Petersgate Infant School Review 2026, Values-led infant school with strong early reading focus

Infant schools sit in an awkward data gap. There is no Key Stage 2 (Year 6) results set, and Key Stage 1 assessment structures have changed over time, so parents often see less headline data than they do for a junior or primary school. In that context, the most useful evidence is whether the curriculum is sequenced well, whether reading is taught systematically, and whether assessment is good enough to spot gaps early.

The October 2023 inspection evidence points to an ambitious, well sequenced curriculum that builds knowledge year on year, starting with early mathematics and literacy in Reception and moving into secure foundational concepts by Year 1. Behaviour and attendance were described as supporting learning, with low-level disruption rare.

The clearest development areas were also well defined. Early reading is prioritised, but the weakest readers were not yet secure in the sounds they had been taught, and the school was advised to ensure all staff have the knowledge to support that group effectively. The assessment approach in foundation subjects was also flagged as not yet precise enough to identify gaps consistently. For parents, those points translate into a simple question to ask on a tour: how does the school identify a child who is slipping behind in phonics or wider knowledge, and what happens next, week by week?

If you are comparing local infant options, the FindMySchool Local Hub and Comparison Tool can help you line up inspection timelines, cohort size, and admissions pressure side by side, which is often more informative than hunting for a single headline score.

Early reading is treated as a core thread rather than a discrete subject. The school states it follows the Little Wandle phonics programme, with a structured progression designed to build speaking, listening, decoding, and early spelling. The 2023 inspection evidence supports the overall picture of staff using phonics expertise to spot when pupils fall behind and put extra activities in place, while also noting that consistency for the weakest readers still needed tightening.

Beyond phonics, the curriculum architecture is clearly laid out online, with subject pages for English, mathematics, science, art, computing, design technology, geography, history, music, physical education, PSHE, and religious education. A practical advantage for parents is that the school publishes named curriculum approaches in places, rather than relying on generic statements. For example, the school describes an enhanced provision model in Key Stage 1, using rainbow challenges to support learning across subject areas, with mapped progression intended to prepare pupils for junior school and Key Stage 2.

For wider literacy culture, there is also evidence of structured encouragement to read at home, including a published reading document that references a Must Read scheme tied to the taught curriculum. That matters because infant progress depends heavily on routines that run in parallel at home and in school, reading frequency, book matching, and consistent feedback.

The usual next step is transition to Clanfield Junior School, which is listed as a linked school, and admissions rules can give priority weight to a sibling link that spans the infant and linked junior phase.

Transition at the end of Year 2 is as much about confidence and independence as it is about academic readiness. The inspection evidence suggests pupils are trusted with responsibility early, through roles such as play leaders and class helpers from Reception onwards, which can ease the move to a larger setting. For families who are unsure about the junior step, it is worth asking how the school shares information with the linked junior school, and how it supports children who find change difficult, particularly those with special educational needs and/or disabilities.

Reception entry is coordinated through Hampshire County Council, using the standard application window. The school’s 2026 to 2027 admission policy sets a published admission number of 60 for Reception and confirms the main deadline of midnight on 15 January 2026, with offer notifications sent on 16 April 2026 for September 2026 entry. The policy also details the oversubscription order, including looked-after children, exceptional medical or social need, children of staff (in defined circumstances), catchment area priority, and sibling links including to the linked junior school.

Admissions demand data indicates an oversubscribed intake in the most recent cycle, with 111 applications for 59 offers, a ratio that reflects competition without being extreme by Hampshire standards. This is a school where location and oversubscription criteria will matter, so families should read the policy carefully and take the council’s guidance seriously. If you are moving house, FindMySchool Map Search is useful for getting a precise view of likely catchment fit, but it should sit alongside the council’s published criteria rather than replacing them.

Open tours have been scheduled historically in late autumn, with at least one admissions tour for 2026 entry held on 20 November 2025 and marked as booking required. If your child is aiming for September 2027 entry, it is reasonable to expect a similar pattern in November 2026, but always check the school’s calendar for the current year’s dates.

Pastoral support in an infant school is often best judged by two signals: how adults respond to small issues before they escalate, and whether children have a vocabulary for emotions. Petersgate makes its values framework explicit, and it also runs myHappymind as part of its wellbeing approach. There is evidence of a structured model that includes pupil roles such as Happiness Heroes, which can work well at this age because it translates abstract ideas into routines and classroom language.

Inclusion is treated as a core expectation rather than a bolt-on. The 2023 inspection evidence indicates pupils demonstrate inclusive attitudes and are taught about difference and a range of cultures and traditions, while also noting that systems for SEND targets were still being sharpened to ensure support is as precise as it could be. For parents of children with emerging needs, that combination is important: a broadly supportive setting, with an explicit improvement focus on precision of support.

Extracurricular provision at infant stage should be simple, well supervised, and designed to build confidence rather than to create pressure. Petersgate’s offer includes externally run clubs such as Football (run by Skilful Sports for Years 1 and 2), Kidslingo Spanish classes (open to all year groups), and Karate via the Southern Karate Association. These are practical choices for working parents and for children who enjoy routine-based activities.

A more distinctive strength is the school’s emphasis on outdoor learning and hands-on life skills. The school describes outdoor learning as integral, supported by its grounds and a sustainability focus. The Petersgate Kitchen Garden is presented as a space for children to cook using produce grown in an allotment, which is unusually specific for an infant school and translates directly into vocabulary development, fine motor skills, and early scientific understanding.

For community life, the parent group PoPS is described as funding a library development and supporting activities including music, cooking, gardening, and trips. That kind of support can make a visible difference in an infant setting, because small investments, books, equipment, minibus maintenance, often have direct classroom impact.

The school day is clearly published. Drop-off runs 08:40 to 08:50, with collection 15:10 to 15:20. Treetops wraparound care operates 07:45 to 08:40 in the morning and 15:20 to 18:00 after school, with limited spaces and advance booking required. The school also notes practical parking expectations, with the car park available for early drop-off until 08:30, after which families are expected to park outside the grounds.

Because wraparound places are limited, families who need regular care should treat that as an early planning task, not a last-minute add-on. Ask how far in advance sessions can be booked, how waiting lists work, and how the school supports children who find transitions between club and classroom difficult.

• Reception entry is competitive. The most recent admissions data indicates more applications than offers, so criteria such as catchment and sibling links will matter. Read the current policy carefully before relying on a place.

• Early reading support is a key question for some children. The external evidence highlights strong phonics practice overall, but also identified that the weakest readers needed more consistent staff support to secure sounds and build fluency. Families of children who struggle with early reading should ask exactly how intervention is delivered and how progress is checked.

• Foundation subject assessment is still being refined. Evidence indicates that assessment is strong in mathematics and English, but less precise in foundation subjects, which can affect how quickly gaps are identified.

• Wraparound care exists, but spaces are limited. Treetops is a genuine practical asset, yet it requires advance booking and operates within capacity constraints.

Petersgate Infant School is a well organised, values-led infant setting where early reading, behaviour, and pupil confidence are treated as everyday priorities rather than aspirational aims. The school suits families who want clear routines, an emphasis on early literacy through a defined phonics programme, and a mix of structured clubs plus outdoor learning and practical life skills. Admission remains the main hurdle, so families serious about this option should plan early, understand the oversubscription rules, and keep a shortlist of realistic alternatives.