Christ Church CofE (C) Primary School Review 2026, High-attaining Church of England primary in Lichfield

Two things stand out quickly. First, academic outcomes are exceptionally high for a state primary, including a Key Stage 2 combined expected standard figure that far exceeds the England average. Second, the school’s day-to-day culture is deliberately values-led, with Respect, Care, and Responsibility used as active behavioural language rather than poster material.

Leadership is structured as a co-headship, with Julie Pilmore and Amy Stonier named as Co-Head Teachers on the school website. The school is also large for a primary, with an intake pattern that supports breadth in clubs, sport, and personal development, while still keeping routines predictable for younger pupils.

For families comparing local options, this is the sort of school that rewards a careful read of the data and a realistic look at admissions competition, rather than assumptions based on reputation.

This is a Church of England school where the Christian underpinning is explicit and practical. Alongside Respect, Care, and Responsibility, the wider “R” language, including relationships, resilience, risk taking, reflective thinking, and being resourceful, shapes how pupils talk about learning and how staff frame expectations. The important point for parents is that the values are written to be actionable. They are presented as behaviours pupils can practise, not abstract ideals.

External reporting reinforces a picture of pupils who are settled and confident in the routines, and a school that puts considerable weight on how children feel day to day. Pupils describe the school as feeling like a second home, and the wider tone is of calm confidence rather than performative strictness.

The physical experience is also unusually specific for a primary. A “reading bus” is positioned as a quieter breaktime option for pupils who want calm space, and there is a clear emphasis on structured play and activity, including table football, table tennis, trim trails, and an all-weather court. The implication is practical: there are multiple routes through break and lunch for children with different temperaments, not just a single, noisy playground default.

Leadership is presented publicly as a co-headship, with Julie Pilmore and Amy Stonier listed as Co-Head Teachers and as Designated Safeguarding Leads on the staff page. The school’s published materials do not clearly state the co-headship start date, so it is best treated as a current operational structure rather than a timestamped leadership change.

Historically, the school’s story is closely linked to Christ Church and the Leomansley area. Secondary sources describe the school as dating back to the mid-19th century, which aligns with the broader development of the parish church and the surrounding neighbourhood.

The headline result is the combined Key Stage 2 measure. In the most recent published outcomes, 95.67% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. The higher standard figure is also striking, with 44.67% achieving the higher standard, compared with an England average of 8%. This is not a marginal difference. It signals a cohort where large numbers are working securely above age-related expectations by the end of Year 6.

Scaled scores reinforce the same story. Reading is recorded at 111, mathematics at 110, and grammar, punctuation and spelling at 112. Scores above 100 indicate performance above the national reference point, so figures in the 110 to 112 range are an indicator of consistently strong attainment across core subjects, not a single-spike year.

Rankings are equally strong. The school is ranked 171st in England for primary outcomes (FindMySchool ranking, based on official data), and 1st in the Lichfield local area. That placement sits among the highest-performing schools in England (top 2%).

What this means for families is twofold. For pupils who are already secure and enjoy being stretched, the school’s outcomes suggest they are likely to be well served. For pupils who need targeted help, the more relevant question is not whether support exists, but how early gaps are identified and closed. The latest inspection evidence points to a model where gaps are found quickly and addressed with targeted interventions, particularly in reading.

A final point on interpretation: very high attainment can correlate with an environment that is focused and purposeful. That can suit many children brilliantly, but it is worth matching the school’s pace and expectations to your child’s temperament.

Reading is positioned as a central pillar. The school describes a culture of reading that is visible in its provision and incentives, including access to high-quality texts and regular author engagement, with structured approaches that build fluency and confidence. The inspection narrative describes books carefully aligned to the phonics sequence, which is a technical indicator that early reading is being managed as a coherent programme rather than a loose set of activities. The implication for parents is practical: consistency in phonics and early book matching tends to reduce the risk of children falling behind quietly in Year 1 and Year 2.

Mathematics and writing are also described as strengths. One detail that matters is the emphasis on secure number facts that enable pupils to move into more complex reasoning and problem-solving. That points to a curriculum that treats fluency as the foundation for higher-order work, rather than trying to shortcut straight to “challenge” tasks.

A nuanced point for parents comes from the school’s improvement focus. The latest inspection highlights that, in a small number of foundation subjects, the sequencing of knowledge is not yet as precisely mapped as it is in core areas. That does not undermine the broader strengths, but it does signal where leaders are expected to tighten curriculum design so that progress is equally cumulative outside reading, writing, and mathematics.

Families comparing local schools can use the FindMySchool Local Hub and Comparison Tool to view these KS2 outcomes side-by-side with other Lichfield primaries, using the same underlying dataset rather than mixed sources.

As a primary school, the main transition is into Year 7. The school’s public-facing pages focus more heavily on current provision than on secondary destination patterns, and it does not publish a destination list or transfer breakdown.

In practical terms, families should treat secondary planning as a parallel track to primary selection. In Staffordshire, secondary allocations depend on the local authority’s admissions arrangements and the specifics of each school’s criteria. The most reliable approach is to use the local authority’s official catchment and admissions resources for your home address, then sense-check transport and travel time early.

Academically, the school’s Key Stage 2 outcomes suggest pupils are likely to move on well-prepared for a range of secondary settings, including schools with demanding academic pathways. For some families, that will raise questions about selective testing culture and preparation. If selective routes are part of your plan, it is worth clarifying what preparation is handled at home versus what is appropriate to expect from a primary school.

Reception entry is coordinated by Staffordshire local authority admissions. For September 2026 entry, the county timetable set out a clear process: applications opened on 01 November 2025, closed on 15 January 2026, and National Offer Day is 16 April 2026.

The school is oversubscribed on the data available. There were 118 applications for 59 offers in the recorded admissions cycle, which equates to about 2 applications per place. First preferences were slightly above offers, indicating that a meaningful share of applicants listed the school as their first choice. In practice, this means families should assume competition and prepare a realistic set of preferences, rather than relying on a single option.

The school also publishes detail about how it describes priority within its admissions criteria. It references distance as a key factor after higher-priority categories (such as looked-after children and siblings), using straight-line measurement via the local authority’s system. However, the last-distance figure is not available provided for this review, so families should not assume a workable radius from anecdote. If proximity is central to your plan, FindMySchoolMap Search is useful for checking your exact home-to-school measurement and planning contingencies.

Open events are clearly used as part of the admissions journey, but the dates shown on the school website for September 2026 entry sit earlier in the cycle, with open mornings listed in late September and early November, plus regular Thursday morning visits. Parents should expect a similar pattern annually, then confirm the current year’s dates directly via the school’s published updates.

The school’s pastoral model is tightly linked to safeguarding culture and consistent adult oversight. The co-head teachers are listed as Designated Safeguarding Leads, which is a practical signal of where responsibility sits at senior level.

The latest Ofsted inspection in October 2023 graded the school Good overall, with Outstanding judgements for Behaviour and Attitudes and for Personal Development. Ofsted also judged safeguarding to be effective.

Beyond safeguarding, personal development is described as unusually structured for a primary. Pupils are expected to speak to different audiences, including presentations to governors and leading worship assemblies, and to develop practical understanding of inclusion and respect. The implication is that quieter pupils are given supported opportunities to build confidence, rather than being left to opt out of public speaking until secondary school.

Support for pupils with special educational needs and disabilities is also described as prompt and integrated, with pupils identified quickly and supported to access the same curriculum as peers. The school’s SEND policy also sets out leadership for inclusion via an assistant headteacher role, which suggests SEN is treated as a leadership priority rather than an administrative function.

Extracurricular breadth is strong, and importantly, it is varied. The school’s clubs list is published term-by-term, which signals that provision changes with staffing and pupil interest rather than being a static menu. A recent timetable included Church Choir for Years 3 to 5, Crochet Club for Year 6, and an Orchestra for Key Stage 2. These options matter because they give pupils non-sport routes to identity and belonging, which can be particularly important for children who do not see themselves as “team game” types.

There is also evidence of practical enrichment and skills-focused clubs. Computing club appears for Year 3, there are Lego sessions for Year 2, and a Gardening club for Year 3, alongside dance, tennis, target games, cheerleading, and a Story Teller workshop for Years 5 and 6. The implication is that enrichment is not limited to performance outcomes; it supports creativity, fine motor skills, and confidence in speaking and presenting.

Day-to-day enrichment is also embedded in the physical environment. The reading bus is positioned as a calm-space provision, while outdoor activity options include trim trails and an all-weather court. That combination tends to work well for mixed cohorts, where some children need movement and noise, and others need calmer social space to reset.

Start and finish times are clearly published. Doors open at 08:40, with registration at 08:55. The day ends at 15:15 for Reception and 15:20 for Years 1 to 6.

Wraparound care is in place. Breakfast Club runs from 07:30 to 08:45, with published pricing that varies by start time, from £7.00 at 07:30 down to £5.04 from 08:00 onwards, including breakfast. After School Club provision runs into the early evening, with snacks served and water available through to 18:00, plus an option of a light supper for children booked after 17:15.

On travel, the school actively encourages walking where possible and notes cycling as an option, with bike racks available. This is a city-centre context, so pick-up and parking routines are worth thinking through early if you are driving, especially if you are also managing wraparound collection.

• Admissions competition. The school is oversubscribed, with 118 applications for 59 offers in the recorded cycle. Families should plan multiple preferences and check how distance and priority categories apply to their situation.

• Foundation subject sequencing. Core outcomes are extremely strong, but the latest inspection highlights that a small number of foundation subjects need clearer curriculum sequencing so knowledge builds as precisely as it does in reading, writing, and mathematics.

• Wraparound costs and routines. Breakfast Club fees are published and time-dependent, and after-school provision includes snacks and late collection options. For some families this is a major positive, but it is worth calculating weekly cost and logistics early.

• Values-led faith character. The Church of England identity is central, with Christian values shaping behaviour language and wider personal development. Families seeking a fully secular ethos should satisfy themselves on how worship and values are expressed day to day.

Christ Church CofE (C) Primary School combines very high attainment with a clear values framework and unusually structured personal development. The breadth of clubs and the attention to breaktime options, including calm reading space alongside active provision, suggest thoughtful day-to-day design rather than a narrow focus on tests.

Best suited to families who want a values-led Church of England primary with strong academic stretch and established wraparound care, and who are prepared to approach admissions with a realistic plan and multiple preferences.