Grace Mary Primary School Review 2026: A knowledge-rich primary with standout maths and strong routines

A calm sense of purpose runs through this one-form entry primary in Tividale, where staff talk openly about doing the basics exceptionally well, then building wider life skills on top. The approach is structured, and it is not accidental. The curriculum is framed around three pillars, exemplary behaviour, a knowledge-rich curriculum, and explicit teaching, with pupils encouraged to engage through a consistent talk model in lessons.

The most recent published Key Stage 2 outcomes (2024) back up the ambition. 78% of pupils met the expected standard in reading, writing and maths combined, above the England average of 62%. At greater depth, 22% reached the higher standard across reading, writing and maths, compared with 8% across England.

Leadership is stable. Mrs Clare Sturmey is the headteacher, and was appointed in April 2013.

This is a state school with no tuition fees. Wraparound matters here, and it is explicitly part of the offer, with before and after-school provision in place.

This is a school that wears high expectations lightly, but applies them consistently. Pupils are described in official reporting as excited and ready to learn, with routines that help them settle quickly into the day. That shows up in the language the school uses about its culture, including golden rules, a tightly defined behaviour code, and an insistence on consistency from adults.

The values framework is unusually explicit. Kindness, health, determination, aspiration, honesty and respect are not left as posters, they are threaded into enrichment and leadership opportunities, so pupils learn to connect day-to-day choices with bigger themes like responsibility and community contribution.

Early years provision is an important part of the identity. The school serves children from age two, and the early years emphasis is on language and communication, alongside early number, independence and turn-taking. Adults are expected to talk with children, introduce new words, and build confidence through routine.

A distinctive strand for families to understand is the Focus Provision. Alongside mainstream classes, there is a dedicated Sunshine Class that specialises in supporting children with autism and complex communication and learning needs.

Grace Mary’s 2024 Key Stage 2 outcomes are strong by England standards, especially in the combined measure parents tend to care about most.

• Expected standard (reading, writing and maths combined): 78% (England average: 62%)

• Higher standard across reading, writing and maths: 22% (England average: 8%)

• Average scaled scores: reading 106, maths 109, grammar, punctuation and spelling 109

The higher-standard figure is particularly telling because it points to depth, not just borderline passes. For families with children who are capable and enjoy being stretched, this is a meaningful signal.

Rankings reinforce the picture. Based on FindMySchool rankings derived from official outcomes data, Grace Mary is ranked 2nd locally in Oldbury, and 2105th in England for primary outcomes. That equates to performance that sits comfortably within the top 25% of schools in England.

A practical implication: strong outcomes combined with a one-form intake can create a concentrated learning culture, but it may also bring pressure in Year 6. Families should look for how the school balances ambition with pupil confidence and wellbeing.

Teaching here is built around explicitness and repetition, with a clear expectation that staff present new knowledge carefully, then check it and revisit it. The school’s internal pedagogy is framed in plain language, including a strong emphasis on practice and on identifying misconceptions quickly, so pupils do not carry gaps forward.

Reading is treated as a priority rather than a subject. Staff training is central, and pupils are expected to read books matched to the sounds they know in early stages, with targeted support if they fall behind. The consequence for parents is usually felt most clearly in confidence: children learn to read fluently at the expected pace, and the school aims to push many beyond it.

Maths is a particular strength in the way the curriculum is described externally, and the published outcomes support that impression. For capable mathematicians, the upside is obvious, secure number sense and higher-standard outcomes. For pupils who are less confident, the question is whether the same tight structure feels supportive or intense. That is worth exploring at open events and in conversations about intervention.

Language learning has a notable twist. Older pupils learn Latin, positioned as a tool that strengthens English grammar and spelling.

As a primary, the main transition is into local secondary schools across Sandwell, with families typically weighing travel time, friendship groups, and the practicalities of after-school care against the character of each secondary option.

Oldbury and surrounding areas include several well-known secondary destinations listed in Sandwell’s admissions materials, including Bristnall Hall Academy, Oldbury Academy, Ormiston Sandwell Community Academy, and Q3 Academy Langley (among others across the borough).

For parents, this matters because secondary choice can affect how you prioritise primary, especially if siblings will follow.

If you are shortlisting, a useful step is to use FindMySchool’s Local Hub comparison tools to view nearby secondaries side by side, then sanity-check travel routes at drop-off and pick-up times.

Reception admissions are coordinated by Sandwell, not handled directly by the school. The school is clearly popular in the data provided: 105 applications for 30 offers, which is 3.5 applications per place, and the entry route is marked Oversubscribed.

In practical terms, this is what that means for parents: even strong preferences do not guarantee a place, and you need to understand how the oversubscription criteria will apply to your address and circumstances.

For September 2026 entry, Sandwell’s timeline sets out:

• Applications can be submitted from 15 September 2025

• On-time deadline: 15 January 2026

• Offer day for Reception: 16 April 2026

If you are applying in a future year, the pattern typically holds, applications open in early autumn and close mid-January, with offers in mid-April. Always check the current cycle in case the local authority changes dates.

Unlike some faith schools, there is no religious character here, so there are no supplementary faith forms to navigate.

Pastoral support is framed as both preventative and responsive. Attendance is treated as a core safeguarding and learning issue, with a clear expectation of punctuality and daily presence, and the school is explicit about routines and thresholds. Classrooms open at 8:25am and lessons begin at 8:30am, with gates closing at 8:45am.

There is also a visible wellbeing strand for families. The school describes having a wellbeing team for parents and carers as well as pupils, and references a local wellbeing charter commitment.

For children who benefit from additional regulation or confidence-building, the therapy dog programme is another distinctive feature. The school introduced two therapy dogs, Buddy and Luna, in March 2022, with the stated aim of creating positive impact through structured work with children and staff.

SEND support includes both mainstream provision and the Sunshine Class focus provision for autism and complex communication needs, which is important context for families seeking an inclusive mainstream setting with additional specialist capacity.

Enrichment is not treated as a bolt-on, it is part of the school’s stated model of preparing pupils for life skills and wider horizons. Orienteering, coding, chess, a football academy, and the Friday mile are highlighted as favourites, and the implication is that enrichment is used to build confidence, stamina, and transferable skills rather than simply to keep children busy.

Friday afternoons are a particularly distinctive slot. The school runs Friday Skills, where pupils rotate through enrichment activities across the year. In the autumn term programme described, the focus is STEM, with groups including Microbits, radio and podcasting, maths games and puzzles, chess, design technology, construction, and cooking.

For parents, this matters because it signals time explicitly protected for applied learning and creativity, not only core outcomes.

Outdoor learning is also part of the offer through Forest School, described as structured outdoor learning focused on exploration, problem-solving, independence, and respect for living things, with safety boundaries made explicit.

This is a state primary with no tuition fees, but families should expect the usual associated costs such as uniform, trips, and lunches.

The school day is organised tightly around punctuality. Lessons begin at 8:30am, and the gates close at 8:45am.

Wraparound provision includes a breakfast club for Reception to Year 6, with breakfast club opening at 8:00am and last entry at 8:15am so children can transition into class for the 8:30am start.

After-school arrangements exist, but the school indicates that after-school club is not available on an ad hoc day-to-day booking basis, so parents who need flexibility should confirm how places are allocated.

Lunches are supplied by SIPS Catering, ordered in advance, with meals listed at £2.60 at the time of publication (noting that prices can change).

For travel and drop-off, parking pressure is acknowledged. The school specifically asks families to avoid illegal or inconsiderate parking near crossing points and corners used by children, and notes that residents may report issues to the council.

• Competition for Reception places. With 105 applications for 30 offers in the latest dataset year, demand is high. Families should plan on the basis that preferences are not the same as certainty.

• Structured culture. Routines and explicit teaching are a strength for many pupils, especially those who thrive on clarity. Children who need a looser, more self-directed style may take time to adjust.

• After-school flexibility. Wraparound exists, but the school indicates after-school club cannot be booked casually day to day. This matters for parents with variable work patterns.

• Specialist provision alongside mainstream. The Sunshine Class focus provision is a positive for inclusion and specialist support, but it is worth understanding how places are allocated and how pupils move between support and mainstream classrooms when needs change.

Grace Mary Primary School is a high-expectations, high-structure primary that pairs strong Key Stage 2 outcomes with an unusually well-defined teaching model and a broad enrichment programme. The mix of explicit teaching, a maths-strong profile, and weekly applied learning through Friday Skills will suit many pupils.

Best suited to families who want a clear routines-led culture, strong academic foundations (particularly in maths), and a school that takes enrichment and life skills seriously. The main barrier is admission, not the educational offer.