Devonshire Infant School Review 2026: A reading-first infant school with an inclusion centre

Infant schools do not have the same headline, end-of-Key Stage 2 statutory measures that parents often see when comparing primary schools serving pupils up to 11. So the most useful evidence here is the quality of curriculum and early reading practice, plus the external judgements that describe how well those basics are taught and embedded.

The June 2022 Ofsted inspection confirmed the school continued to be Good. The report’s detail points to early reading being a leadership priority, with phonics beginning as soon as children start school, and books chosen to match the sounds pupils already know, which is the core of effective practice for this age group.

One important nuance, and a useful “what to ask on a tour”, is the improvement focus raised in that same inspection: in some foundation subjects, pupils could describe activities more readily than the knowledge and skills those activities were meant to build. For a parent, the implication is simple. Ask how staff make the “what are we learning” part of lessons explicit, and how they revisit key ideas so children remember them over time.

The curriculum is framed around both statutory content (Early Years Foundation Stage and National Curriculum) and “learning behaviours”, with a consistent language that runs across year groups. The school calls these learning behaviours its Learning Superheroes, including curiosity, creativity, independence, perseverance, and working well with others.

That matters because the most effective infant teaching is not just about delivering content, it is about building habits that let children tackle challenge without panic. A clear, shared vocabulary makes it easier for staff to give feedback consistently, and for parents to reinforce it at home. As an example, perseverance is described in child-friendly terms: keeping on trying even when something is difficult.

Enrichment is presented as part of curriculum design, not as a “nice extra”. The school states it uses visits, visitors, and the local environment to make learning meaningful, and it says it subsidises enrichment to support access for all pupils. External evidence supports that pupils have opportunities to learn beyond the classroom through trips and visitors linked to topics, plus structured arts work such as studying an artist and producing work in that style.

Because the school serves pupils up to age 7, the key destination question is transition to junior school (Year 3), not GCSE pathways. The school shares a site with Fernhurst Junior School, which can be practically helpful for families who are also considering a junior place nearby.

In Portsmouth City Council, transfer to junior school is part of the coordinated admissions system, with a formal timeline and national offer day. That structure matters because it means parents should plan for two application points: Reception entry now, and junior transfer later.

A good question to ask the school directly is how they support transition emotionally and academically, for example, how they share assessment information and learning plans, and how they help pupils who find change difficult. That is especially relevant for pupils who have had support through the inclusion centre or other special educational needs provision.

This is an oversubscribed school. In the most recent reported cycle, there were 164 applications for 52 offers, which is about 3.15 applications per offer. That ratio signals real competition, and it should shape how families manage their shortlist. (Use the FindMySchool Saved Schools feature to track deadlines and keep realistic alternatives alongside a first choice.)

The published admission number for Reception is 60. Applications are coordinated through the local authority rather than directly through the school, and oversubscription is resolved using the local authority’s priority order (for community infant schools).

For September 2026 entry, Portsmouth’s published dates are clear: applications open on 03 November 2025, close on 15 January 2026, and offers are issued on 16 April 2026. If you are relying on distance, treat it as a moving target year to year.

For families exploring the school, look for opportunities to attend a tour or open session. Some local schools publish tour booking details for September 2026 entry, and where exact dates are not listed, these events often run in the early autumn term.

The school’s pastoral model is built around knowing pupils and families well, and using that knowledge to spot changes early. Inspectors reported safeguarding arrangements were effective, with staff trained to identify concerns and leaders working with external agencies to secure help when needed.

For children aged four to seven, wellbeing support is as much about routines as it is about interventions. Clear behaviour expectations, consistent adult responses, and predictable transitions inside the day all reduce anxiety and give children confidence. Evidence from the June 2022 inspection describes behaviour as focused and orderly, with adults consistently reinforcing school rules so that learning is rarely disrupted.

Special educational needs support is a defining feature. The school has an inclusion manager role and an inclusion centre for up to 10 children with high needs in communication and interaction. That has two implications for parents. First, if your child needs this sort of support, ask how referral and placement work in practice, and how pupils are integrated into wider school life. Second, even if your child does not need specialist provision, the presence of a well-structured inclusion centre often correlates with stronger whole-school practice around language, social communication, and early intervention.

In an infant school, “extracurricular” is less about a timetable packed with clubs and more about structured opportunities to practise responsibility, try new experiences, and build confidence speaking and performing.

There is an established School Council, with two councillors per class serving for roughly a term. The practical value is that even very young children get used to representing others and making small decisions that affect daily school life.

Reading culture shows up in specific, memorable routines. The June 2022 inspection evidence includes daily story time, World Book Day activities, and opportunities that build vocabulary in playful ways, alongside systematic phonics and carefully matched reading books. For parents, the implication is that home reading can become less of a battle, because school and home are pulling in the same direction with consistent methods and expectations.

Clubs have featured as part of provision beyond the school day. The March 2017 inspection report referenced a history club, a reading club, and a club focused on producing a school newspaper. While offerings can change year to year, these examples point to a culture where enrichment is not limited to sport, and where literacy is reinforced in multiple settings.

The school day is structured slightly differently by year group. Current published times show mornings from 8.45am to 12.30pm across the school, with afternoons running to 3.00pm for Years 1 and 2, and to 2.55pm for Reception. The inclusion centre (Owls) has its own afternoon session timing.

Breakfast provision is available via Devonshire Kids Club, with sessions in the Francis Community Lodge and a published contact window of 7.00am to 8.45am on weekdays. Details of after-school care are not set out as clearly in the current published material, beyond after-school clubs offered through external agencies. If wraparound care is essential for your work pattern, confirm availability, finish times, and booking approach directly.

On practicalities, infant schools reward simple planning: check gate routines, walking routes, and how the school expects handovers to work in the first half-term, especially for Reception.

• Competition for places. With 164 applications and 52 offers in the most recent reported cycle, this is not a “turn up and you are in” option. Families should shortlist at least one realistic alternative school alongside it.

• Foundation subject retention. The June 2022 inspection evidence flagged that in some subjects, pupils could recall the activity more than the intended learning. That is a fixable teaching issue, but it is worth asking how leaders are improving sequencing and recall across the wider curriculum.

• Infant-only phase. A move at seven is normal for infant schools, but it does mean a second admissions point. Parents who want continuity should understand junior transfer timelines early, and ask how the school supports transition, especially for children who are more anxious about change.

• Wraparound details may require direct confirmation. Breakfast provision is clearly described, but after-school care information is less explicit in the published material. If you need guaranteed childcare beyond the school day, verify it early in the process.

This is a Good infant school with a clear emphasis on early reading, strong routines, and a distinctive inclusion centre for communication and interaction needs. It suits families who want a structured start to school, value consistent behaviour expectations, and like the idea of a clear school-wide language for learning behaviours. The biggest constraint is admission: demand is high, so shortlisting sensibly matters as much as enthusiasm.