Rose Green Infant School Review 2026: Forest School energy, strong early reading, and a clear values spine

Because this is an infant school, the usual headline measures parents may expect (Key Stage 2 outcomes, Progress 8, GCSEs, A-levels) do not apply to the pupils educated here. That changes what “results” means in practice.

The best evidence of academic direction comes from curriculum and inspection detail rather than public exam tables. Reading is positioned as central to learning, with systematic phonics from the start of Reception and fast identification of pupils who need extra help to keep up. The school also describes an approach where reading books are matched closely to the sounds children are learning, which matters because it reduces guesswork and helps confidence build early.

In mathematics, teaching is described as carefully broken into small steps, with varied representations of ideas such as greater than and less than. That matters at infant stage because children’s number sense can vary widely on entry, and structured small-step teaching is one of the most reliable ways to close gaps without creating anxiety.

The headline message for parents is simple: look for strength in early reading, language, and learning habits, not in exam statistics that do not exist for this age range.

Curriculum design has clearly been an active focus. The school states that in 2023 staff developed a new curriculum, underpinned by progression in knowledge, skills, and understanding from Reception through to the end of Year 2.

In practice, teaching is described as having three consistent features:

1. Clarity of explanation and sequencing

Learning is broken down into manageable steps, and teachers use questioning to check understanding before moving on. This tends to suit infant-age pupils because it reduces cognitive overload and makes misconceptions easier to spot early.

1. Inclusion that is designed in, not bolted on

Teaching is described as adapted so that pupils, including those with special educational needs and/or disabilities, are fully included and can achieve well. The school’s SEND Information Report also identifies key roles, including the SENDCo (Mrs Louise Hardy).

1. A curriculum that uses memorable anchors

The inspection narrative gives concrete examples, such as pupils evaluating Roy Lichtenstein’s work before experimenting with different art materials to recreate techniques. That sort of specific anchor can help young children connect knowledge and vocabulary across lessons, rather than treating each activity as isolated.

Forest School is part of that learning story too. It is not described as a token enrichment activity; it includes building shelters, toasting marshmallows, and learning to use woodworking tools responsibly. For many children, this is where confidence and language flourish, particularly for those who learn best through practical, outdoor experiences.

As an infant school, the key transition is into Key Stage 2. In West Sussex, infant and junior schools are often linked for admissions planning, and Rose Green Infant is listed as linked with Rose Green Junior.

Practically, families should expect a separate application step for Year 3 entry into junior school. Rose Green Junior explains that parents of Year 2 pupils are contacted in October each year with application information, with a closing date in January.

For many families, the most sensible approach is to plan the Year 3 application early in Year 2 so that there are no surprises around paperwork, deadlines, or criteria.

Entry for the school is managed through West Sussex’s coordinated admissions process. The published county timeline for September 2026 entry states:

• Online applications open at 9am on Monday 6 October 2025

• Deadline for on-time applications is Thursday 15 January 2026 (system closes 23:59)

• Outcome notification is sent on 16 April 2026 (email for online applicants)

Alongside the county process, the school also published a structured set of parent and carer tours for the September 2026 intake, running from early October through early January, with tours lasting about 40 minutes and limited to 8 families per slot.

Demand indicators suggest competition. The most recent entry-route numbers provided show 136 applications for 89 offers, with the route marked oversubscribed and 1.53 applications per place applications per place.

For families weighing options, this is a good moment to use FindMySchool’s Map Search to sanity-check practicalities such as daily travel time and routine sustainability, especially if you are comparing several infant options in the same part of Bognor Regis.

The pastoral model here is closely tied to routines and early intervention. The worry monster boxes are a good example of age-appropriate communication, children can raise concerns without needing to find the right words in the moment, and adults can respond quickly.

The school also places emphasis on personal development, including learning about emotions, healthy relationships, and wellbeing. For infant-age pupils, that typically shows up in classroom language, play structures, and how staff respond to friendship issues, rather than in formal “PSHE lessons” as parents might recognise them from later years.

For pupils with additional needs, the SEND Information Report sets out leadership roles and a whole-school framing that focuses on helping children “Reach for the Sky”. That kind of consistent language can help families understand how support is discussed internally and how it connects to classroom expectations.

This is an area where the school offers unusually specific evidence of what pupils actually do.

Forest School

Forest School is a defining feature. Pupils build shelters, toast marshmallows, and learn to handle woodworking tools responsibly. The educational value is not just “fresh air”, it is practical vocabulary, teamwork, and self-regulation in a context where many children thrive.

Clubs and wraparound options

Rose Green Infant offers activity clubs and also signposts wraparound childcare via a partner arrangement. The Schools Out Club runs breakfast and after-school provision at Rose Green Junior School, with children walked between sites via a “walking bus”.

Clubs listed include, as examples:

• Fitjoy (Broadway Boogie Kids)

• Gymnastics Club (morning session)

• Art Club

• Pathway Coaching Football

For many working families, that combination is the practical difference between a school that is theoretically appealing and one that is genuinely manageable week to week.

Pupil voice and charity projects

“Linking Voices” gives the pupil voice structure real shape. It is not presented as a badge-wearing council that meets twice a year, it is embedded monthly through class council meetings and follow-up linking meetings. The goat fundraising example is also a useful marker: projects are framed so that even very young children can grasp cause, effect, and impact.

School gates open at 8.35am; the school day runs from 8.45am to 3pm, stated as 31.25 hours per week.

Wraparound childcare is available through the Schools Out Club arrangement based at the linked junior school, with walking bus transfers for infant pupils.

For travel and drop-off, the school explicitly references parking awareness via its “Parking Angels” messaging in parent information navigation, which is a useful cue that families should expect active management of parking behaviour and neighbour relationships around the site.

• Oversubscription is not theoretical. With 136 applications for 89 offers in the most recent entry-route figures provided, families should assume that deadline discipline and criteria matter.

• Tour dates are structured, but places are limited. Tours for September 2026 entry are time-tabled and capped at 8 families per session, so leaving it late can reduce choice.

• Wraparound may depend on the partner model. Breakfast and after-school care is signposted via the Schools Out Club at Rose Green Junior School, which works well for many families, but it is not the same as on-site provision.

• Curriculum changes take time to bed in evenly. Some subjects were described as recently refined, and the school is expected to ensure those improvements translate into consistently strong learning across all areas.

Rose Green Infant School looks best suited to families who value a structured, warm early-years experience where reading is taken seriously, outdoor learning is real rather than token, and children are taught clear habits for learning and behaviour. Forest School, early phonics focus, and the “Five Words” framework give the school a coherent identity that is easy for young children to understand and practise.

Who it suits: families seeking a state infant school with strong routines, practical enrichment, and an organised approach to early learning and personal development.