Edna G. Olds Academy

In a busy inner-city part of Nottingham, Edna G. Olds Academy combines a high-expectations academic culture with a genuinely inclusive tone. The most recent official inspection, carried out on 7 and 8 May 2025, confirmed the school has maintained the standards from its previous Outstanding judgement.

This is a state primary for pupils aged 3 to 11, with nursery provision and a clear emphasis on reading, precise curriculum sequencing, and calm routines. In practical terms, families get structured learning plus wraparound options, including breakfast club and an extended day offer on weekdays.

Competition for Reception places is real. With 104 applications for 30 offers the school sits firmly in oversubscribed territory, so timing and criteria matter for families hoping to secure a place.

A strong sense of belonging is one of the school’s defining features. Official inspection evidence describes pupils as proud of their school, feeling safe, and benefiting from adults who know them well. The tone is not soft, though. Expectations are explicit, and pupils are expected to take responsibility for routines and for the quality of their work across subjects.

There is also a clear civic and community dimension. Pupils are encouraged to contribute through leadership roles, including councils and ambassador-style roles, and to engage with themes such as equality, diversity, and wider cultural understanding through visits and visitors. For many families, that blend of personal responsibility and broad social education is a major draw.

Leadership sits within a wider trust structure. Edna G. Olds Academy is part of L.E.A.D. Academy Trust, and the school’s own trust information highlights that it joined the trust in September 2013. Day-to-day leadership is led by Mrs Hannah Crotty (Headteacher on the school’s published staff list), with executive leadership also referenced in the latest inspection documentation.

This is a high-performing primary by any sensible reading of the data.

In the 2025 KS2 dataset, 90% of pupils met the expected standard in reading, writing and mathematics combined. That remains a strong result and will matter to families who want secure attainment by the end of Year 6.

At the higher standard, 20% reached greater depth in reading, writing and mathematics combined. This suggests the school is not only securing the expected standard for most pupils, but also stretching a meaningful group beyond it.

Scaled scores reinforce that picture: reading 109, mathematics 109, and grammar, punctuation and spelling (GPS) 113, with a combined reading, GPS and maths total of 331.

Rankings provide an additional lens. Ranked 672nd out of 14,978 primary schools in England for academic performance and 4th in Nottingham for primary outcomes, this sits high in the national distribution. These are proprietary FindMySchool rankings based on official data.

The school’s teaching model is built around clarity and sequencing, with a curriculum that identifies the knowledge and vocabulary pupils should learn and revisits ideas so pupils connect new learning to what came before. The practical implication is fewer gaps as pupils move up the school, and a smoother transition into Key Stage 2 content that demands more sustained reading, writing stamina, and subject vocabulary.

Reading is positioned as a priority from early years onwards. Phonics is taught in a structured way, with support targeted at pupils who need to catch up. As pupils move through the school, they are exposed to a wide range of texts selected to broaden background knowledge and deepen vocabulary. For families, this tends to show up as confident readers who can handle more demanding comprehension by upper Key Stage 2, which then supports writing quality across subjects.

Early years is not treated as childcare with a bit of learning attached. Nursery provision is described as a planned curriculum covering the prime areas and wider areas of learning, with children able to explore independently as well as in adult-guided groups. That balance typically suits children who thrive on both structured routines and purposeful play, particularly those who benefit from language-rich interaction.

As a primary, the key transition point is Year 6 into Year 7. Pupils are described in official evidence as being well prepared for their next stages of education, which aligns with the school’s emphasis on behaviour, routines, and strong foundational literacy.

For families, the practical planning sits with Nottingham City’s coordinated admissions for secondary transfer, including weighing transport time and the pastoral fit of prospective secondaries. If your child is in nursery or Reception now, it is sensible to think ahead about how your preferred secondary options align with your family logistics.

Within primary, a second “next step” is progression from nursery into Reception. The nursery offer includes both part-time and full-time patterns within the school day structure, which can make transition into Reception more straightforward for pupils who benefit from continuity of setting and staff familiarity.

Edna G. Olds Academy is a state school with admissions routed through the local authority’s coordinated process rather than a direct private application.

The headline point is demand. for Reception entry, there were 104 applications for 30 offers, and the school is recorded as oversubscribed (3.47 applications per place). First-preference demand is also strong, at 1.86 first preferences per offer. Those figures point to a school that many families actively choose rather than one that fills by default.

For September 2027 entry, Nottingham City’s coordinated primary scheme sets out key dates that families should diarise. Applications open on 2 November 2026, the closing date for on-time applications is 15 January 2027, and offers are made on the national offer date of 16 April 2027.

Oversubscription criteria follow the usual logic of priority groups, then catchment and sibling considerations, then other applicants, with specific definitions provided for residence and sibling connection. The detail here matters. Families should read the published criteria carefully and avoid assuming that living nearby automatically secures a place, especially when demand is consistently high.

Open events can be a helpful way to judge fit. The school has published open days for children starting in September 2026, including sessions on 20 November 2025 and 8 January 2026. (As of today’s date, 26 January 2026, those dates are in the past, so families should check the school’s current listings for the next cycle.)

Pastoral culture here is closely linked to routines, behaviour, and the sense that pupils’ voices matter. The latest inspection evidence describes behaviour as exemplary and learning as largely disruption-free, which is often a strong proxy for wellbeing in practice, since children can focus, feel safe, and experience consistent expectations.

The school also places weight on respect and inclusion, with pupils reporting that everyone has a voice and that their ideas are taken seriously. For many children, this kind of culture supports confidence, especially for pupils who may be quieter, new to English, or adjusting to a new setting.

Safeguarding was judged effective at the most recent inspection. For parents, the best next step is still practical: ask how concerns are reported, how attendance is followed up, and how the school communicates with families when issues arise.

SEND identification and classroom adaptation are described as timely and structured, with information shared with trained staff so learning activities can be adapted appropriately. The school’s published staffing list also shows a named Assistant Head of School with SENCO responsibility, which is often reassuring for families who want clear accountability.

Extracurricular life is not treated as an optional extra for a small minority. Official evidence references a wide variety of activities, including weekly yoga sessions supporting mindfulness and wellbeing, and trips including a residential experience in Years 5 and 6.

The school also publishes a specific club offer. Named options include Choir, Yoga Dance, Sewing and Crochet, Multi Skills Sports, Football (scheduled across different year groups through the year), and a Baking club for younger pupils at certain points in the year. The implication is breadth: sport for energy and teamwork, creative and practical clubs for fine motor skills and patience, and singing for confidence and listening.

Wraparound provision is clearly structured. The extended learning offer runs after school, includes time for homework and reading support, and follows a consistent timetable across the week. For working families, this kind of predictable structure often matters as much as the activity list itself.

The school day is clearly set out. Gates open at 8.30am, classroom routines start from 8.45am, and learning begins at 8.55am. Reception to Year 6 finish at 3.15pm, with nursery sessions also set out within the same published timetable.

Breakfast club and an after-school offer are available, with breakfast club running from 8.00am and extended provision running until 5.50pm Monday to Thursday, and until 4.15pm on Fridays. Families considering wraparound should also note that some elements are chargeable and that places can be limited depending on staffing ratios.

For nursery, the school describes funded places for eligible families, with both 15-hour and 30-hour routes, and notes that additional meal costs apply. Nursery session times are also clearly stated, which is helpful for parents planning work and childcare.

• Oversubscription is structural, not occasional. With 104 applications for 30 Reception offers many families who want a place will not get one. Treat the admissions timetable and criteria as essential reading, not background detail.

• High expectations may feel intense for some children. The culture is built around strong routines, high-quality work, and consistent behaviour. That suits many pupils, but children who need a slower pace of adjustment may require careful transition support at the start.

• Wraparound and clubs are a strength, but budgeting matters. Breakfast club, extended learning, and some clubs have published charges. Families should factor these into their realistic weekly cost picture.

• Nursery funding is eligibility-based. The school offers funded hours for eligible families, but parents will need to secure codes and plan ahead, and meal costs are described as an additional charge.

Edna G. Olds Academy suits families who want a state primary with an academically focused culture, strong literacy foundations, and calm, respectful behaviour norms. Results and rankings point to performance that is well above typical England levels, and the published wraparound structure is practical for working households.

The main limiting factor is admission rather than the offer itself. This is best suited to families ready to engage early with the local authority process, and to children who respond well to clear routines, ambitious teaching, and a school culture that expects pupils to take pride in their work.