Hartsfield Junior Mixed and Infant School Review 2026: High-performing Baldock primary with strong KS2 outcomes

This is a high-performing primary by outcomes. In FindMySchool’s ranking for primary performance, Hartsfield is ranked 940th in England and 1st locally (Baldock), placing it well above the England picture, in the top 10% bracket. These are proprietary FindMySchool rankings based on official data.

Key Stage 2 outcomes (2024) are consistently strong:

• Expected standard in reading, writing and maths: 88% (England average 62%)

• Higher standard (greater depth) in reading, writing and maths: 39.33% (England average 8%)

• Reading scaled score: 108

• Mathematics scaled score: 109

• Grammar, punctuation and spelling scaled score: 110

• Expected standard in maths: 93%

• Expected standard in reading: 90%

• Expected standard in grammar, punctuation and spelling: 86%

• Expected standard in science: 95%

For parents, the “shape” of these results matters as much as the headline. High expected-standard rates across reading and maths, paired with a large higher-standard proportion, usually indicates secure whole-cohort teaching, not just a small top set pulling up the average. Strong scaled scores reinforce that picture.

Where the school is still pushing is writing. The current direction is to improve consistency in spelling, punctuation and grammar application across subjects, particularly for older pupils who have gaps. That is a common challenge even in strong schools, because writing quality depends on sustained expectations across the whole curriculum, not just English lessons.

Parents comparing local schools can use the FindMySchool Local Hub page to view results side-by-side using the Comparison Tool, particularly helpful in areas where several primaries feed into the same secondary options.

The inspection evidence points to an ambitious curriculum that has been deliberately sequenced, with particular strength in mathematics and reading. Early reading is treated as a priority from the start of school, with a clear “keep up” approach if pupils begin to fall behind.

For many families, the practical question is how well a school teaches beyond its strongest subjects. Here, the curriculum narrative is broad: pupils learn about different ways of life through selected texts, and there is a stated emphasis on developing vocabulary and cultural understanding. The school also describes cultural enrichment as exposure to unfamiliar experiences, framed as part of long-term success.

Teaching quality is described as clear in explanation, with generally effective checking of what pupils know. The development area is sharper diagnosis of specific knowledge gaps in some cases, so teaching can be better targeted for next steps. In plain terms, pupils are doing well overall, but a small proportion could do even better with tighter, more precise teaching adjustments at the point of need.

SEND support is positioned as integral rather than separate. Staff are described as having the information needed to support pupils with SEND, with systems being refined to identify additional needs and match support more precisely. That “refinement” wording is worth noting: it suggests an established approach that is being improved, rather than something newly introduced.

As a primary, the core transition is into local secondary schools at the end of Year 6. The school clearly runs structured transition activities, including a dedicated transition day referenced in school communications, and it has active links with local partners for sport and family support.

What is not routinely published is a destination breakdown, for example which secondary schools pupils attend in what numbers. In practice, most Hertfordshire primaries feed into a small cluster of nearby secondaries, with some families choosing faith or selective routes depending on preference and eligibility. If secondary choice is a key factor for you, it is sensible to confirm likely destination patterns directly with the school, and to check transport times, because these can materially affect family routines.

Hartsfield is a Hertfordshire community primary and follows Hertfordshire County Council’s coordinated admissions process for Reception entry.

Demand is real. In the latest published admissions results, 91 children applied for 60 offers, a ratio of 1.52 applications per place, and the intake is marked as oversubscribed. First preferences also slightly exceeded the number of first-preference offers. Put simply, it is not an “easy in” option at the point families apply.

For 2026 entry, Hertfordshire’s published timeline shows:

• Online system opens: 03 November 2025

• Open events: typically November to December

• Deadline to apply: 15 January 2026

• National allocation day: 16 April 2026

• Continuing interest activity runs from mid to late April, with an acceptance deadline around late April.

If you are planning ahead for later years, assume a similar calendar pattern, with the key deadline in mid-January and offers in April, then confirm exact dates for your child’s cohort on the Hertfordshire admissions pages.

Parents should use the FindMySchool Map Search to check their home-to-school distance and understand how realistic a place is based on your address, particularly in years where demand rises.

Pastoral strength is a defining feature in the official evidence. Pupils are described as feeling safe, listened to, and supported when worries arise, with behaviour meeting high expectations in lessons and during social times.

The school also uses a structured emotional regulation approach. Zones of Regulation is used across the whole school to help pupils recognise and manage emotions, with guidance shared for families who want consistent language at home. This is not a silver bullet, but when it is implemented consistently, it can make a noticeable difference to day-to-day classroom readiness, especially for children who find transitions, friendships, or sensory overload challenging.

Safeguarding is described as effective.

The extracurricular programme is more specific than many primary schools publish, and it is organised across lunchtimes and after school. In Spring Term (first half) 2026, named opportunities included:

• Popdance (Years 1 and 2)

• Creative Chefs (Years 1 to 5)

• Multisports (Year 3, Year 2, Year 4)

• Labtots (Years 1 to 3)

• Computer Xplorers (Years 3 to 6)

• Art Explorers (Years 1 to 6)

• Little Linguists (Years 1 and 2)

• Team sports including Year 6 netball, Year 5 boys football, and Year 5 and 6 girls football

• Stagecoach sessions in the late afternoon and evening slot listed on the club timetable.

The implication for families is twofold. First, there are enrichment options that cover creative arts, STEM, languages, and sport, rather than only one pillar. Second, the structured nature of the timetable makes it easier to plan around working patterns, especially when combined with breakfast and after-school provision.

Community links are also emphasised. The school has an active parent association, Friends of Hartsfield, which exists specifically to run events and raise funds to enhance pupil experience.

The school day runs 08:50 to 15:20, with doors opening at 08:45.

Wraparound care is available on site via an external provider. Breakfast club runs from 07:40 on school days in term time, and after-school provision runs until 17:45 Monday to Friday during term time.

This school does not have nursery provision, so the main entry point is Reception.

For travel, the practical reality is that most families walk, scoot, cycle, or do short local drives. Parking pressure at drop-off is typical for a school of this size, so if you will be driving regularly, it is worth checking the immediate approach routes at the times you would actually travel.

• Competitive Reception entry. Recent figures show 91 applications for 60 offers, and the intake is classed as oversubscribed. If you are relying on a place, apply on time and understand the local authority’s criteria.

• Writing is the improvement priority. The direction of travel is clear, particularly around spelling, punctuation and grammar consistency across subjects for older pupils. Families with a child who finds writing hard should ask how support is delivered day-to-day, not only in English lessons.

• Leadership transition risk, and opportunity. Evidence suggests the school is preparing for headship change after a long period of stable leadership. Transitions can bring new energy, but also changes in routines, staffing structures, and priorities.

• Large-school experience. With around 410 pupils on roll and capacity of 420, it suits children who like social breadth. Some pupils prefer smaller settings with fewer parallel classes and less busy movement at peak times.

Hartsfield Junior Mixed and Infant School offers a strong combination for families who want a state primary with consistently high Key Stage 2 outcomes, clear routines, and a caring culture that pupils respond to well. The extracurricular timetable is unusually well-specified for a primary, and wraparound provision is clearly structured, which helps working households.

Who it suits: families seeking strong academic foundations in reading and maths, a large and socially varied cohort, and an organised school day with accessible clubs and on-site wraparound care. The biggest constraint is securing a place at Reception in more competitive years.