Greenfields Junior School

Greenfields Junior School is a highly inclusive and caring school where pupils are happy, attend well and behave very well. Safeguarding standards are met. The school is judged at the strong standard for inclusion and for personal development and wellbeing, and at the expected standard for achievement, attendance and behaviour, curriculum and teaching, and leadership and governance. Pupils benefit from extensive pastoral support, a broad extra-curricular offer and highly effective provision for pupils with special educational needs and/or disabilities. Staff know pupils well, and the school’s work to remove barriers to learning, including through Forest Lodge, the sensory space and the therapy dog, is a notable strength. Leaders are ambitious for all pupils, including disadvantaged pupils, and the pupil premium strategy is robust. Attendance has improved and is now above the national average, while persistent absence has declined. Pupils’ outcomes in statutory tests are broadly in line with national averages, with reading outcomes often above average. However, disadvantaged pupils’ combined reading, writing and mathematics outcomes, and their writing and mathematics outcomes specifically, remain below national averages and show a substantial gap compared with non-disadvantaged pupils nationally. Some pupils’ transcription skills in writing are less secure, and assessment is not yet used consistently well across all subjects and year groups. This was a full section 5 inspection of a school that has undergone significant change since its last inspection. The school is part of the Green Oaks Federation, and a new leadership team, including the executive headteacher appointed in September 2022, is now in place across the federation. Leaders have a detailed understanding of the school, governors provide appropriate support and challenge, and staff feel well supported. The next steps focus on making assessment consistently effective and continuing to improve pupils’ transcription skills in writing.

Strengths

• Highly inclusive school with ambitious leadership for all pupils, including disadvantaged pupils and those with SEND.
• Systematic identification of pupils’ needs, informed by strong work with parents, carers, pupils and external agencies.
• Effective strategies remove barriers to learning, including Forest Lodge, sensory space, therapy dog and appropriate alternative provision.
• Robust pupil premium strategy with close monitoring of impact through personalised plans.
• Extensive personal development and wellbeing programme carefully matched to pupils’ needs.
• Pupils develop strong understanding of online and offline safety, healthy relationships and British values.
• Highly effective pastoral support through a tiered system of universal and targeted interventions.
• Extensive extra-curricular offer with plentiful leadership opportunities.
• Pupils are highly inclusive and respectful of diversity.
• Pupils behave very well, with positive relationships and joyful social times.
• Attendance has improved and is above the national average, with persistent absence declining.
• Broad, balanced and carefully sequenced curriculum underpinned by environment and sustainability.
• Effective teaching with accurate modelling and learning broken into small steps.
• Strong speaking and listening development, with explicit vocabulary teaching.
• Pupils with SEND receive sharply aligned adaptations and make steady and sometimes rapid progress.
• Effective leadership with accurate self-evaluation and strategic plans aligned to pupils’ needs.
• Skilled governors fulfil statutory duties and provide appropriate support and challenge.
• Leaders consider staff workload and wellbeing carefully, and staff feel well supported.
• Productive relationships with parents, external agencies and the wider community.
• Pupils are very well prepared for their next steps and for life beyond school.

Areas for Improvement

• Assessment strategies are not used consistently well across all subjects and year groups.
• Some pupils’ transcription skills in writing are less secure, and improvement is not yet fully embedded.
• Disadvantaged pupils’ combined reading, writing and mathematics outcomes are below national averages over the latest three-year period.
• Disadvantaged pupils’ writing and mathematics outcomes show a substantial gap compared with non-disadvantaged pupils nationally.
• Vocabulary use in some wider curriculum subjects is not as well developed.
• Pupils occasionally become distracted when the pace of learning slows or when teaching input and tasks extend for too long.
• Pupils’ knowledge and understanding across the wider curriculum is more detailed in some subjects than in others.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Greenfields Junior School attended 95.0% of sessions (the national figure for primary schools was 94.8%). 11.4% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.0% of pupils at Greenfields Junior School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Greenfields Junior School had 19.5 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 8.9% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 8.3% of pupils at Greenfields Junior School were on SEN support (nationally 15.4%) and 4.0% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Greenfields Junior School received £6,218 and spent £6,122 for each of its 326 pupils. It ended the year with reserves of £244,000 (£749 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Hook · Hampshire local authority: places and applications

What is Greenfields Junior School's Ofsted rating?

The latest Ofsted rating for Greenfields Junior School is Expected standard, from an inspection in September 2026.

When was Greenfields Junior School last inspected by Ofsted?

Greenfields Junior School was last inspected in September 2026.

How many pupils does Greenfields Junior School have?

Greenfields Junior School has 326 pupils on roll.

What age range does Greenfields Junior School cover?

Greenfields Junior School for pupils aged 7 to 11.

What are Greenfields Junior School's SATs (KS2) results?

In 2025, 59% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Greenfields Junior School?

Greenfields Junior School is at Green Lane, Hartley Wintney, Hook, Hampshire, RG27 8DQ.