Shears Green Infant School Review 2026: A values-led infant school with strong early reading focus

For an infant school, the most useful academic questions are: how quickly do children learn to read, how effectively are gaps spotted, and how well does teaching adapt for pupils who need extra support.

The December 2024 inspection places early reading at the centre of the school’s improvement work. It highlights that reading starts as soon as children join Reception, that staff training supports consistent delivery of the phonics programme, and that books are closely matched to the sounds pupils know. Pupils, including those with SEND, are described as reading with increasing fluency.

The same report is also clear that this was not just “business as usual”. It notes that at the end of Year 1 in 2024, some pupils were not secure in phonics, meaning some were less well prepared for the next stage, and that leadership action to raise standards in early reading has been swift and appropriate. For parents, the practical implication is that the current phonics approach is likely to feel structured and closely monitored, with more attention to keeping children on track and intervening earlier.

Beyond reading, the inspection describes a well sequenced curriculum, with year-on-year knowledge, skills, and vocabulary mapped out by the trust, and examples of mathematical thinking developing from Reception into Year 2 problem solving. It also flags an area to tighten: on some occasions, checking of what pupils know and understand is not timely enough, which can allow gaps to persist. That is a useful “watch item” for prospective parents to ask about at open events: what does day-to-day assessment look like, and how quickly do teachers respond when a child is stuck.

The school day information published on the website gives a window into how learning is organised. Reception is described as split into teacher-led learning in the morning followed by learning-through-play in the afternoon, with explicit references to Read Write Inc for phonics and Talk for Writing approaches around a focused text.

This combination tends to suit many four- and five-year-olds. The structured phonics and language work provides clear routines and repetition, while play-based afternoons allow children to apply vocabulary and concepts in role play, construction, creative areas, and music. The published description even lists play areas such as small world, construction, physical, creative, role play, and music, which signals intentional planning rather than “free play as filler”.

In Years 1 and 2, the site describes English and maths being taught discretely, then applied across a cross-curricular approach. It also describes a mix of whole class teaching, adult-led focused groups, small group work, intervention groups, and individual-led learning. The implication for parents is that children who need extra consolidation should find multiple “entry points” during the week, provided classroom checks are sharp and interventions are well targeted.

The key transition is from Year 2 to Year 3. Shears Green Infant School is listed in Kent’s primary admissions guide as a linked infant school with Shears Green Junior School. In Kent’s linked-school systems, attending the linked infant school can provide priority when applying for the linked junior school, which is an important practical advantage for many families.

In real terms, this often means families can plan a smoother continuation through Key Stage 2, particularly if the junior school is popular. It is still worth understanding the details of how priority works (and what happens if applications exceed places), but the presence of a formal link is a meaningful piece of stability for parents thinking beyond Year 2.

Shears Green Infant School is oversubscribed on the available admissions data, with 162 applications for 79 offers, which is around 2.05 applications per place. This is the kind of demand level where living location and admissions criteria matter, and where families should not assume a place without doing the homework early.

For Reception entry, the school’s published admissions criteria for 2026 to 2027 states a published admission number of 90 for Reception, and confirms that Kent’s local authority co-ordinates applications (rather than applying directly only to the school). It lists the typical priority order, including EHCP naming the school, looked-after and previously looked-after children, sibling priority (including the partner infant or junior school), children of staff, then distance from home to school measured as a straight line.

One caution: the same admissions document includes calendar dates that appear to be inconsistent with the stated 2026 to 2027 admissions cycle. Rather than repeating potentially incorrect dates, families should treat the timing as the standard Kent pattern (applications typically close mid January; offers are typically released mid April) and confirm the exact dates on Kent’s official admissions pages for the correct year of entry.

A practical tool-based step: families who are serious about this school should use a precise distance checker (rather than map estimates) and track how distance criteria are applied each year. Even where distance is the final tie-breaker, small differences can matter.

Pastoral strength in an infant school shows up as consistency: children know what happens next, adults respond quickly to worries, and behaviour expectations are clear and predictable.

The most recent inspection describes staff listening to pupils and addressing worries swiftly, helping pupils feel valued and happy. It also describes a strong focus on teaching pupils how to manage feelings and collaborate, starting in early years, with additional support for pupils who need help explaining how they feel.

Safeguarding is a baseline question for parents, not a “bonus”. The December 2024 inspection confirms that safeguarding arrangements are effective.

The inspection evidence suggests extracurricular life is purposeful and accessible rather than an arms race. Pupils are described as taking on roles of responsibility, including line monitors modelling “wonderful walking”, plus school councillors working with leaders on a set of “memorable opportunities” for pupils to experience by the end of Year 2, including learning to play a musical instrument.

Clubs named in the inspection include choir, yoga and a painting club. For an infant school, those choices make sense: choir supports listening, turn-taking, and confidence; yoga supports regulation and body awareness; painting club can extend fine motor control and creativity beyond the standard curriculum. If your child thrives with structured after-school enrichment that is calm and practical, this sort of offer tends to fit well.

The school also references OPAL (Outdoor Play and Learning) as a structured approach to improving playtimes. While the OPAL page is largely explanatory about the programme itself, it signals a strategic commitment to outdoor play as a learning and wellbeing driver, rather than treating break times as “just time off”.

The school publishes a clear school-day structure: gates and doors open at 8.30am with registration at 8.45am, and the day ends at 3.15pm for Reception, Year 1 and Year 2. Lunch and break times vary by year group, and the school states a total of 32 hours 30 minutes per week.

Wraparound care matters for working families. The inspection report states that the school operates a breakfast club. Specific times and booking arrangements for breakfast and after-school provision were not reliably accessible from the website pages during this review, so families should confirm the current offer directly with the school before relying on it for childcare planning.

Transport and access are naturally very family-specific, but for an infant school with oversubscription pressure, day-to-day logistics (drop-off, pick-up, and whether wraparound works for your commute) should be treated as part of the “fit” decision, not an afterthought.

• Competition for places. With around 2.05 applications per place on the latest available demand figures, admission can be the limiting factor, particularly if distance becomes decisive.

• Early reading has been a recent focus. The school has acted to strengthen phonics after some pupils were less secure at the end of Year 1 in 2024; ask how progress is checked now, and what extra help looks like in practice.

• SEND adaptation consistency. The inspection notes a strong intent to support pupils with SEND and good work with external professionals, but also that teaching approaches are not always adapted well enough for some pupils, which can slow progress. Families should explore how support is tailored day-to-day.

• Wraparound clarity. Breakfast club exists, but families who need after-school provision should confirm current hours, pricing, and availability early.

Shears Green Infant School suits families who want a structured start to reading, clear routines, and a values-led approach to behaviour and relationships. The school’s recent inspection evidence points to a settled culture, strong emphasis on early reading, and an active approach to improvement, alongside a few practical areas for parents to probe, particularly consistency of in-class checks and SEND adaptations. Best suited to families who can engage early with admissions and who value a calm, purposeful infant phase that feeds smoothly into junior education locally.