The Olive School, Small Heath Review 2026: An Outstanding Muslim-faith Primary with Top-tier KS2 Outcomes

Strong Key Stage 2 outcomes sit at the centre of this Birmingham primary’s story. In 2024, 94% of pupils met the expected standard in reading, writing and maths combined, well above the England average of 62%; more than half reached the higher standard (52%) against an England average of 8%. These are the kinds of figures that change what “local school” can mean for families in Small Heath.

The context matters too. This is a Muslim-faith school that welcomes pupils of all faiths and none, and it operates within Star Academies, a trust known for structured curriculum thinking and consistent routines. The current principal is Shawkat Chowdhury.

Official inspection also aligns with the academic picture. The latest inspection (January 2024) judged all areas as Outstanding, with safeguarding effective.

A clear, values-led culture comes through most strongly in how pupils behave and how they talk about learning. The school uses Star’s trust-wide values of service, teamwork, ambition and respect, and pupils are expected to put those into practice through everyday routines and leadership roles.

Faith sits as an everyday reference point rather than an add-on. The school has an Islamic ethos and, importantly for many families, the published position is inclusive, welcoming children from different backgrounds. It is also due a separate faith inspection under section 48, which has not yet taken place, so the best evidence base for day-to-day culture currently comes from mainstream inspection and trust practice.

The school is close to capacity (around 420 places). That size often strikes a useful balance for parents, big enough for structured systems and specialist opportunities, small enough for staff to know pupils well. For children who thrive on consistency, clear boundaries and adult follow-through, this tends to be a good fit.

The outcomes data is the headline. In 2024, 94.33% of pupils met the expected standard in reading, writing and maths combined. The England average was 62%. At the higher standard, 52.33% reached greater depth across reading, writing and maths, compared with an England average of 8%. Reading, maths and GPS scaled scores were also high (reading 110; maths 112; GPS 111). These are the kinds of profiles more commonly associated with selective intakes, yet this is a state primary.

FindMySchool’s ranking (based on official data) places it 174th in England for primary outcomes and 3rd locally in Birmingham. That sits in the top 2% nationally by percentile. Parents comparing nearby primaries can use the FindMySchool Local Hub and Comparison Tool to see how this profile stacks up against other Birmingham schools using the same data basis.

It is also worth noticing the breadth of high attainment signals in the underlying measures. For example, the proportion reaching the expected standard in maths is extremely high (97%), and the high score proportions in reading, maths and GPS are substantial. The implication is that learning is not narrowly concentrated in a small top set, it appears spread across a large proportion of the cohort.

High outcomes rarely arrive by accident at primary level, particularly in a busy urban admissions context. The most credible explanation is consistency: curriculum sequencing, tight routines in lessons, and frequent checks for understanding.

A visible strand is literacy. The school uses a trust reading initiative called Star Readers, designed to push reading volume and widen what children choose to read. When this is done well, it has a simple knock-on effect: vocabulary grows, sentence control improves, and pupils gain the background knowledge that makes wider curriculum content easier to access.

A second strand is in-the-moment feedback, especially in maths. Frequent checks allow misconceptions to be corrected before they harden. In primary settings, this matters because small gaps compound quickly from Year 3 onwards. The practical implication for families is that children who are quick to pick things up are extended, while children who need more practice get it early, rather than being left to “catch up later”.

As a primary school, the main transition point is Year 6 into Year 7. The school’s approach to preparation is best understood as academic readiness plus confidence: strong reading habits, secure maths foundations, and pupils who are used to sustained effort.

For Birmingham families, next-step choices commonly include local non-selective secondaries and, for some children, selective routes where appropriate. The most practical advice is to start with Birmingham City Council’s secondary admissions guidance and to treat school-to-school transitions as a separate planning track from primary success. In other words, excellent KS2 outcomes expand options, but they do not remove the need to engage early with Year 7 admissions timelines.

The school also encourages responsibility through pupil roles such as anti-bullying ambassadors and junior police community support officers, which can support the independence demanded by secondary school.

Reception admissions are handled through Birmingham’s coordinated process, rather than direct offers made solely by the school. For September 2026 entry, Birmingham’s published timetable shows applications opening on 1 October 2025, the closing date as 15 January 2026, and National Offer Day on 16 April 2026.

Demand is high. For the Reception entry route there were 327 applications for 60 offers, indicating a strongly oversubscribed position. On the same measure, the school shows more first preferences than offers (ratio 2.72), which usually translates into significant disappointment for families who place it first but do not meet priority criteria. This is the moment to be realistic: treat your preference list as a portfolio, not a single bet.

Because the last distance offered figure is not available here, families should avoid assuming that “nearby” is enough. Use the FindMySchool Map Search to measure your distance precisely and then sanity-check it against the most recent published admissions criteria for the relevant intake year.

A calm safeguarding culture and clear expectations are foundational in any primary, and the available evidence points to a well-organised system. Safeguarding is confirmed as effective, and pupils are taught how to stay safe, including online risk and healthy relationship awareness at an age-appropriate level.

Wellbeing is also supported through belonging. When a school frames itself as a community where adults are consistently available, pupils tend to ask for help earlier, which prevents small problems from escalating. The practical implication for parents is that communication and routines matter. Children who struggle with uncertainty often do better when the day is predictable and adults share a common language about behaviour.

This school’s enrichment is framed through leadership development rather than a long menu of casual clubs. The evidence points to an approach that links activities to wider foundations such as sport, creativity, performing arts, enterprise and charity. When that structure is real, it stops enrichment becoming an add-on for a small number of confident children and makes it part of the school’s core expectations.

There are also named programmes and experiences. Star Readers is one example: it is not just “encouraging reading”, it is a specific initiative used to increase reading frequency and breadth. Another is Debate Mate, referenced as part of trust-wide skills development, which signals that oracy and structured argument are taken seriously even at primary age. The implication is that children are given practice in speaking clearly and listening carefully, skills that later support writing quality and confidence in secondary classrooms.

Finally, responsibility is treated as an activity in itself. Leadership roles such as anti-bullying ambassadors, junior police community support officers, and participation in community support like a foodbank are concrete opportunities for pupils to practise service and teamwork. That matters because it turns “values” into visible behaviours, and it gives less academically confident children another route to recognition and self-belief.

This is a state school with no tuition fees.

The school operates a breakfast club, which can be a significant help for working families; it also publishes a structured academy-day timetable, including an early start option.

Term and holiday dates for 2025 to 2026 are published by the school. For transport planning, most families will be thinking in terms of short local journeys in Small Heath; if you are relying on wraparound care beyond breakfast provision, check directly what is currently available and how places are allocated.

• Oversubscription is the limiting factor. With 327 applications for 60 places on the Reception entry route many families who want this school will not secure a place, even with a first preference. Have realistic back-up options.

• Expect a structured culture. High outcomes usually come with tight routines and high expectations. This suits many children, but those who need a looser, more informal style may take time to adjust.

• Faith context matters. The school’s Islamic ethos is central to identity, even with an inclusive admissions stance. Families should ensure they are comfortable with that context and how it shapes assemblies, values education and the wider school calendar.

• Primary success does not automate Year 7 planning. Start Birmingham secondary admissions research early and treat it as its own process, particularly if you are weighing selective pathways.

For families seeking a state primary with very high academic outcomes and a clear values framework, this is a compelling option. The school’s profile suggests consistent teaching, strong literacy culture, and pupils who are accustomed to responsibility and purposeful routines. It best suits children who respond well to structure and families who want faith-grounded values within an inclusive community setting. The greatest barrier is admission, not what happens after a place is secured.