The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
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This infant academy sits central to Woodville, serving families looking for Reception and Key Stage 1 provision with a clear emphasis on belonging and steady routines. Admissions demand is real rather than headline-grabbing, with 82 applications for 66 offers in the most recent primary entry data, a ratio that points to regular oversubscription rather than a guaranteed place.
The bigger story is trajectory. The predecessor school at the same site was judged Inadequate in late 2022, and the academies have since rebranded and joined Rise Multi Academy Trust from 01 September 2023, positioning this as a rebuild phase rather than business as usual.
Families deciding now are essentially weighing two things. First, whether the new leadership and trust support are delivering the rapid improvement you would want in an infant setting. Second, whether the school’s practical offer, particularly phonics, reading routines, and behaviour expectations, matches how your child learns best.
The school’s public-facing identity is tightly organised around three ideas, Aspire, Belong, Achieve, framed through the folktale of the three trees and linked to community and values language. The academies present this as more than a slogan, with explicit definitions for each strand and a strong emphasis on pupils being rooted in their community and encouraged to aim high.
Leadership roles are clearly signposted. The academies list Mrs Jo Westaby as Executive Headteacher and Mrs Jess Baird as Head of Schools, which suggests a structure designed for consistency across the infant and junior phases on the site.
For parents, the practical implication is that behaviour culture and routines should be aligned across the two academies, which can reduce the Year 2 to Year 3 transition wobble that sometimes happens when children move from an infant school into a separate junior school. That said, families should still ask how day-to-day consistency is maintained, especially around attendance, punctuality, and the handling of behaviour incidents, because these are often the pressure points during a turnaround.
Published performance data is currently limited provided, and the academies also describe themselves as a new school opening on 01 September 2023, so the most useful indicators for parents tend to be curriculum choices, early reading strategy, attendance culture, and the clarity of leadership expectations.
The most concrete academic signal on the school’s website is the detailed explanation of its phonics programme. Three Trees teaches phonics using Sounds-Write, described as a systematic synthetic phonics programme validated by the Department for Education, with a strong focus on code knowledge and explicit skills such as segmenting, blending, and phoneme manipulation.
For an infant setting, that level of specificity matters. It usually translates into consistent classroom routines, common terminology across classes, and a clearer home-school link for parents supporting early reading.
Early reading is treated as the engine room. The school’s phonics page sets out four core concepts and three core skills for learning to read and spell, and it does so in parent-friendly language without hiding behind generic claims.
This matters most for children who need repetition and clarity. A code-based programme tends to support pupils who benefit from explicit instruction, including many children who arrive with weaker speech, language, or early literacy foundations. The trade-off is that it can feel structured and routine-heavy, so parents of very self-directed learners should ask how the school balances explicit phonics with wider language development, vocabulary, storytelling, and reading for pleasure.
A practical clue to current priorities appears in the school’s reading newsletter. It sets an expectation that children read at home three times a week and links this to long-term disadvantage risks for pupils who remain weak readers early on. It also references a Book Club that runs every Thursday lunchtime, which is a small but telling indicator that reading culture is being actively pushed beyond timetabled phonics.
Quality of Education
Inadequate
Behaviour & Attitudes
Inadequate
Personal Development
Requires Improvement
Leadership & Management
Inadequate
FMS Inspection Score calculated by FindMySchool based on official inspection data.
As an infant academy, the main destination question is Year 3. The school sits alongside Three Trees CofE Junior Academy on the same site, and the academies’ admissions documentation and wider website framing suggest a joined-up pathway for families who want continuity.
Parents should still check how transfer works in practice. In federated or paired arrangements, many children do move on together, but it is worth confirming whether there is any formal automatic transfer process or whether Year 3 places operate through standard admissions rules.
For the most recent primary entry data, the school offered 66 places from 82 applications, and it was marked as oversubscribed, with about 1.24 applications per place. That suggests competition, but not the extreme ratios seen in some urban schools.
The academies’ admissions page gives clear timings for the 2026 entry cycle: applications open at 9am on Monday 10 November 2025, and the deadline is 15 January 2026 for children born between 01 September 2021 and 31 August 2022. It also states that offers are issued in mid-April 2026, with the exact date to be confirmed.
Governance and process are also clarified in the admissions policy, which explains that Derbyshire County Council runs a coordinated admissions scheme and parents apply via the local authority route, even though the trust is the admitting authority.
Parents shortlisting locally should use the FindMySchool Map Search to check practical journey time and day-to-day feasibility, especially if you are comparing several infant options where small differences in travel can shape punctuality and after-school logistics.
Applications
82
Total received
Places Offered
66
Subscription Rate
1.2x
Apps per place
The website foregrounds safeguarding pathways and the importance of consistent reporting routes, and the organisation of leadership roles across the academies implies a deliberate attempt to tighten systems.
For families, the key pastoral questions to ask are specific. How are behaviour incidents logged and followed up. What does the nurture offer look like for children who struggle with regulation. How does the school work with families on attendance. These questions are especially important for a setting that is rebuilding trust and consistency.
The website’s news section gives at least one concrete example of enrichment, the Go Wild after-school club, which involved outdoor, nature-based activities such as creating nature portraits.
Reading enrichment also shows up in the February 2026 reading newsletter through lunchtime Book Club and reading events tied to national and local literacy initiatives.
This combination is sensible for infants. A practical outdoor club supports confidence and curiosity, while reading routines and book culture underpin the academic basics that matter most by the end of Key Stage 1.
The published school day for the infant academy starts with doors opening at 8.40am and registration at 8.50am, with the day ending at 3.15pm.
Wraparound care is not clearly set out in the pages reviewed, so parents should confirm breakfast and after-school provision directly, including booking arrangements and costs if applicable.
A school in transition. The predecessor school on this site received an Inadequate judgement in November 2022. The current academy structure represents a reset, which can be positive, but families should ask for clear evidence of improvements in behaviour, attendance, and curriculum delivery.
Inspection status. Ofsted currently lists Three Trees Infant Academy as opened with no report yet published. That makes day-to-day evidence, communication quality, and leadership visibility more important than a headline grade.
Oversubscription is present. With more applications than offers in the latest primary entry data, families should apply with realistic backups rather than assuming a place.
Home reading expectations are explicit. The school sets a clear expectation of reading at home three times a week, and it references a £5 charge for lost or damaged reading books. This approach suits families who want structure and accountability, but it will feel demanding if home routines are difficult.
Three Trees Infant Academy is best understood as an infant setting in rebuild mode, with a clearly articulated values framework, a detailed, structured approach to phonics, and admissions demand that suggests local confidence is present but places are not automatic. It suits families who want a systematic early reading programme, who value clear routines, and who are prepared to engage actively with home reading. The challenge is judging momentum without a current published inspection report, so families should prioritise direct questions about behaviour consistency, attendance culture, and how improvement is being measured.
The current academy is newly established within its trust structure, so the most useful indicators for families are the clarity of leadership, the consistency of routines, and the strength of curriculum basics such as phonics and reading. The school sets out a detailed Sounds-Write phonics approach and a clear expectation for reading at home, which are positive signals for early literacy.
Applications are made through Derbyshire’s primary admissions process. For the 2026 entry cycle shown on the school site, applications open on 10 November 2025 and close on 15 January 2026, with offers issued in mid-April 2026.
The published school day opens at 8.40am, the register is taken at 8.50am, and the school day ends at 3.15pm.
Phonics is taught using Sounds-Write, a systematic synthetic programme. The school describes a code-based approach focused on concepts such as how letters represent sounds, and skills such as blending and segmenting.
The website gives examples including the Go Wild after-school club, which includes outdoor, nature-based activities, and a lunchtime Book Club referenced in the school’s reading newsletter. Provision can vary by term, so parents should ask what is running in the current half term.
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