Petersfield Infant School Review 2026, a values-led infant school with improving external judgements

As an infant school, the usual end-of-primary Key Stage 2 performance tables are not the right lens, pupils leave at the end of Year 2. What matters more is whether early reading is taught well, whether mathematical foundations are secure, and whether writing habits are developed early enough that junior school can build fluency rather than reteach basics.

Reading is treated as a priority, with consistent phonics teaching and rapid intervention when pupils fall behind. Pupils are described as becoming confident readers quickly, supported by a strengthened library offer. The practical implication is that children who need a tight, systematic approach to early reading are likely to benefit, especially where the home can reinforce daily practice.

Writing standards are presented as a strength within English lessons, with neatness and accuracy expected. One key development point is consistency across the wider curriculum, the school is expected to insist on the same care with handwriting, punctuation and spelling in subjects beyond English. For parents, that is a useful conversation starter: ask how staff make those expectations stick in topic work without squeezing out creativity.

In mathematics, the emphasis is on secure number understanding in the early years, then extending into simple calculations. Again, the benefit is clearest for pupils who gain confidence from repeated, well-sequenced practice.

Curriculum work appears purposeful rather than decorative. Leaders are described as having reviewed the curriculum so that knowledge and skills build logically across subjects, starting in early years. That is the difference between “doing a theme” and actually teaching children what to remember and practise.

Subject expertise is another stated feature. Teaching is characterised as clear and concise, with frequent checks for understanding so misconceptions are caught early. In an infant school, this is not about lecture-style delivery; it is about tight modelling, quick practice cycles, and adults who can spot the difference between a child guessing and a child understanding.

Design and technology is used for real skill-building rather than just craft. Pupils are reported to learn practical basics like food hygiene and safe fruit preparation. The implication for families is that “hands-on” here is meant literally, children are taught routines and safety expectations that transfer beyond the classroom.

Support for pupils with special educational needs and disabilities is framed as inclusive and well-embedded. Needs are identified clearly, and teachers are expected to have the right information to adjust teaching. Where behaviour becomes challenging, staff are described as responding calmly and sensitively, which is particularly important for children still learning self-regulation.

Most pupils move on at the end of Year 2 into junior provision for Year 3. For local families, the most relevant named link is Herne Junior School, listed as a linked school in local authority admissions information. In practice, this link can matter when junior schools apply priority rules, so it is worth reading the junior admission policy early rather than assuming it will be automatic.

Transition work also shows up in everyday life, not just paperwork. The Year 2 page references pupils visiting the junior school to watch a Year 3 Christmas play, framed explicitly as part of becoming ready for “next year”. That kind of gentle orientation can reduce anxiety for children who struggle with change.

Reception entry is coordinated by Hampshire County Council rather than handled solely by the school. The school’s admissions page sets out that applications for Reception starting September 2026 were to be made between 1 November 2025 and 15 January 2026 via the local authority route. The local authority also lists 90 Reception places for September 2026.

Demand looks real rather than extreme. For the Reception entry route provided, the school is oversubscribed, with 107 applications and 72 offers, 1.49. applications per place (These figures describe the entry route, not the total school size.)

If you are weighing the likelihood of a place, do not rely on anecdotes about “where someone got in last year”. Instead, use FindMySchool’s Map Search to understand your own address position relative to the school gate, and then cross-check the local authority admission policy for the rules that will actually be applied.

Open events are referenced, but the school points families to its calendar for the specific dates. For planning purposes, it is sensible to treat open days as typically falling in the autumn term for September intake, then verify the exact schedule when it is published.

Wellbeing is positioned as a taught and practised part of school life, not just a poster theme. Pupils are described as learning about physical and mental health, including understanding emotions, with staff mindful of workload and a culture that supports pupils and adults. For parents, this is meaningful because infant-aged worries often present as behaviour, sleep disruption, school refusal, or friendship difficulties, and schools vary widely in how proactively they handle these.

The school’s family-facing offer is unusually concrete for an infant school. The well-being workshops run in short morning sessions and are free of charge, which lowers the barrier for working parents who can attend occasionally rather than commit to a course.

A distinctive pastoral feature is the school dog, Freddie, described as a “wellbeing” or “reading” dog who attends a couple of days a week. The intended benefit is comfort and calming influence, particularly for children who find relationships or emotional regulation difficult. Parents with allergies, phobias, or concerns about animals should ask how sessions are managed, and what opt-outs exist.

This is not a “wait until junior school” setting for wider opportunities. There are two strands worth noting, one inside the school day, one around the edges.

First, Mondays include “Enrichment Time”, described as a structured set of activities for all children within the school day, mixing year groups and giving pupils a chance to try something new. The implication is strong for children who may not thrive in competitive clubs but still benefit from varied experiences and social mixing.

Second, lunchtime and wider experiences appear deliberately planned. The inspection report notes lunchtime clubs including yoga, gardening and choir. These are useful for different kinds of pupils: yoga for self-regulation, gardening for responsibility and patience, choir for memory, listening, and confidence in groups.

Sustainability and environmental learning is another named pillar. The school’s Eco School content frames sustainability as responsibility and culture-building, not just recycling bins. Combined with visits and trips (a beach visit is cited as supporting geography mapwork), this points to a curriculum that tries to make concepts “stick” through experience.

The school day is clearly defined. Gates open at 8:40am and close at 8:50am; the school day ends at 3:10pm.

Wraparound care is available through Dawn to Dusk. Breakfast club runs 7.30am to 8.40am; after-school club runs to 5pm or 6pm Monday to Thursday and to 5pm on Fridays. Breakfast club is listed at £5.00 per session; after-school sessions are listed at £8.50 (to 5pm) or £12.50 (to 6pm) Monday to Thursday, and £8.50 (to 5pm) on Fridays. The club is based in the “Happy Hut”, a standalone building accessed via a pedestrian gate near reception.

For travel, the school sits centrally in Petersfield, and families should expect a mix of walking and short car journeys at drop-off. For those planning longer journeys, the local authority’s travel guidance and route planning tools are a useful starting point.

• Legacy judgement confusion. You may still see “Requires improvement” in older summaries, but the most recent inspection graded all key areas Good. This can create mixed messages when you first research the school.

• Writing consistency across subjects. Writing standards are expected to be strong in English, but consistency in handwriting, punctuation and spelling across other subjects is an identified development area. Ask how this is being embedded in topic work.

• Leadership and responsibility opportunities. There are currently fewer opportunities for pupils to hold meaningful responsibilities within school. For some families this will not matter at infant age; others value visible pupil roles even in Year 2.

• Wraparound is substantial, but structured. Dawn to Dusk has clear rules around booking, cancellation and late collection. This structure works well for many families, but it rewards planning ahead.

This is a busy, central infant school that puts routines, early reading and wellbeing on a firm footing, and that matters for outcomes long after Year 2. The latest inspection picture supports a school on a stronger trajectory, with a coherent curriculum, strong phonics, and calm expectations.

Who it suits: families who want clear behavioural norms, systematic early reading, and a school that actively supports parents with practical wellbeing input. The main challenge is navigating competitive entry in a sensible way, using objective tools (including FindMySchool’s Saved Schools shortlist feature) rather than assumptions and hearsay.