Bournehall Primary School Review 2026: A one-form entry Bushey school with strong Key Stage 2 outcomes

A calm, community-focused primary in Bushey Heath that has been serving local families since it opened in September 1969, with Moatfield recreation ground and Bushey’s wider heritage sites nearby as part of the local setting.

The most recent Ofsted inspection (15 and 16 October 2024) graded all areas as Good, including early years provision. The same inspection confirmed that safeguarding arrangements are effective.

Leadership is now firmly under Mr Steven Wells, who took up the substantive headteacher role in October 2023. With a published admission number of 30 for Reception, it is a true one-form entry school, which shapes everything from routines to friendship groups.

This is a small-school model done intentionally. One-form entry tends to create a familiar feel because pupils move through the school in a single cohort, staff learn families quickly, and expectations can be held consistently across year groups. That can suit children who like predictability and close relationships, while still offering enough breadth for clubs, leadership roles, and a busy school calendar.

The school’s stated vision centres on the idea that there is no limit to learning, paired with a strong emphasis on a safe, happy environment where every member of the community is valued. That shows up most clearly in how pupil voice is treated. The inspection describes a structured “news and views” approach where pupils contribute ideas, and staff support older pupils to lead discussion with younger pupils involved too. The practical implication is that children who are keen to speak up, suggest improvements, or take responsibility are likely to find receptive adults and clear routes to contribute.

Behaviour expectations are clear and age-appropriate. Younger pupils are motivated through simple recognition systems, while older pupils are encouraged into real jobs that keep school life running, including ambassador roles and library monitoring. For many families, this is the type of structure that helps children feel secure and confident, especially when combined with consistent routines at the start and end of the day.

Bournehall’s Key Stage 2 outcomes place it above the England picture on the headline combined measure. In 2024, 85% of pupils reached the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 31% reached greater depth across reading, writing and mathematics, well above the England average of 8%.

The scaled scores reinforce that this is not a “one subject only” story. Reading averaged 108 and mathematics 105, with grammar, punctuation and spelling at 110. High-score rates are also notable in reading (45%) and grammar, punctuation and spelling (59%), suggesting a cohort profile with a substantial top end. Science sits closer to the national picture, with 81% meeting the expected standard (England average 82%).

On the FindMySchool rankings (based on official data), Bournehall is ranked 2,248th in England for primary outcomes and 4th locally in the Bushey area. This reflects performance that sits above the England average, placing it comfortably within the top 25% of schools in England. Parents comparing nearby schools can use the FindMySchool Local Hub page to line up results side by side using the Comparison Tool.

Curriculum intent is clearly framed around breadth and language. The school describes oracy as central to learning, and for Years 1 to 6 it uses the Chris Quigley Essentials Curriculum as a framework for delivering National Curriculum subjects. That matters in practice because a coherent framework can help teachers build sequences of knowledge rather than relying on disconnected topics.

The most useful way to interpret the inspection evidence is as “strong foundations with a couple of technical improvement priorities”. Transition into Reception is described as well planned, and pupils are described as achieving well by the end of Year 6. At the same time, a key improvement area is consistency in phonics support for the small number of pupils who need to catch up, including making sure prompts align with the phonics programme. For families, that is worth asking about directly: how early reading is taught, how catch-up is staffed, and how leaders check that training is translating into classroom practice.

Support for pupils with special educational needs and disabilities is described as a clear area of focus. The inspection notes that the school has chosen to invest in external support services such as counselling and educational psychology guidance, and that the school also collaborates with special schools to access expertise and assessments. The practical question for parents is how these supports are prioritised and embedded day to day, especially as cohorts change and needs shift.

As a Hertfordshire community primary, the main transition point is into Year 7 through the county’s coordinated secondary transfer process. The school’s admissions information highlights that secondary transfer applications typically open in September and close in October, which is helpful for planning even if families are still weighing options.

What the school appears to do particularly well is the “readiness” side of transition. Residential trips are described as part of a wider personal development programme, with an emphasis on independence and preparation for secondary school routines. For pupils who feel anxious about the jump to bigger settings, that kind of staged independence building can be as important as academic preparation.

Reception entry is competitive. In the most recent published figures, there were 122 applications for 29 offers, which equates to just over four applications per place. The first-preference demand was also higher than the number of offers, indicating that many families are naming the school as their top choice.

For September 2026 entry, Hertfordshire’s timeline is clear. The online application system opened on 3 November 2025, with the on-time deadline on 15 January 2026. Open events are typically concentrated in November and December, which is useful if you are planning visits across multiple schools.

Because specific distance data is not published here for the last place offered, families should treat proximity as only one part of the picture and focus on fully understanding Hertfordshire’s oversubscription rules. A practical step is to use the FindMySchool Map Search to check your likely travel time and compare nearby alternatives, rather than relying on one preferred option alone.

Pastoral support is described as proactive, with a therapeutic approach to behaviour management intended to help pupils develop self-control and social skills as they grow. That tends to suit children who respond well to consistent adult language around emotions and choices, and it can be especially valuable during the transition years where friendship issues and confidence dips are common.

There is also evidence of targeted support for more complex needs. The inspection refers to counselling provision and educational psychology input that help staff meet a growing proportion of pupils with additional needs. For parents, the best way to evaluate this is to ask how support plans are translated into classroom practice, and how the school measures progress against specific targets.

Extracurricular provision is not just “sports and a choir”, it is structured across lunch and after school, with options that reflect what pupils actually ask for. The inspection’s description of pupils suggesting extra-curricular clubs, then seeing them become reality, is a strong indicator that activities are responsive rather than fixed by tradition.

On the current clubs list, lunchtime options have included Street Dance, Table Tennis, and Film, giving children different ways to switch off or socialise mid-day. After school, clubs and providers listed include Football, Netball, Boxing, Skill 7, and Game On, alongside wraparound provision on site. The implication for families is practical as well as developmental: there are choices for children who want energetic outlets, and there is also reliable coverage for working days.

Sports enrichment also runs through the curriculum offer. The wider programme includes activities such as speed stacking, archery, kurling, and golf, plus gymnastics, choir, musical theatre, and art. For many pupils, these “non-obvious” clubs are where confidence grows, particularly for children who are not drawn to the main team sports.

The school day is clearly set out. Classroom doors open at 8.40am; registration runs from 8.50am to 9.00am; the school day ends at 3.25pm.

Wraparound care is available on site through All Aboard Kids Club, with breakfast provision from 7.30am and after-school care running until 6.00pm on weekdays during term time. For travel planning, it is worth checking how pick-up points work for your child’s year group, since the school uses different collection areas by phase.

• Admission pressure. With 122 applications for 29 offers in the latest published figures, competition is a real constraint. It is wise to plan parallel options early rather than relying on a single outcome.

• Early reading consistency. A small group of pupils benefit from stronger consistency in phonics catch-up. Parents of children who have found early reading tricky should ask how intervention is delivered and monitored.

• Small cohort dynamics. One-form entry can be a major positive, but it also means fewer “reset points” socially. If friendship issues arise, families may want to understand how the school actively manages peer relationships across a single cohort.

• Wraparound is a separate provider. All Aboard is closely linked and on site, but it is run as a private business, so policies and booking processes sit outside the school’s own administration.

Bournehall Primary School is a well-run, one-form entry Bushey school with Key Stage 2 results that sit comfortably above the England picture, and a pastoral approach designed to build confidence and responsibility over time. The core trade-off is admissions competitiveness rather than educational quality.

It suits families who want a smaller school community, value structured routines, and like the idea of pupils having real responsibility through roles and pupil voice. For children who need extra phonics support, it is also worth checking how catch-up is delivered so that early reading becomes a secure foundation.