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  • Petersfield Infant School
    St Peter's Road
    GU32 3HX
  • Head: Mrs Crissy Hodgkinson
  • T 01730 263048
  • F 01730 300310
  • E adminoffice@peter…
  • W www.petersfiel…
  • A state school for boys and girls aged from 4 to 7.
  • Boarding: No
  • Local authority: Hampshire
  • Pupils: 334
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Requires improvement 1
      • Early years provision Good 1
      • Outcomes for children and learners Requires improvement 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 18th October 2022
  • Previous Ofsted grade: Outstanding on 27th November 2008
  • Ofsted report: View the Ofsted report

What the school says...

Our vision is for every child and adult at our school to 'Be the Best they can Be'.
Our school is a learning community which encourages everyone to achieve their maximum potential within a secure, stimulating and happy environment.
We believe that the most effective learner is the child who is truly independent in their approach to the way they learn. We promote this through the 4Rs of Resilience, Resourcefulness, Reflectiveness and Reciprocity which are the key values of Building Learning Power developed by Professor Guy Claxton.
At our school, we actively promote the British Values in our classrooms, through assemblies and in our everyday conversations with our pupils.
...Read more

This is not currently a GSG-reviewed school.

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who goes where

Special Education Needs

The ethos of the school is focused on meeting individual pupils’ needs and this is achieved for SEN pupils by: •Offering a high number of differentiated groups to ensure specific focused learning •Offering a high quality of professional development to all support staff •Ensuring that pupils with EHCPs are matched carefully to the skills of specific special needs assistants •Ensuring high quality resources are available •Planning individual programmes to support transition to and from other settings •Planning intervention programmes supported by a wide range of support staff •Offering nurture groups in all year groups to support social, emotional and behavioural issues •Ensuring that the Home School Co-ordinator works in close partnership with individual parents •Having a rigorous health and safety focus that ensures that the environment is adapted for inclusive learning opportunities, ie wheelchair access to the adventure playground, steps highlighted for visual impairment use For further details please visit the SEND page on our school website:

Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

most years
quite often
sometimes, but not in this year

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