Highover Junior Mixed and Infant School Review 2026: A two-form entry primary with standout KS2 outcomes

Purposeful routines and high expectations run through daily life here, from early reading in the youngest years to the independence expected by Year 6. The scale helps, with capacity for 450 pupils across ages 3 to 11, plus extensive grounds split around two main buildings, so the school can offer breadth without feeling sprawling.

The external picture is unusually strong. The most recent Ofsted inspection (January 2025) rated Quality of Education, Behaviour and Attitudes, Personal Development, Leadership and Management, and Early Years provision as Outstanding.

Academically, the latest published Key Stage 2 data shows a school performing above the England picture across the headline measures, which matters to parents weighing up whether a large primary can still deliver consistently high attainment.

This is a school that talks about independence and then organises its day to build it. The stated vision emphasises confidence, resilience, teamwork, kindness, respect, and learning creatively, with the idea of being part of a wider community threaded through. That language is not left as poster text. High expectations show up in the way pupils are trusted to make good choices, and in how staff step in quickly with extra guidance for those who need it.

The leadership structure is clearly defined, with responsibilities split across inclusion and pastoral, curriculum and assessment, SEND and safeguarding, and phase leadership from Early Years through Key Stage 2. That tends to suit a larger primary, because pupils and parents benefit when systems are predictable and support routes are obvious.

A key contextual point for 2026 is that the school has signalled a leadership change. The school has published that the current head, Mrs Lisa Hayes, plans to retire at the end of the academic year after a long period at the school. A new headteacher post is advertised with a start date of 01 September 2026. For families, this is not inherently a red flag, but it is relevant. It can mean fresh priorities, small changes to routines, and a different style of communication, even when the broader culture remains stable.

For a state primary, the Key Stage 2 headline measures matter because they reflect how securely pupils finish Year 6 across reading, writing and mathematics.

In the most recent published data, 84.33% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 33.33% reached the higher standard in reading, writing and mathematics, compared with an England average of 8%. Reading scaled score was 107, mathematics scaled score was 107, and grammar, punctuation and spelling scaled score was 108 (scaled scores are nationally standardised, so a few points above 100 is meaningful).

Rankings provide another lens for parents comparing options locally. Ranked 2,729th in England and 4th in Hitchin for primary outcomes, this places the school above England average, within the top 25% of primary schools in England, using FindMySchool rankings based on official data.

The practical implication is that pupils are generally leaving Year 6 with strong core literacy and numeracy foundations. For children who thrive in a structured environment, this kind of consistency can be reassuring, especially when moving towards secondary school where independent study habits start to matter more.

Curriculum design is described as carefully sequenced, with knowledge identified clearly and revisited to help pupils build fluency, meaning pupils can apply understanding flexibly across subjects. What stands out in the inspection evidence is the craft of teaching: clear models, clear processes, strong subject knowledge, and checking understanding early so misconceptions do not become habits.

Reading is treated as a priority rather than a subject box to tick. In the early years, rhyme and rhythm are used to build sound awareness, and a structured phonics programme is delivered by staff with strong expertise. Pupils who are not yet fluent receive extra teaching until they are secure, rather than being moved on too quickly. For parents, the implication is straightforward: this approach reduces the chance of children quietly falling behind in the one area that affects every other subject.

Technology use is integrated rather than siloed. The school describes using iPads, Chromebooks and laptops in classrooms instead of relying on a separate ICT suite. In a primary setting, this can be a sensible balance, it supports computing as a tool across the curriculum, while still keeping screen time purposeful.

In a primary school, “next steps” is about readiness and transition, not just which secondary a child ends up attending.

The school sets out a structured transition approach across year groups, including booklets that help the next teacher understand a child’s interests and worries, and transition meetings for pupils on the SEND register or those who may be vulnerable in other ways. Targeted work is described for pupils moving to secondary, including additional visits and interventions when needed. The school also works with PHASE to support Year 5 and Year 6 pupils in preparing for the move.

Secondary transfer in Hertfordshire is managed through the local authority’s process, and the right shortlist depends on your address and the admissions rules for each secondary. Families comparing routes can use FindMySchool’s Local Hub pages to review nearby secondaries side by side, then use the Comparison Tool to keep notes on what matters most to their child.

Reception entry is coordinated through Hertfordshire County Council. For September 2026 entry, the school states that the online application window runs from Monday 03 November 2025 until Thursday 15 January 2026. Hertfordshire’s published timetable adds that allocation day is 16 April 2026, with the final date for accepting the offered place on 23 April 2026.

Demand is real. In the latest admissions data provided, there were 112 applications for 56 offers for the relevant entry route, which is roughly two applications per place. The school is recorded as oversubscribed. Practically, that means you should treat it as a competitive option and build a broader list of preferences.

Nursery admissions are a separate route and do not guarantee a Reception place. The school states that the nursery currently operates as a 30 place class with five morning sessions from 9am to 12pm, providing 15 hours of free nursery education, with places funded by Hertfordshire County Council. The most important update is that the school states it has decided, with Hertfordshire County Council, to proceed with closure of the nursery class from the end of July 2026. For families planning a Nursery to Reception journey, that timing matters and should be checked against your child’s start date.

Support is built into staffing and processes rather than being left to chance. The published safeguarding structure includes a designated safeguarding lead and deputy safeguarding leads within senior leadership. For parents, that clarity can matter most when something small starts to become a bigger concern, because it is easier to know who is accountable.

Personal development is not treated as an add on. The inspection evidence describes pupils developing self worth and resilience, learning to manage feelings and behaviour, and benefiting from calm, orderly behaviour around the school that rarely disrupts learning. Equality and diversity are also described as integral to curriculum thinking, reinforced through cultural events and learning about other religions, helping pupils understand difference without making it a special topic only.

The arrangements for safeguarding are effective.

A larger primary should be able to offer a richer menu of clubs and enrichment, and this school leans into that. The school describes an extracurricular range that includes sewing, art, choir, orchestra, band, coding, homework, and yoga, alongside sports clubs. For pupils, this matters because it gives multiple ways to belong, not every child wants to be defined by sport or by academic achievement.

Facilities support that breadth. The school describes two buildings on a single level, with the original building dating back to 1950 and another added in 2012 when the school expanded. The brochure also describes a sensory room, a design and technology room, a hall with a staged area for performances, and a well used library visited weekly by classes. Outdoor space includes mature grounds, two playgrounds with play equipment, and a multi use games area (MUGA). The implication is a school able to run parallel opportunities, for example, active sport outside while music rehearsal or a creative club runs indoors.

If you are shortlisting, this is where FindMySchool’s Saved Schools feature helps. When a school offers many strands, it is easy to forget what felt distinctive, saving key notes early reduces later decision fatigue.

The school publishes different daily timings by phase. Nursery runs 9.00am to 12 noon, Reception ends at 3.20pm, Years 1 and 2 end at 3.20pm, and Years 3 to 6 end at 3.25pm, with slightly different morning start routines.

Wraparound childcare is listed via a mix of on site and nearby providers. The school states that Buddies runs at the school for before and or after school care, Junior Adventures Group provides holiday care at the school, and Cookie Club operates from another local school with transport to and from Highover. Availability and hours can vary by provider, so families should confirm what is offered for the days they need.

Site access includes a car park with an automatic gate supporting wheelchair access, which is a practical detail that often matters more than marketing language.

• Nursery closure timing. The school states that the nursery class is planned to close from the end of July 2026. Families counting on a nursery place at the school should read the published information carefully and consider contingency options.

• Oversubscription. With roughly two applications per place in the latest admissions data, this is not a “leave it to chance” choice. Have a realistic set of preferences and understand the local authority rules.

• Leadership transition. A new headteacher is advertised to start in September 2026, following the current head’s planned retirement. Change can be positive, but it can also bring shifts in emphasis, so it is worth asking how priorities will be maintained during handover.

• Large cohort dynamics. Two form entry brings social breadth and more club options, but some children prefer smaller settings. Think about whether your child gains confidence from bigger peer groups or feels overwhelmed by them.

Highover Junior Mixed and Infant School combines the organisational advantages of a larger primary with outcomes that are hard to ignore, and an external quality judgement that is exceptional across all inspected areas. Its best fit is for families who want a structured, high expectation environment, plus the breadth of clubs and facilities that come with two form entry. The main challenge is securing a place, and for nursery age families, the published closure plan from July 2026 is a decisive planning factor.