Roe Green Infant School

“Proud to be, proud to belong” is more than a slogan here, it is the organising idea that runs through routines, language, and expectations. Roe Green Infant School serves Nursery through Year 2, with a large intake and a clear focus on early reading, behaviour, and belonging. Ten core values are set out explicitly, including being friendly, honest, respectful, resilient, trustworthy, positive, an achiever, safe and healthy, creative and independent, and they are used as shared reference points for pupils, staff, and families.

The most recent inspection was an ungraded visit in February 2023, which confirmed the school continues to be Good.

For parents, the practical headline is that this is a Brent community school, so Reception applications sit within the local authority coordinated system. The school’s own admissions guidance signposts a September opening date for the online system and a mid-January deadline for September entry, while Nursery applications are made directly to the school.

The tone is strongly values-led. The school sets out, in plain language, what it wants children to become, not only what it wants them to learn. The list of ten “proud to be” attributes is long for an infant school, but it helps clarify expectations for pupils who are still learning the basics of school life. It also gives parents a shared vocabulary to reinforce at home.

A second strand is rights and inclusion. The school describes itself as a Unicef Silver Rights Aware School and frames decision-making around children’s interests and rights. For families, this typically translates into consistent routines, clear behaviour expectations, and an emphasis on mutual respect across a diverse community.

The February 2023 inspection report (ungraded) provides useful texture on daily culture. Children are taught to respect others and behave well across the day; staff address friendship issues quickly; and adults build trustful relationships from Nursery upwards. Celebrations of different faith groups are referenced alongside community activity such as collections for a local food bank, suggesting a school that takes community cohesion seriously rather than treating it as an add-on.

Leadership visibility is clear on the school website. Mrs Nicole Lobo is listed as Head Teacher, alongside a named deputy head and assistant head. While the school does not publish a start date in the sources accessed, the consistency of named leadership and a detailed staff list tends to matter to parents at this phase, because early years experiences can be heavily shaped by stable routines and a consistent approach to behaviour and communication.

The school places early reading at the centre. The inspection report describes reading as a “top priority” and notes that phonics teaching is systematic, with books matched to pupils’ known sounds and timely extra support for those who fall behind. That matters because, in a Nursery to Year 2 setting, the foundational risk is not “exam results” but whether children leave Year 2 as confident readers with secure language and comprehension habits.

On the school’s own curriculum pages, early reading is set out clearly, including use of Bug Club Phonics in Reception and Key Stage 1, and a structured approach to developing fluency and expression (for example, echo reading). In Nursery, the school references Phase 1 foundations, which is a typical route for developing sound discrimination and readiness for later phonics teaching.

A practical implication for parents is that children who thrive here are likely to be those who respond well to explicit teaching, repeated practice, and clear routines. Families who want a loosely structured early years experience may still find warmth and creativity, but the published approach points towards deliberate teaching sequences, especially in reading.

Curriculum intent is described in a way that aligns strongly with the inspection narrative: ambitious curriculum design from Nursery through to Year 2; careful thinking about what children should know and remember; training for staff so subject knowledge and teaching expertise are secure; and routine checks that catch misconceptions early.

A good sign at this age is coherence across phases. Roe Green Infant School sets out its Early Years offer, including clear nursery session patterns, and then describes continuity into Reception and Key Stage 1. The inspection report references “well-established systems” for identifying pupils who need extra help, including pupils with special educational needs and disabilities (SEND) and those with English as an additional language, and then adapting teaching accordingly. For a Brent setting, where language diversity is common, that adaptation can be as important as any single programme choice.

Personal, social and health education is explicitly positioned as central. The school states it teaches PSHE using the Jigsaw scheme, and frames Relationships and Health Education (RHE) as part of building a safe school community where pupils can learn positive, healthy behaviour for life. For parents, this is a clue that “pastoral” is not just reactive, it is embedded in the curriculum.

Digital safety and home learning infrastructure are also signposted. The safeguarding section references online learning platforms and secure logins through a schools portal, indicating that staff expect children to use structured resources at home with appropriate controls. The main implication is not screen time, but consistency: children often benefit when phonics practice, reading routines, and maths practice are aligned between school and home.

Because this is an infant school, the key transition question is Year 3. Roe Green Infant School shares a postcode with Roe Green Junior School, and for many families the practical expectation is a move from Year 2 to a junior school. However, Brent’s determined admissions arrangements make the core point clearly: there is no automatic transfer from Year 2 to Year 3 in a junior school, and parents must apply through the relevant process.

What this means in real terms is that families should plan early if they want continuity. The best time to think about Year 3 is not in Year 2, but while your child is settled in Reception or Year 1, especially if local demand is high. If you are shortlisting, FindMySchool’s Map Search is useful for checking realistic local alternatives and travel times before you rely on a single pathway.

For children, transition quality often depends on routines and independence. A values-led infant setting that emphasises being independent, resilient, and respectful can support a smoother move to a larger junior environment, where children are expected to handle more complex social dynamics and longer independent tasks.

Reception entry is local-authority coordinated. The school’s admissions page indicates that applications open from 1 September and gives a primary application deadline of 15 January 2027 for the relevant entry cycle. Brent’s own admissions pages also highlight 15 January 2027 as the deadline for starting primary school in September 2027.

Nursery admissions are handled differently. The school states that Nursery admissions are made directly to the school. In practice, that means you should treat Nursery as a separate application with its own paperwork and timescales, then still apply separately for Reception through the council route when the time comes, because Nursery does not guarantee Reception. Brent’s determined arrangements explicitly reinforce that there is no automatic transfer from nursery into Reception.

Demand is material. provided for this review, the Reception entry route shows 184 applications and 113 offers, with an oversubscribed status and a subscription ratio of 1.63 applications per offer. This is not an “elite scarcity” level, but it is competitive enough that late planning can be costly.

Practical tip: if you are applying across several Brent schools, use FindMySchool’s Local Hub comparison tools to line up each school’s demand profile alongside your distance and realistic travel time. It reduces the risk of building a shortlist that looks good on paper but is not viable on offer day.

At infant level, “pastoral” mostly means three things: children feel safe, adults resolve social friction quickly, and routines are predictable. The February 2023 inspection report points strongly in that direction, describing calm behaviour, rapid resolution of friendship issues, and trusting relationships between children and adults from the early years onwards.

Safeguarding arrangements are described as effective, with staff trained to identify and report concerns and leaders keeping up to date with safeguarding guidance. For parents, the practical implication is confidence in systems, especially when children are very young and still developing language to explain worries clearly.

The school also invests in parent-facing support. The parent workshops page sets out structured sessions on phonics, reading, mathematics and writing, which is a sensible move in an infant setting because “what parents do at home” can either accelerate progress or inadvertently confuse children if approaches clash. Workshops that explain the approach reduce friction and tend to build consistency.

Roe Green Infant School’s strongest “beyond lessons” evidence is facilities and structured enrichment rather than a long list of clubs. The facilities page is unusually specific for an infant school: a dedicated library and art room completed in 2013, weekly timetabled use, an outdoor area for Early Years used daily for planned activities, and a children’s kitchen used to teach healthy eating and lifestyle choices. These are concrete, age-appropriate assets that support literacy culture, creativity, outdoor learning, and practical life skills.

The inspection report adds enrichment detail that fits the age range. A visiting drama workshop is referenced as building self-esteem, pupils make presentations in assemblies (including celebrations such as Diwali and themed weeks), and early years children have opportunities such as feeding farm animals and exploring for minibeasts. Older pupils are described learning about conservation during a visit to a local village. The implication is a curriculum that tries to anchor knowledge in memorable experiences, which often helps young children retain vocabulary and concepts.

Wraparound provision is clearly described and may matter as much as any club list for working families. Breakfast Club runs from 8.15am on school days in term time; a 4 O’clock Club runs from 3.15pm to 4.00pm, with snacks and calm activities such as games and stories led by staff. Unlike generic “after-school care” claims, this is specific and operationally clear, which makes planning easier for parents.

Start and finish times are published. The school day begins at 8.50am, with the main day ending at 3.20pm. Nursery session patterns are also set out, including part-time morning and afternoon sessions and a full-time option; families should check directly with the school for current availability and how places are allocated.

Transport links are unusually well explained for a school website. The school notes nearby bus routes, including the 324, and identifies Kingsbury (Jubilee line) as the nearest tube station, around a 10 to 15 minute walk. For families balancing drop-off with commuting, that kind of clarity is a real practical advantage.

• Competitive entry. The latest admissions results for Reception indicates more applications than offers, so it is worth planning early and submitting on time, especially if you are relying on a narrow set of local schools.

• Nursery does not guarantee Reception. If you secure a nursery place, you still need to apply separately for Reception through Brent’s coordinated system, and timing matters.

• Curriculum changes still bedding in. The February 2023 inspection report notes that some curriculum changes in certain subjects were relatively new at the time and leaders were continuing to embed them so pupils’ long-term recall strengthens. For parents, it is worth asking what has changed since 2023 and how impact is tracked.

• Wraparound is time-bounded. Breakfast Club and the 4 O’clock Club provide useful coverage, but the after-school window ends at 4.00pm, which may not work for all schedules.

Roe Green Infant School is a values-driven infant and nursery setting with a clear reading-first priority, thoughtful enrichment, and practical day-to-day clarity for parents. It suits families who want structured routines, explicit expectations, and strong early reading practice within a diverse Brent community. The challenge is admission planning, and, for some families, aligning work schedules to the wraparound offer.