Stanley Green Infant Academy

This is an oversubscribed infant school in Oakdale, Poole, with provision from age 2 through to Year 2. It combines a clear values framework with a purposeful approach to learning, plus a practical package for working families, including breakfast club and after-school care delivered on site. The headteacher, Mrs Francesca Perry, has been in post since January 2022, and the wider leadership team includes an assistant headteacher and a SENCO who is also an assistant headteacher.

The most recent inspection confirmed the school continues to be Good, with strengths in inclusion, relationships, and the way pupils take responsibility in day-to-day school life.

For Reception entry, admissions are coordinated by Bournemouth, Christchurch and Poole Council, with the current route covering the 2027 to 2028 intake. Families should check the council timetable and keep credible second and third preferences in mind.

Stanley Green Infant Academy has a deliberately child-centred culture, where roles and routines are part of how pupils learn to belong. The school’s own language around responsibility shows up in specific pupil jobs, including Stanley’s Stars and Playground Pals, which are framed as ways children help others, keep the community safe, and make playtimes more inclusive.

The values and mission statement are unusually explicit. The mission, Love for Learning, Love for Life, is presented as the foundation for academic, emotional, social, and creative development. That emphasis matters at infant stage, because it tends to shape everyday choices, how adults talk to pupils, the expectations around behaviour, and how early learning is supported without rushing children beyond what is developmentally appropriate.

There is also a strong “community school” feel in the way parents are drawn into practical school life through the PTA, branded as the Stanley Green Dream Team, and through school council fundraising and local charitable aims. Those mechanisms are not just extras, they are a tangible route for families to influence enrichment and play resources.

As an infant school (up to Year 2), Stanley Green does not publish KS2 outcomes in the way a junior or primary school would, and that changes how parents should judge academic performance. The most meaningful indicators here tend to be early years development, phonics, and how well children are prepared for Key Stage 1 learning habits.

The school publishes Early Years and Key Stage 1 indicators on its key information pages. For early years, it reports 77.0% achieving a Good Level of Development, alongside comparisons to national and local authority figures. For Year 1 phonics, it reports 81.7% meeting the required standard, again alongside national and local figures. These are the kinds of measures that signal whether children are leaving Reception and Year 1 with the core building blocks for reading and classroom routines.

A second strand of “results” at this age is the consistency of culture. Attendance, punctuality, behaviour and safeguarding processes tend to matter more than raw data points, because they determine whether children feel safe and ready to learn each day. The latest inspection narrative supports a picture of pupils taking learning seriously, feeling safe, and trusting staff to help if worried or upset.

The curriculum offer is broad for an infant setting, with published subject areas spanning phonics, English, maths, science, computing, design and technology, PSHE and values, and more. The implication for families is that the school is not narrowing early learning purely to literacy and numeracy, even though those remain central at this phase.

What tends to distinguish effective infant teaching is not the number of subjects listed, but the clarity of routines and the quality of early language and reading instruction. The school’s emphasis on phonics, plus the structured school-day timetable (registration, core learning, assembly, break, lunch, afternoon session) signals a setting with clear rhythms that help young pupils feel secure.

For children who need extra support, leadership capacity matters. The published staffing structure includes a SENCO who is also an assistant headteacher, which usually indicates inclusion is not treated as a bolt-on.

Because the school is an infant academy (rather than a full primary through to Year 6), families should plan early for the transition at the end of Year 2. In practice, the next step is typically a junior school place within the Bournemouth, Christchurch and Poole area, allocated through the local authority process.

The right way to approach this is to treat Stanley Green as the “foundation stage and Key Stage 1 choice”, then work backwards from likely junior options, transport practicality, and the admissions criteria that will apply in Year 3. If you are building a shortlist, it is sensible to map likely junior pathways early so that Year 2 does not become a scramble.

Reception admissions are coordinated by Bournemouth, Christchurch and Poole (BCP), not handled directly by the school, and the school’s own guidance signposts parents to the local authority application route. For September 2027 entry, the BCP timetable opens applications on 01 November 2026, closes applications on 15 January 2027, and releases offers on 16 April 2027.

Admissions are a practical constraint to plan around. Even if the school fits your child well, admission is not guaranteed, so a credible second and third preference should be selected with equal care.

Open events are part of the experience, but dates can move year to year. The school has previously advertised show-around tours and Stay and Play sessions in November. As a planning guide, it is reasonable to expect open events to cluster in the autumn term, but families should always rely on the school’s latest published diary for confirmed dates.

At infant stage, pastoral care looks like consistency, predictable routines, and adults who spot problems early. The leadership structure includes a named safeguarding and welfare lead, which is an important operational indicator for how concerns are managed day to day.

Pupil responsibility roles also matter pastorally, not just behaviourally. Playground Pals are positioned as children who organise games and help younger pupils in early years feel included at playtimes. Stanley’s Stars are framed as pupils modelling right and wrong, helping others, and supporting an orderly community. Those are age-appropriate ways to create a pro-social culture without relying purely on adult direction.

The most useful question for parents here is not “how many clubs exist”, but “what can my child access within a workable family schedule”. Stanley Green offers a mixture of school-run and partner-delivered options.

On-site wraparound care is provided by Super Stars, with breakfast club from 7.45am to 8.45am and after-school provision from 3.15pm to 6.00pm, including a meal for children attending a full after-school session. That is a significant practical advantage for families juggling work and pick-up times.

For clubs, the school lists Singing Club for Years 1 and 2, plus other activity options such as sports clubs, and an after-school football club with limited spaces. The detail that matters is that these are scheduled immediately after the school day, which tends to maximise take-up for younger children who might struggle with late evening commitments.

Beyond clubs, pupil leadership and participation are used as enrichment. The School Council runs fundraising activities, and the PTA organises events such as summer and Christmas fairs. For many infants, these are the first experiences of community contribution, performance, and shared school traditions.

The school day is clearly set out. Children can arrive from 8.45am, gates close at 8.57am, and the school day ends at 3.10pm for Reception and 3.15pm for Years 1 and 2.

Wraparound care is available on site via the breakfast club and after-school provision described above, which can extend the day to 6.00pm for families who need it.

Facilities are a noticeable strength for an infant setting. The school describes generous accommodation including 12 classrooms with access to outdoor areas, a spacious hall, a library, two large playgrounds including a modern adventure playground, and small rooms used for group work and interventions.

• Plan admissions carefully. Admission is not guaranteed, so alternative preferences should be chosen carefully and checked against the current local authority timetable.

• It is an infant school. Families need a plan for Year 3, and should research junior options early so transition is smooth at the end of Year 2.

• Open event dates can change. The school has previously indicated autumn-term events, but the exact calendar can move year to year, so check the latest published information before relying on timing.

• Some enrichment is partner-delivered. Wraparound and certain clubs are provided by third parties on site, which is practical, but families may want to understand availability and booking processes early.

Stanley Green Infant Academy suits families who want a values-led infant education with clear routines, strong outdoor space, and wraparound options that make day-to-day logistics workable. The culture of pupil responsibility, through roles like Playground Pals and Stanley’s Stars, is a distinctive feature for this age group. Families should pair that fit with careful admissions planning and a realistic plan B.