Clarendon Infants’ School Review 2026, Tidworth, Wiltshire

This is an infant school, so it does not sit neatly in the results pages parents may be used to for junior primaries. You are not looking at Key Stage 2 outcome measures here, and there are no published GCSE-style metrics that can be used to benchmark across England.

What you can use instead is the quality of curriculum design and early learning implementation, particularly in reading and mathematics, where the inspection report describes consistently effective teaching and a curriculum that revisits key knowledge to support pupils who join part-way through.

The latest Ofsted inspection (22 to 23 November 2022, published 19 January 2023) judged the school to be Good overall, with Good grades across quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision.

Curriculum thinking is built around two realities. Pupils are young, so foundations matter, and the pupil cohort is often mobile, so progression needs careful sequencing and deliberate revisiting. The inspection report describes an ambitious curriculum with key knowledge identified and sequenced, with that knowledge revisited to avoid disadvantage when pupils arrive mid-year.

Early reading is a clear anchor. Evidence describes pupils enjoying phonics, with Reception pupils practising sounds through play and older pupils blending confidently, then applying this in writing. The detail matters because it signals a joined-up approach across early years and Key Stage 1.

Mathematics is similarly described as consistently effective, with recap and fluency work used to prepare pupils for more complex tasks. For parents, the implication is that the basics are being secured in the right order, rather than rushed through, which tends to benefit most children at this age.

For most families, the next step is straightforward: Clarendon Junior School sits alongside the infant school within the same local federation, so transition is usually a natural progression rather than a fresh start in a new culture.

That said, the wider area does include other primary options, and service families in particular sometimes make decisions based on posting logistics and transport rather than a single long-term pathway. The most helpful approach is to treat the infant years as a foundations stage, then reassess at the junior transition point if circumstances change.

Clarendon Infants’ School is a Wiltshire local authority school for admissions, with Reception entry coordinated through Wiltshire Council. The school’s own admissions guidance points families to the council route rather than direct application to the school.

Demand is higher than supply in the latest available admissions cycle, with 95 applications for 50 offers, indicating an oversubscribed picture. For families, the practical implication is that proximity and criteria order can matter, and it is wise to keep realistic alternative preferences in the application.

For September 2026 entry across Wiltshire, the published county deadline for on-time applications is 15 January 2026, and National Offer Day is 16 April 2026.

The school also publicises Reception transition content for September 2026 starters. Some items on that page reference earlier cohorts, so treat the detail as indicative of the school’s general induction pattern rather than a fixed calendar, and rely on the school’s current communications for the up to date timetable.

Pastoral support is not presented as an add-on here, it is built into how the school expects pupils to succeed. The inspection report describes high quality pastoral support, with pupils supported to recognise feelings, use calming strategies, and access targeted resources if they are struggling to manage behaviour or emotions.

This matters especially in a community where many pupils arrive after redeployment and may be coping with change at home as well as school. The model described, including the service premium champion and family support adviser, is a pragmatic response that should reassure parents concerned about transitions.

The inspection also confirmed that safeguarding arrangements are effective.

Wraparound and clubs are often the make-or-break factor for working families, especially in a military community with variable schedules.

Breakfast club runs 07:40 to 08:40 during term-time, with limited spaces described for infant pupils, and an expectation of at least two days per week rather than drop-in use.

After-school club runs Monday to Friday from 3:15 to 5pm.

For structured activities, the school’s clubs page names Football on Wednesdays for Year 1 and Year 2 (3:15pm to 4:15pm), plus free Tuesday after-school clubs (3:15pm to 4:00pm) that vary by term.

The implication for families is that the school is not relying on generic promises about enrichment. It is publishing a clear pattern of provision, with both paid and free options, and hours that align with common working-day constraints.

The published school day runs 08:45 to 15:15, equating to 32.5 hours per week. Drop-off is framed around arrival between 08:40 and 08:45, with site gates reopening from 15:10 for 15:15 collection.

Wraparound care is available through the on-site breakfast club and the after-school club to 5pm, plus additional local childcare options referenced by the school.

For families planning logistics, the school is located in Tidworth with routines designed around an infant and junior site arrangement, so clarify the exact drop-off point and any gate access expectations during tours or transition events.

• Oversubscription reality. In the latest available admissions cycle, demand exceeded supply (95 applications for 50 offers). This makes it important to choose sensible alternative preferences, not just an aspirational first choice.

• Mobility can be a double-edged sword. The school is set up to integrate children arriving mid-year, a strength for service families, but it can also mean friendship groups change more often than in lower-mobility areas.

• Curriculum consistency varies by subject. Reading and mathematics are described as consistently effective, while teaching in some other subjects is noted as less consistently strong, with leaders expected to secure uniformly high-quality teaching across the curriculum.

• Leadership structure is federation-based. Families should understand who holds which role day-to-day, particularly if they value a clearly identified on-site leader, because executive leadership and heads of school operate across the federation.

Clarendon Infants’ School is shaped by its community, a young cohort, frequent transitions for many families, and a strong pastoral model designed to keep learning steady when life is not. The education offer looks strongest in early reading and mathematics, supported by a curriculum designed to cope with pupil mobility.

Who it suits: families wanting a settled, structured infant start with clear wraparound options, particularly those who expect postings or mid-year moves and value an established approach to integration and emotional support.