Holmesdale Community Infant School

Holmesdale Community Infant School is performing well overall. Attendance is consistently high and well above national levels, behaviour is a clear strength, and early years provision gives children an excellent start. Reading and phonics are strong, pupils with additional needs are included well, and pastoral care is a strength. Safeguarding standards are met. The school is part of Greensand Multi-Academy Trust, and leaders, governors and trustees are effective, with positive feedback from staff and parents. However, teaching is not yet consistently effective across all subjects. In some foundation subjects, work and resources are not adapted carefully enough, too much lesson time can be spent listening to adults or repeating previous work, and pupils do not always remember key learning securely over time. Leaders have identified the need for all staff to design tasks that secure key knowledge and skills precisely and to check pupils' understanding more confidently so they can adapt teaching in lessons and plan future learning. These are the main areas for further development.

Strengths

• Consistently high attendance, above national levels, with low persistent absence
• Calm, welcoming and well-ordered environment where pupils behave well
• Early years provision is a strength and gives children an excellent start
• Reading and phonics are strengths, with phonics results well above national for three years
• Pupils with additional needs are included fully and supported to make progress
• Pastoral care is strong, helping pupils manage emotions and feel safe
• Leadership, governance and trust oversight are effective and reflective
• Staff feel proud and parents are very positive about the school's care and culture
• Broad and ambitious curriculum with effective mathematics provision
• Pupils feel safe, valued and take on responsibilities confidently
• Safeguarding standards are met and there is an open safeguarding culture

Areas for Improvement

• Teaching is not consistently effective in some foundation subjects
• Work and resources are not always adapted carefully enough for all pupils
• Too much lesson time can be spent listening to adults or repeating previous work
• Learning is not always remembered securely over time in some subjects
• Pupils are not always confident explaining what they have learned from some activities
• Staff do not consistently check pupils' understanding to adapt teaching during lessons
• Tasks are not always designed precisely enough to secure key knowledge and skills
• Some aspects of teaching are not yet consistently implemented across the school

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Holmesdale Community Infant School attended 96.2% of sessions (the national figure for primary schools was 94.8%). 6.0% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.4% of pupils at Holmesdale Community Infant School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Holmesdale Community Infant School had 20.6 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 7.2% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 3.8% of pupils at Holmesdale Community Infant School were on SEN support (nationally 15.4%) and 1.1% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Holmesdale Community Infant School received £6,222 and spent £6,747 for each of its 277 pupils. It ended the year with reserves of £180,000 (£649 per pupil).

Across all 10 schools of Greensand Multi Academy Trust, income was £6,295 and spending £6,600 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Reigate · Surrey local authority: places and applications

Holmesdale Community Infant School is part of Greensand Multi Academy Trust, which runs 10 schools. The nearest others:

• Wray Common Primary School Reigate
• Reigate School Reigate
• St John's Primary School Redhill
• Kingswood Primary School Tadworth
• Dovers Green School Reigate
• Epsom Downs Community School & Early Years Centres Epsom Downs
• Yattendon School Horley
• Horley Infant School Horley
• Milton Mount Primary School Crawley

What is Holmesdale Community Infant School's Ofsted rating?

The latest Ofsted rating for Holmesdale Community Infant School is Expected standard, from an inspection in June 2026.

When was Holmesdale Community Infant School last inspected by Ofsted?

Holmesdale Community Infant School was last inspected in June 2026.

How many pupils does Holmesdale Community Infant School have?

Holmesdale Community Infant School has 264 pupils on roll.

What age range does Holmesdale Community Infant School cover?

Holmesdale Community Infant School for pupils aged 3 to 7.

Where is Holmesdale Community Infant School?

Holmesdale Community Infant School is at Alma Road, Reigate, Surrey, RH2 0BY.