The Gattons Infant School Review 2026, a three form entry infant school with a broad curriculum and strong routines

The most recent external assessment describes pupils as enjoying learning, working hard, and achieving well in most subjects, with pupils in Year 2 able to write confidently and build secure mathematical knowledge. A helpful detail is that curriculum thinking is designed to connect early years learning to Year 1 and Year 2 so that knowledge and skills become increasingly sophisticated over time.

One point to weigh is the school’s improvement agenda. The May 2024 report flags that in a small number of subjects, checks for understanding are not consistently precise enough, which can leave gaps unspotted, and that some learning activities are not always designed with enough clarity about the intended knowledge and skills. For parents, the practical question to ask is how the school is tightening those assessment routines and supporting staff to make learning intentions explicit, particularly for children who need extra repetition or who can appear to be coping while holding misconceptions.

Early reading is a central pillar. The school describes teaching reading through a phonetic approach and follows Essential Letters and Sounds, with synthetic phonics taught from the second week of Reception. That kind of structured sequencing can be very effective at infant stage, because it keeps teaching consistent across classes and supports swift intervention when children are not keeping pace.

The inspection evidence aligns with that overall direction, describing staff as trained to teach phonics and planning interventions to help pupils keep up. The improvement point is that a small number of pupils learn some sounds inaccurately and this is not always addressed quickly enough, which is exactly the sort of detail parents should explore in a visit, not to catch staff out, but to understand how quickly misconceptions are spotted and corrected.

Beyond literacy and number, the curriculum is intended to be broad, including subjects that sometimes become thin in infant settings. The May 2024 inspection “deep dive” sampling included reading, mathematics, design and technology, music, and history. That matters because it suggests leaders are aiming for a rounded infant experience rather than narrowing purely to English and maths.

The most immediate transition point is Year 3. In West Sussex, infant to junior transfer often matters as much as the initial Reception place, and families should check how priority works for their preferred junior school.

For this school, West Sussex’s published arrangements list The Gattons Infant School as a linked infant school for Southway Junior School for sibling link purposes. This does not mean an automatic place, but it can affect priority within the local authority’s oversubscription framework. Families who are planning a full primary journey should read the junior transfer guidance and tick any required boxes during the application process, because administrative errors are an avoidable way to lose priority.

In practical terms, it is sensible to ask the school how they prepare pupils for the move, what information is shared with receiving juniors, and how they support children who find change difficult. Infant schools that do this well tend to focus on routines, independence skills, and the emotional vocabulary children need to talk about worries and friendships.

Admissions for Reception are coordinated by West Sussex, not by the school directly. Demand is currently higher than supply based on the published figures. For the most recent admissions cycle there were 145 applications for 89 offers, and the entry route is marked oversubscribed.

For September 2026 entry, West Sussex opened applications on 9 October 2025 and the deadline for on time applications was 15 January 2026. West Sussex also publishes a clear key dates page which confirms primary offer day as Thursday 16 April 2026.

Open events matter at infant stage because parents often decide based on how calmly the start of day runs, how adults communicate with children, and how structured the early reading environment looks. The school indicates that open mornings typically run in November, and places are booked via the school. Parents using FindMySchool’s Saved Schools shortlist tool may find it helpful to track both the infant application and the linked junior transfer timeline at the same time, so the plan stays coherent across Reception and Year 3.

Infant wellbeing is mostly about routines, relationships, and safety. The latest inspection describes pupils behaving well, being kind and considerate, and having a trusted adult in school. This is important in a three form entry setting, where children can otherwise feel lost early on if systems are not tight.

Safeguarding is an area where families should want simple clarity rather than marketing language. The May 2024 report confirmed that safeguarding arrangements are effective. In an infant school context, parents can also ask how staff communicate about minor incidents, friendship issues, and emotional regulation, because these are the everyday moments that shape a child’s sense of security.

Attendance culture is another proxy for wellbeing. The May 2024 report describes leaders analysing attendance information and planning support where attendance is weaker, with attendance improving over time. That suggests a school that treats attendance as a partnership issue rather than simply a compliance issue.

Extracurricular breadth can be surprisingly important at infant stage, especially for children whose confidence grows fastest through practical activities, performance, or movement. The school describes offering extra curricular activities which can include cookery, ukulele, singing, drama, dance and sports skills, with a mixture of free and paid options depending on provider.

The inspection report adds useful texture, describing learning extending beyond the classroom through the school’s ‘22 activities’. Examples given include all pupils learning to play a musical instrument, and younger pupils learning practical life skills such as posting a letter. For parents, the implication is that enrichment is not treated as an occasional treat, it is built into what pupils do, and it can be a strong fit for children who learn best when knowledge is tied to real experiences.

Outdoor enrichment is another pillar. The school environment description is unusually detailed for an infant setting, with purposeful play structures and nature areas. That tends to benefit children who need space to practise social skills through play, and it can also support calmer lunchtimes and breaktimes because there are more constructive options than simply running.

This is a state school with no tuition fees.

The published school day is clear, classroom doors open at 8.50am, the day starts at 8.55am, and finishes at 3.00pm. For wraparound care, the school website links to a breakfast and after school club provider. If wraparound matters, families should confirm places, booking rules, and costs directly with the provider because availability can change across the year.

Travel and parking are worth thinking about early, because infant drop off logistics shape daily stress. The school’s health and safety information states that there is no parking for parents on the school site. For rail users, Burgess Hill station is the local railway station and provides onward travel information and facilities details.

• Oversubscription reality. Recent demand data indicates more applications than offers, so admission is not guaranteed. Families should plan carefully, include realistic preferences, and understand how West Sussex applies priorities.

• Assessment consistency is a live improvement area. The most recent inspection points to some unevenness in how precisely learning activities are designed and how consistently understanding is checked in a small number of subjects, including phonics. Parents should ask what has changed since May 2024 and how leaders are monitoring impact.

• Drop off and pick up logistics. With no on site parent parking, families who need to drive should think through the practicalities early, including walking routes and where it is realistic to park legally.

• Think ahead to Year 3. Infant to junior transfer planning can shape the overall experience. Check how linked junior priorities apply and how your preferred junior school allocates places.

The Gattons Infant School suits families who want a large, organised infant setting with a broad curriculum, strong outdoor play, and enrichment that goes beyond the basics. Early reading is clearly structured, routines are well established, and the latest inspection profile is solid, with clear next steps focused on sharpening precision in lesson design and assessment checks. It is best suited to children who will enjoy active play, practical experiences, and a school day that balances phonics and number with music, design and technology, and wider personal development. The main challenge for many families is securing a place in an oversubscribed admissions context.