Parklands Infant and Nursery School

Parklands Infant and Nursery School is built around a simple idea, give young children shared language, consistent routines, and plenty of purposeful practice, then let confidence grow from there. The school’s identity is unusually concrete for this age range: pupils are expected to live the Parklands Person values (positive, kind, safe, polite, important, respectful), and the words are used day-to-day rather than parked on a poster.

Leadership is stable, with Mrs K Callaghan named as headteacher on the school website and in government records. The most recent formal external check was an ungraded inspection in March 2025, which confirmed the school had maintained the standards from its previous graded inspection.

For families, the headline practical point is that this is an infant and nursery school, it runs from age 3 to 7, so pupils move on to a junior school after Year 2.

The atmosphere Parklands aims for is “one big happy family”, but what matters is how that translates into classroom reality. The school leans on repetition and shared vocabulary. Children are explicitly taught a language for feelings and are encouraged to use it, which helps staff intervene early when worries spill into behaviour.

The Parklands Person framework is the clearest indicator of how the school wants pupils to think and act. The six words were chosen with input from the pupil council, and they show up in expectations for behaviour and relationships. In practice, that means children are praised for specific behaviours tied to the values, rather than generic “good work”. The benefit for families is predictability, children hear the same language from different adults, which is especially helpful for younger pupils still learning how school works.

There is also a noticeable civic thread running through school life. The pupil council represents pupils from Nursery through to Year 2 and meets regularly to discuss issues raised by children. That might sound formal for an infant school, but it fits Parklands’ approach, give children structured opportunities to practise speaking up, listening, and taking turns.

The Eco Team adds another dimension, with visible projects that connect to real-world action. The school describes work such as participating in the Royal Society for the Protection of Birds national Bird Week, as well as practical planting activities, including bulb planting with Erewash Borough Council. For some children, this will be a hook that makes “looking after our world” feel tangible rather than abstract.

Parklands is an infant school, so the usual Key Stage 2 measures do not apply. Instead, the school publishes early years and Key Stage 1 information, which is the right lens for judging progress here.

In 2023, the school reports that 73% of pupils achieved a good level of development at the end of the Early Years Foundation Stage, compared with the England figure shown alongside it of 67%. This is a useful indicator because it captures readiness across early language, early maths, self-regulation, and physical development. It suggests that many children leave Reception with the foundations needed to thrive in Year 1.

Phonics is more mixed in the published figures. The school reports that 46% of pupils met the expected standard in the Year 1 phonics screening check in 2023. On its own, that number can worry parents, but it needs to be read alongside the later narrative about improvement. The March 2025 inspection report explains that leaders took decisive action to strengthen phonics and reading, with frequent checks on what pupils know, targeted help for those who fall behind, and books matched carefully to pupils’ knowledge. The practical takeaway is to ask how the revised approach is now reflected in current cohorts, and what extra support looks like for children who need it.

At the end of Year 2 (2023), the school reports comparatively strong teacher assessment outcomes: 78% meeting or exceeding expectations in reading (England figure shown alongside it of 67%), 75% in writing (58%), and 86% in mathematics (68%). The greater depth picture varies by subject, with mathematics slightly above the England figure shown alongside it, while reading and writing are below. For parents, that pattern is common, it is usually easier to stretch in maths through challenge problems than to secure depth in reading comprehension or writing stamina at age 6 to 7.

If you are comparing several local infant schools, the FindMySchool Local Hub page and comparison tool can help you line up early years and Key Stage 1 indicators in one place, then sanity-check those against inspection evidence.

Parklands describes its curriculum as structured from Nursery through to Year 2, with clear sequencing of knowledge in each subject. That matters in an infant setting because “busy” is not the same as “well planned”. The inspection report’s detail supports a school that thinks carefully about what pupils should remember and how learning is revisited, even while acknowledging an area still being embedded, consistent rehearsal and recall across all subjects.

Reading is the clearest teaching strength, especially given the school’s focus on improving phonics. The inspection report describes staff delivering the reading curriculum effectively, checking which sounds pupils know, and giving extra help to pupils who have fallen behind so they catch up. This is exactly the kind of nuts-and-bolts practice that makes a difference for five- and six-year-olds.

Early years practice is described as purposeful rather than purely free-flow. Children learn through a mix of well-planned activities, with adults working alongside them, modelling vocabulary and skills, and helping children sustain focus and play collaboratively. The implication for parents is that children who need structure usually get it, while children who learn best through exploration are still given space to investigate and talk, with adults shaping that talk into learning.

The school also states that its Learning Challenge Curriculum is used to build curiosity and enjoyment, adapting lessons so every pupil can access the intended knowledge in a way that suits them. In a class with mixed starting points, that approach can be a differentiator, provided it is matched by sharp assessment of what each child can already do.

Because Parklands is an infant and nursery school, transition planning matters more than at a full primary. Families should expect a structured move after Year 2 into junior provision. One local option is Harrington Junior School, which is listed by Ofsted as sharing the same postcode area, suggesting close proximity for many families.

If you are new to the area or deciding whether to start in an infant school versus a full primary, it is worth asking two specific questions early: how the school prepares Year 2 pupils for the junior curriculum expectations, and how information is shared with receiving schools so support for reading, speech and language, or additional needs continues smoothly.

There are two distinct entry routes here: nursery and Reception.

Reception admissions are coordinated by Derbyshire County Council, not handled directly by the school

The 2027 to 2028 Derbyshire timetable shows applications opening on 9 November 2026, closing at midnight on 15 January 2027, with offers released on 16 April 2027.

Demand is meaningful. The most recent admissions data shows 106 applications for 46 offers for the Reception entry route, with the school marked as oversubscribed and 2.3 applications per place applications per place. Entry remains the primary hurdle, so families should treat it as a competitive option rather than a fallback.

Nursery admissions are different

The prospectus indicates parents can register interest directly with the school, and children typically join in the term after their third birthday, subject to availability and criteria. The nursery is described as teacher-led, with up to 52 children per session, and the prospectus references funded entitlement hours for eligible families. For current nursery session options and any additional charges, use the school’s official nursery admissions information.

Open events are handled through tours rather than one fixed annual open evening. The school’s admissions information notes that tours run throughout the term and are booked via the school office. If you are deciding between several local schools, a tour is particularly useful here because you can see how early years and Year 2 differ in practice and how the transition is managed internally.

Pastoral care at Parklands appears to be designed for early intervention rather than waiting for problems to escalate. The school’s wellbeing information describes a three-part approach: prevention through ethos and curriculum, identification of emerging needs, and early support through targeted interventions. Examples named include nurture groups, Emotional Literacy Support Assistant support, Positive Play, and Behaviour Box strategies.

The school also describes a team approach around early help, naming key roles including the headteacher, an early help practitioner, and a pastoral lead. The implication for families is that support is organised and visible, which matters for pupils who are anxious, adjusting to routines, or experiencing change at home.

Safeguarding arrangements are described as effective in the most recent inspection report. For parents, the practical next step is to ask how concerns are logged and followed up, and how children are taught about safety in age-appropriate ways. The school’s policies reference current statutory guidance and identify designated safeguarding leads.

For an infant setting, Parklands offers unusually distinctive enrichment. The March 2025 inspection report notes an extensive extra-curricular offer and names activities that go well beyond the usual sports-club-only model, including axe throwing, fire building, and sculpting. For some children, these experiences create the strongest engagement with school, especially those who learn best through hands-on tasks.

The Eco Team is another clear pillar. The school records activities such as Bird Week linked to the Royal Society for the Protection of Birds and environmental projects to improve the school grounds for biodiversity. It also describes developing raised planters themed around the five senses, which supports outdoor learning and sensory language.

Pupil voice is structured early through the pupil council, which represents pupils from Nursery to Year 2. It is a simple but meaningful signal that the school expects even very young children to practise listening, suggesting improvements, and seeing change happen as a result.

The school day runs on clear session times. Nursery operates 9:00am to 12:00 noon for the morning session and 12:00pm to 3:00pm for the afternoon session. For infants, the school day runs 9:00am to 3:30pm, with a lunch break from 12:00 noon to 1:00pm.

Wraparound care is provided through Panda Club, which operates before school from 7:20am to 9:00am and after school from 3:30pm to 6:00pm. The school also notes that, from January 2026, Panda Club would offer before and after provision for nursery-age children, and that provision runs across Parklands and a nearby junior school site depending on the day.

Travel and drop-off are shaped by site constraints. The prospectus states that the car park outside the building is for staff only, so families should plan around walking, scooters, or nearby parking options rather than expecting on-site parent parking.

• Reception entry is competitive. Recent admissions data shows 106 applications for 46 offers, and the school is marked as oversubscribed. Families should plan a realistic set of preferences rather than relying on this as a guaranteed option.

• Phonics is an area to ask about. The published Year 1 phonics figure for 2023 is lower than parents may expect. The 2025 inspection report describes a strengthened approach, so it is worth asking what has changed, and how pupils who need extra help are supported now.

• Your child will move schools after Year 2. This suits families happy with a staged approach, but others may prefer a full primary where pupils stay to Year 6. Ask about transition planning early, especially if your child is receiving support.

• Drop-off logistics need planning. On-site parking is not available for parents, so walking routes and timings matter, particularly if you are juggling siblings.

Parklands Infant and Nursery School is a structured, values-led early years setting where routines, shared language, and purposeful teaching are central. External checks align with that picture, highlighting strong behaviour, positive relationships, and a clear focus on reading and phonics improvement.

Who it suits: families who want a clear, consistent approach to early years education, and children who respond well to structured expectations and practical enrichment. The main challenge is admission to Reception, and families should be ready for a planned transition to junior school after Year 2.