Tenterden Infant School Review 2026: Values-led early years, strong routines, seamless move into Key Stage 2

Infant schools do not publish the same headline exam measures that parents might expect from older phases, and the current results for this school does not include a KS2-style outcomes pack. Instead, the clearest external signal is the inspection picture, which describes pupils achieving well across a broad curriculum, with particular strength noted in reading and mathematics.

A key implication for parents is that the “academic story” here is less about chasing a single set of test statistics, and more about whether your child will be well prepared for junior school demands, especially early reading fluency, number sense, and classroom independence. The inspection narrative aligns with that, describing confident reading development and effective support for pupils who need to catch up.

The curriculum emphasis is on getting foundations right, then widening horizons. The July 2024 inspection describes an ambitious and relevant curriculum, with deliberate links between early years learning and Key Stage 1. That sort of coherence is particularly helpful in an infant setting because progress is fast and uneven, and children need careful sequencing rather than constant novelty.

Where the school is still sharpening its work is also clearly stated. Inspectors flagged that progression of knowledge and skills is less clearly refined in some subjects across Key Stage 1, including art and design, and design and technology. The practical implication is not that these subjects are absent, but that parents who care about breadth should ask how curriculum sequencing is being tightened and how staff check what pupils remember over time.

Teachers’ subject knowledge and classroom questioning come through as strengths, including use of questioning to check what pupils know and to adapt future learning. In an infant school, this shows up in small moments, how quickly misconceptions are noticed and corrected, and whether children who are quiet or hesitant are still drawn into thinking and talking.

For an infant school, the next step is Key Stage 2 rather than Year 7. This school is set up for a seamless transfer into the federated junior school, and that is explicitly framed as part of the design, not a happy accident.

The advantage for families who expect to stay local is continuity. Children can move into junior provision with familiar expectations, aligned curriculum thinking, and relationships that already exist across staff teams. The trade-off is that families who are unsure about the junior pathway should do their homework early, because the infant years are effectively the on-ramp to that wider primary experience.

This is a state school, there are no tuition fees. The key practical task is applying through the local authority process and being realistic about competitiveness.

Demand data for the main entry route shows 72 applications for 40 offers, and the school is recorded as oversubscribed. The implication is straightforward, if you leave it to chance, you may be forced into a less preferred alternative. A careful preference strategy matters.

For September 2026 entry (Reception), Kent’s published primary admissions timeline sets out the national closing date as 15 January 2026, with offers on 16 April 2026 and acceptances due by 30 April 2026. Parents considering an appeal should also note the Kent guidance that gives a deadline of 18 May 2026 for appeals to be heard before September.

The school’s own admissions page shows the same overall pattern for previous cycles, with applications opening in early November and closing in mid-January, so families should expect broadly similar timing year to year and confirm the exact dates for their intake on the Kent admissions portal.

Pastoral care in infant settings is about emotional safety, routines, and early intervention before small worries become school refusal. The inspection evidence describes adults caring deeply for pupils, supporting friendships, and keeping pupils safe and happy. It also references nurture provision supporting pupils with emotional needs, which is a meaningful marker in an infant context, it suggests the school has thought about regulation and readiness to learn, not only behaviour control.

Support for pupils with special educational needs and disabilities is described as well identified, with adaptations that allow pupils to learn alongside peers with confidence. The practical implication for parents is to ask about the graduated approach, what happens first in class, how progress is reviewed, and how outside agencies are used when needed.

After-school clubs are unusually specific for an infant school, and the published programme for Terms 1 and 2 of 2025/26 includes Infant Gardening Club, Drama Club, Construction Club, Multi-sports (Year 1 and Year 2), Drawing, Hama Beads, and Mathletics. This is helpful because it signals that enrichment is planned and timetabled rather than occasional.

The best clubs at this age are less about elite performance and more about habits of mind. Gardening builds patience and attention to seasonal change; construction tasks develop spatial reasoning and collaboration; drama builds confidence in speaking and listening. If your child is reluctant to try new things, structured clubs can provide low-stakes repetition that gradually normalises participation.

The walking bus is also a distinctive feature. It launched with three routes (West, South, East) and is positioned as a weekly community routine rather than a one-off event. For families close enough to join, this can reduce morning stress and gently build independence and friendship networks before the school day begins.

The infant school day runs from 8:45 to 15:15, with gates opening at 8:35 and a morning break for Year 1 and Year 2 listed at 10:30 to 10:45.

Wraparound care is available on site. Early Birds starts at 8:00 and is described as play and craft; the published charge is £2.50 per morning. Late Birds operates daily and is organised on a termly booking basis, including limited ad hoc use when spaces allow.

For travel, the school actively promotes walking through its walking bus routes, which can be a practical option for families in town who want to avoid morning parking pressure and make the start of the day calmer.

• Competition for places. With 72 applications for 40 offers in the latest demand snapshot, entry is not something to assume. Plan preferences carefully and do not rely on a single option.

• Curriculum sequencing beyond core subjects. External review highlights that progression is less refined in some Key Stage 1 subjects such as art and design, and design and technology. Ask how leaders are tightening sequencing and checking long-term recall.

• Wraparound logistics and cost. Breakfast provision is priced per morning and after-school provision is run through termly bookings with limited one-off availability. Families needing flexible childcare should check how well the current model fits their working pattern.

A well-organised infant school with clear values, strong routines, and a purposeful approach to early learning, particularly in reading and mathematics. The wider offer is more substantial than many infant settings, with clubs that are properly named and scheduled, and a walking bus that supports healthier, calmer starts for local families.

Best suited to families who want a structured start to schooling, value a caring culture, and are likely to continue into the linked junior pathway. The main challenge is admission, so families should treat application strategy and deadlines as a priority.