Letchmore Infants’ and Nursery School Review 2026: Values-led early years in Stevenage Old Town

This school’s age range means you will not see the usual Key Stage 2 headline measures that parents might expect from an all-through primary. Instead, the most meaningful indicators are how well children learn to read, how confidently they write, and how smoothly they transition through Nursery, Reception, and Key Stage 1.

The strongest evidence base sits in the recent inspection narrative: achievement is described as very strong, supported by high expectations and well-structured teaching. Reading is treated as central, with daily phonics in Reception and Year 1, frequent checks on understanding, and rapid support when children fall behind.

For parents comparing local infant schools, the practical question is not about league tables, it is about whether your child will be a fluent, confident reader by the end of Year 2, and whether they will move into junior school with secure foundations in number, vocabulary, and writing stamina. The published evidence suggests that is a clear strength here.

If you are shortlisting locally, use the FindMySchool Local Hub Comparison Tool to line up nearby schools by the indicators that are available for infant settings, then sense-check your shortlist against the latest inspection detail.

The curriculum is built around the Early Years Foundation Stage in Nursery and Reception, then continues through Key Stage 1 with the full mix of National Curriculum subjects. Core subjects are prioritised, but the intent is broader than phonics and maths worksheets. The school explicitly sets out coverage that includes history, geography, music, art and design, design and technology, physical education, computing, religious education, and personal development education.

What makes the curriculum feel coherent is the way early years content is deliberately designed to prepare for what comes next. One example referenced in the inspection is the way Reception topic work feeds into later Key Stage 1 geography knowledge, rather than sitting as a standalone theme.

Reading practice is structured and systematic. Nursery starts with sound and letter awareness and early mark making, then Reception and Year 1 build daily phonics routines, with rapid identification of children who need extra practice. The practical implication is that children who arrive with weaker language, or who have had less exposure to books at home, should still find an organised pathway to catch up, as long as attendance is consistent and families engage with home reading.

Outdoor learning is also a notable feature. The school runs Forest School as part of its offer, positioning it as sustained outdoor learning that develops confidence, independence, and practical problem-solving.

Because this is an infant school, the main destination question is Year 3, not Year 7.

For families who want a clear transition route, there is an official “linked” junior school relationship. Hertfordshire County Council lists Almond Hill Junior School as the linked junior school for this infant school, which can matter within the local oversubscription framework for junior allocations.

The junior school itself also describes this infant school as its main feeder.

Practically, that means many pupils will move on with peers, and families will often find transition planning smoother, especially for children who benefit from continuity. For pupils with additional needs, transition work is explicitly addressed in school SEND documentation, including joint planning with the junior school where relevant.

Admissions work differently depending on the entry point.

Reception entry for September 2026

Reception entry is coordinated through the local authority. The published timetable for September 2026 Reception entry includes:

• Applications open: 03 November 2025

• Deadline: 15 January 2026

• National allocation day: 16 April 2026

The school’s own admissions page also points families to the same application window for Reception.

Provided, Reception entry demand is high, with 189 applications for 85 offers, which is about 2.22 applications per place offered. In practice, that usually means families should treat this as a competitive option and plan alternatives on the application form.

Parents who are relying on distance should use the FindMySchool Map Search to measure home-to-school distance consistently, then review local authority criteria carefully. Distances and cut-offs move each year.

Nursery entry for September 2026

Nursery admissions are handled directly by the school, and the nursery page states that admissions for September 2026 are open, with children admitted in the September after their third birthday.

Nursery fee information should be checked on the school’s official pages, and eligible families should also consider government-funded hours where applicable.

Pastoral work is unusually explicit for an infant setting. The inspection account highlights wellbeing as a priority and describes a strong pastoral team. It also notes the use of nurture breakfast and lunchtime provision to build social and emotional skills, and references supportive elements such as a school dog and guinea pigs.

The wider point for parents is that early years wellbeing support is most effective when it is built into routines, language, and staff consistency, rather than relying only on crisis moments. The school’s nurture structures point in that direction, and the dedicated nurture room described on the school website reinforces the same approach.

For children with special educational needs and disabilities, the inspection also describes strong identification processes, curriculum adaptations where appropriate, and bespoke approaches for higher levels of need, including targeted support that helps children succeed back in class.

Extracurricular and enrichment in an infant school only matters if it is genuinely accessible to young children, and if it extends learning rather than simply filling time.

The enrichment programme described in the inspection includes themed days, visitors, and trips designed to extend children’s experiences, including practical, memorable events used to build knowledge and vocabulary.

Clubs and activities are also more specific than the usual “sport and music” headline. The inspection report references opportunities such as archery, basketball, and Indian dance, plus a writing club where pupils learn from a published author. Music is also given high status, with opportunities like choir and a rock band.

On top of that, the school publishes its current after-school club offer, including items such as Musical Theatre and Football in Spring Term 2026.

The implication for families is simple: if your child thrives on trying new activities, or benefits from structured social groups beyond the classroom, you have more to work with here than in many infant settings. If your child prefers quieter routines, the nurture and pastoral structure becomes the balancing factor.

The school day runs from morning registration at 08:30, with the compulsory day ending at 15:00. Nursery session times are published separately, including morning and afternoon sessions, plus a 30-hour session option.

Wraparound care is available through an external provider for Reception to Year 2 during term time, with a breakfast club and an after-school club up to 18:00. Prices are published per session, for example £5.94 for breakfast (07:30 to 08:30) and £14.63 for after school (15:00 to 18:00), with other timing options also listed.

For travel, the school sits in Stevenage, and many families will approach from the Old Town area. For rail commuters, Stevenage railway station is the main local station.

• Competition for Reception places. With 189 applications for 85 offers in the latest Reception entry route admission is the limiting factor for many families. Treat this as a high-demand option, and build a realistic ranked list of alternatives.

• It is an infant school, so Year 3 transfer is part of the plan. The linked junior route to Almond Hill Junior School is a positive for continuity, but families should still read the junior admissions rules carefully and plan early.

• Wraparound does not cover every child automatically. Provision is published for Reception to Year 2, and availability for Nursery can be restricted, so working families should verify arrangements early, particularly if you need both morning and late afternoon coverage.

• Limited standard performance results. Parents used to comparing Key Stage 2 figures will find fewer standardised headline measures here due to the age range. Your best evidence sources become the inspection detail, curriculum clarity, and the quality of transition into junior school.

This is a high-performing infant and nursery setting with a strong values culture and a curriculum that takes early reading seriously. The clearest strength is how ambition is combined with structure: systematic phonics, calm routines, and an enrichment offer that is unusually well-developed for this age group.

Who it suits: families who want a purposeful start to school life, with consistent routines, clear expectations, and a strong emphasis on reading, alongside meaningful enrichment and nurture support. The main challenge is securing a Reception place, so admissions planning needs to be realistic and early.