Rogate CofE Primary School Review 2026: Small village primary with strong outdoor learning and calm culture

Published key stage 2 performance metrics are not available to present here, so the best evidence on standards and learning comes from how the curriculum is described, how reading is prioritised, and what is said about pupils’ preparedness for the next stage.

In the most recent inspection report (an ungraded inspection carried out because the school was previously judged Good), the curriculum is described as being adapted effectively for mixed age classes, and delivered well overall. In most subjects, staff are said to have strong subject knowledge, introduce new learning clearly, and use resources effectively so pupils understand new concepts. This matters in small schools where teachers can be covering multiple subjects across a wider age range; consistency of subject knowledge is a common pressure point.

Reading is clearly positioned as a priority. The report states that staff are skilled at delivering the phonics programme and that pupils practise reading with books closely aligned to the sounds they are learning, supporting fluency and confidence. For parents of early readers, that alignment is one of the practical indicators that systematic early reading is being implemented carefully rather than loosely.

There is also a helpful note of realism: the inspection identifies that in a small number of wider curriculum subjects, some staff are not as confident delivering the school’s newer curriculum, and this can affect the precision of activity choices and vocabulary. The implication is not that teaching is weak, but that leaders are still in a refinement cycle, building staff confidence so curriculum intent is consistently realised across every subject.

Mixed age classes are a defining feature of the learning model here. The latest inspection explicitly notes that the curriculum has been adapted effectively for mixed age teaching and continues to be refined. In practice, families should expect teaching to rely on careful sequencing, strong routines, and a lot of scaffolding so younger pupils can access shared topics while older pupils deepen and extend.

Outdoor learning is a genuine strand, not an occasional enrichment day. The school’s own information highlights conservation and Forest School areas used by all year groups, and federation teaching guidance notes access to woodland and trained Forest School practitioners. The educational implication is breadth of curriculum experience: practical science, geography, teamwork, and personal development through managed risk, alongside the classroom curriculum.

Support for pupils with special educational needs and disabilities is described as proactive. The most recent the school works closely with parents, carers and external professionals to identify needs, and provides extra support such as intervention sessions to close gaps in knowledge. For a small school, that sort of early identification and partnership working is particularly important because specialist staff capacity is usually limited, so systems have to be efficient and well used.

Faith shaped education is also part of teaching and learning rather than separate from it. The SIAMS report describes religious education as relevant and challenging, with reflection embedded, and indicates that partnerships through the federation and parish enhance pupils’ experience. If faith matters to your family, the implication is coherence; if it does not, the more important question is whether the culture feels inclusive, and the inspection narrative repeatedly describes inclusion and respectful learning about different traditions.

For a primary school, transition matters as much as raw results because it tells you how well pupils leave prepared academically, socially, and emotionally.

The most recent inspection states that expectations for behaviour and learning are high from the early years and that pupils are well prepared for the next stage of their education. That is the key phrase parents should pay attention to, because it suggests leaders are thinking beyond Year 6 and shaping habits that transfer into secondary routines.

The school’s own information also references strong relationships with local secondary schools, which is a practical positive for transition work such as shared events, visits, and information handovers. In small village schools, those relationships often compensate for smaller peer group size by widening social experience before transfer.

This is a state school with no tuition fees. Admissions for Reception entry are coordinated through the local authority route, and the West Sussex primary admissions timetable for September 2026 entry is clear: applications open on 06 October 2025 and close on 15 January 2026, with offers communicated on 16 April 2026.

Demand is meaningful even with small numbers. Recent admissions data indicates 18 applications for 5 offers at the main entry point, which is around 3.6 applications per place, and the school is recorded as oversubscribed. In a small school, even single digit changes year to year can move the needle, but the implication is still clear: it is sensible to treat entry as competitive rather than assumed.

A practical note for Church of England schools: voluntary controlled primaries typically sit within local authority admissions arrangements rather than running their own faith based admissions process, but families should still read the current arrangements carefully because details such as sibling priority, catchment wording, and distance measurement can materially affect outcomes.

The single strongest pastoral signal from formal inspection evidence is the language used on safety, relationships and belonging. Pupils are described as happy, feeling safe, and benefiting from warm relationships with staff. In a small primary, this is not just a feel good statement; it often translates into quicker identification of worries, more consistent follow up, and fewer children slipping under the radar.

Behaviour is described in unusually strong terms, and the mechanism matters: values are understood across the school and used to shape daily life and how pupils treat each other. That is the kind of culture that supports learning time as well as wellbeing because teachers spend less effort firefighting and more time teaching.

Wellbeing also shows up in the federation narrative through workload and staff support. The inspection notes redistributed responsibilities across the federation and a positive impact on staff workload and wellbeing, alongside professional development. Staff stability is not a headline parents always notice, but it is closely linked to consistency of routines and behaviour expectations for pupils.

Safeguarding is confirmed as effective in the latest inspection documentation.

Small schools can be either limited or brilliantly inventive. The evidence here supports the second interpretation, with enrichment described as a genuine feature of school life.

The most recent inspection describes pupils benefiting from enriching experiences including sporting competitions and after school clubs, and it highlights leadership roles such as school council and eco council. Those roles matter because they give pupils responsibility in a setting where every pupil can realistically hold a position over their time at the school.

Educational visits are also a concrete part of the experience. The inspection explicitly references a visit to Fort Nelson Museum connected to learning about the Second World War, which is a good example of curriculum work being brought to life through a trip that anchors classroom knowledge in a real context.

Outdoor learning is likely to be a regular rhythm rather than an occasional treat. The school’s own information refers to Forest School areas used across year groups, and uniform guidance expects Forest School kit such as wellington boots to be available in school. The implication for parents is practical: children will get muddy, they will need kit that can handle it, and the learning experience is designed with that reality in mind.

A final, highly specific signal comes from the school’s parent community fundraising priorities, which have included investment in a Forest School area, play equipment, reading books, and classroom resources. In small schools, PTA spending often reveals what the community values, and here it points strongly towards reading, outdoor provision, and shared spaces.

The published school day outline indicates a 15:10 finish, with lunch taken as a whole school in the hall. This suits families who value a shared community routine, and it is typical of smaller primaries where communal dining is feasible.

Wraparound care is available. A published federation page lists breakfast provision from 07:45 until the school day begins, and after school provision running to 18:00 Monday to Thursday and to 16:15 on Friday, with session pricing listed. Parents should still check the latest provider arrangements before relying on specific timings, but the key point is that wraparound exists, which is often the deciding factor for working families.

Given the rural setting, school run logistics are likely to be car heavy for many families, although some will be able to walk from the immediate village. If transport is a major constraint, it is worth mapping your typical journey time at peak drop off and pick up because small lane approaches can behave very differently at school times compared with the rest of the day.

• Small school dynamics. A close community can feel reassuring, but it also means friendship groups are smaller and parents will see the same families regularly. Children who prefer a very wide peer group may find the scale limiting.

• Admissions competitiveness. Recent entry data indicates the school is oversubscribed, with around 3.6 applications per place at the main entry point. That level of competition can make outcomes feel uncertain, particularly if you are new to the area.

• Curriculum consistency in every subject. The most recent inspection identifies that a small number of wider curriculum subjects need further staff confidence so delivery is consistently strong across all areas. For most children this will not be a daily issue, but parents of pupils with particular passions may want to ask how subject expertise is developed across mixed age teaching.

• Outdoor learning expectations. Forest School and outdoor learning appear to be central, which many children love. It also means kit, weather readiness, and a willingness to get messy are part of the deal.

Rogate CofE Primary School looks like a small, well organised village primary with a calm culture, strong relationships, and a distinctive emphasis on outdoor learning. Behaviour and safety are described in notably confident terms in the most recent inspection evidence, and reading is clearly prioritised through a structured approach to phonics and book matching.

Best suited to families who want a close knit primary experience, value Forest School style learning as part of the week, and are comfortable with mixed age class structures. The main hurdle is likely to be admissions rather than what happens once your child has a place.