English as an additional language. The inspection report notes that some published phonics information can look weaker than the reality of pupils’ progress, because cohorts include pupils at an early stage of learning English, pupils who are new to the school, and pupils with special educational needs and/or disabilities. The report then links improvement to expert phonics teaching, targeted extra help, and high expectations that apply to all pupils, not only the quickest starters.
Teaching here is built around a simple idea, pupils learn best when experiences are concrete and language is explicit. The curriculum description on the school site emphasises vocabulary and first-hand learning as the route to meaningful learning. That aligns closely with what the inspection report describes in practice, staff teach important words in English carefully, check what pupils remember, and act quickly to close gaps.
Early reading gets particularly close attention. The inspection report describes expert phonics teaching and additional individual support for pupils who struggle with reading. For parents, the implication is not that every child will read early, but that the school has an established method and trained staff to spot wobble points early and respond before children fall behind.
Nursery and Reception are not treated as separate worlds. Early years guidance on the school site describes children being immersed in practical learning, using indoor and outdoor spaces during adult-directed and child-initiated times. Nursery staffing published on the site includes a named teacher in charge and deputy early years leadership, supported by teaching assistants, plus a named forest school teacher for part of the week. For families, that combination can matter more than any single initiative, it suggests that provision is planned and staffed rather than improvised.
This section looks different for an infant school. The key transition is from Year 2 into Year 3 at a junior school. The school’s prospectus states that the majority of children transfer to Lomeshaye Junior School, and it outlines a transition programme where Year 2 and Year 3 staff liaise through the year, with visits and information sharing in the summer term.
For parents, the practical implication is that you are choosing the first stage of a longer journey. It is sensible to research the likely junior-school pathway at the same time as you consider Nursery or Reception entry, particularly if your family expects stability across Key Stage 2.
There are effectively two entry routes to think about, Nursery and Reception.
Nursery registration is described as open throughout the year, with families asked to provide a birth certificate or passport when registering. That flexibility can suit families new to the area or those who decide later that a school-based nursery is the right step.
Reception admissions are coordinated by Lancashire County Council rather than handled directly by the school. The school’s prospectus sets out a standard admission number of 90 for each year group, and recent demand data indicates that places can be competitive, with 189 applications and 88 offers, which equates to about 2.15 applications per place.
For September 2026 entry, Lancashire’s published timetable shows applications opening from 01 September 2025, a national closing date of Thursday 15 January 2026, and offer day on Thursday 16 April 2026. Parents who want to sense-check how realistic a place is should use FindMySchool’s Map Search to measure their home-to-school distance in a consistent way, then follow up with the local authority’s criteria and any sibling rules that apply in the coordinated system.
Open events are not presented as a fixed calendar of open days in the admissions material. Instead, the admissions page and prospectus emphasise that prospective parents are welcome to visit and meet the headteacher. In practice, that usually means tours and conversations arranged throughout the year, rather than a single annual open evening.
Applications
189
Total received
Places Offered
88
Subscription Rate
2.1x
Apps per place
The school’s pastoral picture is strongly shaped by behaviour expectations and inclusion. The inspection report describes pupils as happy and safe, and it connects that to clear routines, consistently taught behaviour, and a well-designed set of extra experiences that help children develop socially as well as academically.
Attendance is treated as a priority, and the school’s approach explicitly recognises community context. The inspection report describes a system where leaders track attendance carefully, identify reasons for absence, and work with families to improve it, including engagement with community organisations such as a local mosque. This kind of partnership working can be especially important in early years, because habits form quickly at this age, and missed time has a disproportionate effect on phonics and language development.
Children also have structured opportunities to take on responsibility in a way that feels real but manageable for infant-age pupils. roles such as change leaders, digital leaders, and sports ambassadors. The value of these roles at this stage is less about the badge and more about practising speaking, confidence, and small acts of service within a safe framework.
Extracurricular provision is unusually specific for an infant setting, both in variety and in how clearly it is timetabled. The school publishes a 2025-26 club programme with all clubs running 3.10pm to 3.55pm, and it includes named options such as Maths Club, STEM Club, Coding Club, Board Game Club, Lego Club, Cooking Club, Art Club, and year-group sports clubs. For parents, that transparency makes planning easier, and it also signals that enrichment is treated as part of the educational offer, not an occasional add-on.
The detail on Coding Club is a good illustration of how enrichment links back to learning. The school describes using Bee-Bot robots, Lego Bits & Bricks, and Purple Mash to build early computational thinking through practical tasks. The implication is that “coding” is not treated as screen time with a new label, it is structured play that develops sequencing, debugging, and problem-solving in ways that suit younger children.
Trips and visitors also feature as part of the wider experience programme. The inspection report lists examples such as visits to a beach, farm, zoo, local parks and the theatre, and it links these to pupils’ enjoyment and to the school’s goal of making learning memorable. This connects neatly with ‘The Whitefield 20’, which pushes learning beyond the classroom through family experiences like collecting conkers, making a bug hotel, building a den, or visiting local parks. Taken together, these strands suggest a school that values real-world context as the best accelerator for language, curiosity, and confidence.
The school publishes a clear structure for the day. School starts at 8.40am and closes at 3.10pm, with Reception children able to come into school from 8.30am.
Wraparound provision is partly covered through an on-site breakfast club. The published terms state it runs 8.00am to 8.30am on weekdays in term time, with a charge of £1.00 per session, and a reduced 50p rate described for eligible families linked to benefits or pupil premium.
After-school enrichment clubs run until 3.55pm, but longer after-school childcare (for example to 5.30pm or 6.00pm) is not set out in the same way on the school website. Families who need late pickup should check directly what is currently available and whether places are limited.
Competition for places. Recent demand data indicates 189 applications for 88 offers, which points to meaningful pressure on Reception entry. Families should keep contingency options live rather than assuming a place will be offered.
School hours and childcare planning. The school day ends at 3.10pm, and clubs run to 3.55pm. Breakfast club is available, but longer after-school childcare is not clearly presented as a standard offer on the website, so working families should clarify arrangements early.
Language demands are real. The school serves a community where almost all pupils speak English as an additional language. That is handled thoughtfully, but it does mean families should expect a strong emphasis on vocabulary and early reading, and a home routine that supports language development will pay off.
Transition is to a junior school. Most pupils move on to Lomeshaye Junior School after Year 2, so it is wise to research the Year 3 pathway at the same time, particularly if your family wants one predictable route through primary.
This is a high-performing infant and nursery setting with exceptional external evaluation, a stable leadership story, and a clearly organised approach to early language, reading and behaviour. It suits families who want a structured, experience-rich start to school, and who value a community-minded approach that links school and home life through initiatives like ‘The Whitefield 20’. The main challenge is admission pressure, so the best approach is to visit early, understand the coordinated Lancashire process, and keep a realistic shortlist.
The most recent inspection graded all key areas Outstanding, including early years provision. The published picture emphasises strong behaviour, a carefully sequenced curriculum from Nursery to Year 2, and effective support for pupils who are learning English as an additional language.
Reception places are allocated through Lancashire’s coordinated primary admissions process rather than directly by the school. For September 2026 entry, the county timetable lists a closing date of 15 January 2026, with offers issued on 16 April 2026.
Nursery registration is described as open throughout the year, and families are asked to provide identity documentation when registering. Nursery attendance does not automatically guarantee a Reception place, because Reception admissions are handled through the local authority process.
School starts at 8.40am and finishes at 3.10pm, with Reception able to come in from 8.30am. The school’s published terms state that breakfast club runs 8.00am to 8.30am on weekdays in term time, with a charge of £1.00 per session and a reduced 50p rate described for eligible families.
The prospectus states that the majority of children transfer to Lomeshaye Junior School, supported by staff liaison and transition activity in the summer term. Families should still check junior-school arrangements and admissions as part of their planning.
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