Queen Eleanor's Church of England School Review 2026: High-performing junior school with strong outcomes in Guildford

There is a clear junior-school identity here. Pupils join in Year 3 and leave at the end of Year 6, which makes transition, confidence-building, and rapid academic consolidation central to the job. The published Key Stage 2 outcomes back that up. In 2024, 85% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%.

The school also stands out locally. It ranks 2,367th in England for primary outcomes (FindMySchool ranking based on official data), and 3rd in the Guildford area, placing it comfortably within the top 25% of schools in England. Alongside that performance, the culture described in formal reviews is calm and welcoming. The latest Ofsted report (published March 2023) states the school continues to be Good.

The school frames itself as a Church of England junior school that serves its community, and it is explicit that families of all faiths and none are part of its everyday life. The language of values is visible in how the school talks about belonging and behaviour, and this is echoed in formal external commentary about pupils feeling safe and included.

Junior schools can sometimes feel like a brief stop between infant and secondary. Here, the school leans into the four-year window by building routines that help pupils mature quickly. Daily structures include a settled start to the day and regular collective worship or reflective time, which helps create a predictable rhythm.

Leadership visibility is also part of the picture. The headteacher named by the school is Mrs Joanne Davies, and she appears consistently across statutory and school communications. While the school does not prominently publish her exact appointment date, an Ofsted letter dated 03 November 2020 is addressed to her as headteacher, confirming she was in post by autumn 2020.

The data points to a strong academic profile at Key Stage 2, with particular strength in the combined headline measures. In 2024:

• Reading, writing and maths expected standard: 85%

• England average (expected standard): 62%

• Higher standard in reading, writing and maths: 34%

• England average (higher standard): 8%

Scaled scores are also high: reading 108, maths 107, and grammar, punctuation and spelling 108. These figures suggest not only broad attainment, but a meaningful proportion working at the higher standard, which typically reflects secure understanding and the ability to apply skills across contexts.

In rankings terms, the school is ranked 2,367th in England and 3rd in Guildford for primary outcomes (FindMySchool ranking based on official data). That sits above the England average, placing it comfortably within the top 25% of schools in England (25th percentile and above).

For families comparing local options, the FindMySchool local hub and comparison tools can be useful for checking how these measures sit alongside nearby junior and primary schools, especially when you want to weigh academic outcomes against travel time and wraparound practicality.

The school’s best evidence-backed story is that leaders have deliberately prioritised the core skills that matter most at junior phase, especially reading, writing and maths. The curriculum intent described in external review material focuses on building knowledge in a structured way, and the overall message is that expectations are clear and pupils achieve well, including those with special educational needs and disabilities.

The most helpful nuance for parents is that strength is paired with honest development work. External review material also notes that, in some subjects, leaders needed to be clearer about what knowledge should be learned and when, because pupils’ knowledge in those areas was not as strong as it should be. That is the kind of detail that often matters more than headline statements, because it signals active curriculum refinement rather than a static model.

In practical terms, it is a setting where pupils are expected to concentrate, follow instructions, and complete tasks with limited disruption. That matters in a junior school, because pupils arrive from different infant settings and need consistency quickly.

As a junior school, the main transition point is into Year 7. Most leavers are reported to move on to Guildford County School, with some pupils also going to other secondary schools in the Guildford area depending on family preference and home address.

For families, the key implication is that secondary planning should start early, not because Year 6 is unusually pressurised here, but because the step from a junior school into a large secondary can feel significant. The benefit of a defined Year 3 to Year 6 journey is that the school can focus sharply on readiness for Year 7, both academically and in terms of organisation and independence.

Entry is primarily at Year 3, which is typical for a junior school. Applications for Year 3 places for September 2026 are made through Surrey’s coordinated admissions process, rather than directly to the school. The school’s admissions policy sets out its oversubscription criteria and includes criteria linked to church involvement, including the use of a supplementary information form (signed by a vicar or minister) for specific categories.

For September 2026 entry, Surrey’s published timetable states:

• Applications open from 03 November 2025

• Closing date was 15 January 2026

• Offers are issued on 16 April 2026

• Acceptance deadline is 30 April 2026

Open events matter at this type of school because you are judging culture, routines, and pastoral care as much as results. The school indicates that tours typically run in the autumn term and include pupil-led tours by Year 6 house captains, plus time for questions with a member of the leadership team. For exact dates each year, families should check the school’s current tours information.

The school is clear that safeguarding is treated as the highest priority, and it publishes designated safeguarding leadership information alongside its pastoral approach.

Wellbeing at junior phase often comes down to how confidently pupils settle, how quickly friendships form, and whether routines feel predictable. Here, the overall picture is of a school that sets expectations for behaviour and uses a shared values language to support a respectful culture. In external review material, bullying is described as very rare and dealt with quickly when it arises, which is a strong marker for parents who worry about the move into junior school.

Clubs are an important part of the offer, and the school publishes detailed termly timetables with named activities. Examples from the Spring 2026 programme include:

• Computer Xplorers (ICT focused club)

• Journalism Club

• Gardening Club

• Chess Club

• Cookery Club (year-group specific variants)

• Street Dance

• Ukulele

• Judo and Tae Kwon Do

• Running Club (before school)

The implication is breadth with a practical tilt. There is creative provision (art, drama, music), structured sport, and clubs that develop transferable skills like computing and writing for an audience. For many families, that mix is more valuable than sheer volume, because it gives pupils a chance to find a “thing” they can commit to through the term.

Facilities also support that wider life. School materials refer to swimming as part of the year group experience, with the pool operating seasonally, which is a distinctive feature for a state junior school.

The school day has a clear routine. Gates open from 08:30, registration begins at 08:45, and the school finishes at 15:15. Published guidance sets out morning drop-off and end-of-day collection arrangements by year group.

Wraparound care is provided through QE Meadows. Breakfast club runs 07:30 to 08:30 at £7 per session. After-school options include 15:15 to 16:15 (£7), 16:15 to 18:00 (£12), or 15:15 to 18:00 (£15), with sibling rates also published.

For working families, it is also worth noting the on-site holiday club offer. The published sessions include a standard day and an extended day with set prices, which can make planning simpler across school holidays.

• Junior-only entry point. Because pupils join at Year 3, you will need to think about infant provision and transition planning earlier than at an all-through primary. It suits families comfortable with a planned move at age seven.

• Faith-linked admissions criteria exist. While the school emphasises inclusion for families of all faiths and none, the oversubscription criteria include routes that require church evidence and a supplementary form for specific categories. That can be a positive for some families, but it is important to read the criteria carefully.

• Clubs commitment is real. The school sets clear expectations that pupils attend regularly once booked, including where clubs are free, because many are run by volunteers or external providers. For families with complex weekly schedules, that expectation is worth noting early.

• Headteacher start date is not clearly published. The headteacher is consistently named across official school materials, but an exact appointment date is not clearly stated on the school website. If leadership continuity matters to your decision, ask directly during a tour.

This is a high-performing junior school with outcomes that sit well above England averages, and a local ranking that places it among the stronger options in the Guildford area. The culture is organised and values-led, with a practical daily rhythm and a clubs programme that includes everything from Computer Xplorers to journalism and martial arts.

Best suited to families who want a focused Year 3 to Year 6 education, appreciate clear expectations, and are comfortable planning an infant-to-junior transition.