Sandwich Infant School Review 2026: Small-school warmth with clear routines and strong early reading

Because Sandwich Infant School is an infant school, it does not publish Key Stage 2 results (those come later, at the end of Year 6). The most relevant external evidence is therefore the inspection picture, plus what the school sets out about curriculum priorities and early learning.

The latest Ofsted inspection, dated 30 January 2024, states that the school continues to be good. Teaching and progress are described positively overall, with children settling quickly in Reception and making good progress academically and socially by the time they leave Year 2.

One area to watch is writing. Ofsted notes that the school recognises pupils’ achievements in writing are not as strong as they need to be, even though pupils are achieving appropriately across other curriculum areas. For parents, the implication is not that writing is weak, but that it is an identified improvement priority, and you would want to ask what has changed since January 2024, particularly around handwriting, sentence building, and extended writing opportunities in Year 1 and Year 2.

Early reading is presented as a clear priority. From Reception, phonics is taught through Little Wandle Letters and Sounds Revised, with daily lessons designed around a specific sequence so children build knowledge step by step. The school also describes quick identification of pupils who are not on track, followed by additional phonics lessons, catch up groups, and frequent practice, which should reassure families whose children need more repetition to stick.

The Ofsted report reinforces this focus on reading, describing a phonics programme introduced in the two years before the inspection, and early identification of children who are struggling. It also references curriculum work being reviewed and refreshed, supported by collaboration across the multi-academy trust, which suggests staff are not operating in isolation when refining subject plans.

Beyond core academics, the school’s enrichment includes trips into the local community, which the Ofsted report highlights as memorable for pupils. For young children, these experiences often do double duty: building vocabulary and background knowledge that later supports comprehension and writing, while also developing confidence and independence outside the classroom.

As an infant school, the main transition is into Key Stage 2. The headteacher’s welcome message references close links with Sandwich Junior School, plus relationships with local secondary schools including Sandwich Technology School and Sir Roger Manwood’s School. For most families, the practical implication is that transition planning is likely to be familiar and well-trodden, because local school partnerships tend to run shared projects, visits, and handover routines.

For parents who are already thinking ahead, it is worth asking how the school supports Year 2 pupils with the move to junior school, especially around literacy stamina, confidence in maths, and social readiness. The school’s stated emphasis on independence and communication skills suggests these are already part of the culture.

Reception entry is competitive on the evidence available. In the most recent admissions data, there were 56 applications for 30 offers, with the school classed as oversubscribed, and an applications to offers ratio of 1.87. That level of demand typically means families should treat the application as something to plan carefully rather than assume.

The school’s admissions policy (for entry 2024 to 25, with next review noted as September 2025) sets out a published admission number of 56 for Reception and confirms that applications are made via the local authority common application form by the national closing date. The policy lists the usual priorities for oversubscription, including looked-after and previously looked-after children, exceptional social or medical need, siblings, then distance from the school measured by straight line using official address point data.

For September 2026 entry in Kent, the local authority published timetable shows applications closed on Thursday 15 January 2026. National Offer Day is Thursday 16 April 2026, and the deadline to accept or refuse is Thursday 30 April 2026. Even if you are reading this outside the main cycle, these dates give a reliable sense of the annual rhythm, and families should check the latest Kent timetable for the next intake.

A practical tip: if you are comparing several local options, the FindMySchool Map Search is useful for sanity-checking travel practicality and day-to-day logistics, even when distance cut-offs are not published for a given year.

The school’s published aims put wellbeing and feelings of safety near the top, alongside confidence, communication, and resilience. That matters in an infant setting, where a child’s willingness to separate confidently at the gate often determines how quickly learning takes off.

Ofsted’s picture aligns with that. The report describes pupils as feeling safe, with behaviour supported through firmly established routines and consistency from staff. It also highlights positive parental views around SEND support, and a sense that pupils with SEND thrive, which is a meaningful indicator in early years and Key Stage 1, when needs are first identified and support plans are still being shaped.

The school council structure is simple and age-appropriate, with Year 1 and Year 2 representatives meeting to discuss class suggestions and taking responsibility for role modelling and supporting friendships. For many children, being “a voice for the children” is an early lesson in speaking up, listening, and taking turns in a group, all of which support classroom learning as much as they support social confidence.

For an infant school, the clubs list is notably specific, and it is helpful that sessions and locations are set out clearly. Current examples include Mindfulness and Junk Modelling at lunchtime, Book Club, Scooters, and Football, plus lunchtime options such as Step by Step, Ball Games, and Group Games. The school also notes that, unless specified, clubs are open to all year groups, and that children should be able to follow school rules independently and engage in the club.

The extracurricular story here is less about building a packed timetable and more about widening children’s experiences in small, manageable steps. A lunchtime Book Club supports early reading fluency and motivation. Junk Modelling encourages planning, problem-solving, and fine motor control, all directly relevant to handwriting and early writing. Scooters and ball games add structured movement, which often helps children return to class ready to focus.

Trips are another strand of enrichment. The Ofsted report highlights visits into the local community, with pupils talking enthusiastically about activities such as studying microhabitats at a local nature reserve. For young pupils, this kind of first-hand experience builds the vocabulary and background knowledge that later supports reading comprehension and confident speaking.

The school day is published as 8:40am to 3:10pm, with gates open from 8:30am and class teachers greeting children at 8:35am. The school explicitly encourages independence at the start of the day, with goodbyes on the playground and children entering class on their own, while also noting that some children find these transitions hard and will be supported.

Wraparound care is available. Breakfast Club runs 7:45am to 8:40am at £6.00 per session, with breakfast provided for pupils who arrive before 8:15am. After School Club runs 3:10pm to 5:30pm at £10.00 per session, with a snack provided, and bookings are made in advance through the school’s stated system, subject to availability.

Lunch provision is also clearly communicated: school dinners are free to all children and provided by Whole School Meals, with termly menus and allergy accommodation noted.

• Oversubscription reality. Demand has exceeded available offers in the latest available admissions data, so families should plan applications carefully and keep an open minded shortlist.

• Writing as an improvement focus. External review identifies writing as an area where outcomes are not as strong as leaders want, so it is sensible to ask how writing is being strengthened in Year 1 and Year 2.

• Transition timing. As an infant school, children move on after Year 2. That can be a positive, fresh-start moment for some, but families who want a single setting from Reception to Year 6 should weigh whether the two-step primary journey suits them.

• Wraparound places are not guaranteed. Breakfast Club and Fun Club are clearly set out, but spaces are subject to availability and require advance booking, which matters for families with fixed work schedules.

Sandwich Infant School reads as a well-organised infant setting with clear expectations, a strong early reading strategy, and a practical emphasis on children feeling safe and confident quickly. The curriculum story is grounded in structured phonics and purposeful enrichment, with Forest School and community trips adding breadth in age-appropriate ways.

Best suited to families who want a traditional infant-school start, with predictable routines, a clear approach to learning to read, and optional wraparound care for working days. The limiting factor for many will be admission, not the day-to-day experience once a place is secured.