Adderley Primary School Review 2026: Rights Respecting, high expectations, and strong KS2 outcomes

A clear theme runs through daily life here, pupils are encouraged to speak up, take responsibility, and see themselves as active citizens. The school’s own language leans heavily on children’s rights, and the wider offer backs that up through ambassador roles, community-facing projects, and practical leadership opportunities.

Academically, the most recent published key stage 2 outcomes are strong. In 2024, 77% of pupils met the expected standard in reading, writing and maths combined, above the England average of 62%. At the higher standard, 27.33% reached greater depth, well above the England average of 8%. (These are the latest published results.) The school is also competitive for places, with 115 applications for 26 offers in the latest Reception entry-route dataset, which is 4.42 applications per place.

Leadership is stable. Mrs Rizvana Darr has been head teacher since April 2009, and remains a prominent presence in the school’s governance and communication.

The best shorthand for the culture is “structured, warm, and voice-led”. Pupils are explicitly taught that they have rights and responsibilities, and that expectation shows up in how they talk about school life. The language of equality and listening is not treated as a poster-slogan, it is positioned as part of the everyday social contract between pupils and adults.

A second defining feature is order. Calm classrooms matter in any primary, but it is especially important in a large setting (capacity 630) serving a densely populated part of Birmingham. Where routines are clear, pupils can spend their attention on learning rather than on “how school works”. External review evidence points to learning being rarely disrupted, with teachers presenting content clearly and checking what pupils remember.

The third strand is the school’s civic orientation. Pupils take on formal responsibilities, for example ambassador roles, junior community support officer roles, and participation linked to the enterprise hub. The point is not simply “leadership experience”; the implication for families is that confident communication is treated as a skill to be taught, practised, and expected, rather than a personality trait some children happen to have.

Adderley’s primary outcomes place it comfortably above England averages on the headline measure that most parents look for.

In 2024, 77% of pupils met the expected standard in reading, writing and maths combined, compared with the England average of 62%. At the higher standard, 27.33% achieved greater depth in reading, writing and maths, compared with 8% across England. Grammar, punctuation and spelling looks like a particular strength, with an average scaled score of 111 (with reading and maths both at 106).

Rankings provide additional context. Ranked 2,508th in England and 44th in Birmingham for primary outcomes, this is above England average performance, and sits within the top 25% of schools in England. These are proprietary FindMySchool rankings based on official data.

The practical implication is that families considering the school for a “strong basics” education should find plenty of reassurance in the consistency between culture (orderly classrooms, high expectations) and outcomes (above-average attainment at the end of Year 6).

The curriculum narrative is ambitious but grounded. Subject content is described as carefully sequenced, with deliberate “wow days” and planned experiences used to strengthen long-term recall. That kind of planning matters most when it is not a one-off enrichment day, but a device that helps pupils link new knowledge to something memorable, then return to it later with more sophistication.

Reading is positioned as a cornerstone. Staff training for phonics and early reading is emphasised, alongside a catch-up approach for pupils at risk of falling behind. The evidence-based implication is straightforward, early reading confidence tends to reduce later bottlenecks across the curriculum, because pupils can access the language demands of science, history, and maths reasoning more easily.

There are also two clear “work in progress” signals in the latest published inspection evidence. First, design technology clarity, pupils can sometimes be uncertain about the specific knowledge they are meant to secure from activities. Second, consistency in staff expertise around identifying and assessing needs for a small number of pupils with SEND. Neither point suggests weak intent, rather that the final mile of curriculum precision and diagnostic confidence is still being tightened.

As a state primary, the key transition is into Birmingham secondary schools at Year 7. The school’s wider emphasis on citizenship and leadership should help pupils who need confidence in new social settings, particularly those moving into larger secondary environments where self-advocacy becomes increasingly important.

Birmingham also has a distinctive secondary landscape, including selective grammar pathways and a wide range of non-selective options. Families who are considering selective routes typically need to plan early and think carefully about what kind of secondary experience fits their child’s learning style and temperament. The most reliable next step for parents is to use FindMySchool’s Local Hub comparison tools to shortlist realistic secondary options based on distance, admissions criteria, and the most recent outcomes data.

Adderley is a Birmingham local authority primary, so Reception admissions are coordinated through the council rather than handled directly by the school. The school’s own admissions guidance is explicit that the route is managed by the local authority only.

Demand is the headline story. With 115 applications for 26 offers in the most recent entry-route dataset, the school sits firmly in oversubscribed territory, around 4.42 applications per place. That ratio does not mean families should not apply, but it does mean realistic preference planning matters.

For September 2026 Reception entry in Birmingham, the published timetable used across local schools indicates applications open on 01 October 2025, close on 15 January 2026, with offers released on 16 April 2026. (These are the key dates families should work back from when arranging visits, gathering documents, and finalising preferences.)

If you are relying on distance-related criteria, use FindMySchool Map Search to check your precise distance to the school gates and to stress-test alternatives. Even when a school is your first choice, a well-built set of preferences reduces the risk of being allocated far from home.

Safeguarding is treated as a core professional routine, not an add-on. The January 2023 Ofsted inspection confirmed that the arrangements for safeguarding are effective.

On day-to-day wellbeing, the culture is framed around respectful relationships, pupils are described as happy, with adults dealing with bullying effectively so that pupils feel safe. The strongest schools do two things at once here: they set high standards for behaviour, and they make the reporting route credible for children. Evidence from the latest inspection points to that dual approach being in place, with pupils confident that staff listen to them and take concerns seriously.

A notable extra is health and practical life education. Pupils receive first aid teaching via the school nurse, and personal development is treated as a structured programme rather than a once-a-term theme. The implication for families is that confidence-building is not left to chance, it is explicitly taught and practised through roles, responsibilities, and real-world learning.

Extracurricular provision is most useful when it does two jobs: it widens experience for pupils who might not access clubs elsewhere, and it reinforces the school’s academic and personal development priorities.

Adderley’s clubs and enrichment reflect that. The most recent inspection evidence references clubs including sign language, basketball, computing, and reading, which is a mix of sport, skills, and literacy support.

There is also a distinctive “voice” thread running through extracurricular and enrichment. Radio Adderley is used as a platform for pupils to report on visits and events, a practical blend of communication, teamwork, and confidence in speaking to an audience.

Citizenship opportunities extend beyond school walls. Pupils have contributed to local food banks and have been involved in redesigning the local park, which turns “community” from an abstract idea into something pupils can point to and feel proud of.

The school week is set at 32.5 hours for children’s education. Gates open at 8:35am, with registration by 8:45am, and gates close promptly at 8:45am. At the end of the day, gates open at 3:30pm for collection. Fridays finish earlier, with home time at 1:25pm.

Breakfast provision is available through a breakfast club run in collaboration with Magic Breakfast, intended to ensure pupils can start the day with a healthy breakfast.

For travel, the school highlights that it is close to bus routes, with Adderley railway station within walking distance.

• Oversubscription pressure. With 115 applications for 26 offers in the most recent dataset, competition is a practical reality. Families should plan preferences carefully and include realistic alternatives.

• Attendance remains a priority area. External review evidence highlights that some pupils do not attend regularly enough, which can limit progress and access to wider opportunities. Families should expect consistent attendance expectations and close follow-up.

• Early finish on Fridays. A 1:25pm finish may be inconvenient for working families unless childcare is already in place.

• Curriculum refinement in specific areas. Design technology knowledge sequencing and staff confidence in assessing some SEND needs were identified as areas to tighten further. If your child needs highly tailored adjustments, ask directly how assessment and planning is done for their profile.

Adderley Primary School combines a rights-led ethos with clear routines and above-average key stage 2 outcomes. Pupils are expected to work hard, behave well, and contribute, with plenty of structured chances to build confidence through roles, clubs, and community-facing projects. Best suited to families who want a busy, orderly primary with strong results and an emphasis on pupil voice, and who can engage proactively with a competitive admissions picture.