Smith’s Wood Primary Academy Review 2026, High-attaining primary with strong reading culture and a big focus on character

High expectations, calm routines, and an unusually detailed approach to building pupils’ character sit at the centre of life here. The school’s own strapline, More than a school, is backed by a clear set of values (honesty, respect, determination, responsibility, friendship, perseverance) that pupils are expected to live out daily.

On outcomes, the headline is hard to ignore. In 2024, 88% of pupils met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. Reading and mathematics scaled scores were 107 and 106 respectively, with science also strong at 93% meeting the expected standard.

Admissions are competitive for Reception. For the most recent dataset in this profile, there were 118 applications for 58 offers, around 2.03 applications per place.

Leadership is current. The principal is Mrs Nichola Damms, with governance records showing her term of office starting in September 2025.

This is a school that is explicit about what it wants pupils to be like, not only what it wants them to know. Values are prominently stated and repeatedly referenced, with a deliberate emphasis on citizenship, kindness, responsibility, and perseverance. In practice, that tends to show up in consistent behaviour expectations and clear adult modelling of routines and manners.

A notable feature is the school’s investment in structured pupil roles and peer support. Formal pupil leadership and listening roles are part of the culture, creating a sense that pupils are expected to take responsibility for one another and for the wider atmosphere of the school.

The early years are not treated as a bolt-on. Nursery provision is part of the school’s identity, with a stated offer of 15 hours per week funded places and a clear sessions model (morning or afternoon blocks). That matters for families who want a settled start before Reception and prefer a setting that already feels like a primary school rather than a standalone nursery.

Leadership has changed since the last published inspection report, which lists a different headteacher at that time. Parents who place weight on leadership style should treat 2025 to 2026 as an important period to understand how the new principal’s approach is embedding across teaching, behaviour, and routines.

The 2024 outcomes place Smith’s Wood Primary Academy among the stronger-performing primaries in England on this dataset. In the combined reading, writing and mathematics measure, 88% reached the expected standard, compared with an England average of 62%. On higher attainment, 28.67% achieved the higher standard in reading, writing and mathematics, compared with an England average of 8%.

Subject detail reinforces that picture rather than contradicting it. Reading is at 107 average scaled score, mathematics at 106, and grammar, punctuation and spelling at 109. Expected standard achievement is high across reading (85%), mathematics (87%), and science (93%).

Rankings are also supportive. Ranked 2620th in England and 46th in Birmingham for primary outcomes (FindMySchool ranking based on official data), this places the school above the England average and comfortably within the top 25% of schools in England. For parents, that typically means the school is delivering consistently secure basics, with a meaningful proportion of pupils also working at greater depth.

A sensible way to use these figures is comparative rather than absolute. Parents weighing nearby options can use the FindMySchool Local Hub and Comparison Tool to view local outcomes side by side, especially if you are trying to judge whether this profile reflects a sustained pattern or a particularly strong cohort year.

Reading is positioned as a priority from the earliest stages, with phonics taught in a structured way and books matched closely to pupils’ developing sound knowledge. The early years are described as language-rich, and pupils are expected to read regularly and to talk about books confidently.

Beyond reading, curriculum design is framed as careful and adapted to pupil needs, including for pupils with special educational needs and disabilities. The school also signals ambition in breadth, with modern languages, mathematics, and wider foundation subjects receiving sustained attention rather than being squeezed out by test preparation.

A useful practical cue is how the school thinks about “next steps”. Transition is referenced as something planned and supported, including for pupils with SEND, with structured opportunities for pupils and parents to connect with new settings and staff.

As a 3 to 11 primary, the main “destination” question is secondary transfer. The school highlights transition support, including resources signposted for families as children move into Year 7, and a particular focus on making transitions smoother for pupils with SEND.

For many North Solihull families, the practical next step is a local comprehensive secondary. The primary also shares local information that points families towards nearby options and open evenings when relevant, which can be helpful for parents who want a clear pathway and an early view of what comes after Year 6.

Within the school, there is strong emphasis on building the personal habits needed for the next stage, such as independence, responsibility, and steady routines around attendance and punctuality. That can matter as much as the academic profile when pupils move into larger, more complex secondary environments.

Reception entry is coordinated through Solihull Council, and the national timetable is clear for September 2026 starters. The closing date is 15 January 2026, with offers made on 16 April 2026. It is also made explicit by the local authority that attending a nursery does not usually give higher priority for a Reception place, which is important for families hoping nursery attendance will secure progression.

The school’s published admission number is 60, reflecting a two-form entry model. That tends to create a balance of scale and familiarity, large enough for breadth of friendships and support groups, while still retaining a primary feel.

Demand is a live factor. For the most recent dataset here, there were 118 applications for 58 offers, and the school is recorded as oversubscribed, around 2.03 applications per place. In practical terms, that usually means families should treat admission planning as something to do early, especially if you are weighing multiple schools and need to understand how preference order might play out.

For nursery admission, the school publishes its own process and dates for the September 2026 intake. Applications open 01 October 2025, the closing date is 06 February 2026, and the offer day is 06 March 2026. Nursery places are described as 15 hours per week funded provision, delivered as either morning or afternoon sessions.

If you are comparing schools by proximity, use the FindMySchool Map Search to check your home-to-school distance accurately. Even where distance cut-offs are not published in a given year, understanding your realistic travel and drop-off plan helps you judge whether a daily routine is workable, especially with wraparound care.

Pastoral strength here is tied to a calm, orderly culture and a focus on pupils’ sense of safety. Staff training, clear reporting routes for concerns, and partnership with external agencies are all described as part of the safeguarding approach, alongside a focus on online safety education for pupils.

There is also an intentional peer-support layer. Pupil roles linked to wellbeing and listening are referenced as part of how the school ensures pupils have multiple routes to help, not only a single adult contact. For some families, this is reassuring, particularly for children who can find it easier to speak initially to another pupil before speaking to an adult.

SEND support is framed as inclusive rather than separate. The school describes adapting learning and extracurricular access so pupils with SEND can participate fully, alongside a transition programme that supports pupils and parents as they move between phases or settings.

Clubs and enrichment look broad, with specific pupil groups and activities named rather than being described only in general terms. Eco-Warriors appear as a distinct pupil group, linked to sustainability learning and local engagement. That tends to suit pupils who enjoy purposeful projects and who like their learning to connect to the real world.

Music is visible too. A choir for older year groups is referenced through school communications, including performances for families. For pupils who enjoy performing but are not necessarily aiming for formal instrumental routes, choir can be a strong “easy entry” activity that builds confidence and routine.

For clubs that are more practical or sport-oriented, the school indicates regular availability of activities such as cookery, science club, netball, football, dance, and arts and crafts, with club lists changing across the year. This rotating model can be a strength if your child likes variety, but families who want the same club every term should expect change.

Trips and broader experiences are also emphasised, including opportunities that go beyond the typical primary pattern. The key point for parents is not the headline destination, it is the intention: giving pupils a wider picture of careers, creativity, and ambition, so learning does not feel limited to the classroom.

The core school day is published clearly. School starts at 08:45, registers close at 08:55, and the school day ends at 15:10. Lunch and break timings are also set out by key stage.

Wraparound is a meaningful part of provision. Little Acorns Before and After School Club runs from 07:45 to 08:50 and from 15:10 to 17:15 on school days. Charges are listed as £4.50 for breakfast club sessions, and £5.50 to 16:15 or £8.50 to 17:15 for after-school sessions. There is also a separate free breakfast offer described as running 08:30 to 08:45 with simple breakfast items, with limited places.

For drop-off and collection, the school asks parents to avoid parking directly outside the front of the school, describing the area as a no-parking zone on a main bus route, with on-street parking available in nearby roads.

• Reception entry is competitive. With 118 applications for 58 offers in the latest dataset here, competition is real. Families should use the Solihull admissions timetable and plan preferences carefully.

• Leadership has changed since the last inspection report. The current principal’s governance term is shown as starting September 2025, while the 2023 inspection report lists a different headteacher at that time. Ask directly how priorities are being carried forward and what is changing.

• Clubs vary across the year. The school describes a rotating range of extracurricular activities rather than a fixed, unchanging list, which suits many pupils, but not those who want the same activity all year.

• Wraparound has structure and costs. Hours are generous, but the paid sessions can add up over time. Check how often you would realistically use it, and whether the free breakfast offer meets your needs.

Smith’s Wood Primary Academy combines a strong academic profile with a deliberate, school-wide focus on behaviour, character, and pupil responsibility. The outcomes data in this profile points to results well above England averages, with a notable proportion also working at higher standards.

It suits families who want clear routines, a strong reading culture, and a school that talks openly about values and citizenship. The main challenge is admission pressure for Reception, and for some families the practicalities of wraparound costs and rotating clubs will be part of the decision.