Foxhills Infant School

Some infant schools talk about “getting children ready”; this one is already operating with the assumptions of a high-expectations primary, just scaled to ages 4 to 7. The clearest signature is reading. Weekly reading assemblies bring parents into classrooms to share stories, and early reading is taught through a structured programme from Reception, with pupils moving quickly towards fluency and comprehension.

The setting also leans hard into its grounds. Outdoor gym equipment is part of daily play, and pupils have a say in what is chosen. Regular welly walks and forest school sessions (from Reception) turn the local environment into curriculum material rather than a treat.

This is a state infant school, there are no tuition fees. The school is currently rated Good, following an inspection on 01 and 02 November 2023.

A strong infant setting has to do two things at once. It must feel safe and predictable, because four and five year olds need routines; and it must also feel intellectually “alive”, because children learn fastest when the work is purposeful. Here, the atmosphere reads as ambitious but not pressurised. Pupils are expected to listen, talk in full sentences, and use subject vocabulary confidently, even in Reception.

The school’s values framework is explicitly articulated across the federation through CLEAR, Care, Learn, Engage, Achieve, Reflect. That matters because, in an infant phase, behaviour systems work best when the language is simple and consistent. A weekly values assembly is used to connect those ideas to school life and the wider world, rather than leaving them as posters.

The federation structure is also part of daily identity. Foxhills Infant School sits alongside the linked junior school, and the shared “two-school” feel shows up in practical ways, for example pupils presenting work to audiences that include the neighbouring junior school. For families, that can make the move into Year 3 feel less like a step into the unknown.

A final piece of texture is local history. The parish Village Design Statement notes that Foxhills Junior School opened in 1967, and that the former Colbury School closed in 1969 and reopened on the Foxhills site. It is not a school “heritage story” in the traditional sense, but it does anchor the schools as long-standing local institutions rather than recent additions.

Because this is an infant school (ages 4 to 7), the usual Key Stage 2 benchmark data that parents see for many primaries does not capture the full story here. Instead, the most informative public evidence is the way the school describes and sequences learning in early reading, mathematics, and the wider curriculum, plus the quality signals around teaching practice and how quickly pupils secure core foundations.

Reading is the headline. Early reading is prioritised, and books are closely matched to pupils’ phonics knowledge so that practice time actually consolidates the right sounds and blends, rather than encouraging guessing. Regular checks are used to identify pupils at risk of falling behind and to target additional support promptly.

Beyond reading, the curriculum is organised as a knowledge-led sequence where pupils revisit content to strengthen memory and understanding. That “revisit and apply” approach shows up in the inspection evidence and also in the way year-group learning journeys are described, for example using a concrete experience as a hook before building chronology and comparison in history.

If you are comparing local schools, the FindMySchool local hub and comparison tools can still help you line up what is available publicly across nearby options, but for infants the most useful comparisons are often about curriculum clarity, phonics approach, and the quality of transition into Year 3.

The strongest detail here is not a single “initiative”, it is the deliberate mechanics of teaching. Information is presented clearly; tasks are built step by step; misconceptions are picked up early and corrected quickly. For younger pupils, that matters because small misunderstandings compound fast, especially in phonics and early number.

Early reading is structured from Reception. The key difference between “lots of books” and “strong reading” is whether practice is aligned to what pupils can decode. Here, pupils read books that closely match the sounds they have been taught, and parents are brought into the process through classroom reading assemblies. The implication for families is that reading is less likely to be left to chance or to home routines alone, the school is designing a shared reading culture.

Breadth at infant level is also visible. Geography is used as a memory-building sequence, pupils learn core knowledge about the United Kingdom and then reuse it in different contexts. In Reception, teaching uses careful observation and questioning to build understanding, with an example given around colour mixing. This is a good sign because it suggests staff are not treating early years as “just play”, they are turning play into learning with clear intent.

Outdoor learning is not simply break-time. Forest school is described as a hands-on, problem-solving approach that develops creativity, resilience, and connection to nature, with trained practitioner involvement from Reception. In practice, that usually means pupils learn to manage safe risk, cooperate in small groups, and apply vocabulary to real tasks, all of which translate back into classroom habits.

For most families, the default next step after Year 2 is progression to the linked junior school, Foxhills Junior School. Hampshire’s school directory explicitly lists the junior school as linked, and notes that attendance at a linked school may assist with priority admission.

The school also uses opportunities that connect pupils to the wider federation and local community early, such as presenting work to different audiences and participating in community-facing projects. That can be a helpful rehearsal for the increased independence and wider peer group pupils encounter in Key Stage 2.

Admissions are coordinated by Hampshire, and entry is at Reception (Year R). Families should check the current published admission number and timetable before applying.

Demand is material. In the most recent admissions data for Reception entry, there were 120 applications for 59 offers, and the route is recorded as oversubscribed. That equates to just over two applications per place, which is meaningful competition for an infant school.)

For Reception entry, Hampshire publishes the main-round application window, deadline, and offer notification date. Families should confirm the current timetable before relying on dates from a previous intake.

Open days are worth watching. The school has historically scheduled them in late October, November, and early December, with booking required. For current dates, rely on the school’s calendar and admissions pages because open day schedules change year to year.

A practical tip: if you are making a high-stakes move to be close enough for priority criteria, use FindMySchool Map Search to measure your address precisely to the school, then sense-check that against the most recent local authority admissions information.

At infant stage, “pastoral” is mostly about two things, predictable routines and fast response when pupils wobble. The safeguarding structure is clearly signposted, with named designated safeguarding leads including the headteacher, and regular training embedded into staff practice and policy updates.

The school also builds wellbeing through its wider development programme, using CLEAR values and whole-school assemblies to normalise talking about behaviour, choices, and responsibilities. In practical terms, that tends to reduce low-level anxiety because pupils know what “good” looks like and how adults will respond.

This is the other place where outdoor provision matters. Regular forest school sessions and nature-based learning create additional “success routes” for pupils who may not shine first in table work, which can support confidence and engagement back in class.

Extracurricular life is unusually well-defined for a school of this age range, both in what is offered and when. The timetable includes named providers and specific sessions, which helps parents plan and helps pupils commit to a routine rather than ad hoc clubs.

Examples currently listed for infant pupils include:

• ACE Sports Football Club and ACE Sports Gymnastics (after school)

• Ace Sports Cricket Club (after school)

• Big Mouth Theatre drama sessions (held at the junior school)

• Southern Karate (held at the junior school)

• Rocksteady music lessons scheduled during the school afternoon

• French Club and R and R multi-sports sessions on a weekly slot

The more important question is what these do for pupils. Sport clubs at this age are less about competitive outcomes and more about movement skills, turn-taking, and confidence in groups. Drama and performance work build voice and presence, which links back to the school’s emphasis on pupils becoming confident, articulate speakers.

The school also highlights enrichment that comes into the school day, including work with an illustrator and professional musicians, plus school productions. For a younger cohort, those “real world” encounters are often the moments pupils remember, and they can raise the standard of writing and speaking because pupils have something specific to describe and reflect on.

The published infant school day runs from 8:35am to 3:05pm, with gates opening at 8:30am and a lunch break from 12:00pm to 1:00pm. Drop-off and collection are from classroom doors by a parent or carer.

Wraparound childcare is not set out in the same “hours and pricing” way on the school’s own pages, so if you need a formal breakfast club and after-school childcare (rather than activity clubs), it is sensible to ask directly what is currently available and where it is based.

For transport, families using rail often look to Ashurst New Forest station, and local bus routes include the Bluestar 6 service which runs via Foxhills and Ashurst on the Southampton to Lymington corridor.

• Oversubscription is real. With 120 applications for 59 offers in the most recent intake data and a PAN of 60 for Reception entry, families should plan for competition and use all available preferences strategically.

• Infant-to-junior transition is a key decision point. The linked junior school relationship can help continuity, but you should still read the Year 3 admissions position early if you are not expecting to remain through the federation.

• Outdoor learning is a defining thread. Forest school and welly walks suit many pupils, especially those who learn well through doing; children who strongly prefer quiet, indoor routines may take time to adjust to the regular outdoor element.

• Clubs are plentiful, but they are mostly activity-based. If you specifically need childcare wraparound (rather than enrichment clubs), check the current practical offer directly so there are no surprises.

Foxhills Infant School combines a structured approach to early reading with a curriculum that makes purposeful use of outdoor learning. It reads as an ambitious infant setting, with pupils expected to talk and think like learners from the start, and with enrichment that gives them memorable experiences to write and speak about.

Who it suits: families who want a reading-forward start, value consistent routines, and like the idea of outdoor learning being a regular part of the week, not an occasional extra. The main challenge is admission pressure, so planning early matters.