North Heath Community Primary School Review 2026, high-achieving, outdoors-minded, and consistently popular in Horsham

High attainment at the end of Year 6, a clear emphasis on early reading, and a school day designed around calm routines make North Heath Community Primary School a serious option for families in North Horsham. Outcomes place it well above England averages, and local demand is strong, with Reception entry typically oversubscribed.

This is a state community primary for pupils aged 4 to 11, and it has grown over time since opening in 1976. Leadership is established, with Mrs Nicola (Nicky) Chesshire named as headteacher on both the school website and the Department for Education’s Get Information About Schools service.

Parents weighing up fit should read this review alongside two practical checks, confirm your catchment position and likely travel time, then compare outcomes locally using FindMySchool’s tools.

The tone is purposeful but not austere. External review evidence describes a calm, orderly environment where pupils are expected to work hard and behave well, with social times organised through consistent routines. That matters in a large primary, because it reduces friction at the margins, lining up, playtimes, transitions, and it tends to give quieter pupils the space to get on with learning.

A strong thread is pupil responsibility. The school council and house captains are highlighted as meaningful roles, including involvement in charity days and consultation on playground equipment. This is a simple marker of culture, pupils are listened to in structured ways, and that usually translates into better engagement with rules and relationships.

The values language is used consistently across official materials, with kindness, creativity, and courage presented as core expectations rather than decorative slogans. Alongside that sits a practical curriculum line, “Working Together We Enjoy and Achieve”, which signals an approach that combines collaboration with high standards.

North Heath’s 2024 Key Stage 2 results are notably strong. In reading, writing and mathematics combined, 87% of pupils met the expected standard, compared to an England average of 62%. At the higher standard, 33.7% met the threshold, compared to an England average of 8%. Reading and mathematics scaled scores were both 110, with mathematics at 108 and grammar, punctuation and spelling at 110.

Rankings reinforce that picture. Ranked 818th in England and 2nd in Horsham for primary outcomes (FindMySchool ranking, based on official data), the school performs well above the England average and sits in the top 10% of schools in England.

Two implications follow for families. First, pupils who are academically ready tend to be stretched, because the attainment profile suggests the curriculum has genuine depth rather than simply coverage. Second, for some pupils the pace will be quick, and it is worth paying attention to how teachers support children who need more time to secure core skills, especially in writing and in early number fluency.

Early reading is presented as a central priority, starting in Reception with a structured phonics programme, a tight assessment loop, and books matched closely to pupils’ current decoding ability. The practical benefit is confidence, children read books they can actually read, which tends to build fluency faster and makes home reading less of a battle.

Mathematics teaching is framed around recall and application. One example cited in official reporting is the “multicoloured multiplication” challenges, used to help pupils secure times table knowledge before moving into more complex problem-solving. The point is not the branding of the scheme, it is the pedagogy: automaticity first, then multi-step reasoning.

Beyond English and maths, the curriculum is described as ambitious and carefully sequenced from Reception onwards, with regular revisiting of concepts to help pupils remember and connect ideas. There is also a practical local studies dimension, pupils develop knowledge of their locality and use fieldwork and orienteering to apply geographical learning.

One area to watch, because it matters in a school with strong outcomes, is how precisely classroom adjustments are made for pupils with special educational needs and disabilities. External review evidence notes that, at times, barriers to learning are not considered carefully enough, which can slow learning for these pupils.

As a state primary, the main transition point is into local secondary schools at Year 7. In West Sussex, catchment patterns are address-led, so the “most likely” secondary destination depends on exactly where you live rather than the primary school alone. The school’s admissions information signposts families to the county catchment finder, which is the right starting point when shortlisting.

A sensible way to plan is to do two checks in parallel: identify your designated secondary options via the county tools, then look at travel practicality. Families comparing several local primaries should also use FindMySchool’s Local Hub pages and comparison features so you can assess outcomes and demand side-by-side, rather than trying to remember figures across open evenings.

Reception entry is coordinated through West Sussex County Council rather than directly through the school. Demand is clear in the latest application snapshot provided, 94 applications for 39 offers, which equates to roughly 2.4 applications per place. The school is classed as oversubscribed on that measure, so admission is the main constraint for many families, not the education that follows.

For September 2026 entry, West Sussex published a clear calendar. Applications opened on 06 October 2025, with the on-time deadline at 11.59pm on 15 January 2026, and national offer day on 16 April 2026. Those dates are critical because late applications reduce the likelihood of securing a preferred place in a competitive area.

The school has also historically run parent tours and an open evening in the autumn term ahead of Reception entry. For September 2026 starters, an information booklet shows an early-October open evening and multiple October and November tour slots; as those dates are now past, treat this as a pattern indicator and check the school’s current diary for the next cycle. If you are buying a house for admission, use FindMySchool’s Map Search to check your measured distance and to sanity-check how realistic your shortlist is.

Safeguarding is a stated priority, and the most recent official inspection confirms safeguarding arrangements are effective. Practical systems that support this include clear reporting routes for staff, consistent training, and pupil-facing mechanisms such as worry boxes, which pupils use to raise concerns and which are checked regularly.

Wellbeing is not presented as separate from learning. The wider personal development curriculum is described as considered and adapted to pupils’ needs, with pupils building a developed sense of equality and inclusion. The implication is a school that aims to keep behaviour predictable and relationships stable, which tends to suit pupils who want clarity and structure.

The school’s own materials lean heavily into outdoor learning, describing extensive outdoor spaces used for practical work across subjects, from science investigations to mathematics problem-solving and creative storytelling. That approach can be a significant positive for pupils who learn best through active tasks and for families who value a school day that is not entirely desk-bound.

Sport is not just a timetable add-on. The Reception-entry booklet lists involvement in local competitions including cross country, tag rugby, hockey, netball, rounders, and cricket, and it describes a running track on the field alongside designed climbing frames and trails, particularly in early years and Key Stage 1. Specialist support is also mentioned through named external coaching providers for parts of the physical education offer.

Clubs vary year to year, but examples given include football, netball, rugby, choir, art, coding, science, baking, and homework support. Music opportunities include recorder in Years 3 and 4, broader instrumental teaching via peripatetic provision, and a band-style option branded as Rocksteady for pupils from Year 1.

Trips and visitors add texture. Examples listed include Bignor Roman Villa in Year 4, Sayers Croft residential in Year 5, and Fairthorne Manor residential in Year 6, plus theatre and drama visitors linked to topics such as the Great Fire of London and the Vikings.

The published school day runs from an 8.45am start to a 3.15pm finish. For wraparound care, the school has referenced on-site breakfast and after-school provision via Rocketeers; families should confirm availability, fees, and booking arrangements directly, as these can change year to year.

For transport planning, treat this as a Horsham, North Heath area school and plan for peak-time congestion on local residential roads. If walking or cycling is a possibility, map the route at school-run times rather than off-peak, because the experience can be materially different.

• Oversubscription reality. With around 2.4 applications per place in the latest figures, admission is competitive. Families should have a realistic Plan B and understand West Sussex’s allocation rules before relying on this option.

• Support precision for SEND. External review evidence indicates that support is not always aligned precisely enough to needs for pupils with SEND, which can slow progress in some cases. This is worth probing at open events, especially around classroom adaptations and consistency.

• High attainment, higher expectations. Strong results usually come with a brisk learning pace. Pupils who need more time to secure fundamentals may need clear, structured support to thrive.

• Open-event timing. The school has historically concentrated tours and open events in the autumn term for the following September intake. If you miss that window, you may be reliant on fewer appointment slots.

North Heath Community Primary School is a strong, structured, and popular state primary with outcomes that compare very favourably to England averages and a curriculum that makes purposeful use of outdoor learning. It will suit families who want high expectations, clear routines, and a school day with genuine breadth, including sport, clubs, and practical learning experiences. The main challenge is securing admission in a competitive local market.