Garrick Green Infant School

A small, local infant school with a clear focus on helping young children settle quickly and enjoy learning. Garrick Green serves pupils aged 4 to 7, covering Reception to Year 2, and it sits within The Wensum Trust (the academy conversion date is 1 October 2016).

Leadership is structured a little differently from many infant schools. The current Executive Head Teacher is Mrs Sarah Waterfield, supported day to day by Head of School Miss Liz Banner.

The most recent inspection (1 to 2 October 2024) judged the school Good across all reported areas, including early years provision.

The school’s public messaging is consistently about confidence, wellbeing, and enjoyment of learning, rather than acceleration or formality. That tends to suit families who want their child’s early schooling to feel settled and secure, while still expecting clear routines and purposeful learning.

External review evidence points to a calm, organised start to school life. Children are expected to listen carefully, work hard, and develop independence early, which matters at infant stage because so many habits are formed in Reception and Year 1.

Leadership visibility is also a feature of how the school presents itself. Miss Liz Banner’s September newsletter describes starting a new Head of School role at the beginning of the school year, alongside teaching commitments, which suggests leadership capacity is built into daily classroom life rather than operating at a distance.

For an infant school, families should interpret “results” differently from a full primary, because there are no Key Stage 2 outcomes and league table style comparisons do not apply in the same way.

The key statutory milestones are Reception baseline and end of Foundation Stage assessments, the Year 1 phonics screening check, and Year 2 teacher assessments in reading, writing and mathematics. The school’s own assessment information confirms these are the main points of measurement across the age range.

What matters most here is trajectory, whether children learn to read fluently, build number confidence, and develop the social and behavioural readiness for junior school. The latest inspection evidence supports a picture of purposeful early learning and a strong reading culture, with pupils sharing stories and developing early decoding quickly.

Curriculum architecture is straightforward and age appropriate, Early Years Foundation Stage in Reception, then the National Curriculum in Years 1 and 2.

A strength for younger pupils is consistent vocabulary and routines across subjects. Inspection evidence describes staff having an up to date understanding of curriculum and teaching methods, with subject curricula chosen carefully, which usually translates into clearer sequencing, fewer gaps, and better retrieval of knowledge for small children.

Reading is a clear pillar. The school describes a “reading for pleasure” culture, backed by a library, classroom reading areas, ongoing investment in books, and a Book Swap Shed that is open daily. The practical implication is that reading becomes visible and habitual, not only something done in phonics lessons.

Because Garrick Green is an infant school, the main transition question is Year 2 to junior school. Some families will already have a preferred junior pathway in Old Catton and the wider Norwich area, while others will be weighing practicalities such as siblings, travel time, and whether a larger junior setting feels right.

The school’s best “destination” indicator is the strength of the Year 2 handover. Families should ask how transition information is shared, whether the receiving junior school visits, and how support is put in place for children who find change difficult. For pupils with additional needs, it is also sensible to ask how support plans and external agency input are carried forward so that progress is not disrupted.

Demand looks meaningfully higher than places. For the main Reception entry route, there were 100 applications for 29 offers, which equates to roughly 3.45 applications per place. That is consistent with an oversubscribed picture rather than a school that regularly has spare capacity.

Norfolk’s coordinated admissions timeline for September 2027 entry is clearly published. For Reception entry in September 2027 in Norfolk, applications close on 15 January 2027, with offers issued on 16 April 2027.

If you are considering a later move (in year admission), waiting list handling and mid year movement will typically follow the local authority process, with the school applying its published admissions arrangements.

Practical tip: if you are applying for a competitive local school, it is worth using FindMySchool’s Map Search to understand how your address compares with typical allocation patterns in your area, then double check the local authority’s rules for how distance is measured.

At infant stage, the most important pastoral signals are behaviour consistency, emotional regulation support, and whether staff know children well. Inspection evidence points to positive relationships, pupils feeling happy in school, and routines that help children learn independence quickly, which is often the foundation for good behaviour.

Safeguarding culture is also a key consideration. The school’s safeguarding documentation sets out the expectation that child protection is central to policy and practice, with detailed record keeping and clear processes.

For families with children who need extra support, the school publishes SEN information that references nurture support and specific interventions, and also describes working closely across a small group of partner schools within the trust for shared leadership and specialist capacity.

Wraparound is a concrete part of provision here, branded as Green Dragons. Breakfast club runs 7:30am to 8:30am and after school club runs 3:00pm to 6:00pm, with published session prices and sibling rates. This is especially helpful for families balancing childcare and commuting.

The school also makes reading culture practical and visible, not only via the library but through the Book Swap Shed approach. It is a simple idea that can have a big effect, because it keeps books moving through homes and reduces friction for families who are building a bedtime reading habit.

Community involvement looks established. Friends of Garrick Green (FOGG) has been running since 2007 and is active across fundraising events including fairs, competitions, and film clubs, plus second hand uniform sales and pop up shops. That matters because it often funds the extras that make infant school memorable, author visits, book week resources, or enrichment days.

The published school day runs from 8:30am opening, with registration at 8:40am, and a 3:00pm finish, meeting a 32.5 hour week structure.

For families relying on childcare, Green Dragons breakfast and after school provision extends the day significantly, which can reduce the need for separate childminders.

In transport terms, the school is in Old Catton, north of Norwich, so many families will be walking, scooting, or driving short local routes. If you are planning a move, it is worth doing a trial journey at drop off time, as local traffic patterns can change sharply around schools.

• Competition for Reception places. Demand is higher than supply, with around 3.45 applications per place in the most recent published entry route figures. Be realistic about back up options, and submit an on time application.

• Infant only structure. The school ends at Year 2, so you will face a junior transfer relatively early. For some children this is a smooth step up; for others, the change of site and staff can feel big. Ask how transition is handled.

• Leadership model can be confusing at first glance. The school uses an Executive Head Teacher and Head of School structure. Clarify who your day to day point of contact is for pastoral issues, SEND queries, and urgent matters.

• Costs beyond the “free” school place. This is a state school with no tuition fees, but wraparound care has published session charges, and there may be optional costs like trips or clubs.

A well organised local infant school that prioritises happy, confident early learners and practical support for families, particularly through strong wraparound provision and an explicit reading culture. Best suited to families in and around Old Catton who want a structured, caring start to Reception and a school that takes early literacy and independence seriously. The main challenge is admission, so plan early and keep alternatives in mind.