Riverhead Infants' School Review 2026: Nurture-led early years, strong phonics, high demand

Infant schools sit in a slightly different results landscape to primary schools with Year 6 outcomes, so the most useful indicators are early years development, phonics, and teacher assessment at the end of Key Stage 1.

In the school’s published 2022 to 2023 summary, 77.5% of children achieved a good level of development by the end of the Early Years Foundation Stage, above the Kent figure of 68.3% and the England figure of 67.3%.

Phonics is a clear strength in Year 1. In 2022 to 2023, 92.1% met the expected standard in the phonics screening check, compared with 77.2% in Kent and 79% across England. This matters because strong phonics performance usually shows up in reading confidence, independent book choice, and a smoother transition into wider curriculum reading in Year 2.

At the end of Key Stage 1 teacher assessment in 2022 to 2023, the school’s expected standard figures were above Kent and England in reading and maths. Reading was 87.5% at the expected standard, compared with 69.1% in Kent and 68.3% in England, with 35.2% at greater depth. Maths was 84.1% at the expected standard, compared with 71.2% in Kent and 70.5% in England, with 30.7% at greater depth. Writing was closer to local and England comparators at the expected standard, with a lower greater depth figure, which is not uncommon in Key Stage 1 where writing moderation is demanding and fine-motor development varies widely at this age.

A useful nuance for parents is the Year 2 phonics re-take figure. The same summary shows 37.5% meeting the expected standard for the re-take group, below Kent and England. This does not contradict the strong Year 1 headline, but it does suggest that the smaller cohort who miss in Year 1 may include children who need sustained, multi-term intervention rather than a quick catch-up.

If you are comparing local options, the FindMySchool Local Hub comparison tool can help you line up early years and Key Stage 1 indicators side-by-side, which is often more revealing than a single headline grade.

The curriculum intent is unusually explicit for an infant setting. The school describes inclusion as central, and links its day-to-day teaching to four named values, Love of Learning, Belonging, Independent Thinking, and Determination. The most important practical detail is the stated emphasis on teaching basic skills “well taught and embedded” to prepare children for Key Stage 2. For parents, that reads as a school that is thinking ahead to junior school expectations, not just the next half-term.

Early reading is supported by a clear phonics choice. The school points parents to Little Wandle Letters and Sounds, and backs this up with parent meeting materials and guidance on supporting phonics at home. That matters because consistency between school and home is often the difference between a child who can decode confidently and one who becomes reluctant.

Maths is also treated as a partnership with parents, with workshop materials and meeting notes for different year groups. At infant age, the best maths teaching tends to be concrete and language-rich, number bonds, patterns, and reasoning explained aloud. The presence of structured parent resources is a useful sign that the school is trying to align vocabulary and methods across classrooms and households.

Alongside core learning, the school builds emotional literacy into the daily experience. The whole-school wellbeing approach lists strategies such as Zones of Regulation, worry boxes, nurture ambassadors, and targeted interventions like Draw and Talk. These are specific tools children can recognise and use, which is often more helpful than generic messages about being kind.

Because Riverhead Infants’ ends at Year 2, transition planning is a major part of the “what next” question for families.

The school describes a close link with the linked junior school, Amherst, which is just across the road, and notes that the schools share sibling admissions procedures. It also highlights joint events designed to build familiarity early, including creative projects and an Easter Bonnet competition, plus practical contact through a lunchtime board games club supported by older children from Amherst. The implication is that pupils who move on locally are not making a cold start, they are likely to recognise routines, spaces, and older pupils.

For families considering a different junior school, the key practical step is to confirm the route and criteria with Kent County Council and, if needed, review the relevant admissions documentation for your chosen destination.

Reception admission is coordinated by the local authority, rather than applying directly to the school. The published admission number is 90 per year group, and places are allocated using a standard set of priorities, including looked-after children, sibling links, health or access reasons, and distance from home to school.

Competition is real. In the most recent, 205 applications resulted in 90 offers for the Reception intake. The ratio of applications to places is 2.28, meaning there were a little over two applications for every place, and the first-preference ratio indicates that demand includes a significant number of families who are actively targeting the school rather than adding it as a backup. For parents, the practical implication is that a strong preference alone is not enough, you need to understand the distance dynamics in your year.

For September 2026 entry, the school publishes specific application dates, applications open on Friday 7 November 2025 and close on Thursday 15 January 2026. The Kent primary admissions guide confirms National Offer Day as Thursday 16 April 2026, with accept or refuse decisions due by Thursday 30 April 2026.

In-year admissions are handled via a waiting list process, with the school asking families to contact the office and complete an in-year form. The key point for parents is that in-year movement can be limited, especially in popular year groups, so start early and keep your details up to date.

Pastoral work is a visible pillar here, and it is unusually detailed in how it is described. The school’s whole-school approach lists multiple layers: universal strategies in every classroom, targeted lunchtime and wellbeing clubs, and interventions for pupils who need additional help.

The nurture structure is particularly relevant for infant-aged children. Nurture Nooks provide a predictable calm-down space, and Treetops is used for nurture groups that explicitly teach friendship skills, turn-taking, listening and speaking, and managing emotions. The process is described as short-term and focused, which tends to work well in infants, because long interventions can feel like a label rather than support.

Family support is also clearly signposted. The school notes access to a qualified school Emotional Wellbeing Practitioner through the NHS, based in school once a week, with the focus on supporting staff and parents rather than direct work with children. Parents can self-refer, and the school also points families to external agencies. For parents, the takeaway is that you are not expected to manage everything alone, and support is framed as normal rather than exceptional.

The school was awarded the National Nurturing School Award in June 2024, which aligns with the depth of nurture practice described across the site.

For a school that ends at Year 2, enrichment needs to be age-appropriate and accessible. The published clubs list includes Book Club, Choir Club, Football Club, French Club, Mandarin Club, Multi Sports Club, Rugby and Rounders Club, and Spanish Club. That combination is telling. It suggests the school is not treating languages as a once-a-year theme, but as a repeated opportunity for interest and exposure, while still keeping the bread-and-butter sport options that many families want.

The wellbeing strand extends into lunchtime and club life too. The whole-school approach lists a Lunchtime Wellbeing Club and a Happy Me wellbeing club. For some pupils, especially those who find the playground overstimulating, structured lunchtime options can make the difference between a happy day and a day spent bracing for breaktime.

Outdoor learning is another distinctive feature. Forest School sessions are described as hands-on experiences in nature designed to support curiosity, creativity, and social development. The benefit is not only physical. For many children, outdoor tasks create a lower-pressure route into communication and teamwork than a table-based activity.

The longstanding link with the junior school adds a further layer, with joint activities and the board games club supported by older pupils. That is enrichment with a transition function, children gain skills, and they also start to feel comfortable with the next stage.

The school publishes precise timings. Breakfast Club opens at 7.50am and runs until 8.50am in term time. The school day runs from registration at 8.50am to gates closing at 3.25pm, totalling 32½ hours per week. There is also an after-school provision from 3.15pm to 6.00pm in term time, with the note that it does not run on the last day of each seasonal term.

Assemblies are structured across the week, including whole school assembly on Monday, singing assembly on Thursday, and celebration assembly on Friday.

For visits, the school indicates that tours for the September 2027 intake will start in September 2026, with dates expected to be published in July 2026, and it flags that the on-site car park is predominantly for staff and usually full. For parents, that is a practical prompt to plan parking and timing carefully on visit days.

• High competition for Reception places. The most recent Reception entry results shows 205 applications for 90 offers, so admission is competitive. If you are relying on proximity, treat your distance as a probability, not a promise.

• It is an infant school, so transition happens earlier than many families expect. The school ends at Year 2, which means you will be thinking about junior school arrangements while your child is still very young. The close link with Amherst will suit many families, but it is still a transition point to plan for.

• Writing depth at Key Stage 1 is an area to watch. In 2022 to 2023, the greater depth figure for writing is lower than the reading and maths equivalents. That will not matter for every child, but if your child is already reluctant to write or has fine-motor challenges, ask how handwriting, stamina, and composition are supported across Reception to Year 2.

• The Year 2 phonics re-take result suggests some pupils need sustained support. The re-take expected standard figure in 2022 to 2023 is below local and England comparators. If your child has speech, language, or reading needs, ask what catch-up looks like in practice, including how it integrates with the nurture approach.

Riverhead Infants’ School reads as a thoughtful, well-organised infant setting with a clear nurture identity and strong early reading outcomes, particularly in Year 1 phonics. A structured wellbeing approach, a dedicated nurture room, and the June 2024 National Nurturing School Award point to a pastoral strategy that is implemented in daily routines rather than left as aspiration.

Best suited to families who want a calm, emotionally literate start to school, alongside a strong phonics programme and clear routines, and who are comfortable planning for the junior school transition from an early stage.