The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
Crofton Hammond Junior School serves Years 3 to 6 in Stubbington, with a traditional junior-school model that starts at age 7 and focuses sharply on Key Stage 2 readiness. The site and buildings are practical rather than grand, with a campus designed for flexibility, including paired classrooms around shared areas, plus a hall and library; a later extension added a dedicated computer suite and a music and drama room.
The most important context for families in 2026 is trajectory. The latest Ofsted inspection in June 2024 judged the school Requires Improvement across all headline areas, describing inconsistency in curriculum delivery and pupils not always securing the knowledge they need. In parallel, the school has moved into a new leadership phase, with Mrs Rosie Leversidge appointed as headteacher from 01 October 2024 (following governing body appointment in February 2024).
If you are deciding on a junior transfer, this is a school where routines, behaviour expectations, and stability matter as much as the raw data. The best way to read the picture is: KS2 outcomes remain a relative strength against England averages, while school-wide consistency, classroom engagement, and curriculum sequencing have been the improvement priorities.
This is a smaller junior school by design, with a published capacity of 248 pupils. That scale can work well for children who benefit from being known and for parents who prefer a clear line of sight from leadership to classroom practice. The school’s site was set up as a semi open plan building when it opened in April 1974, and while teaching spaces have since become more enclosed, the underlying layout still aims to keep shared learning zones and flexible teaching areas.
In day-to-day culture, there are two themes worth pulling out because they are practical for families. First, the school explicitly uses pupil responsibility roles as part of its wider approach. In the inspection report, examples include peer mentors, reading ambassadors, and head pupils, which suggests a deliberate attempt to give pupils visible ownership of the community, not just token badges. Second, the current experience has been shaped by change. Ofsted records a period of “significant turbulence” and notes that parents were positive about recent developments bringing stability.
For pupils, the atmosphere described in official evidence is broadly positive but not uniformly settled. Most pupils enjoy school and are keen to learn, but there are times when pupils lose focus, often linked to work not being pitched appropriately. That matters because, in a junior school, the classroom climate is the engine of everything else, including reading stamina, writing volume, and mathematical fluency.
The school’s published KS2 outcomes point to a clear strength in headline attainment at the expected standard, paired with weaker relative positioning when benchmarked against other schools across England.
In 2024, 70% of pupils met the expected standard in reading, writing and mathematics combined. The England average is 62%, so the school is above England average on this key measure.
At higher standard, the picture looks even more striking on paper. The figures show 24.33% achieving the higher standard in reading, writing and mathematics, compared with an England average of 8%. This suggests that, for a significant subset of pupils, the school is enabling strong attainment by the end of Year 6.
Other KS2 indicators reinforce the same theme of stronger outcomes in some areas. Reading expected standard is 74%, mathematics expected standard is 68%, and spelling, punctuation and grammar expected standard is 69%. Reading is the stand-out in that trio, and it aligns with the importance of reading maturity for Year 7 transition.
The ranking data is more cautionary. The school is ranked 10,153rd in England for primary outcomes (FindMySchool ranking based on official data), and 15th locally within Fareham. This places performance below England average overall, in line with the bottom 40% of schools in England on that ranking frame. The key implication is that outcomes may not be consistently strong year-on-year, and that the cohort effect, teaching consistency, and curriculum implementation can materially shift results.
A useful way to reconcile the two sets of signals is to treat the attainment percentages as describing what the 2024 cohort achieved, while the England rank describes how the school compares across a wider competitive set when multiple measures are synthesised. Families should read it as: the school has the capacity to deliver above-average attainment at KS2, but needs reliable, school-wide consistency to do so predictably.
The curriculum story in the June 2024 report is about uneven implementation rather than lack of ambition. Staff and governors are described as having high ambitions for pupils, including pupils with special educational needs and disabilities, and the school had revised the curriculum, but delivery was inconsistent across subjects.
The report highlights particular strengths in mathematics and geography teaching, with teachers thinking carefully about the sequence of knowledge. At the same time, it flags reading sequencing and challenge level of texts as weaker than they should be, plus inconsistency of support for pupils who struggle with early reading skills. For parents, the practical implication is simple: ask directly how reading is taught and monitored across Year 3 to Year 6, and how pupils who slip behind are caught early and kept caught up.
England ranks and key metrics (where available)
Reading, Writing & Maths
70%
% of pupils achieving expected standard
The curriculum follows the National Curriculum subjects, including English, mathematics, science, computing, history, geography, art, music, design and technology, physical education, religious education, personal, social and health education, and French as the modern foreign language. That breadth matters in a junior school because the KS2 years are when pupils begin to build subject identity, not just basic skills.
The school’s own published description is broad, so the more actionable evidence comes from the inspection focus. The June 2024 inspection included deep dives in early reading, mathematics, geography, and art and design. From a parent’s perspective, that selection is revealing: it covers the core of KS2 accountability (reading and maths), a foundation subject with clear sequencing opportunities (geography), and a creative subject where curriculum coverage can easily become patchy (art).
The improvement priorities described in official evidence are not abstract. They translate into classroom-level questions families can ask on a visit or during transition contact:
How is the reading curriculum sequenced, and how do teachers ensure text difficulty increases appropriately across the key stage?
How does the school avoid gaps in subjects where units can be changed or missed?
What training and monitoring is in place so that delivery is consistent across classes, not dependent on one strong year group team?
If you are comparing junior schools, this is exactly where using FindMySchool’s Local Hub and Comparison Tool can help, because it lets you put KS2 attainment and ranking context side by side with nearby options, then focus your school-visit questions on what actually differentiates classroom practice.
Quality of Education
Requires Improvement
Behaviour & Attitudes
Requires Improvement
Personal Development
Requires Improvement
Leadership & Management
Requires Improvement
FMS Inspection Score calculated by FindMySchool based on official inspection data.
As a junior school, the main destination question is Year 7 transfer. The school’s published transition guidance explicitly signposts Hampshire’s coordinated secondary application process and encourages families to attend open sessions and parents’ evenings for secondary schools in September and October, ahead of the late October deadline.
There is also a practical link with local secondary transition activity, including specific mention of Crofton School sessions for identified pupils as part of the wider Year 6 to Year 7 transition pattern. That does not mean every child goes to Crofton School, but it does indicate an established relationship and a realistic local pathway that many families will recognise.
For families thinking ahead, the best indicator of a smooth Year 7 move is not only raw KS2 attainment but also habits: independent reading stamina, basic number fluency, confidence in writing extended pieces, and the ability to handle classroom transitions calmly. The pupil responsibility roles and wider opportunities described in the 2024 inspection, such as choir and sports participation, also matter here because they often correlate with confidence and belonging at secondary school.
Crofton Hammond Junior School is a state school with no tuition fees. Admissions for Year 3 entry are coordinated through Hampshire’s process for junior transfer.
For September 2026 entry to Year 3, Hampshire’s published timeline is clear: applications open 01 November 2025, the deadline is 15 January 2026, and the national notification date for on-time applicants is 16 April 2026. The Hampshire school details page also states 62 Year 3 places for September 2026.
If you are applying from outside the typical infant-to-junior transfer route, Hampshire also notes that, in addition to applying for a junior school place, parents are advised to make an in-year application for preferred primary schools in May 2026, and that Year 3 primary school applications for September 2026 are considered from 08 June 2026.
The school itself publishes transition visit dates for Year 2 parents for children starting September 2026, with autumn term sessions listed. If you are choosing between junior options, treat these visits as a practical window into how the school feels during normal routines, and arrive with specific questions about reading, curriculum sequencing, and behaviour consistency, as those are the areas highlighted in the most recent inspection evidence.
Parents who want a distance sense check should use FindMySchool’s Map Search to measure home-to-gate distance precisely. Even where a school does not publish a simple catchment map, distance and criteria interactions can decide outcomes, and small measurement differences matter in oversubscribed parts of Hampshire.
Pastoral strength in a junior school is often about early identification and predictable routines. On staffing, the school lists a Deputy Headteacher who is also the SENCO, and identifies designated safeguarding leadership within its published staff information.
The June 2024 inspection report indicates that the school supports pupils from service families and young carers well, which is a meaningful detail because it implies awareness of the mobility and family pressures that can show up in attendance, concentration, and emotional regulation.
There are, however, two wellbeing-linked issues families should weigh carefully. The inspection describes occasional hurtful or unkind behaviour at playtimes, plus pupils not always being confident that staff will deal with this effectively. It also highlights that pupils’ preparation for life in modern Britain was not as effective as it should be at that time, including gaps in understanding of protected characteristics, which could link to derogatory comments. These are not minor points; they shape whether a sensitive child feels safe socially and whether adults are consistently visible and effective in resolving issues.
Inspectors also stated that the arrangements for safeguarding are effective. For parents, the right interpretation is: the statutory safeguarding culture is in place, while day-to-day consistency around behaviour and PSHE impact was still developing at the time of the graded inspection.
Extracurricular breadth matters in junior years because it is one of the easiest ways for children to build identity, confidence, and friendships outside their immediate class group. The school’s published club information is unusually concrete for a primary-phase setting.
Across the year, clubs and teams may include Choir, Robot club, French club, Dodgeball, Cheerleading, Gymnastics, Football, and a specific maths enrichment strand called Magical Maths. This is a useful mix for different personality types:
Robot club and Magical Maths signal opportunities for pupils who enjoy puzzles, logic, and making things work, not only traditional worksheet learning. The implication is that children who respond well to practical problem-solving can find their niche.
Choir and performance-oriented activities fit pupils who thrive with rehearsals and shared goals, which often supports confidence and speaking skills in class.
Dodgeball, football, and gymnastics provide obvious physical outlets, which can be particularly helpful for pupils who struggle to sit still after a full day of lessons.
The 2024 inspection also notes that pupils enjoy the different activities available at playtimes and that many pupils make good use of wider opportunities such as choir and sports. The implication is that, despite academic inconsistency, wider participation is functioning as part of the school’s engagement strategy.
The school day timings are clearly published. Pupils are allowed on site from 08:30, doors open at 08:40 with a “free-flow start” for pupils who benefit from settling time, morning registration is 08:50, and home time is 15:20.
For wraparound care, the junior school website does not set out a full breakfast and after-school offer in one place. However, the linked infant school on the same site publishes breakfast and after-school provision and notes availability to primary-aged children, with sessions running from 15:20 to 18:00 for after-school club. Families should confirm eligibility, days, and availability directly, especially if you need care across the full week.
On travel and parking, the school’s travel plan is explicit that entering the school grounds in a car, or parking within the grounds, is not permitted without prior permission. It also notes local informal arrangements, including permission from the Crofton Pub for parents to park at drop-off and pick-up. If you are new to the site, plan a first visit with extra time so you can trial a realistic parking and walking route, as that can be the make-or-break practical factor for junior transfer.
A recent Requires Improvement judgement. The June 2024 graded inspection judged the school Requires Improvement across all headline areas, with inconsistency in curriculum implementation highlighted. This is most relevant for families prioritising predictable classroom standards year on year.
Reading and PSHE consistency were flagged. The inspection pointed to reading curriculum sequencing and challenge level as weaker than intended at that time, and PSHE impact not yet strong enough. Families with a child who needs clear structure, or who is socially sensitive, should ask how these areas have been strengthened since 2024.
KS2 attainment can be strong, but overall comparison is weaker. The 2024 attainment figure for combined reading, writing and maths is above the England average yet the school’s England rank places it below average overall on the FindMySchool ranking. If you want predictability, ask how the school is ensuring consistent delivery across subjects and classes.
Wraparound detail needs checking. If childcare is non-negotiable, confirm wraparound provision, eligibility for junior pupils, and the booking model well before September.
Crofton Hammond Junior School is a junior transfer option with clear strengths in KS2 attainment for some cohorts, a practical site with purposeful learning spaces, and a clubs offer that includes distinctive options like Robot club and Magical Maths. The bigger story is improvement: the June 2024 Requires Improvement judgement highlighted inconsistency in curriculum delivery and engagement, alongside a need for stronger PSHE impact, but also recorded positive parent sentiment about stabilisation and confirmed safeguarding effectiveness.
Best suited to families who want a smaller junior school, value structured routines and enrichment opportunities, and are prepared to ask detailed questions about how consistency is being secured across classes and subjects. If your child is academically able but needs reliable classroom structure, this is a school to assess carefully through transition visits and a close look at the current leadership approach.
It has clear strengths, including above-England-average KS2 attainment in the provided 2024 results for combined reading, writing and maths. However, the most recent graded inspection in June 2024 judged the school Requires Improvement overall, with inconsistency in curriculum delivery highlighted.
Applications for Year 3 junior transfer are coordinated through Hampshire. For September 2026 entry, the timeline published by Hampshire shows applications opening on 01 November 2025, closing on 15 January 2026, with outcomes on 16 April 2026.
The published school day runs with pupils allowed on site from 08:30, doors opening at 08:40, registration at 08:50, and home time at 15:20.
Clubs vary across the year, but the school lists examples including Choir, Robot club, French club, Dodgeball, Cheerleading, Gymnastics, Football, and Magical Maths.
The junior school’s website does not set out a single, detailed wraparound page. The linked infant school on the shared site publishes breakfast and after-school provision and notes primary-aged access, but families should confirm availability, days, and eligibility directly before relying on it for childcare.
Get in touch with the school directly
Disclaimer
Information on this page is compiled, analysed, and processed from publicly available sources including the Department for Education (DfE), Ofsted, the Independent Schools Inspectorate (ISI), the Universities of Oxford and Cambridge, Freedom of Information (FOI) requests, and official school websites.
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