Walter Infant School Review 2026: Outstanding early years and Key Stage 1 with a clear culture of kindness

For an infant school, the most meaningful public indicators are the strength of the curriculum, the quality of teaching, and how well children are prepared for the move to junior school.

The latest Ofsted inspection (03 to 04 December 2024) graded Quality of education, Behaviour and attitudes, Personal development, Leadership and management, and Early years provision as Outstanding. The same report states that pupils are exceptionally well prepared for moving on to junior school.

Because published key stage performance measures are not provided for this setting, it is more responsible to focus on what is verifiable: the school’s approach to sequencing learning, early reading, and consistent expectations.

Early reading is treated as core. The inspection describes a well-structured approach that begins with listening and phonological awareness in Reception, then moves into letter-sound knowledge and independent early writing as soon as children are ready. It also notes that children who struggle are supported quickly, either in the lesson itself or through additional small-group teaching.

Beyond phonics, the inspection highlights an ambitious curriculum design that is refined through careful analysis of pupil need, and delivered in a coherent sequence. Examples given include purposeful wider opportunities such as growing vegetables in the school garden, visits from a farm, and making decorations for a town Christmas tree, all used to help children remember and connect ideas. For parents, the implication is that enrichment is not a bolt-on treat; it is being used to support vocabulary, background knowledge, and recall.

For nursery-aged children, school-published materials describe a daily rhythm that includes phonics, free play indoors and outdoors, and small-group adult-led work focused on early literacy and mathematics, with an emphasis on learning through play. That blend typically suits children who need movement and choice to stay engaged, while still benefiting from clear adult modelling.

As an infant school, the main transition point is from Year 2 into Year 3 at a junior school. The local authority explicitly flags that Year 2 children at infant schools need to transfer to junior school for September 2026, and applications are handled through the council process.

Nursery attendance does not create priority for Reception. The school’s Foundation Stage 1 admissions policy states that a separate application must be made for Reception through the local authority route, and that no account is taken of whether a child attended the nursery. For families considering nursery as a pathway, this is the key planning point.

Nursery (Foundation Stage 1, age 3)

Nursery admissions are coordinated by the school rather than the local authority, with oversubscription criteria published in the school’s Foundation Stage 1 admissions policy. School-published nursery information also indicates that places are offered towards the end of January for September entry to children who are registered, and that families are invited to an information evening later in the year.

Session times for the nursery are set out clearly by the school, including morning and afternoon patterns and a 30-hours option.

Reception to Year 2 (Foundation Stage 2, Year 1, Year 2)

Reception and in-school infant year groups are coordinated by Wokingham Borough Council. For September 2026 entry, Wokingham’s published timetable shows applications opened on 13 November 2025 and closed on 15 January 2026, with offers issued on 16 April 2026 and responses due by 01 May 2026.

The figures indicate the school is oversubscribed on the Reception route, which aligns with the local authority emphasis on applying on time. If you are weighing multiple local options, FindMySchool’s comparison tools can help you shortlist schools by phase and practical constraints, then you can validate details in the council admissions portal before deadlines.

The inspection narrative places wellbeing inside day-to-day routines rather than treating it as a separate initiative. Staff are described as knowledgeable about how young children develop, with consistent teaching of expectations that leads to calm, focused behaviour and increasing independence as pupils move through the school.

The inspection also describes a strong emphasis on helping children understand feelings and how to manage them, again tied to behaviour and learning rather than labelled as a standalone programme. For many families, that is the difference between a school that simply reacts to behaviour and one that teaches self-regulation as part of the curriculum.

Safeguarding is confirmed as effective in the most recent inspection report.

For an infant setting, enrichment works best when it is specific, regular, and accessible to families who are juggling pick-ups and siblings.

The school publishes a calendar of externally-run clubs and activities. Recent examples include football for Year 1 and Year 2, multi-skills, Foundation sports club, and language options such as French. Separate club information also points to options like gymnastics as a scheduled activity.

You can also see evidence of a broader enrichment mindset in school communications, with references to language clubs and dance activities appearing in parent updates. The practical implication is that children who enjoy routine and repetition can settle into a weekly club pattern, while children who need novelty can rotate through short courses as they arise.

The school publishes distinct opening times by year group, which is useful because start and finish times can vary slightly between nursery and Key Stage 1. Current published times include Foundation Stage 2 running 8.45am to 3.15pm, and Years 1 and 2 running 8.40am to 3.20pm, with nursery patterns listed separately.

Wraparound is presented through a mix of school-run and externally delivered options, with details signposted on the school site. Availability, booking, and any charges can change year to year, so families should treat published pages as the starting point and confirm arrangements close to the term they need.

• Reception entry is competitive. The figures show 144 applications for 53 offers on the main entry route, which is a high level of demand for a small school. For families moving into the area, it is sensible to plan around realistic alternatives as well as a first choice.

• Nursery does not create a Reception advantage. The school’s published policy is explicit that attending nursery is not counted when Reception places are allocated.

• Infant to junior transfer is a second admissions step. Families need to apply again for Year 3 at a junior school; the local authority highlights this specifically for September 2026 transfers.

• A specialist provision may be introduced. Wokingham Borough Council has published proposals to establish a SEN unit for autism and speech, language and communication needs from 01 September 2026. If this matters to your family, it is worth following the council decision and asking how it would interact with mainstream classes and resources.

A highly organised infant and nursery setting with externally verified strengths across teaching, behaviour, leadership, and early years. The clearest selling point is consistency: expectations are taught early, routines are reinforced, and enrichment is used to support learning rather than distract from it. This will suit families who want a calm, structured start to school life, with a strong early reading focus and a clear values framework. The main hurdle is admission timing and competition for Reception places.