The Nene Infant & Nursery School Review 2026: Early years to Year 2, with strong wraparound

The school describes a deliberately planned curriculum that is “enriched with engaging, purposeful and quality learning experiences”, designed to support positive learning behaviours and a broad experience across subjects. That matters for infants because curriculum intent needs to translate into routines, vocabulary development, and carefully sequenced knowledge, not simply one off activities.

In maths, the school sets out how learning is organised for Reception through Key Stage 1, distinguishing the Early Years Foundation Stage strands from the more formal Key Stage 1 areas such as number, place value, and the start of fractions. For parents, this signals a structured approach rather than an ad hoc collection of worksheets.

Online learning tools are also described for older primary year groups within the wider Nene and Ramnoth structure, including Google Classroom from Year 2 onwards. While this review focuses on the infant and nursery provision, it is still useful context for families thinking ahead about continuity and home learning routines as children move through the partner setting.

Because this is an infant school, the main transition point is after Year 2. The school’s own admissions information for Year 3 makes two things clear.

First, families must apply for Year 3 places rather than assuming an automatic move. Second, attendance at Nene does not guarantee entry to the partner junior school, even where that is the usual next step for many families. This is an important practical point, especially for parents planning childcare, transport, and friendships around an assumed pathway.

For families who want to understand likely Year 3 options, the most reliable next step is to check Cambridgeshire’s coordinated admissions guidance and local school listings, then use FindMySchool’s map tools to sanity check travel distance and realistic alternatives.

Nursery (Little Owls)

Nursery admissions are managed through the school, with places allocated immediately where spaces exist. The nursery admissions page also sets out an oversubscription order, including priority for looked after children, children on a waiting list from previous terms, and children eligible for 2 year old funding or with higher levels of need referred by professionals, before moving to sibling links and then first come, first served. The school also states clearly that a nursery place does not guarantee a Reception place, which avoids a common misunderstanding.

Reception

Reception entry is through Cambridgeshire’s coordinated admissions process. For September 2026 entry, Cambridgeshire’s published timeline includes applications opening from 11 September 2025, the national closing date of 15 January 2026, and offers issued on 16 April 2026.

Demand indicators in the latest available admissions figures show more applications than offers. For families considering Reception, that usually means getting organised early, having realistic backup preferences, and understanding the local authority’s allocation criteria.

The school highlights wellbeing routines and pupil voice structures across its wider setting, including a school council and class level practices such as “thought boxes”, mindfulness style activities, and the Daily Mile. It also notes support for specific groups such as young carers. In an infant context, these kinds of routines tend to work best when they are short, frequent, and woven into classroom life, which is how the school presents them.

The enrichment offer is described with a mix of clubs and whole school events, and it includes several specific named elements rather than generic claims.

Examples include gardening and crafts clubs, Bushcraft Days linked to outdoor learning, and Bikeability cycle training (with Level 1 for Years 3 and 4 and Level 1 and 2 for Years 5 and 6, as part of the wider school structure). The school also references participation in the Young Voices event as part of choir activity. For parents of younger children, the key implication is exposure. Children meet new activities early, which can help confidence and engagement before learning becomes more formally assessed later on.

Sport provision is also described as including enrichment activities that introduce less common options such as BMX and speed skipping, alongside more standard club structures.

For Reception children at the Nene base, the school day is listed as gates opening at 8.40am, a start time of 8.45am, and a finish at 3.15pm. Little Owls Nursery is listed as operating 8.00am to 6.00pm, open for 48 weeks per year.

Wraparound is clearly signposted. Breakfast Club is available on school mornings, with Nene base doors opening at 7.50am and last breakfast served at 8.05am, at a stated cost of £2.50 per day per child (with free attendance indicated for children entitled to Pupil Premium). An after school childcare hub is also described for Reception to Year 6 within the wider setting.

• Infant to junior transition is not automatic. Families must apply for a Year 3 place, and attendance at Nene does not guarantee entry to the partner junior school.

• Reception competition looks meaningful. With applications higher than offers in the latest figures, it is sensible to use all preferences carefully and plan credible alternatives.

• Nursery does not secure Reception. The nursery admissions information explicitly warns that a nursery place does not guarantee Reception, so parents should treat these as separate processes.

A well structured early years and infant setting with clear values, broad enrichment, and practical wraparound that supports working families. It suits parents who want a predictable routine for younger children, with nursery and Reception on one site and a Good inspection outcome across all areas. The main challenge is navigating admissions early and planning carefully for the move after Year 2.