Crawley Ridge Junior School Review 2026: Strong KS2 outcomes, outdoor learning, and a calm culture

A “bug village” built by pupils says a lot about this school. It hints at a place that takes responsibility seriously, uses its grounds well, and gives children practical ways to contribute. Crawley Ridge Junior School serves Years 3 to 6, with a two-form entry structure and a Published Admission Number of 60 for Year 3 intake.

Performance data for Key Stage 2 is a clear strength. In 2024, 80% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 21.67% reached greater depth, versus an England average of 8%. That combination suggests the school supports a broad range, while still stretching higher attainers.

The school is part of The Alliance Multi-Academy Trust, and the current headteacher is Mrs Vicky Egan, who took up post in September 2025.

The tone here is best described as purposeful but friendly. Pupils are encouraged to take pride in the site and in each other, with responsibilities that go beyond token roles. The pupil parliament and sports crew are examples of structured pupil leadership, while initiatives like litter picks and planting in the grounds add an everyday sense of stewardship.

Outdoor learning is not treated as an occasional enrichment day. The grounds and play provision are woven into the weekly rhythm through Forest School and the OPAL (Outdoor Play and Learning) programme. OPAL began at the school in September 2020, and it is presented as a sustained approach to improving play quality, activity, and social development rather than a one-off project.

Leadership has recently changed. Mrs Vicky Egan’s appointment in September 2025 is a meaningful contextual detail, because the most recent full Ofsted inspection predates her tenure. The practical implication for parents is simple: you are looking at a school with a stable published track record, plus a newer leadership chapter that is still bedding in.

A final, distinctive feature is the physical environment. The school building was constructed in 1975 on the grounds of a former Victorian house, and the site is described as split level due to the slope of the land. For many families this simply adds character and interest, but for anyone with mobility considerations it is worth understanding how movement around the site is managed day to day.

The Key Stage 2 picture is strong, and it is strongest where it matters most to parents comparing local options: combined reading, writing and maths.

• In 2024, 80% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%.

• At the higher standard, 21.67% reached greater depth in reading, writing and maths, compared with an England average of 8%.

• Scaled scores (2024) were 108 in reading, 106 in maths, and 108 in grammar, punctuation and spelling.

These results suggest three things. First, core basics are being secured for the majority. Second, there is meaningful stretch at the top end, which often depends on teaching that checks understanding closely and keeps pace brisk. Third, literacy is likely a school-wide priority rather than a classroom-by-classroom variable.

Rankings provide another way to anchor the story. Ranked 2,880th in England and 3rd in Camberley for primary outcomes (FindMySchool ranking based on official data), performance sits above England average, placing it comfortably within the top 25% of schools in England. That local ranking is particularly useful for families comparing nearby schools with similar intakes. It is also where FindMySchool’s Comparison Tool can help, because it lets you line up local data points side by side rather than relying on impressions.

The curriculum intent is broad and balanced, with a clear emphasis on building knowledge in a deliberate sequence. External experiences are used to make classroom learning stick. Trips, visits and workshops are framed as a way to apply learning in real contexts, and this matters because primary pupils often remember what they did as well as what they were told.

Reading is positioned as a whole-school priority. The library is described as well stocked, and staff are expected to take opportunities across lessons to bring books into learning rather than keeping reading boxed into English time. Where pupils struggle, there is a focus on targeted practice so they keep up with the curriculum rather than falling further behind. The practical implication for parents is that support is likely to be built around catching misconceptions early, especially in literacy.

There are also signs of thoughtful subject breadth. A French theatre company visiting the school is a good example of how languages can feel real rather than abstract, especially in Key Stage 2 when confidence to speak aloud can be fragile.

Like many strong primaries, the next level of improvement is in the details. Curriculum sequencing in some subjects such as history and music has been identified as an area to keep refining, and lesson checking does not always adapt sharply enough when pupils, including those with special educational needs and disabilities, need knowledge revisited or broken down further. For parents, this is less about alarm and more about asking good questions: how does the school check what pupils remember, and what happens when they do not.

As a junior school, Crawley Ridge’s “destination” is Year 7. The school’s job is to make sure pupils leave with secure basics, confidence, and the personal development skills that help them settle quickly into a larger secondary environment.

Transition work includes structured sharing of information with pupils’ intended secondary schools toward the end of Year 6, including electronic transfer of key details. For pupils with special educational needs, there is additional liaison, with Year 6 staff meeting relevant Year 7 leads, and further transition planning where needed. The implication is that transition is treated as a process, not a single open evening.

Families should expect Year 6 to include both academic consolidation and explicit preparation for secondary routines. If your child is anxious about change, it is worth asking what extra transition support looks like in practice, and how early it begins.

Crawley Ridge Junior School is a state school, so there are no tuition fees. Entry is mainly at Year 3, and applications are coordinated through Surrey’s admissions process rather than directly with the school.

For 2026 to 2027 entry, the Published Admission Number for Year 3 is 60, and the deadline for Year 3 applications is 15 January 2026. Oversubscription priorities include looked-after and previously looked-after children, exceptional social or medical need, children of staff in defined circumstances, children attending Crawley Ridge Infant School, siblings, then other children. Where a tie-break is needed within a category, distance is measured by straight line to the nearest official school gate for pupils.

The school also indicates that prospective parents can visit during the Autumn term to see the school at work, with an evening meeting held in July prior to September entry. Dates can change each year, so treat these as typical timings and check the school’s current guidance before planning around them.

If you are weighing up the realism of entry from your address, the FindMySchoolMap Search is the practical next step, because small changes in distance can matter in schools that use proximity as a tie-break.

The pastoral picture is grounded in three themes: safety, relationships, and structured personal development. Bullying is described as rare, and pupils are encouraged to speak up early rather than carrying worries. There is also an explicit emphasis on mental health education and the idea that pupils should know how to seek support.

The staff structure includes Emotional Literacy Support Assistants (ELSAs), which is usually a marker of targeted in-school support for children who need help with regulation, confidence, or social relationships. For parents, that typically means the school can offer short, structured interventions alongside classroom support.

Safeguarding culture matters most when things go wrong, so parents will want reassurance that systems are clear, staff understand responsibilities, and referrals happen quickly when needed. The strongest schools combine that procedural clarity with day-to-day trust, so pupils feel comfortable raising concerns.

The latest Ofsted inspection in July 2022 graded the school Good overall, with Outstanding for behaviour and attitudes.

Ofsted also confirmed safeguarding arrangements are effective.

Extracurricular life is a major part of what gives a junior school its identity, and Crawley Ridge leans into activities that combine confidence-building, movement, and creativity.

A key pillar is outdoor play and outdoor learning. OPAL provides a structured approach to improving play, activity and social development, and Forest School is described as a long-term, child-led process that builds resilience, confidence, independence and creativity through problem solving and self-discovery. The implication is that pupils are expected to learn how to manage risk sensibly and learn from real-world messiness, which can be particularly valuable for children who thrive when learning is physical and practical.

Clubs add breadth. The school publishes examples of provision across the week, and named activities include Science Club, Drama Club, Handball, and Zumba Dance. There are also references to Young Engineers and chess in the wider club mix, plus opportunities like choir and judo. For parents, the practical question is less “how many clubs” and more “how consistent is participation”, because the confidence gains come when children stick with something long enough to improve.

Music appears as a supportive strand rather than a specialist track. The school references instrumental lessons and band sessions during the school day, and the wider culture includes choir opportunities, including preparation for events such as Young Voices.

The school publishes clear timings. The day runs 8:35am to 3:05pm, with a morning session to 12:10pm, lunch 12:10pm to 1pm, then the afternoon session to 3:05pm. Weekly hours are stated as 32 hours 30 minutes.

Wraparound care is available through Graitney Club, with term-time provision published as before school from 7:30am to 8:45am and after school from 3pm to 6pm, Monday to Friday.

For travel planning, the school sits in Crawley Ridge, Camberley. Families should consider how drop-off will work for them in peak traffic, and whether walking routes are realistic for their child. This is also where it helps to visit at the times you would actually travel, not just at a midday tour.

• Junior entry point. The main intake is Year 3, with Surrey coordinating applications. Priority is given to children attending Crawley Ridge Infant School, then siblings, with distance used as a tie-break within categories. If you are not in a priority group, it is worth understanding how places typically fall in your year of entry.

• A new headteacher chapter. The current headteacher, Mrs Vicky Egan, took up post in September 2025. Families may want to ask what is staying the same and what is changing, especially around curriculum development and assessment routines.

• Curriculum refinement in some subjects. The sequencing and “remembering” aspect of learning is still an improvement focus in a small number of subjects such as history and music. Ask how knowledge checks are built into lessons and how gaps are addressed.

• Split-level site. Built in 1975 on sloping ground, the building is described as split level. For most pupils this is simply part of the setting, but it is worth considering if your child has mobility needs or is recovering from injury.

Crawley Ridge Junior School looks like a confident, well-organised junior school with strong Key Stage 2 outcomes and a clear emphasis on behaviour, responsibility and outdoor learning. It should suit families who want a calm culture, firm expectations, and plenty of opportunity for children to build confidence through clubs, pupil leadership, and practical learning outdoors. The key decision points are admissions logistics for Year 3 entry, and whether the school’s outdoor-forward approach matches how your child learns best.