Liphook Church of England Controlled Junior School Review 2026: High-attaining Years 3 to 6, with a clear Church of England character

This is a Junior school for Years 3 to 6, sitting within a federation that spans Reception to Year 6 on one shared site. The junior phase is the Church of England element, and it frames the school’s day and expectations without turning learning into a narrow faith-only experience. The federation’s published vision, “We are all loved. We all belong. We all have something to give”, points to a culture that prioritises belonging, contribution, and ambition, and it is reinforced by the stated values of Loving-kindness, Respect, and Aspiration.

Academic outcomes are the headline. In 2024, 93% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 44% achieved greater depth across reading, writing and mathematics, compared with an England average of 8%.

Leadership is structured across the federation, with an Executive Headteacher supported by heads of school. Mrs J. Taylor is listed as Executive Headteacher, with Mr G. Braham as Head of Infant School and Mrs P. Garforth as Head of Junior School.

The federation model matters here. Although the junior school has its own identity as a voluntary controlled Church of England school, the day-to-day experience is deliberately continuous across the site, so that children moving into Year 3 do not feel as if they are starting again. The federation describes itself as “two schools” that “work as one”, which is a practical promise to parents about routines, behaviour expectations, and transition design.

The Christian distinctiveness is articulated plainly. Collective worship is built into the junior timetable, and the federation frames its junior-school vision and values as being grounded in the Christian story. For families seeking a values-led education that still feels rooted in a mainstream primary curriculum, that balance is a strong fit. For families who prefer a fully secular approach, the regular worship rhythm is something to weigh carefully.

Several school-specific touches help explain why the school feels more than a set of strong results. The federation highlights distinctive outdoor and reading features, including woodland areas, a “beach”, a pavilion, and a double-decker reading bus. These are not decorative details. They signal a school that invests in how children experience learning, movement, and reading across the week, rather than relying on classroom-only provision.

Leadership visibility is also explicit. The federation’s home page names Jacqueline Taylor as Executive Headteacher, and the staff listing confirms the senior team roles across the federation.

Outcomes at the end of Key Stage 2 are exceptionally high by England benchmarks, and they are broad rather than narrow. In 2024, 93% of pupils met the expected standard in reading, writing and mathematics combined. Science is also strong, with 96% reaching the expected standard.

High attainment is not confined to the expected standard. The higher standard measure is striking. In 2024, 44% achieved greater depth in reading, writing and mathematics combined, compared with an England average of 8%. For parents, that usually indicates two things: a curriculum that moves pupils beyond secure competence into deeper application, and classroom practice that consistently stretches the most confident learners without losing the core.

Scaled scores add further context. The school’s 2024 average scaled scores are 109 for reading, 108 for mathematics, and 110 for grammar, punctuation and spelling. It is also a high-performing profile across the “expected standard” indicators, with 89% meeting the expected standard in grammar, punctuation and spelling, 91% in mathematics, and 90% in reading.

Rankings reinforce the picture. Ranked 888th in England and 1st in Liphook for primary outcomes (FindMySchool ranking based on official data), the school sits well above England average (top 10%).

Parents comparing local options should use the FindMySchool Local Hub page and Comparison Tool to set these outcomes alongside nearby schools, especially when weighing travel time against performance.

The federation’s curriculum positioning places spoken language at the centre, describing itself as a recognised Oracy Centre of Excellence. In practice, that tends to show up as pupils being expected to explain, justify, present, and listen carefully, not simply complete written tasks. For children who learn best through discussion and structured talk, this approach can be a catalyst for confidence and clarity across subjects.

Transition planning also reveals how teaching is framed. For Year 3, the federation emphasises continuity of “joined-up curriculum” and names specific approaches used across the setting, including Talk Tactics and Maths, No Problem!, alongside consistent behaviour expectations. The implication is straightforward: children moving into Key Stage 2 are meant to experience higher expectations without the disruption that comes from a wholesale change of method.

There is also evidence of structured enrichment within the school week rather than enrichment being bolted on. Collective worship appears as a defined slot in the junior day, and assemblies are timetabled, which supports a coherent whole-school culture.

The 2011 federation structure is part of this teaching model. Earlier Ofsted documentation describes a leadership model that includes an executive headteacher across both schools and a head of school, with a joint governing body, which helps explain the consistent pedagogy and behaviour approach parents often look for in an all-through primary journey.

Because this is a junior school, “next” means Year 7 transition rather than public examinations. The federation states that it works closely with local secondary schools so that pastoral and academic information is shared and pupils leave “secondary-ready”. This is important for children who benefit from predictable handover, particularly those who may need additional reassurance during the move from primary to secondary routines and scale.

For parents, the practical next step is to check how Hampshire secondary admissions interacts with your address, particularly if you are considering several secondary options. The school’s Year 3 admissions policy points families to the county catchment tools, and the same principle applies later for secondary transfer. Using FindMySchool Map Search alongside Hampshire’s published admissions guidance is a sensible way to keep assumptions grounded in real geography.

Admissions for the junior school are coordinated by Hampshire County Council, and the key entry point is Year 3. The published admission number (PAN) for Year 3 entry for 2026 to 2027 is 90.

For September 2026 entry, Hampshire’s main round timetable is clear. Applications for Infant to Junior Transfer (Year 3) open on 1 November 2025, with a deadline of 15 January 2026, and notifications for on-time applicants on 16 April 2026.

Oversubscription criteria are detailed and worth reading carefully because they combine geography, family connection, and faith. After looked after and previously looked after children and exceptional medical or social need, priority includes children of staff (subject to defined conditions), then children on roll at the linked infant school, then catchment area children with siblings. A further criterion is explicitly denominational: catchment area children with a parent who is an active member of the Church of England, defined as attending worship at least twice a month for the previous two years, supported by a Supplementary Information Form returned by the application deadline. Distance is used as a tie-break where criteria are oversubscribed, using straight-line measurement via Hampshire’s GIS, with random allocation if applicants are equidistant.

The federation’s own admissions page reinforces the practical message for families: you apply again at Year 3, and children who attended the linked infant school are given high priority in line with the admissions policy.

The most informative evidence about wellbeing is how the school frames safety, confidence, and behaviour expectations, and how these appear across policies and routines. The inspection evidence describes pupils feeling safe, confidence as a characteristic, and bullying being extremely rare, with strong trust in adults to resolve issues. That kind of climate usually correlates with consistent behaviour expectations and adult visibility, both of which are reinforced by the federation’s structured routines and leadership roles.

The federation’s published wraparound information also shows attention to supervision, predictability, and calm boundaries. After-school provision explicitly references continuing to follow the school’s behaviour framework and values in a more relaxed setting, which is often a helpful signal for parents of children who need consistency across school and extended day.

Support is also operationalised through transition. The Year 3 transition description includes a Year 6 befriender system for each Year 3 child, which is a simple but effective peer-support mechanism for children who may feel small moving into Key Stage 2 expectations.

The after-school offer is unusually concrete, both in range and in the level of detail the school publishes. Rather than vague claims, the junior school timetable for Spring Term 2026 lists named clubs, year-group eligibility, locations, and the practical emphasis of each activity.

A clear STEM thread is the Robotics workshop, which is explicitly described as using micro:bits and Cutebot robots, with weekly work on coding skills and hardware features such as sensors and line-tracking probes. The immediate implication is that pupils get hands-on experience of systems and debugging, which builds the type of resilience and iterative problem-solving that translates well into mathematics and computing later.

Creative and language enrichment is also well-specified. Craft Club (Our True Colours) appears for different year groups, and French with Helen (La Jolie Ronde) is offered after school, with a separate book option. Music is represented through recorder club and ukulele club, the latter supported initially by local charitable and community backing, which often helps widen access for families who might not otherwise prioritise instrumental learning at primary level.

Sport and movement options are practical rather than tokenistic: netball, football, multi sports, yoga, and dance are all listed, and locations include the MUGA, the junior school hall, and the Foley Pavilion as a meeting point for some sessions. This matters because facilities shape what clubs can realistically deliver, especially in winter terms.

A final strength is that the school explains how places are allocated and how families book. Clubs are booked via Arbor; places are capped and allocated on a first-come, first-served basis, with waiting lists when clubs fill. For working families, that operational clarity is often as important as the club list itself.

The junior school day includes doors opening at 8:40am, morning registration at 8:45am, and the school day ending at 3:25pm. Collective worship is shown as 3:00pm to 3:20pm in the junior timetable.

Wraparound care is clearly published. Breakfast Club runs from 7:45am to 8:40am, and After School Club runs until 6:00pm. Fees are listed as £4.20 per breakfast session and £12.75 per after-school session, with an after 6:00pm late collection charge of £8 per child, plus £8 per child for each additional half hour.

On travel and drop-off, the federation asks parents not to use staff car parks due to limited space and safety, and it sets expectations around supervision outside the formal school day.

• Faith-based oversubscription criterion. Church of England practice can affect priority in the oversubscription order, with “active member” defined as worship at least twice a month for the previous two years and evidenced through a Supplementary Information Form by the application deadline. This will suit some families well; others may prefer schools without denominational criteria.

• Competition for clubs. After-school clubs have maximum numbers and are allocated first-come, first-served, with waiting lists when they fill. Families relying on clubs for childcare should plan for booking windows and have a back-up plan.

• Year 3 transfer is a fresh application. Even for families already on the site in the infant school, Year 3 entry is not automatic. Parents are expected to apply again, and linked infant school attendance is a priority criterion, not a guarantee.

• High attainment can bring high expectations. With outcomes at expected and higher standard well above England averages, some pupils may find the pace and stretch demanding. This is often positive for confident learners, but families should ensure support routines at home are realistic, especially in Years 5 and 6.

Academic performance is a major strength, backed by exceptionally high Key Stage 2 outcomes and a top-10% position in England on the dataset’s ranking. The federation structure adds further reassurance for families who value consistency across the primary years, and the junior school’s Church of England identity is clearly expressed in both admissions criteria and daily rhythms.

Best suited to families who want a high-expectation junior phase with clear values, and who are comfortable with the school’s Christian character, including how it can influence admissions priority. The key decision points are practical: understanding Year 3 admissions criteria, managing wraparound needs, and making sure your child will enjoy the stretch that comes with such strong outcomes.