Devonshire Infant Academy

A large infant school serving Bearwood and wider Smethwick, Devonshire Infant Academy focuses on the fundamentals that matter most in ages 3 to 7, language, early reading, routines, and confidence. The setting is unusually spacious for an infant school, with extensive grounds, a forest school area and an allotment, plus direct access to nearby green space at Stony Lane Park.

Governance and strategy sit within Victoria Academies Trust, with day-to-day leadership led by Head Teacher Mrs Elise Waldron.

For families, the headline story is consistency in behaviour and personal development alongside strong early years practice, and a school day structured around clear timings and wraparound options.

The school presents itself as firmly community-rooted, non-denominational, and designed around a busy, three-form intake. The site matters here. Being located in a former secondary school creates larger classrooms and more internal space than many infant settings, and the grounds are repeatedly positioned as part of daily learning rather than an occasional treat.

Early years is treated as a distinct phase, with free-flow sessions that allow children to move through different curriculum areas and build independence through choice and routines. For parents, that usually translates into a Reception experience that feels less desk-bound and more exploratory, while still being purposeful.

The school also signals a broad inclusion offer. The February 2025 inspection record refers to a specially resourced provision for pupils with autism spectrum disorder, which indicates an established expectation that a mainstream infant setting can still meet a range of needs when the staffing and routines are in place.

There are no national end-of-key-stage test outcomes for an infant school to compare in the way parents may be used to at Year 6, so the best evidence comes from inspection judgements and the school’s published curriculum structure.

The February 2025 Ofsted inspection graded the school Good for quality of education and leadership and management, and Outstanding for behaviour and attitudes, personal development, and early years provision.

For parents, the practical implication of those grades is usually seen in two places. First, expectations and routines, which help younger pupils settle quickly and keep classrooms calm. Second, early years strength, which tends to show up in language development, early reading readiness, and consistent adult interaction across Nursery and Reception.

The curriculum is set out with clear subject coverage, including areas parents sometimes worry get squeezed in the infant years, such as geography, history, computing, music, and religious education (alongside English, phonics and mathematics).

In Key Stage 1, the school describes English, phonics and maths as being taught in discrete lessons, with reading positioned as central across topics. This tends to suit children who benefit from predictable structure, while the early years model adds the balancing ingredient of free-flow learning so that independence and curiosity are developed early.

Outdoor learning is a distinctive thread. Forest school and the allotment are presented as regular features, not one-off enrichment, which can make a difference for children who learn best through doing and for families who value practical experiences alongside early literacy.

As an infant school, the main progression question is what happens after Year 2. The academy notes that the majority of pupils transfer to Devonshire Junior Academy, which shares governance through a single academy council.

For parents, that is often reassuring because routines, expectations and pastoral records can transfer smoothly. It is still worth confirming the practicalities of transition each year, especially if families are new to the area or considering alternatives for Key Stage 2.

There are two parallel entry routes to understand, nursery and Reception.

Nursery entry is described as a school-led process, with families asked to complete a nursery admission form available from the school office; the academy also notes that a limited number of full-time places are available.

Reception entry in Sandwell is coordinated through the local authority process. Families should use Sandwell Council's current admissions timetable and the school's admissions criteria before relying on a specific deadline.

Admissions patterns vary year to year, so families should treat historic demand figures as context rather than a guarantee of future pressure.

Parents comparing options can use the FindMySchool Map Search to sense-check how local demand might affect their choices, especially if they are moving house or deciding between several nearby schools.

Safeguarding roles are clearly signposted through named staff responsibilities, including a Designated Safeguarding Lead listed within the senior team structure.

The strongest available evidence on day-to-day wellbeing comes through the 2025 inspection profile, which rated behaviour and attitudes and personal development as Outstanding. In practice, this usually aligns with consistent routines, clear adult expectations, and a culture where pupils learn how to manage feelings and relationships in age-appropriate ways.

Extracurricular provision is described in practical, family-facing terms. The school lists after-school clubs including multisports, art, science and drumming. It also runs family SEAL sessions for Early Years, Year 1 and Year 2 (parents attend with their children), plus a homework club for Years 1 and 2.

Facilities support breadth beyond core lessons. The school highlights a large hall with a full-sized stage, a sensory room, storytelling areas outdoors, and extensive grounds including forest school and an allotment. That combination tends to benefit children who need variety across a week, mixing active learning with quieter, focused sessions.

The school day starts at 8.45am, with doors closing at 8.50am, and finishes at 3.15pm. Wraparound care is offered through an Early Bird club from 7.45am and a Twilight club after school.

For term structure, the academy publishes term dates for 2025 to 2026, including training days and half-term timings.

• Admissions planning. Reception planning is time-sensitive, so it is sensible to check Sandwell's current timetable early and submit applications well before any published deadline.

• Nursery places are not unlimited. The school notes that full-time nursery places are limited, so families aiming for a particular pattern of childcare should ask early about availability and session structure.

• Transition planning matters. Most pupils move on to Devonshire Junior Academy, which suits many families, but it is still worth clarifying transition arrangements if your child may need additional support or if you are considering a different Key Stage 2 setting.

Devonshire Infant Academy suits families who want a large, structured infant setting with strong early years practice, calm routines, and plenty of outdoor learning space. The mix of wraparound care, practical enrichment (forest school and allotment), and a clear progression route to the linked junior academy will appeal to households balancing childcare logistics with a desire for breadth in the early years. The main constraint is competition for places on key entry routes.