Raleigh Infant Academy

Raleigh Infant Academy serves children from age 3 through to Year 2, on the Abbey Estate area of Thetford, with continuity into the adjacent junior school, Admirals Academy. The academy sits within Eastern Multi Academy Trust, and is led by Executive Principal Greg Sadler.

Parents choosing an infant school are usually weighing three practical questions. First, does the setting help children settle quickly, especially in Nursery and Reception. Second, does it build the basics, reading, language, number, handwriting, in a way that does not leave gaps by Year 2. Third, does it provide the wraparound support that real working weeks demand. Raleigh’s published information points to a school that is strongest when it is being specific, about routines, phonics, reading books, attendance messaging, and wraparound hours.

The most recent full inspection judged the academy Good across all areas, including early years provision.

Raleigh’s stated core values are aspiration, respect and kindness, and they are used as a practical reference point for pupils rather than just a poster set. Pupils describe the values as part of what makes the school feel supportive, including when they are upset or struggling with friendships.

Behaviour is described as calm and purposeful around the school, with adults stepping in to help children reset when behaviour slips. That matters at infant stage because self regulation is still developing, and the quality of adult responses often determines whether children feel secure enough to take learning risks.

A small but distinctive detail is the attendance messaging. The school uses a parrot mascot, Amar, short for “attendance matters at Raleigh”, to celebrate good attendance in assemblies. For parents, that is a signal that the academy treats attendance as culture, not admin.

Leadership is structured across the paired academies. The academy lists Greg Sadler as Executive Principal, with assistant principals and curriculum leads covering early years and key stage 1 areas.

Because Raleigh is an infant academy (Nursery to Year 2), you should not expect the same published results profile as a junior or primary school with key stage 2 outcomes. What matters most for families is whether the academy is explicit about early reading, language development, number, and wider curriculum coverage, and whether those foundations are consistent enough that children transition into Year 3 ready to access the junior curriculum.

External evaluation highlights an ambitious curriculum that starts in early years and builds towards the expectations of key stage 1, with an emphasis on pupils learning and remembering key knowledge, including subject vocabulary. A concrete example given is pupils using specific scientific vocabulary when talking about the digestive system.

For parents, the implication is straightforward. If your child thrives when learning is structured and cumulative, with clear expectations and regular checking for gaps, this approach tends to suit. If your child needs very flexible pacing, you will want to explore, through a tour and early years conversations, how the academy adapts for individual needs while maintaining those shared curriculum aims.

Reading is presented as central, beginning in Nursery with attention to speech and language development, and then moving into systematic phonics from Reception. The academy states that its chosen accredited phonics scheme is Little Wandle Letters and Sounds.

From a delivery standpoint, the academy’s phonics policy describes daily phonics teaching in Reception and Year 1, building up lesson length in Reception, plus additional oral blending practice and weekly review. For families, that level of clarity is helpful because it indicates a consistent approach rather than classroom by classroom variation.

Reading practice is supported with decodable books aligned to the sounds children are learning, and the academy describes how pupils access reading books matched to fluency and phonological development, alongside library visits for reading for pleasure.

The wider curriculum is planned as discrete subjects, with early years teaching rooted in the Early Years Foundation Stage framework through direct teaching and purposeful play.

For most families, the main “destination” question is simple. What happens after Year 2. Raleigh publishes transfer information and indicates that, in the latest published table, Year 2 leavers progressed to Admirals Academy.

The practical implication is continuity. If you are planning on a Nursery to Year 6 journey within the same linked set up, Raleigh plus Admirals is designed to work as a joined pathway, with leadership operating across both academies.

Raleigh’s Reception admissions are coordinated through the local authority. For Reception entry in September 2027 in Norfolk, applications close on 15 January 2027, with offers issued on 16 April 2027.

If you are moving into the area, the academy states it is happy to show prospective families around by appointment.

Safeguarding is treated as a priority and the academy’s safeguarding arrangements were judged effective at the most recent inspection.

For pupils with special educational needs and or disabilities, the inspection evidence describes individual support plans and adaptations designed to help pupils access the same curriculum as their peers, supported by staff training.

In early years, the inspection evidence points to well planned provision and activities that support fine motor development and communication and language, with children described as being prepared for the next stage of education, especially around reading, while also identifying some inconsistency in the quality of teaching in wider curriculum areas as an improvement focus.

A strong infant school does not need an overwhelming activities list, but it does need opportunities that feel purposeful and age appropriate. Raleigh’s inspection evidence references a range of clubs and activities, including chess, mathematics and sports clubs.

The academy also describes extracurricular clubs delivered across the year, including provision run by Premier Sport coaches and school staff.

On the physical activity side, the academy describes weekly fitness activity and opportunities through after school sport clubs and competitive games.

For parents, the key implication is not simply “more clubs”. It is whether the clubs provide routine, confidence and social mixing across classes, particularly for children who are quieter in the classroom or new to the area.

Wraparound care is a clear strength on paper. The academy’s All Aboard provision runs from 7.30am until lessons start, and then from 3pm to 6pm Monday to Thursday, and to 5.30pm on Friday.

Uniform expectations are published and straightforward, with separate identity for Raleigh and Admirals. The academy also lists a priced item for Admirals ties on its uniform page, which is useful for budgeting.

Nursery Provision

Nursery is available from age 3, and early years provision was graded Good at the latest inspection.

What stands out is the way early language is positioned as preparation for reading. The inspection evidence describes Nursery activities designed to develop speech and language, and a systematic phonics approach beginning at the start of Reception. For many children, that progression, oral language first, then structured phonics, supports both confidence and pace in Year 1.

The early years improvement focus is also relevant. The inspection evidence identifies occasional inconsistency in wider curriculum teaching within early years. The practical question for parents on a tour is what has changed since then, for example staff development, planning, and how leaders check that provision is consistently strong across rooms and adults.

Nursery fees are not quoted here. For current early years pricing, families should use the academy’s official information. Government funded hours are available for eligible families, and most settings can explain how these apply locally.

• Competition for places. The supplied admissions snapshot indicates more than two applications per place at the main entry route. If you are applying from outside the immediate area, have realistic backup options alongside Raleigh.

• Early years consistency. The latest inspection highlights strong planning and a positive start in Nursery, but also flags inconsistency in some wider curriculum teaching in early years. When visiting, ask how leaders have strengthened consistency across early years practice since that review.

• Attendance expectations. The academy places clear emphasis on attendance culture. That is helpful for learning continuity, but families with children who have health related absences may want to discuss support and communication expectations early.

Raleigh Infant Academy is a good choice for families who want a structured early years and infant education, with a clear phonics and reading model, predictable routines, and practical wraparound hours that fit working patterns. It particularly suits children who benefit from consistent expectations and adults who actively help them manage behaviour and friendships.

The main decision point is not whether the school has “enough” going on, it does, but whether you are comfortable with the academy’s structured approach to early learning, and how confident you feel about early years consistency after discussing what has improved since the last inspection.