Southbourne Infant School Review 2026: A small-school start with clear routines and outdoor learning

Because Southbourne Infant School serves Reception to Year 2, it is not a setting where Key Stage 2 results define the public picture in the way they do for junior or primary schools serving Year 6. For parents, the more relevant question is how well the school builds core early literacy, number fluency, learning habits, and readiness for Year 3.

In that context, two indicators matter more than headline data points. The first is the external judgement: the school is currently graded Good, and the latest inspection activity sits in September 2023. The second is curriculum intent and delivery: the school describes a broad and balanced curriculum with an emphasis on foundational skills, especially language and literacy, mathematics, and science.

For families comparing local options, it is sensible to interpret “Good” here as a reassurance about basics, safeguarding culture, and consistency, rather than a promise of a particular attainment profile later. The infant phase is about trajectory.

The stated curriculum priorities align with what most children need at this stage: phonics and early reading, spoken language, handwriting and writing stamina, and secure number sense. The school frames its approach through values and an ethos of growth, with a logo based on a tree and “roots” representing early foundations.

Outdoor learning is one of the most distinctive elements. Children in Years 1 and 2 have fortnightly Forest School sessions, positioned explicitly as a confidence and self esteem builder through hands on learning outdoors. The educational implication is more than muddy knees. Forest School style provision gives pupils repeated opportunities to manage risk appropriately, collaborate, and develop vocabulary through real experiences, all of which supports classroom learning, particularly for children who learn best through movement and sensory input.

The school also signals that it has been actively developing curriculum work, which can matter if you have a child who benefits from clear sequencing and repetition. A December 2025 school update describes work to develop a “new curriculum” built around the same learning values. For parents, the practical question to ask on a tour is what that means in class: how reading is taught, how mathematics mastery is sequenced, and how knowledge is revisited across terms.

As an infant school, the main transition point is the move into junior provision after Year 2. Southbourne Junior School is located at the same postcode, which usually indicates a closely linked local pathway for families. The infant school sets expectations that transition procedures are communicated during the autumn term of Year 2, with applications handled online through the local authority route.

For many families, that linkage is a practical advantage. It can reduce disruption at age seven, keep friendship groups stable, and make wraparound and travel arrangements easier to maintain over a longer period. The trade off is that parents who want to move to a different junior option need to stay alert to deadlines and criteria.

Admissions for starting school are coordinated through the relevant local authority, and the school explicitly flags that families should apply through the council they pay council tax to, which may be West Sussex or Hampshire depending on household circumstances.

For September 2026 entry, West Sussex applications opened on Monday 6 October 2025 and closed on Thursday 15 January 2026 (11.59pm). The school repeats the same closing date on its admissions page and emphasises submitting by the cut off.

Demand is an important part of the picture. Recent admissions data shows 102 applications and 54 offers for the primary entry route, with the school recorded as oversubscribed and with more than one application per place. Families should treat that as a sign that proximity and preference order can matter, and use mapping tools to sanity check travel and likelihood before relying on a place.

The school also advertises guided tours for prospective Reception starters and includes the general pattern of open events in early autumn for the following September intake.

At infant level, pastoral quality is felt in behaviour systems, safeguarding clarity, and early intervention. The school presents safeguarding leadership clearly, naming the DSL and deputy DSLs on its safeguarding and information pages.

Support for wellbeing is also described in the school’s published SEND and local offer style information, including approaches such as Zones of Regulation, Theraplay sessions for specific wellbeing needs, and access to an Emotional Literacy Support Assistant style role. The practical implication is that children who struggle with emotional regulation, transitions, or anxiety may find that support is normalised rather than exceptional, provided it matches the child’s needs and the school’s capacity.

This is also where parents should ask sensible, grounded questions. What does the school do when a child is persistently dysregulated in class, how are parents involved, and what is the escalation route if additional professional input is needed.

Infant extracurricular should be judged differently from secondary. The aim is not breadth for its own sake, but confidence, social skills, and a sense that school is enjoyable as well as serious.

Two named elements stand out from the school’s published information:

• Forest School sessions for Years 1 and 2, held fortnightly, framed as outdoor learning that develops confidence and self esteem.

• Football club for Years 1 and 2 on Mondays, run in partnership with Brighton and Hove Albion’s community programme, listed on the school’s wraparound and clubs page.

Wraparound childcare is another meaningful component of “beyond the classroom” for many families. The school states that on site wraparound is provided by ActiveMe360, running 7.30am to 8.45am and after school from 3.15pm to either 4.30pm or 6.00pm. The educational implication is indirect but real: children with stable before and after school care often arrive more settled, and families can avoid the weekly stress of piecing together ad hoc arrangements.

The school day starts promptly: doors open at 8.40am, lessons begin at 8.45am, and the day finishes at 3.15pm. Lunch timings vary slightly by year group.

Wraparound childcare is available on site via an external provider, from 7.30am before school, and after school until either 4.30pm or 6.00pm.

For travel, most families will prioritise a short, reliable commute at this age. The simplest due diligence is to do a practice run at drop off time, since congestion and parking constraints can affect punctuality in residential areas.

• Competition for places. Recent admissions data indicates more applications than offers for the entry route. Families should plan early, list realistic preferences, and avoid assuming a place without checking the relevant local authority criteria.

• An infant only setting means a transition at seven. Many pupils will move on to junior provision after Year 2, and families should be comfortable with another application step and a new environment at that point.

• Wraparound is provided by an external organisation. This can be an advantage for availability, but parents may want to understand staffing, activities, and booking rules directly with the provider to ensure fit.

• Outdoor learning is a visible feature. Forest School style sessions suit many children, but families should ask how the school supports children who are less comfortable outdoors, especially in colder months.

Southbourne Infant School offers a grounded, well structured start to schooling, with a clear values framework, predictable routines, and an unusually explicit commitment to outdoor learning through Forest School sessions. The working family practicalities are strong thanks to on site wraparound and a defined daily timetable. Best suited to families who want a traditional infant phase, value steady expectations, and are comfortable with a planned transition to junior provision after Year 2.