Pashley Down Infant School Review 2026: Outdoor learning and a distinctive small-school feel in Eastbourne

. In practice, parents usually want to know whether early reading is systematic, whether writing and maths are taught with enough structure, and whether standards are consistent across classes.

The March 2024 Ofsted inspection confirmed that the school continues to be good.

Beyond the headline, the same report contains clues about what “good” looks like day to day. It points to work being presented carefully across the curriculum and to pupils taking pride in handwriting. It also notes clear sequencing from Reception to the end of Year 2, which is a useful marker for coherence in an infant curriculum where gaps can otherwise appear between year groups.

Early reading is described as a strength: phonics is said to be thoughtfully designed, staff subject knowledge is secure, and teaching of sounds is consistent. There is also a specific improvement point that is very relevant to families supporting reading at home: the school is developing its approach to ensure take-home reading books match taught sounds precisely. That is the kind of detail that signals a school paying attention to the “last mile” of early reading, not only what happens in the phonics session itself.

Teaching appears to combine structured core learning with a project-led approach that is designed to feel purposeful for young children. The school describes using “REAL Projects”, explained as Real, Engaging, Authentic, Learning. In practical terms, that framing often means topic work is intended to be anchored in something concrete (a place, an experience, a visitor, or a practical outcome) rather than themed activities that do not build knowledge over time.

The inspection report reinforces the idea of a carefully designed curriculum. It describes subjects being sequenced in clear steps of knowledge from Reception to Year 2, and it gives examples of lessons linking to outdoor experiences and using a wide range of resources. In mathematics, it highlights pupils representing their thinking and explaining reasoning, which is precisely the kind of early number sense and language development that supports later attainment.

Art and design is also described with more specificity than many infant inspections, including pupils learning observational drawing and then building towards tone and hatching, with reference to learning about the work of famous artists. For parents, the implication is not “art for art’s sake”, but the development of fine motor control, attention to detail, and the ability to follow a sequence of techniques, all transferable skills at this stage.

Outdoor learning is not presented as occasional, it is described as integrated. The school’s own welcome text refers to Woodland Wednesday, time in the polytunnel, and learning linked to bees in the allotment. The inspection report adds South Downs trips as motivation and context for learning. For many pupils, this sort of rhythm helps learning “stick” because knowledge is revisited in multiple contexts rather than confined to paper tasks.

Support for pupils with additional needs looks joined-up. The inspection report states that needs are identified quickly, resources are adapted, and external agencies such as speech and language therapists are involved where necessary. In an infant school, early identification is often the difference between small gaps widening and small gaps closing.

One balanced note is also worth drawing out: the report indicates that assessment in foundation subjects is being developed, and that checking understanding and retention is not yet consistently used across all lessons. This is not unusual in a project-led model. The practical implication for parents is that it is sensible to ask how the school checks what pupils remember over time, especially in subjects like geography, history, and science where vocabulary can be easily forgotten if not revisited.

As an infant school, the “next step” is junior school rather than secondary. After Year 2, pupils transfer to a junior or primary school that offers Years 3 to 6. In East Sussex, allocations are handled through the local authority admissions process, and families typically make decisions with an eye on continuity, travel practicality, and friendship groups.

What matters most at this transition is readiness: confident reading foundations, positive learning behaviours, and the ability to manage routines independently. The school’s emphasis on responsibility (including roles such as school councillors, librarians, and digital leaders mentioned in the inspection report) suggests a deliberate attempt to build those habits early.

For parents who want to plan ahead, FindMySchool’s Local Hub and comparison tools can help you line up likely junior options nearby and sense-check practical choices, especially if you are weighing more than one route for Years 3 to 6.

Reception admissions are coordinated by East Sussex, and the school’s admissions information page sets out the key dates for September 2026 entry. Applications open on 12 September 2025, the closing date is 15 January 2026, national offer day is 16 April 2026, and there is a stated mid May 2026 point for appeals or joining the waiting list.

Demand is real. Recent admissions figures show 216 applications for 90 offers, with the school marked as oversubscribed and 2.4 applications per place applications per place. In practical terms, families should approach this as a school where timing, paperwork, and realistic alternatives matter, rather than assuming a place will be available.

If you are considering delayed entry to Reception for a summer-born child, the local authority guidance is explicit that you still apply by the standard deadline (15 January 2026) and submit the relevant delayed admission request documentation by the same date.

Open events are offered in a way designed to show the school during a normal working day, including time to see classrooms and outdoor areas, with guidance pointing parents to the admissions information for up to date arrangements for the September 2026 intake. (Where schools list open events that become dated quickly, it is sensible to check close to the time you plan to visit.)

When you are shortlisting, it is worth using FindMySchool’s Map Search to understand your real-world distance and routes, then cross-checking that against current admissions criteria published by the local authority. Even without a published “furthest distance at which a place was offered” figure for this school, accurate mapping helps families avoid making assumptions.

The inspection report describes high expectations for behaviour and a calm playground with imaginative play, alongside clear boundaries and strong pastoral support contributing to pupils feeling safe. For infants, this often shows up in consistent adult language, quick correction of low-level issues, and routines that reduce anxiety for children still learning social rules.

The same report highlights structured opportunities for responsibility, including roles such as school councillors, librarians and digital leaders. In an infant school, these roles are rarely about “status”; they are more often a way to practise turn-taking, speaking to adults, and thinking about the community.

The report also notes attendance is supported sensitively and effectively where pupils are at risk of poor attendance. For working families, this can be a helpful signal that the school understands the practical pressures that sometimes sit behind absence, while still keeping expectations clear.

The outdoor offer is one pillar of “beyond the classroom” life. Caring for animals on the school farm, tending the allotment, and linking project work to bees and honey are specific, routine experiences that go beyond typical infant provision. The implication is that pupils get repeated chances to use technical vocabulary (habitats, life cycles, care routines) and to practise responsibility in small, age-appropriate ways.

A second pillar is structured clubs and activities. The school publishes a list of after-school activities that includes football, dance and cheer, a Year 2 art club, a Cosy Book club (by invite only), tennis, and yoga. These are not unusual individually, but the mix shows a balance between sport, movement, and quieter enrichment, which can suit a wide range of temperaments at this age.

Trips and visitors are a third pillar. trips such as visits to the neighbouring South Downs, plus visitors including authors and musicians, framed as experiences that build confidence and positive attitudes to learning. In infant schools, that kind of enrichment often pays off most clearly in language development, curiosity, and willingness to write and talk about experiences.

Family community support is also visible through fundraising and events. The school’s Friends group describes running events such as Christmas and summer fairs, Easter activities, and a quiz night, which tends to matter less for “extras” and more for how connected families feel to the school’s day-to-day life.

Wraparound care is clearly described. The Earlybird Breakfast Club runs daily from 7:45am to 8:55am, and the published fee is £5.00 per session. The Ladybird After School Club runs daily from 3:00pm to 6:00pm, with snacks and a tea-time food offer described in the club information.

For the main school day, published school materials describe gates opening in the morning with children heading to class for early work and the day starting shortly after, with the end of the day at around 3:00pm. (Exact routines can vary by year group and by term, so it is worth checking current arrangements when you visit.)

On travel and access, the school’s context is tied to the Old Town area of Eastbourne and to being close to the South Downs, which the school uses as a learning resource. Parking pressure at drop-off is a familiar issue in this part of town, and the school has previously issued reminders about safe parking and avoiding blocking driveways, so families who drive should plan for limited space and consider walk-and-drop habits where possible.

A note on early years: the school website also describes a linked pre-school offer for younger children, but families should check the current official information for eligibility, funded hours, and session structure. (As with all early years settings, fees and funding rules change and are best confirmed directly through the official pages.)

• Competition for places. Recent local figures show 216 applications for 90 places, with the school recorded as oversubscribed. Families should plan alternatives alongside a first preference, and submit applications on time.

• A natural transition point after Year 2. Because this is an infant school, every family faces a move to a junior setting for Years 3 to 6. That is manageable, but it is worth thinking about continuity, friends, and logistics earlier than you might in an all-through primary.

• Outdoor learning is central. Woodland learning, polytunnel use, and animal care are not occasional events, they are embedded in how the school describes its curriculum. This suits many children brilliantly, but families who want a more classroom-centred experience should probe how outdoor time works in winter, and how learning is recorded and revisited.

• Assessment in foundation subjects is still being refined. The most recent inspection report notes ongoing work to make checks on learning and retention in foundation subjects more consistent. Parents who value clear tracking beyond maths and reading should ask how this is developing.

Pashley Down Infant School offers a clearly defined early years and Key Stage 1 experience, with outdoor learning and practical projects sitting central to the curriculum. It will suit families who want their child’s first years of school to blend strong early reading foundations with real experiences, including caring for animals and learning through the local environment. Admission is the obstacle; the education is well organised once secured.