Velmead Junior School Review 2026: High-achieving junior school with strong pupil voice and curriculum depth

At drop-off, the tone is purposeful and organised. Pupils are expected to achieve highly, and the routines reflect that. What stands out is how much the school builds responsibility into everyday life: pupil leadership roles, regular forums for feedback, and a clear set of values that pupils talk about and visibly work towards. The most recent inspection confirmed a settled picture, with pupils feeling safe, behaviour described as exemplary, and reading treated as a whole-school priority.

Academically, the 2024 Key Stage 2 outcomes are exceptionally strong. Performance places the school well above England averages, and the FindMySchool ranking positions it among the top-performing primaries in England. That combination, high standards plus an unusually structured approach to pupil voice, is the school’s defining feature.

The school’s identity is built around teamwork and shared expectations. The motto, Excellence with Care, is not used as a marketing line, it shows up in the practical language of school life and in how pupils understand their roles in the community. The Parent Handbook spells out a detailed set of Velmead Values, with rewards and badges linked to behaviours such as respect, trust, inclusion, achievement, enjoyment and loyalty. That clarity matters for families because it reduces ambiguity. Children know what “doing the right thing” looks like, and adults have a consistent reference point when they praise or challenge.

A striking strength is the structure given to pupil voice. The School Council meets roughly every four weeks, with agendas and minutes, and pupils feed in ideas through an “Ideas Box” system. The school lists concrete outcomes from that process, including a wider range of school-led clubs and improvements to facilities and systems. This is more than token representation. It helps pupils practise persuasion, listening, and follow-through, and it gives parents a sense that concerns and suggestions can be channelled productively.

Eco Rangers operate in a similarly formal way, with elected representatives from each class and regular meetings, and the school explicitly links this to children learning democratic processes. The inspection report adds a vivid example, eco-committee work that produced bug boxes in the school grounds, which gives a tangible sense of how environmental responsibility is translated into real projects.

The daily climate is described as calm and respectful. Pupils play together at social times and there are organised inclusion mechanisms, including sports leaders who run games so that everyone can take part. The report also mentions an In-Out club where pupils can draw and read, which signals a thoughtful approach to playtimes that accommodates different personalities.

Leadership is stable in name and clearly visible in routines. The headteacher is Mr Andy Howard, and the school also lists an Acting Headteacher, Mrs Jo Westhead, who is also the Special Educational Needs Co-ordinator (SENCo). The published sources accessed for this review did not specify Mr Howard’s original appointment date as headteacher, so this review focuses on the current leadership picture rather than tenure claims.

The academic outcomes at Key Stage 2 are outstanding by any benchmark. In 2024, 92% of pupils met the expected standard in reading, writing and mathematics combined. The England average for the same measure is 62%, which puts the school 30% ahead.

At higher standard, 42% of pupils achieved greater depth in reading, writing and mathematics combined, compared with an England average of 8%. This is the kind of statistic that changes the peer effect in a cohort. In practical terms, it suggests a critical mass of pupils working comfortably above age-related expectations, which can raise the level of classroom discussion and extend what teachers can do with whole-class texts and problem-solving.

Scaled scores are consistently strong: reading 109, mathematics 109, and grammar, punctuation and spelling 109 (with a combined total score of 327). These are all well above typical national reference points for scaled scoring, and the consistency across the three measures matters. It implies the school is not narrowly tuned to one area, and that pupils are leaving with balanced literacy and numeracy foundations.

Rankings support the same picture. Ranked 909th in England and 1st in Fleet for primary outcomes, the school performs well above England average and sits within the top 10% of schools in England (FindMySchool ranking based on official data).

For parents comparing options locally, this is where FindMySchool’s Local Hub and Comparison Tool can be useful, it allows you to view these outcomes side-by-side with nearby schools using the same underlying measures, rather than relying on anecdotes.

There is a clear emphasis on sequencing and end-points. The inspection report describes a thoughtful curriculum with defined end points and learning journeys that pupils use to explain what they have learned. That matters for parents because it signals a curriculum designed for retention and progression, not a series of disconnected topics.

The report is also balanced about what needs further work. The key improvement point is consistency in how assessment information is used to adapt the curriculum across all subjects. In other words, the foundations are strong, but leaders want teachers to be uniformly sharp in using what pupils know already to choose the best next steps in every area, not only in the strongest subjects.

Reading is treated as a core priority rather than a single subject. The library is described as a focal point, and specific mechanisms are mentioned that make it feel active: suggestion boxes, themed displays, and “lucky dips” to prompt pupils to try unfamiliar books. The implication for families is that children who already read well are likely to be stretched through text variety and discussion, while pupils who find reading harder receive regular, structured practice, including daily reading to an adult and targeted phonics where needed.

Languages provision is unusually detailed for a junior school. French is taught weekly across all classes, with a clear progression model by year group, including explicit attention to phonetics and pronunciation, and a stated expectation that most pupils can read unfamiliar words with a recognisable French accent by the end of Year 4. That level of clarity is helpful for parents because it makes language learning feel like a serious curriculum strand, not a light enrichment add-on.

There is also evidence of well-planned enrichment through curriculum design rather than only clubs. Year maps and curriculum guidance show topic-led learning with cross-curricular links, and the curriculum statement describes an enquiry-based approach in areas such as geography and history, supported by field trips and visiting experts where possible.

Music is a visible part of the school offer. The inspection report notes that all pupils learn an instrument, and it highlights Year 6 pupils as confident singers and ukulele players who perform to different audiences. For families with musically-inclined children, that suggests there are structured opportunities for performance, not simply occasional assemblies.

As a junior school, the main transition is into Year 7. Linked-school context matters here. Hampshire’s school information pages list local secondary connections, including Court Moor School and Calthorpe Park School, and they also reference the linked infant school, Fleet Infant School, for earlier progression into Year 3.

For most families, the practical question is how well the school prepares pupils for the move from a junior setting into larger secondary routines. The evidence points to strong readiness factors: independent learning habits, structured behaviour expectations, and sustained reading and curriculum depth. Pupils are used to leadership roles and clear rules, and that tends to translate well into secondary tutor systems and subject-specialist teaching.

The school does not publish a single “destination” list for secondary transfer in the sources reviewed, and parents should assume the pattern varies by cohort, catchment, and family preference. For families wanting to understand likely routes in detail, the best next step is to check Hampshire’s catchment mapping and admissions guidance alongside your home address, because the secondary allocation picture is usually shaped by distance and policy criteria rather than the junior school alone.

Entry is into Year 3, and Hampshire County Council is the admission authority. The Published Admission Number (PAN) for Year 3 entry in September 2026 is 96.

Key dates for the September 2026 intake are clearly stated. Applications open on 1 November 2025; the deadline is 15 January 2026; and offers are issued on 16 April 2026.

Oversubscription criteria are detailed and include some school-specific elements. After children with an Education, Health and Care Plan naming the school, priority is given in the usual way to looked-after and previously looked-after children, then exceptional medical or social need, and children of staff in defined circumstances. The policy then prioritises catchment-area children with a sibling at the junior school or the linked infant school. Fleet Infant School attendance is explicitly recognised, as is a catchment-area criterion for children living north of the railway line. If categories are oversubscribed, straight-line distance is used as the tiebreak, with random allocation where distances are equal.

Because distance can be decisive in practice even when it is not the first named criterion, families should consider using FindMySchool’s Map Search to calculate and compare distances accurately for shortlisting purposes, and then confirm how the County Council measures distance in the relevant admissions year.

The most recent inspection confirms that safeguarding arrangements are effective. Beyond safeguarding, the wider pastoral picture is structured and explicit. The handbook and inspection report both emphasise clear routines, predictable expectations, and a strong culture of inclusion. Pupils are taught how to keep safe online and in the local community, and they can name trusted adults they would approach if worried.

Behaviour is described as exemplary, and the report links this to pupils understanding rules and perceiving them as fair. That is an important nuance: a strict system without pupil buy-in can feel oppressive, whereas a fair system with shared language tends to support confidence and independence.

Support for pupils with additional needs appears well developed. The inspection report describes pupils with special educational needs and/or disabilities learning alongside peers with adapted support and involvement of outside agencies where needed. The staff team listing also highlights a named resourced provision, Willows, with a teacher in charge. Additionally, Hampshire County Council papers on specialist provision indicate strategic work to expand resourced provision locally, which suggests this is an evolving and increasingly important aspect of the school’s role within the area.

For families, the practical implication is that the school is likely to suit pupils who thrive in structured environments with clear expectations and predictable rewards, and it may also be a strong option for pupils needing well-integrated classroom support, provided the specific needs align with what the school and local authority place through their processes.

This is a school that treats “extra opportunities” as part of pupil identity rather than just optional add-ons. The inspection report notes that pupils have a say in what is offered, and it links pupil voice to concrete activity examples and pride in sharing projects.

A useful way to understand extracurricular culture here is to look at the leadership roles that sit alongside clubs. The School Council and Eco Rangers are not occasional committees, they are structured, minuted and linked to school improvement. Pupils can point to tangible changes that came from their input, and leadership meetings happen on a regular cycle. The implication is that children who enjoy responsibility, debate, and making things happen will find real scope to contribute.

There are also signs of provision designed for different social needs. The In-Out club is a small but telling example, a supervised, quieter option where pupils can draw and read. That can be particularly helpful for pupils who find open playground time overstimulating, or who simply prefer calmer break-time choices.

Languages enrichment is notably specific. In addition to weekly French, the school runs a German Club after school on Tuesdays for Years 5 and 6, open to beginners as well as pupils with prior experience, with an emphasis on pronunciation, dictionary skills and games-based interaction. That is an unusually clear offer for this age group, and it can be valuable for children who enjoy languages or who may be considering language pathways later at secondary.

Music is also a consistent strand, with all pupils learning an instrument and Year 6 highlighted for singing and ukulele performance. For families who want a primary education where performance and presentation skills are built gradually, this kind of routine exposure can be a strong fit.

Velmead Junior School is a state school with no tuition fees.

The school day starts with registration at 8.45am. The school gates open at 8.30am and children are not permitted to arrive earlier. Lower School finishes at 3.15pm and Upper School at 3.20pm. Collection routines are explicit, including a designated Collection Point in the woods for Year 3 and Year 4 at the end of the day.

Wraparound care is available through an external provider. The school website states that onsite childcare runs from 7.45am until 6pm on school days, and includes breakfast and after-school provision, holiday club and inset day activities.

For travel planning, Hampshire’s school information pages signpost the County’s route planning resources and transport guidance. Families should expect that walking and cycling routes will be a key part of the daily routine for many pupils, and that drop-off and pick-up patterns can change over time based on cohort needs and site management.

• Junior-only age range. This is a Years 3 to 6 setting. Families need a separate plan for Reception and Year 7, including how infant-to-junior and junior-to-secondary transitions will work for their child.

• Admissions criteria are detailed and localised. The Year 3 admissions policy includes catchment rules, Fleet Infant School links, and a specific criterion relating to living north of the railway line, with distance used as a tiebreak within categories. This can feel complex, so families should read the policy carefully and not rely on informal assumptions.

• High academic expectations. The Key Stage 2 outcomes are exceptionally strong. That is a positive for many pupils, but it can also mean the pace and expectations are demanding. Families with children who need a gentler academic trajectory may want to explore how support and scaffolding are delivered in class.

• Curriculum consistency is an active improvement focus. The latest inspection highlights that assessment information is not always used consistently to adapt the curriculum across all subjects. This is a specific, manageable development point, but parents who care about curriculum nuance may want to ask how the school is strengthening that consistency.

Velmead Junior School combines exceptional Key Stage 2 outcomes with a culture that gives pupils real responsibility. Reading is prioritised, behaviour expectations are clear, and pupil voice is organised in ways that lead to visible change. The overall experience is likely to suit families who want a structured, high-expectation junior school where children are encouraged to take leadership seriously, and where academic foundations are strengthened systematically before the move to secondary.