Mayhill Junior School

Mayhill Junior School is a good school overall, with personal development standing out as a particular strength. Pupils are warmly greeted, feel safe and valued, and benefit from a caring culture that knows every child by name. The school has woven enrichment, trips, performances and creative work through the curriculum, and pupils respond well to the high expectations and the 'Mayhill Habits'. Attendance is strong, safeguarding is effective, and pupils with SEND learn alongside their peers in inclusive classrooms. Leadership has undergone significant change since the last inspection, including a new headteacher and governing body chair. The new leadership team has made extensive curriculum changes, and assessment is now being used more effectively to identify and address gaps. Early impact is visible in pupils' work and recent national assessment outcomes. The school also serves a well-above-average number of service children and provides valued support for them. However, support for pupils with SEND is not consistent, and learning is not always adapted well enough to meet their specific needs. Previous weaknesses in the curriculum have left some pupils with gaps in knowledge, which hinders their progress and means some do not achieve as well as they could. On occasion, pupils can also become distracted when learning is less precise. The school must continue to close these gaps and ensure staff have the expertise to help all pupils, especially those with SEND, achieve well across the curriculum.

Strengths

• Warm, inclusive culture where staff know pupils well and pupils feel safe and valued
• Personal development is exceptionally strong, with rich enrichment, trips, performances and creative opportunities
• Pupils respond well to high expectations and the 'Mayhill Habits', showing respect and independence
• Classrooms are inclusive, with pupils with SEND learning alongside their peers
• Well-trained staff provide effective phonics and reading support for pupils who need it
• Pupils rarely miss a day of school and have a strong understanding of right and wrong
• Safeguarding arrangements are effective
• Leaders have made well-considered curriculum improvements and use assessment more effectively to identify gaps
• The school listens to its community and has created an inspiring environment, including reading spaces and outdoor areas

Areas for Improvement

• Support for pupils with SEND is not consistent, and learning is not always adapted to meet their specific needs
• Previous curriculum weaknesses have left some pupils with gaps in knowledge, hindering progress over time
• Some pupils do not achieve as well as they could because of those knowledge gaps
• Pupils can become distracted when learning is less precise
• Staff need the expertise to help pupils with SEND achieve well across the curriculum

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 Mayhill Junior School attended 96.1% of sessions (the national figure for primary schools was 94.8%). 7.0% 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, 1.3% of pupils at Mayhill 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 Mayhill Junior School had 20.7 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 8.6% 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, 11.0% of pupils at Mayhill Junior School were on SEN support (nationally 15.4%) and 5.9% 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 Mayhill Junior School received £6,720 and spent £6,729 for each of its 236 pupils. It ended the year with reserves of £182,000 (£769 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 Mayhill Junior School's Ofsted rating?

The latest Ofsted rating for Mayhill Junior School is Good, from an inspection in February 2025.

When was Mayhill Junior School last inspected by Ofsted?

Mayhill Junior School was last inspected in February 2025.

How many pupils does Mayhill Junior School have?

Mayhill Junior School has 236 pupils on roll.

What age range does Mayhill Junior School cover?

Mayhill Junior School for pupils aged 7 to 11.

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

In 2025, 63% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Mayhill Junior School?

Mayhill Junior School is at The Bury, Odiham, Hook, Hampshire, RG29 1NB.