The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
A small infant school set up to do the basics brilliantly, then stretch well beyond them. The age range is 5 to 7, so everything is tuned to early reading, confident number work, language development, and the routines that help young children settle fast. The latest inspection judged every key area as Outstanding, including early years provision, and safeguarding is effective.
The school describes itself as a caring, Christian learning community, and that faith identity is not a label of convenience. The “Golden Rules” are explicit, and frequently referenced across the school’s own material, so families should expect Christian language to be part of daily life, even while the admissions policy makes clear that children of all faiths, and none, are welcomed.
In practical terms, this is a popular local choice. For Reception entry, the published admission number is 60, and recent demand data indicates significantly more applications than offers.
The strongest signal of culture is how the school frames behaviour and belonging. The Golden Rules are straightforward and moral in tone, honest, caring, try hard, respect people and creation. That phrasing matters, because it creates a consistent script for staff and pupils, and it is simple enough for five year olds to internalise quickly.
The language around responsibility is also unusually concrete for an infant school. Pupils take on named roles such as reading buddies, singing leaders, playground buddies, and school councillors. That kind of structure tends to work well for young children, because it turns “being good” into visible habits and routines rather than abstract instructions.
There is a second thread running through the school’s identity, the outdoors. The school history page details an established woodland and field as part of school life, and it also notes a dedicated Forest School classroom created in 2022 with features that make it feel like a proper learning base rather than an occasional enrichment activity. This fits an early years model where language, collaboration, and problem-solving are built through play and guided exploration.
Leadership information is unusually transparent. The headteacher is Mrs Kate Harper-Cole, and governance documents also indicate an interim headteacher arrangement beginning in November 2024, which aligns with the school’s own SEND information referencing interim leadership. In day to day terms, families can expect leadership continuity in ethos and systems, with additional capacity in the senior team when required.
As an infant school, there is no Key Stage 2 results profile to lean on, and published performance discussions are more sensibly about early reading, phonics, early maths, and how well children are prepared for junior school.
The clearest external indicator is the most recent inspection profile. All graded areas were judged Outstanding, including quality of education and early years provision. Since September 2024, inspections no longer include a single “overall effectiveness” grade, so the strength here is in the across-the-board set of judgements rather than a headline label.
On curriculum substance, the inspection commentary focuses on a carefully sequenced curriculum that starts in Reception and builds knowledge deliberately, plus a phonics approach where checks are used to spot who is falling behind and close gaps quickly. For parents, the practical implication is that early reading is treated as a non-negotiable, with a strong chance of quick intervention when a child needs it.
This school leans into a structured early years model. The published daily timetable makes the rhythm explicit: discrete phonics and maths sessions, assembly, story time, and large blocks of continuous provision, particularly in early years. That balance often suits young children because it combines direct teaching with guided play, allowing staff to reinforce language, turn-taking, fine motor skills, and early writing without forcing too much sitting still.
In reading, the school uses the Little Wandle programme, and the website materials show the supporting architecture around it, tricky words, home reading routines, and a clear progression model. For many families, that sort of clarity reduces friction at home because expectations are consistent and the resources are aligned to what is taught in school.
Pastoral and inclusion practice is not presented as a separate bolt-on. School materials describe skilled in-class support for pupils with special educational needs and disabilities, and the inspection commentary highlights staff knowledge and effective classroom support. For parents, the implication is that most needs are met through strong everyday teaching and early identification, rather than waiting for problems to grow.
Because this is an infant school, the key transition point is the move at the end of Year 2. Families should plan for a second round of applications to a junior school, typically through the local authority process, and it is worth thinking early about travel, wraparound care needs, and friendship groups.
The school’s approach to “readiness for the next stage” is spelled out through structured experiences and progressive opportunities, including themed days and trips referenced in the inspection commentary. This is the kind of detail that often translates into confident children who can handle new routines, new adults, and bigger sites.
Reception admissions are coordinated by Surrey County Council, with the school’s admissions page signposting the local authority route.
Entry is competitive. Recent figures show 141 applications for 59 offers, which is about 2.39 applications for every place offered, and first preference demand running above available offers. In plain terms, many families put this school first and not all will secure a place.
For September 2026 entry, the school’s published admission number is 60. The admissions policy also sets out the oversubscription criteria, including priority for looked after and previously looked after children, exceptional social or medical need, children of staff, siblings, and then other applicants.
Deadlines matter. For September 2026 entry, the Surrey coordinated deadline is 15 January 2026, and the school’s 2026 to 2027 admissions policy repeats that date.
Visits are encouraged and there is a clear pattern of autumn-term opportunities, including tours and “stay and play” style sessions, with booking handled via the school’s website. If you are planning for entry in a future year, expect a similar autumn pattern and check the school calendar for the current cycle.
A practical tip: if you are comparing realistic options across Surrey, use FindMySchool’s Map Search and the local hub comparison tools to sanity-check alternatives alongside travel time and your childcare needs.
90.2%
1st preference success rate
55 of 61 first-choice applicants received an offer
Places
59
Offers
59
Applications
141
Young children do best when routines are predictable and adults respond consistently. The inspection commentary points to warm, trusting relationships between adults and pupils, and the school’s own framework makes behaviour expectations explicit through the Golden Rules.
Wellbeing is also handled in age-appropriate ways. The inspection commentary references emotional regulation lessons and a structured approach to helping pupils recognise emotions and talk about them. For an infant school, that can be a real differentiator, especially for children who find transitions and peer dynamics harder.
Safeguarding is effective, which is foundational rather than optional.
This is not a school where “clubs exist in theory”. The enrichment clubs page lists specific, named options and providers across the year, and it also distinguishes between school-led clubs and externally led clubs. For families, the value is both convenience and variety, you can build a weekly routine around one or two consistent activities rather than relying on ad hoc events.
Examples from the current published programme include Dance and Zumba, Games Club, Rugby, Nature Club, Football, and Musical Theatre. There is also a clear STEM-flavoured option via Mad Science.
Wraparound care is a major strength for working families. The on-site Kids Mix offer includes breakfast club and after-school club with a detailed routine, including structured sports and craft options, outdoor access (field, playground, hall), and quieter spaces such as the reading garden and woods for den building. It is unusually specific, which tends to mean it is well established in practice.
The school’s history also points to longer-running physical assets that support enrichment: a Victorian garden, woodland, a newer library installation, and an outdoor prayer space. These are not generic claims, they are described in the school’s own timeline of site development.
The school day runs to a clear timetable with home time at 3.00pm.
Wraparound care starts early and runs late enough for many commuting patterns: breakfast club is 7.50am to 8.40am, and after-school club runs 3.00pm to 5.45pm (with a shorter finish on Fridays). Fees are published as £5 per breakfast session, and £15 per after-school session (£14 on Fridays).
Enrichment clubs typically run 3.00pm to around 4.10pm, which works well if you want activity without committing to a full late finish every day.
Entry is competitive. Demand data shows significantly more applications than offers, so families should plan for realistic backups alongside this preference.
Faith identity is real. The admissions policy makes clear the school is distinctly Christian and asks parents to accept that ethos, even while welcoming families of other faiths and none.
It is an infant school only. You will need to plan for a junior school move after Year 2, including a second application round and the practicalities of a new site and routine.
Wraparound is strong, but it is a paid service. The detail and structure are a plus, but families should factor the weekly cost into budgeting.
A high-performing infant school with unusually clear routines, strong early reading foundations, and a culture built around simple, consistent values. The combination of Outstanding judgements across all key areas, a well-developed outdoor learning story, and genuinely practical wraparound care makes it a compelling choice for families who want structure and warmth in equal measure. Best suited to families comfortable with a Church of England ethos, and who value a tightly organised early years experience, then a planned transition to junior school at the end of Year 2. Competition for places is the limiting factor.
The latest inspection profile is very strong, with Outstanding judgements across quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school also has a well-established approach to early reading and phonics, with clear systems for spotting gaps and acting quickly.
Reception entry is handled through Surrey County Council’s coordinated admissions process. In practice, local demand is high, so distance, siblings, and the published oversubscription criteria can matter. Families should check the current Surrey admissions guidance and the school’s admission arrangements before applying.
Yes. The school runs its own on-site wraparound provision, Kids Mix, with breakfast club in the morning and an after-school club that runs until 5.45pm. The published routine includes snacks, free play, and optional sports or craft sessions.
For Reception entry in September 2026, the published deadline for on-time applications is 15 January 2026.
The school publishes a termly enrichment programme with specific options such as Dance and Zumba, Rugby, Football, Nature Club, Musical Theatre, and Mad Science. Options vary by term and year group, and there is also wraparound care for families who need longer hours.
Get in touch with the school directly
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