Schools & FE · Report card

Greenfields Junior School

Inspected 14 Jul 2026 · published 21 Sept 2026 · URN 116071

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Summary

No overall grade in this frameworkSafeguarding met

Anneka Fisher (lead), Christian McGuinness, Neil Pilsworth

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
14 Jul 2026
Inspectors verified
Anneka Fisher, Christian McGuinness, Neil Pilsworth
Postcode verified
RG27 8DQ
Name on report verified
Greenfields Junior School
Safeguarding verified
Met
URN verified
116071

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+74Very positivemore positive than 52% of reports of this type

In line with other reports of this type.

Praisehighly effectivevery wellhigh expectationsconsistentlythriveeffectivepositiveimproved

Criticismgapsnot yetconcernsdeclinedpersistent absencepersistently absentnot securenot consistent

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1339w+70
Leadership252w+89
Safeguarding51w−11
What needs to improve32w+39

Strengths

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Concerns

Quoted from the report. Tap to see it on the page.

No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance33
“Governors are skilled and knowledgeable.” p.4
SEND & inclusion12
“Inclusive practices are embedded and highly effective.” p.4
Curriculum11
“However, this is not yet consistent across all subjects and year groups.” p.4
Teaching & assessment8
“Leaders should ensure that assessment strategies are used to inform teaching consistently well.” p.5
Attendance8
“Persistent absence has declined.” p.3
Wellbeing & mental health8
“The sensory space and therapy dog provide social and emotional support.” p.2
Progress & outcomes8
“Staff have high expectations for what pupils can achieve.” p.2
Behaviour7
“Staff reinforce high expectations and routines consistently.” p.3

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,674; about usual (typical 1698)
Reading level: Hard; Flesch 42, typical 43
Average sentence: 10 words
Next steps: 3; typical 3
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 49%Leadership 9%Safeguarding 2%What needs to improve 1%About the inspection 39%

Full report text

Greenfields Junior School

Address: Green Lane, Hartley Wintney, Hook, Hampshire, RG27 8DQ Unique reference number (URN): 116071

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Inclusion Strong standard

This is a highly inclusive school. Leaders are ambitious for all pupils, including those who are disadvantaged or have special educational needs and/or disabilities. Staff have high expectations for what pupils can achieve. Leaders identify pupils’ needs systematically. Their approach is informed by a wide range of information. They work closely with parents and carers, pupils and external agencies to understand barriers to learning.

p.2

Inclusion Strong standard

Leaders implement strategies to remove barriers to learning consistently well. The strategies are sharply aligned to pupils’ changing needs. Classroom adaptations are supplemented with a programme of interventions. For example, pupils benefit from practical outdoor learning in the school’s Forest Lodge provision to support social skill development. The sensory space and therapy dog provide social and emotional support. Alternative provision is used appropriately. Pupils known to social care are closely monitored and supported. Leaders are flexible and responsive to pupils’ changing needs. They adapt provision seamlessly in response to their own monitoring and review.

p.2

Inclusion Strong standard

Disadvantaged pupils are supported highly effectively. The pupil premium strategy is robust. Funding is used effectively to reduce barriers. Leaders monitor the impact of their work closely through personalised plans. Staff implement strategies with precision. Leaders ensure that they are well equipped to do this. They provide staff with a comprehensive programme of training.

p.2

Personal development and wellbeing Strong standard

Pupils, including those who are disadvantaged or have special educational needs and/or disabilities, are very well prepared for life beyond school. The personal development and wellbeing programme is extensive and carefully matched to pupils’ needs. Leaders ensure that all pupils can participate and benefit fully.

p.2

Personal development and wellbeing Strong standard

Pupils have a detailed understanding of the curriculum. They explain how to stay safe online and offline. Pupils describe the ‘ingredients’ of healthy and unhealthy relationships, such as a teaspoon of kindness, confidently. The ‘ask it basket’ enables pupils to receive answers to questions about body changes and puberty.

p.2

Personal development and wellbeing Strong standard

Pupils develop a secure understanding of British values. They link these to the school’s respect values that they sing proudly. Pupils know how the school values help them to prepare for life in modern Britain.

p.2

Personal development and wellbeing Strong standard

Pastoral support is highly effective. Pupils get what they need to thrive through a tiered system of support. Pupils benefit from universal provision such as daily emotional check-ins. Targeted interventions provide more specialist support. For example, pupils benefit from emotional literacy groups, counselling and therapeutic approaches. Leaders track the impact of the provision closely.

p.2

Personal development and wellbeing Strong standard

The extra-curricular offer is extensive. Pupils develop talents and interests in sports, music and the arts. The offer is responsive to pupils’ emerging needs. For example, confidence

p.2

Expected standard

club was launched to help pupils build resilience and manage emotions. Leadership opportunities are plentiful. Pupils’ voices are heard through the school newspaper. They are agents of environmental change through the school’s ‘Clean Oaks’ group.

p.3

Expected standard

Pupils are highly inclusive. They respect diversity. Pupils lead a programme of assemblies to help their peers understand disabilities, faiths and cultures. Pupils recognise that some of their peers need more help than others to be successful. They say that race, religion or need do not matter. Everyone is treated the same. Everyone is a friend.

p.3

Achievement Expected standard

Pupils are well prepared for their next steps. Pupils’ achievement in statutory tests is broadly in line with national averages, including for those who are disadvantaged. Leaders’ work to improve the quality of the curriculum and teaching is having a positive impact on pupils’ outcomes.

p.3

Achievement Expected standard

Pupils develop foundational skills in English and mathematics appropriately. Pupils with gaps in their learning are catching up. For some, this is rapid. Some pupils’ transcriptional skills in writing are less secure. Leaders are taking appropriate action to address this. Pupils with special educational needs and/or disabilities make progress from their starting points. Precise adaptations and adjustments to learning enable these pupils to thrive.

p.3

Achievement Expected standard

Pupils develop knowledge and understanding across the wider curriculum appropriately. In some subjects, this is more detailed than in others. For example, pupils in Years 5 and 6 have a comprehensive understanding of their learning in geography. However, their use of vocabulary in some subjects across the wider curriculum is not as well developed.

p.3

Attendance and behaviour Expected standard

Leaders are committed to improving attendance. As a result, pupils’ attendance has improved over time. Overall attendance is now above the national average. Pupils who are disadvantaged or have special educational needs and/or disabilities attend more regularly. Persistent absence has declined. Leaders analyse attendance information carefully. They set targets that are closely monitored. Leaders focus on universal and personalised strategies to bring about improvement. For example, leaders have improved the curriculum and teaching so that it is more sharply aligned to pupils’ needs. Individual pupils are supported by strategies such as toast time, the school therapy dog and lunchtime clubs.

p.3

Attendance and behaviour Expected standard

Pupils behave very well. Leaders’ approach is underpinned by warm relationships and an inclusive culture. Staff reinforce high expectations and routines consistently. The school's respect values are embedded. Pupils concentrate during lessons. They engage with learning positively. Occasionally, pupils become distracted when the pace of learning slows or when teaching input and pupils' tasks extend for too long. Staff provide support and adjustments where pupils need help to behave well. Pupils with the highest level of need receive targeted interventions. This enables them to learn successfully alongside their peers. Social times are joyful. Pupils play well with their peers. Bullying and discrimination are not tolerated. Leaders take swift action to address incidents when they occur.

p.3

Curriculum and teaching Expected standard

The curriculum is broad, balanced and carefully sequenced. It is underpinned by a focus on the environment and sustainability. Pupils benefit from these aspects of the curriculum. Teaching is effective. Staff model learning accurately. They have the knowledge and expertise to break learning into small steps. Staff use a range of assessment strategies to check pupils’ understanding and inform their teaching. However, this is not yet consistent across all subjects and year groups.

p.4

Curriculum and teaching Expected standard

Staff develop pupils’ speaking and listening skills consistently well. Vocabulary is taught explicitly. Opportunities for talk are targeted and purposeful. Pupils in Year 4 use the 'fishbowl' technique to develop speaking and listening skills. Pupils in Year 5 use sentence stems to structure their responses to questions.

p.4

Curriculum and teaching Expected standard

Foundational skills of English and mathematics are prioritised. Pupils with gaps in their learning are supported to catch up quickly. Leaders are taking appropriate action to improve the quality of pupils’ transcriptional skills in writing. However, this is not yet fully embedded.

p.4

Curriculum and teaching Expected standard

Pupils with special educational needs and/or disabilities receive adaptations that are sharply aligned to their needs. Staff implement these skilfully to remove barriers to learning. Pupils benefit from targeted interventions where required. For example, the Forest Lodge provision helps pupils to access learning in an outdoor environment.

p.4

Leadership and governance Expected standard

Leaders are effective. They have a detailed understanding of the school and high expectations for what all pupils can achieve. Leaders self-evaluate accurately. They develop strategic plans that are sharply aligned to pupils’ needs. Where leaders focus their attention, there is a positive impact. For example, attendance is improving. Inclusive practices are embedded and highly effective.

p.4

Leadership and governance Expected standard

Governors are skilled and knowledgeable. They share leaders’ vision for the school. Governors fulfil their statutory duties consistently well. Their understanding of safeguarding is comprehensive. They monitor the impact of leaders’ work to support disadvantaged pupils and those with special educational needs and/or disabilities closely. Governors provide appropriate support and challenge. They act in the best interests of pupils consistently.

p.4

Leadership and governance Expected standard

Leaders consider workload and wellbeing carefully. They take practical steps to support staff. The wellbeing governor oversees this work. Professional learning is aligned to the school’s development plan. It is effective at building expertise over time. Leaders ensure that all staff can participate. For example, support staff receive half-termly ‘aspiring high’ sessions to develop their practice. As a result, staff feel well supported. They are proud to work at Greenfields.

p.4

Leadership and governance Expected standard

Leaders form productive relationships with parents and carers, external agencies and the wider community. They build connections through workshops, coffee mornings and events. Parents praise the school’s kind, caring and approachable staff. The school is an integral part of the community. The school hosts a village park run, further strengthening its outreach. Pupils lead aspects of the village festival. Charitable work supports local and national organisations.

p.4