Durrington All Saints Church of England Voluntary Controlled Infants' School

This is a small infant school with a clear purpose, to get the fundamentals right early, and to do it in a way that feels warm, orderly, and genuinely inclusive. The latest inspection (17 to 18 June 2025) graded the school Good across all judgement areas, including early years.

What stands out is the consistency of routines and expectations across Reception and key stage 1, backed by staff confidence in early reading. The inspection evidence points to calm movement around school, pupils who know the behavioural expectations, and an approach to phonics that is taught with precision and timely support.

Families should also be realistic about demand. Reception entry can be competitive, so plan around Wiltshire’s coordinated process: applications open on 1 September 2026, the national closing date for Reception entry is 15 January 2027, and offer day is 16 April 2027 for September 2027 starters.

The best infant schools feel predictable in the right way. Here, the evidence describes an environment where children are greeted kindly, routines are established quickly from Reception, and pupils understand what good learning behaviour looks like. That matters at this age because confidence and independence are built through repetition, not through constant novelty.

The Christian character is not just a label on a directory listing. The school is explicit about working within a Christian framework and developing children “academically and spiritually”, and the inspection material points to the way moral stories are used within reading and discussion. For families who want a Church of England infant setting, this will feel coherent rather than occasional.

There is also a strong “everyone belongs” thread running through the inspection evidence. Attendance is treated as a priority, and the school has built a culture of belonging supported by monitoring and targeted help for families when needed. This is the kind of practical pastoral work that tends to matter more than big statements about wellbeing.

Governance and trust structure form part of the day to day story too. The school sits within the Acorn Education Trust, and the inspection report describes trustees and the academy council holding leaders to account while staff feel supported with workload. For parents, this is useful context, especially if you are comparing local schools with different governance models.

For an infant school, “results” are not GCSEs or key stage 2 figures. The important questions are about reading, writing foundations, number sense, and whether pupils are ready for junior school with secure basics.

Reading is clearly positioned as a high priority. The inspection evidence describes staff as experts in phonics delivery, with early identification of pupils at risk of falling behind and swift support to help them catch up. In practical terms, that typically means lessons that move at the right pace, daily practice, and structured intervention rather than waiting for gaps to widen.

In mathematics, the inspection narrative points to a curriculum sequence that begins with firm number knowledge in Reception, then builds towards applying that knowledge later, for example using number understanding to add money amounts in key stage 1. That sequencing matters because it reduces the chance that pupils can “do the activity” without understanding the concept.

Writing is the key development area flagged. The inspection report states that the writing curriculum does not consistently secure the transcription building blocks, including accurate letter formation and constructing grammatically accurate simple sentences, before some pupils are asked to write at length. The implication for families is not that writing is weak across the board, but that some children may need tighter scaffolding and more explicit formation and sentence practice to avoid confidence dips in Year 1 and Year 2.

The wider curriculum also receives a balanced picture. The curriculum is described as ambitious and well sequenced, and pupils can recall and discuss knowledge such as comparing Victorian schools with their own and understanding chronology. At times, however, tasks do not always help pupils deepen understanding, which can limit how far some pupils go beyond surface recall.

The school’s approach looks intentionally structured. Expectations are described as high and consistent, and pupils meet them. The “orderly and calm” movement around school, alongside routines embedded from Reception, is exactly what helps young children focus their energy on learning rather than on managing uncertainty.

Early reading is the anchor. Evidence points to phonics expertise, quick identification of children who may fall behind, and purposeful support. If you have a child who needs clarity and repetition to feel secure, this is likely to feel like a good fit.

Support for pupils with special educational needs and/or disabilities is described as well organised and aligned with the school’s inclusive ethos. The inspection report indicates accurate identification, provision that helps pupils access the curriculum, and training that helps staff tailor learning effectively. For parents, the key practical point is that SEND support is presented as part of everyday classroom life rather than something separate and occasional.

The school’s end point is Year 2, so the transition that matters is infant to junior. The inspection evidence is explicit that transition is structured carefully and that pupils are prepared for the next stage of education.

For families, that usually translates into two things. First, children leave with routines and learning habits that make the step into a larger setting easier, particularly around independence, listening, and resilience. Second, the school’s personal development work, including opportunities for responsibility such as pupil leadership roles, supports confidence in new settings.

If you are trying to map likely junior destinations, the safest approach is to check Wiltshire’s admissions information for your address and preferences, as junior transfer patterns can vary by year and by local capacity.

Reception entry is through Wiltshire’s coordinated admissions process, not by applying directly to the school. The school states a planned admission number of 60 and notes that oversubscription is handled through its published admissions policy criteria.

Demand can be meaningful at infant level, so parents should treat admissions as competitive rather than guaranteed. The practical response is to apply on time, understand the criteria and keep realistic alternatives in mind.

For September 2027 entry, Wiltshire’s Reception application window opens on 1 September 2026, the on-time deadline is 15 January 2027, and national offer day is 16 April 2027.

A practical tip if you are deciding between several local options is to use the FindMySchool Map Search to check your proximity alongside the admissions criteria, then keep a shortlist in Saved Schools so you can track open events and deadlines in one place.

At infant level, “pastoral” is mostly about safety, belonging, predictable routines, and early intervention. The inspection evidence describes positive relationships with adults, pupils feeling safe, and parents valuing close links and opportunities to attend celebration assemblies and special events.

Attendance is treated as a high priority with monitoring systems and additional help for families where needed. That approach matters in a small school, because persistent absence at this stage often shows up later as reading and writing gaps, not immediately as poor grades.

Safeguarding is confirmed as effective in the latest report.

Infant schools should not be judged by how many clubs they list. The better question is whether enrichment is meaningful, inclusive, and tied to curriculum, and whether all pupils actually get access.

The evidence points to trips and visits that are used to bring learning to life, including a visit to Salisbury Cathedral where pupils made clay pots, and a visit to a local safari park to learn about different animals. That is strong enrichment for this age because it connects directly to vocabulary, background knowledge, and confident speaking and listening.

There are also structured responsibilities for pupils, which is often overlooked at infant stage. The inspection report references school council members, playpod leaders, and school librarians. For some children, especially those who need a confidence boost, being trusted with a role can be a small but powerful lever.

The report also describes a broad range of extra curricular activities, with a stated intention that all pupils benefit from experiences.

This is a state funded school, so there are no tuition fees. Families should still budget for the usual extras, uniform, trips, and optional activities.

A before school club is specifically referenced in the latest inspection report.

School day start and finish times, after school provision details, and term time operational practicalities are usually published on school websites. Some of the relevant pages were not reliably accessible at the time of research, so it is sensible to confirm current timings directly with the school office before relying on wraparound logistics.

• Writing foundations. The latest inspection highlights that some pupils move to extended writing before letter formation and sentence construction are consistently secure. If your child finds handwriting or basic sentence building tricky, ask how practice is structured across Reception, Year 1, and Year 2.

• Depth in the wider curriculum. The curriculum is described as ambitious and sequenced, but tasks do not always deepen understanding for all pupils. For curious children who want to go further, ask how teachers stretch pupils beyond recall.

• Competition for places. Reception entry can be competitive. Treat admissions as something to plan carefully, including deadlines and realistic alternatives.

A well run infant school with calm routines, strong early reading practice, and an inclusive culture that aims to bring families into the life of the school. It suits children who benefit from predictable structure and clear expectations, and families who value a Church of England context that is woven into daily life. The key trade off is that places can be competitive and the school is still sharpening how consistently it secures the writing building blocks for every pupil before extended writing.