Busbridge CofE Aided Junior School Review 2026: High-achieving Church of England junior with a strong Year 3 welcome

A junior school that takes its Year 3 handover seriously, academically and pastorally. Busbridge’s Cherish and Challenge language is visible across the school’s messaging and reinforced through routines that focus on calm learning, inclusive participation and high expectations for every pupil.

Results are a clear strength. In 2024, 91% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. A large minority also hit the higher standard benchmark, suggesting the school caters effectively for pupils who are ready to go further. (FindMySchool rankings and official outcomes data)

This is a two-form entry junior school, with eight classes across Years 3 to 6, so it feels sizeable enough for breadth but still structured around familiar teams and routines.

The school’s self-description leans heavily on Christian ethos and everyday relationships, rather than grand statements. The core idea is simple, children are treated as individuals, and adults are expected to challenge them to achieve, not to coast.

As a Church of England voluntary aided school, faith is part of the school’s identity rather than an optional add-on. Collective worship is framed as a whole-school moment for reflection, celebration and shared values, with key points in the year anchored through church services such as Harvest, Christmas and Easter. Parents retain the right to withdraw their child from collective worship, which is standard for schools of this type.

Culture is also shaped by how the school organises pupils across phases. The staffing structure includes a deputy headteacher who is also SENCo and lower school phase leader, plus a home school link worker and an Emotional Literacy Support Assistant, which points to a pastoral model that blends classroom expectations with targeted support when it is needed.

A distinctive feature of the site is the Multi-Use Games Area (MUGA), officially opened in September 2023 with local civic involvement. Beyond the symbolism, it is positioned as practical infrastructure, used for break-time activity space and outdoor physical education, and intended to reduce pressure on the main playground at busy times.

The overall feel, based on formal evidence and the school’s own materials, is a school that expects pupils to be active participants in lessons, and to take pride in routines and contribution.

Busbridge’s outcomes sit well above typical levels for England, and the pattern suggests consistency rather than a single spike.

Key Stage 2 attainment (2024)

• Reading, writing and mathematics combined (expected standard): 91.33%, compared with an England average of 62%. (Official outcomes via FindMySchool dataset)

• Higher standard in reading, writing and mathematics: 47.67%, compared with an England average of 8%. (Official outcomes via FindMySchool dataset)

• Average scaled scores of 110 in reading, 109 in mathematics, and 109 in grammar, punctuation and spelling, all comfortably above the scaled-score midpoint typically used for national comparison. (Official outcomes via FindMySchool dataset)

FindMySchool’s primary ranking (based on official data) places the school 772nd in England and 1st in Godalming for primary outcomes, which translates to performance that is well above the England average (top 10%). (FindMySchool ranking data)

The implication for families is not just that many pupils reach expected standards, but that the school appears to move a substantial proportion into higher attainment bands by Year 6. That tends to matter most for pupils who enjoy academic stretch, including those likely to sit selective tests later or those who simply respond well to fast-paced lessons.

Parents comparing local options can use the FindMySchool Local Hub page and the Comparison Tool to view these results alongside nearby schools, using consistent measures rather than marketing claims.

The curriculum intent is presented in modern terms, with explicit reference to sequencing, spaced learning and other cognitive science ideas that are meant to support long-term retention rather than short-term performance.

At a practical level, the school frames its teaching as building on a clear understanding of pupils’ starting points when they arrive in Year 3, which is a crucial transition year in junior schools. The most effective junior schools treat Year 3 as a reset moment, not a continuation, because pupils arrive from different infant settings and at different levels of readiness. Busbridge’s published materials and formal evidence align with that approach.

Reading is treated as more than a discrete subject. The school describes a strong emphasis on developing enjoyment and confidence, backed up by catch-up support where needed, and a model where pupils are expected to read widely as they move through the school.

One of the most useful signals for parents is that assessment is described as ongoing and responsive, not just end-of-unit testing. In a high-attaining junior school, that usually means quick identification of gaps and structured consolidation, especially in English and mathematics, so that pupils do not develop hidden misunderstandings that surface later in Year 6.

A balanced view matters too. The same evidence base indicates that curriculum development is not uniform across every foundation subject, with continued work needed to ensure pupils build coherent knowledge and depth in some areas.

Because this is a junior school, the key destination point is Year 7. The most helpful question is not “which secondary is best”, but “how well does the junior school prepare pupils for transition and choice”.

Busbridge positions transition as active and practical. The school describes regular links with local secondary schools, specifically Broadwater and Rodborough, including activities across sport and the arts.

There is also evidence of structured transition moments in the calendar, including Year 6 transition days connected to those local secondaries, plus a wider programme of PSHE content that includes explicit work on moving to secondary school, peer pressure and relationships.

For many families, the other decision is whether to consider selective routes in the wider area, or independent options locally. Busbridge does not present itself as an exam-prep factory, but the attainment profile suggests pupils leaving Year 6 are likely to be academically well prepared for a range of Year 7 pathways. The practical implication is that families can focus on fit, travel and pastoral style at secondary level, rather than worrying that their child is leaving Key Stage 2 underprepared.

Busbridge is a voluntary aided school and its governing body is the admissions authority. In practice, this means families should expect a clear admissions policy, and in some criteria, supplementary forms may be relevant.

The main point for 2026 entry is timing. For Year 3 entry in September 2026, the school sets out a coordinated process through Surrey, with online applications opening in early November and an on-time deadline in mid-January. By the current date (26 January 2026), the on-time deadline has passed, but the school also sets out how late applications are treated within the local timetable.

The school also publishes that offers are communicated on the Surrey primary offer day in April, with a short window to accept or decline.

For families thinking ahead to a later year, the key is to treat this as a junior intake, not Reception. If your child is currently in an infant school and will move into Year 3, you apply through the primary admissions route and, where relevant, complete any supplementary forms required by the school’s policy.

Because cut-off distances vary each year and depend on where applicants live, families who want to understand realistic proximity should use the FindMySchool Map Search to check their distance from the school gates alongside local patterns, rather than relying on rough postcode assumptions.

Busbridge’s pastoral model is visible in staffing roles and published guidance. The headteacher and deputy headteacher are identified within safeguarding leadership, and the school also lists a home school link worker and an Emotional Literacy Support Assistant, which indicates capacity for early intervention when pupils need help managing friendships, anxiety or family pressures.

For pupils with additional needs, the school’s SEND information report describes an inclusive mainstream approach aligned to the SEND Code of Practice, with reasonable adjustments and a structured approach to support.

Behaviour and learning habits matter most in junior schools, because Year 3 is often when pupils first encounter more formal expectations for independent work and sustained concentration. The available evidence points to a culture where pupils are expected to be engaged learners and work collaboratively in lessons, which usually suits children who like clear routines and predictable boundaries.

Faith also plays a role in wellbeing. Acts of worship are positioned as moments for reflection and shared values, and the school’s calendar shows recurring church services across the year, which often strengthens a sense of belonging for families comfortable with that rhythm.

Second explicit inspection attribution sentence

The March 2024 Ofsted inspection confirmed that safeguarding arrangements are effective.

Busbridge is unusually specific about clubs, which is helpful for parents who want to know what “enrichment” actually looks like. The clubs list includes a mixture of school-run and externally run options, with a clear emphasis on practical skills, performance, and sport.

Examples that stand out:

• Choir Club (lunchtime), which aligns with the wider music offer and school performances across the year.

• Computer Xplorers, split by age group, which suggests a structured approach rather than a generic computing club.

• Fencing and Magic Club, which are less common in the state junior sector and provide a different kind of confidence-building for pupils who do not naturally gravitate to team sports.

• A broad sports menu including football, hockey, netball (Years 5 and 6) and Waverley 365 athletics, plus the infrastructure of the MUGA and a large field.

• Boogie Pumps Dance Club and Boogie Pumps Musical Theatre, which gives a clear route for pupils interested in performance rather than competitive sport.

• Spanish Club, presented as a weekly after-school club with a structured mix of language skills and games.

The implication for families is that extracurricular life is not just bolt-on entertainment. It provides identity and belonging for pupils who are still working out what they are good at. In a junior school, that can be the difference between a child who “does fine” and a child who feels genuinely connected to school.

The school also highlights themed enrichment days, including whole-school “double days”, which are designed to mix year groups and deepen understanding of a specific theme.

The school day is clearly set out. Afternoon registration is at 13:20, and the school day finishes at 15:30, with gates opening shortly before the end of the day for safeguarding reasons.

Wraparound provision is available through a breakfast and after-school care club, with sessions running in the morning before school and after 15:30 on term-time days. Families should confirm booking arrangements and current terms directly with the school, as session structures and availability can change year to year.

For prospective parents, parking constraints are explicitly flagged for tours, with no parking on site and no use of the village hall car park, which is an important practical reality on a busy local road.

Holiday childcare is available on site through an external provider during school holidays, using school facilities such as the hall, classrooms and outdoor areas.

• Junior entry starts at Year 3. This is not a Reception-entry primary, so families need to plan the Year 2 to Year 3 transition carefully and follow the junior intake process.

• Curriculum consistency across foundation subjects. Evidence indicates that English and mathematics are exceptionally strong, while some foundation subjects have been under refinement to improve clarity and depth of learning.

• Faith character is real. Collective worship and church services are part of the school’s rhythm. Families uncomfortable with a clear Church of England identity should read the school’s ethos and worship information carefully before applying.

• Logistics matter. Tour guidance highlights limited parking options, and this is the sort of school where drop-off and pick-up planning will affect daily experience.

Busbridge CofE Aided Junior School combines a clear values-led identity with outcomes that place it well above typical levels for England. The strongest fit is for families who want a structured junior school that takes learning seriously, offers genuine stretch for high attainers, and backs that up with pastoral roles and practical enrichment.

Who it suits: pupils who respond well to clear routines, enjoy being challenged academically, and would benefit from a busy menu of clubs and structured sport and performance opportunities. The main trade-off is that, as with many high-performing schools, families should be ready to engage early with admissions process details and the faith-informed character of school life.