Elmsleigh Infant & Nursery School Review 2026: Inclusive infant setting with a specialist resource base

As an infant school (to age 7), this setting does not sit neatly within the headline end-of-Key Stage 2 performance measures that parents often use to compare full primary schools. The most meaningful “results” signals here are how well children leave at the end of Year 2, ready for junior school expectations, plus the quality of teaching, curriculum sequencing, and early identification of needs.

The most recent Ofsted inspection (22 October 2024) judged all key areas as Good, including quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision.

For parents who want a more granular academic picture, the best practical step is to focus on the building blocks the school controls tightly in the early years: phonics, early language, and early number. The school’s Early Years policy states that early language development and early literacy sit at the forefront, with phonics beginning in nursery via its chosen scheme.

In infant education, what matters is consistency and clarity: predictable routines, systematic early reading, and enough challenge to keep quick learners engaged without leaving others behind. The published curriculum structure suggests a standard primary breadth, with clear subject coverage and long-term overviews.

A useful indicator for families of children with additional needs is how support is integrated rather than isolated. The school’s SEND information report explicitly frames extracurriculars, visits, and clubs as open to all, with reasonable adjustments made so pupils with SEND are not excluded.

Physical education and sport is presented as a “life skills” strand rather than purely games, and the PE and Sport Premium planning includes use of external provider clubs and workshops (including dance workshops linked to multicultural events and storytelling). The practical implication is that children who thrive on movement, rhythm, and performance are likely to find structured opportunities, not just free play.

Because the school’s age range ends at 7, the normal transition is into junior schools for Key Stage 2. Admissions are managed through Derbyshire for Reception, and many families will prioritise continuity of travel route and wraparound logistics across the infant and junior years.

The most sensible way to shortlist “next step” schools is to combine three checks:

1. the likely junior transfer route used by local families in Newhall and Swadlincote,

2. how well potential junior schools support any identified additional needs,

3. the practicalities of drop-off, pick-up, and (if needed) funded or paid childcare.

If you are comparing several nearby infant and primary options, the FindMySchool Local Hub comparison tools can be helpful for lining up governance, inspection timelines, and admissions pressure in one place, rather than jumping between different websites.

Nursery entry

Nursery entry is handled directly by the school. Children can start the term after they turn 3, with afternoon sessions offered Monday to Friday (15 hours per week). The school also references places for eligible families using the 30-hour entitlement, and notes that eligible children with 2-year-old funding may start the term before they turn 3.

The practical point is that nursery places are not “automatic entry” to Reception, so families should treat nursery and Reception as two separate application processes, each with its own deadlines and criteria.

Reception entry (September 2026)

Reception places are coordinated by Derbyshire County Council rather than the school. The school states it has 60 Reception places each academic year, and directs parents to apply through the local authority route.

For September 2026 entry in Derbyshire, the standard timeline is:

• applications open: 10 November 2025

• application deadline: 15 January 2026 (midnight)

• national offer day: 16 April 2026

The school is oversubscribed in the admissions, with 59 applications for 30 offers (around 1.97 applications per place). That typically means families should plan on a competitive intake rather than assuming a place will be available. (This is demand data for the entry route, not a judgement on school quality.)

Parents wanting to sanity-check how realistic an offer might be should use a precise distance tool such as FindMySchoolMap Search, because “close” can mean different things in different parts of Swadlincote.

Pastoral support appears to be structured around early intervention and family support as well as classroom practice. The school’s Early Help Offer references elements such as positive play therapy (delivered by trained staff), support from SEND leadership including a teacher for autism, and signposting to wider services such as holiday clubs.

For families whose child is still being assessed, this is important. In infant settings, the speed and quality of early identification often determines whether a child experiences school as manageable or overwhelming. The admissions guidance encourages parents of children with suspected or diagnosed SEND to speak with the SENDCo during a visit, which is a sensible step for aligning expectations early.

The school also publishes detailed policies relating to personal care, reflecting that some pupils need additional support with toileting and personal needs. While policies are not “experience”, the presence of current, specific guidance is often a proxy for staff training and consistent routines.

The clearest named offer is Breakfast Club, which starts at 7:50am, is bookable via the school’s system, and includes breakfast (cereals plus bagels or toast), with food served until 8:30am.

For an infant school, enrichment is often less about a long after-school menu and more about frequent, low-friction experiences that build confidence. The published PE and Sport Premium plan indicates the use of external clubs and themed workshops, suggesting structured opportunities beyond standard lessons.

Children also have opportunities to take part in committees, trips, and broader participation, with the SEND information report explicitly stating that activities and visits are available to all pupils, including those attending before and after-school clubs.

A published headline measure for the week is 32 hours and 30 minutes.

Breakfast club provides early drop-off from 7:50am, which can be a meaningful factor for working families, particularly when siblings attend different settings.

The website does not clearly publish an after-school club end time on the pages reviewed, so families needing after-school childcare should confirm current wraparound arrangements directly with the school, including days offered and collection windows.

On transport, this is a local Derbyshire infant school serving Newhall and the Swadlincote area. Most families will plan around short car journeys, walking routes, and the ability to coordinate infant and junior drop-offs. Where possible, do a trial run at peak time, especially if you are balancing nursery hours, infant pick-up, and work commute.

• Oversubscription for entry. The admissions results shows 59 applications for 30 offers, indicating competitive entry for the relevant route. If you are relying on a place for childcare logistics, build a contingency plan with an alternative setting.

• Two separate processes, nursery and Reception. Nursery places are applied for directly to the school, but Reception is coordinated through the local authority with strict deadlines. Treat these as separate decisions, even if your child attends the nursery first.

• Infant-only age range. Transition happens after Year 2. Some children manage that change easily; others prefer an all-through primary where routines and staff remain familiar. Plan early for the junior-school move.

• Specialist provision on site. The enhanced resource base can be a real advantage for children needing additional support, but it also means parents should understand how placements work, and how support is allocated between mainstream and specialist settings.

Elmsleigh Infant & Nursery School offers a strong, practical option for families seeking an infant-and-nursery setting with a clear SEND ethos and a specialist resource base on site. The latest inspection judgements point to consistent quality across early years, leadership, behaviour, and learning, and the published admissions pathway is straightforward for families who track Derbyshire’s dates carefully.

Best suited to families in Newhall and wider Swadlincote who want an infant setting with structured early reading and communication support, plus the reassurance of specialist capacity where needed. The key decision is less about whether the school can support a wide range of children, and more about planning entry early and preparing for the junior-school transition after Year 2.