Normanton All Saints CofE Infant School Review 2026: A values-led Church school with an unusually rich early years and KS1 offer

Teaching is framed around a deliberate “learning behaviours” approach, with learning muscles used to teach concentration, perseverance, curiosity, collaboration, and the confidence to have a go. Half-term themes are introduced through collective worship stories, and staff praise pupils explicitly when they demonstrate these behaviours.

The curriculum design leans heavily on structure plus imagination. In Key Stage 1, topics are built around a “big question”, with lessons sequenced so pupils gain the knowledge and vocabulary needed to answer it by the end of the unit. Examples on the curriculum pages include history work on Florence Nightingale and science content that uses practical modelling, such as making a working stomach model in Year 1 to understand digestion.

Early years provision is clearly articulated as play-based and child-centred, with provision areas that include sand, water, construction, small world, music, writing, and maths. Reception pupils also complete the Reception Baseline Assessment early in the autumn term, which is standard nationally, but here it sits within a broader emphasis on positive first encounters with school for children and parents.

Outdoor learning is treated as core rather than an occasional add-on. The school describes outdoor play as integral to the daily environment in early years, with teaching and learning planned across indoor and outdoor spaces.

The key transition is from Year 2 to Year 3. Families should plan for a junior or primary school move at the end of Year 2, and this transition is a major part of the “fit” question for infant schools.

Normanton Junior Academy describes this school as its main feeder infant school and notes a close partnership between the two settings.

Within the school’s Church-school identity, transition is also supported through carefully planned routines and wellbeing work. The published narrative emphasises pupils’ confidence talking about learning and their preparedness for the next stage, including moving on to junior school.

There are two separate entry points to understand: Nursery (part-time early years places) and Reception (full-time statutory schooling). The main school is three-form entry, with a planned admission limit of 90 pupils per year group, and the nursery has 78 part-time places off-site.

Demand is real. In the latest published admissions figures, there were 143 applications for 85 offers, which indicates about 1.68 applications per place. That is consistent with an oversubscribed profile. (Figures relate to the primary entry route rather than secondary transfer.)

As a voluntary aided Church of England school, the admissions process can include a Supplementary Information Form for families who want their application to be considered under faith-based oversubscription criteria. The form describes a defined level of church involvement that includes being on the church electoral roll and attending worship at least twice per month for at least 12 months before the application closing date, verified by an appropriate minister or churchwarden.

For Reception entry in September 2026, Wakefield’s coordinated system states the parent portal opens on 01 November 2025 and the national on-time closing date is 15 January 2026; offers are available from 16 April 2026.

If you are weighing how realistic admission is from your address, FindMySchool’s Map Search can help you sanity-check travel practicality and compare nearby options, especially useful when a school is oversubscribed and small differences in family logistics matter.

Pastoral work is unusually visible for an infant setting. Pupils take on structured responsibilities, including roles connected to lunchtimes and play, and there is an explicit emphasis on helping children manage emotions.

Wellbeing is also interwoven with the school’s Christian and community identity. The values framework explicitly links personal development to relationships, responsibility, and service, including community projects such as supporting local initiatives and seasonal church events.

Support for pupils with special educational needs and disabilities is described as part of the core model rather than a bolt-on. External evidence highlights early identification and timely support, starting in early years, so that pupils can access the curriculum alongside peers.

This is not a school that treats extracurricular as optional decoration. Several strands are baked into the culture.

One is the Children’s University pathway. The school is a validated provider and runs learning opportunities after school from 3.15pm to 4.15pm, with pupils working towards a “passport” and graduation. For families who value structured enrichment but do not want a heavy paid-clubs culture, this is an appealing model.

A second strand is music and worship-linked performance. The school calendar includes Lunchtime Choir Club, and the wider Church partnership includes events such as Christingle, where the All Saints brass band performs.

A third strand is global education. The school works with the British Council, holds International Schools Award accreditation, and has achieved a Fair-Aware Award. Pupils can also join an after-school global club, and the school lists long-running partnerships including links with the John Dewey School in Kathmandu (dating back to 2011), plus connections with Tanzania and China.

The main school day (Reception to Year 2) runs 8.45am to 3.15pm, with doors open from 8.35am. Nursery sessions run 8.30am to 11.30am (morning) and 12.30pm to 3.30pm (afternoon).

Breakfast provision is clearly defined through the Brainy Breakfast Club, which opens at 7.45am, serves breakfast until 8.15am, and brings children to class at 8.40am; places are bookable and the published cost is £2.50 per day.

After-school learning opportunities are offered from 3.15pm to 4.15pm, and an additional after-school club, Live Wires, runs at intervals at the parish church. Families needing later childcare should check what is currently available and how often Live Wires is running that term.

• Faith-based oversubscription criteria. As a voluntary aided Church school, admissions can include a Supplementary Information Form that uses defined church involvement criteria for families seeking faith priority. This suits some families well; others may prefer a school where admissions are purely distance and sibling-based.

• Infant-only structure. The school ends at Year 2, so every family will manage a Year 3 transfer. If you want a single setting through Year 6, you may prefer an all-through primary.

• Oversubscription pressure. The latest published application and offer figures indicate competition for places. If you are relying on a Reception place, build a realistic Plan B early.

• Wraparound specifics. Breakfast provision is clear and priced; after-school opportunities run to 4.15pm plus periodic church-based provision. Families needing daily late pickup should verify current arrangements before committing.

A large infant school that still manages to feel intentional and values-driven, with a sophisticated early years and Key Stage 1 model built around learning behaviours, early reading, and community connection. It suits families who want a Church of England ethos, structured routines, and enrichment that feels purposeful rather than performative. The challenge is admission rather than what happens once a place is secured.