The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
Last reviewed: February 2026 · Rankings and key information above update regularly, however, this review below is refreshed bi-annually and may not reflect recent changes. If you spot anything outdated or inaccurate, please let us know.
A junior school (Years 3 to 6) that takes both learning and character seriously, with KS2 outcomes that sit in a solid national position and a calm set of expectations. In the 2024-25 outcomes, 70% of pupils met the expected standard in reading, writing and mathematics combined. At the higher standard, 10% reached the higher standard in reading, writing and mathematics.
The school’s most recent Ofsted inspection took place on 7 and 8 November 2023; it confirmed the school remains Good, and stated that evidence suggests it could be Outstanding if inspected under a graded inspection.
Parents looking for substance will notice three things quickly. First, routines are explicit, from punctual starts to a tight focus on reading. Second, pupils are given genuine responsibility, not just token roles. Third, the Church of England character is integrated into daily life through clearly articulated values and worship, reinforced by a SIAMS inspection in July 2024.
The school’s culture is anchored by a simple idea expressed repeatedly across its own materials, everyone is valued, everyone is motivated, everyone achieves. That is not treated as a slogan; it is used as a lens for behaviour, relationships and the way pupils are encouraged to speak up.
Christian values are set out plainly and returned to often: Co-operation, Compassion, Respect, Equality, Forgiveness, Peace. For families who want a Church school where the faith dimension is visible but not exclusionary, this is a useful signpost. SIAMS reporting in July 2024 describes the school as living up to its foundation as a Church school, and places particular weight on how pupils are supported to explore beliefs and worldviews in a safe environment.
There is also a strong sense of pupils being encouraged to participate rather than simply comply. The 2023 inspection report points to pupils being “curious, critical thinkers” who learn to make decisions about online safety, and who reflect on right and wrong using current news and wider issues. That is the kind of detail that often correlates with confident pupils in Year 6, especially those preparing for secondary transition interviews, open evenings, and the general social shift that comes with Year 7.
The physical setting is not just functional. Local authority planning committee papers describe the school building as Grade II listed, designed by James Brooks and built in 1871, within the Wolstanton Conservation Area. For some children, this kind of historic environment is simply “their school”. For others, it can add a sense of identity and place, especially when linked to community and church connections.
This is a school with KS2 performance that sits in a solid national position, with particular strengths in reading high scores and science expected-standard outcomes.
70% met the expected standard in reading, writing and mathematics combined.
10% achieved the higher standard in reading, writing and mathematics.
90% met the expected standard in science.
Those figures indicate two things. First, most pupils are securing the basics by the end of Year 6. Second, a substantial minority are being stretched into higher standard outcomes, which usually requires consistent curriculum sequencing and tight assessment.
Reading scaled score: 108
Mathematics scaled score: 106
Grammar, punctuation and spelling (GPS) scaled score: 106
50% achieved a high score in reading
40% achieved a high score in GPS
On school-to-school comparisons, the most important question is usually consistency: are pupils being pushed forward across the cohort, or are outcomes driven by a small group at the top? Here, the combination of a very high expected-standard rate alongside a well above average higher-standard proportion suggests both breadth and depth.
Ranked 5,282nd in England and 7th in Newcastle for primary outcomes (FindMySchool ranking). This places the school in the upper half of primary schools in England on the current overall ranking.
For parents, the implication is practical. If your child is already working securely at age-related expectations, the environment should have enough academic stretch, especially in reading and language accuracy. If your child needs confidence-building and structured catch-up, the inspection evidence points to rapid identification of gaps and targeted support, particularly in reading.
England ranks and key metrics (where available)
Reading, Writing & Maths
69%
% of pupils achieving expected standard
Ranking figures update automatically as our data refreshes and are the definitive source. Any rankings quoted in the review text were accurate when it was written and may since have changed.
The curriculum story here is about structure, sequencing and follow-through. The 2023 inspection report describes an ambitious curriculum that is clearly planned and sequenced so pupils build knowledge over time, with strong checks on learning so gaps are identified and addressed quickly.
A clear example is reading. The inspection narrative points to very high expectations, a deliberate push towards literature, and pupil leadership through reading ambassadors. It also gives concrete mechanisms that go beyond generic “we value reading”, including Friday book club and the use of author letters and signed copies to keep interest high.
The implication for families is that reading is unlikely to be treated as an isolated subject. Instead, it becomes part of the day-to-day culture, with pupils expected to talk about books, practise fluency, and build comprehension in a way that supports writing across the curriculum.
On inclusion, the inspection evidence is specific: pupils with SEND are included in all aspects of school life, needs are identified swiftly, and additional support is effective, including specialist input from external agencies when required. That matters because KS2 is often where needs become more academically visible, particularly around language, working memory, and independent task completion.
A useful practical indicator is that the school’s SEND information and policies are published and structured around the national SEND Code of Practice framework, which usually correlates with a more consistent graduated approach to support.
The school prospectus describes curriculum learning being reinforced through visits and visitors, and positions music and outdoor learning as meaningful parts of the offer, including Learning in the Woods. The 2023 inspection report adds examples of enrichment that extend beyond the classroom, including museum artefacts, a space experience, theatre, and a residential visit for older pupils.
This matters because enrichment only becomes valuable if it is connected back to knowledge, vocabulary and confidence. The inspection emphasis on sequencing and retention suggests these experiences are being used to deepen learning rather than simply fill the calendar.
Quality of Education
Good
Behaviour & Attitudes
Good
Personal Development
Good
Leadership & Management
Good
FMS Inspection Score calculated by FindMySchool based on official inspection data.
As a junior school, the key transition point is the move into Year 7.
A sensible way to judge transition readiness is to look for evidence of independence, confidence in reading, and opportunities to practise leadership. Here, the inspection evidence points to pupils taking on roles such as school councillors and travel ambassadors, and developing teamwork through a residential experience.
For local secondary transition, families in Staffordshire usually apply for Year 7 places during Year 6. Check Staffordshire’s current secondary admissions timetable for the closing date and offer day before making decisions.
It is also clear that local secondary schools actively engage with Year 6 pupils. For example, Chesterton Community Sports College issued invitations to Year 6 open events in September 2025, including an open day and open evening, with transport arrangements from primary schools. This kind of structured exposure can reduce anxiety for pupils who benefit from seeing a secondary environment before making choices.
Admissions are handled through Staffordshire’s School Admissions Service, with the school directing families to the local authority route and advising families to contact the school office for in-year admissions.
For normal age of entry into a junior school (Year 3) in Staffordshire, families apply for September entry if the child will be in Year 2 at an infant school in September of the preceding academic year. The Staffordshire timeline for September 2027 entry states:
Applications open: 1 November 2025
Applications close: 15 January 2027
National Offer Day: 16 April 2027
Because this is a voluntary controlled Church of England school, families should also read the relevant admission arrangements carefully, particularly if supplementary information is required for faith-based criteria in a given year. The Staffordshire guidance explicitly notes that some voluntary aided and similar schools may require extra information or a supplementary form, so it is worth checking early rather than close to deadline.
A practical suggestion: if you are considering a Year 3 transfer into a junior school, use FindMySchool’s Map Search to understand your likely travel pattern and to sanity-check how realistic the journey is at peak drop-off time. Even without published distance cut-offs in a given year, travel practicality often becomes the deciding factor for families.
Strong schools at KS2 usually share two traits: consistent behaviour routines, and adults who respond quickly when things wobble. The inspection narrative here describes pupils as polite and courteous, with high expectations for behaviour, and quick correction when standards slip.
Wellbeing is also shaped by whether safeguarding is treated as a whole-school responsibility. The school’s published safeguarding documentation indicates regular training expectations for governors, including Level 1 safeguarding on a three-year cycle, alongside formal reference to Keeping Children Safe in Education. That kind of governance detail typically signals that safeguarding oversight is structured rather than informal.
There is also a clear thread of pupils being encouraged to talk about concerns. The inspection account emphasises staff listening and acting on worries, and it links this to pupils feeling safe.
Extracurricular provision is most useful when it offers variety and when participation is straightforward for families to manage. Here, there is evidence of both school-led clubs and external providers, alongside opportunities that reflect the school’s academic priorities.
A published clubs schedule for the first half of Spring 2026 includes:
ASM Multi-Sports (morning and after-school sessions)
Change 4 Life (selected pupils)
CraftyKidz (booked directly)
Cosmic Yoga (Year 3)
Creative Writing Club (selected Year 6 pupils)
TTRS club (selected Year 4 pupils)
Year 6 Homework Club
The same inspection evidence that supports academic outcomes also points to extracurricular variety, including board games, coding, craft activities, and sports clubs. The implication is that clubs are not treated as an optional add-on only for confident children; they are part of how pupils broaden interests and practise social skills.
Leadership roles appear to be a real feature, not a badge. Lunchtime prefects are referenced in the inspection narrative as helping others, including helping pupils make friends and reinforcing behaviour standards at social times. This is exactly the kind of low-stakes responsibility that tends to build maturity in Year 5 and Year 6 pupils.
The school prospectus and website structure refer to Learning in the Woods as a defined strand, using grounds and outdoor space for learning rather than keeping it purely as break-time territory. For many children, outdoor learning is where confidence shows first, especially for pupils who find extended desk work tiring.
The school day begins at 8.55am and ends at 3.30pm, with pupils expected to arrive between 8.45am and 8.55am. The published weekly total is 32 hours and 55 minutes.
Wraparound care is available through Care Club @ St Margaret’s, open from 7.30am to 8.55am and from 3.30pm to 6.00pm during term time.
For travel, the setting on Knutton Road in Wolstanton makes it a practical choice for families living locally in and around Newcastle-under-Lyme. Families should also factor in peak-time congestion and parking realities, particularly if you are combining drop-off with onward commuting.
Entry point timing (Year 3). This is a junior school, so the normal entry is into Year 3 rather than Reception. Families coming from an infant school should plan early and treat the 15 January 2027 deadline as fixed for September 2027 entry.
Academic challenge is present but not extreme. The current KS2 outcomes are solid, with 70% meeting the combined expected standard and 10% reaching the higher standard in reading, writing and maths. Routines at home and established reading habits will still matter.
Clubs can be capacity-limited. The Spring 2026 clubs schedule notes limited places and first-come, first-served allocation via the parent portal, with some clubs restricted to selected pupils.
Church school character is real, not nominal. The Christian values and worship dimension are central to the school’s identity, supported by the July 2024 SIAMS inspection. Families who want a wholly secular experience may prefer alternatives.
A solid junior school with a clear moral framework, strong reading culture, and enough enrichment to keep KS2 interesting. It suits families who want structured expectations, visible pupil responsibility, and a Church of England ethos expressed through daily values rather than occasional events. Admission is the obstacle for many families in Staffordshire; planning ahead for the Year 3 entry timeline is essential.
Results place the school in a solid national position at KS2, with 70% reaching the combined expected standard and 10% reaching the higher standard in reading, writing and maths. The most recent Ofsted inspection (November 2023) confirmed the school remains Good and indicated evidence consistent with a potential Outstanding outcome at a graded inspection.
Admissions are managed through Staffordshire’s coordinated system, and allocations depend on the published admission arrangements for the relevant year. Families should check Staffordshire’s admissions guidance and the school’s own admission arrangements early, especially if you are applying from an infant school into Year 3.
Yes. Care Club @ St Margaret’s runs in the morning before school and after school during term time, which is helpful for working families who need wraparound provision.
In the 2024-25 outcomes, 70% met the expected standard in reading, writing and mathematics combined. At the higher standard, 10% achieved greater depth across reading, writing and maths.
Families apply for Year 7 places through Staffordshire’s secondary admissions process. Check Staffordshire’s current secondary admissions timetable for the latest closing date and offer day, and attend open evenings before making preferences.
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