Perryfields Academy Review 2026, a community secondary with a clear push on behaviour and reading

A lot of schools describe themselves as community focused; here, that identity is foregrounded in practical ways. The current leadership message highlights a “trusted adult” approach for every student and a drive to remove barriers to starting well, including a continued free uniform offer for new intake.

The most recent Ofsted inspection took place on 9 and 10 July 2024 and confirmed the school remained Good overall; it also signalled that the next inspection will be graded and that performance may not yet match the school’s ambitions.

Academically, the headline GCSE picture sits below England averages, with an Attainment 8 score of 39.1 and a Progress 8 score of -0.55. In FindMySchool’s GCSE ranking, the school is ranked 2910th in England and 4th in Oldbury. These figures matter because they point to a cohort that typically needs very consistent teaching and strong routines to translate potential into outcomes.

For admissions, Year 7 entry is coordinated through Sandwell. The on time application deadline for starting secondary school in September 2026 was 31 October 2025, with national offer day on 1 March 2026 (or the next working day).

The school’s public messaging is direct about expectations and support. The headteacher’s welcome frames Perryfields as a school that puts students at the centre of decisions, pairs ambition with pastoral support, and uses a trusted adult model so that students have a named advocate who can help them manage day to day pressures. That is a sensible structure for a large 11 to 16 setting, especially where consistency and relationships are central to improvement.

External reporting aligns with this emphasis on climate. Students are described as happy and safe, with calm movement around the site and positive attitudes in lessons. Behaviour routines, including structured line ups and a clearer behaviour policy, are presented as part of a broader reset on standards.

The language the school uses about identity is also specific enough to be meaningful. The inspection report refers to values centred on aspiration, support, collaboration and focus, and describes a “Perryfields Promise” approach that aims to develop students personally, emotionally and socially through experiences such as trips, university visits and work related placements.

Leadership is currently presented on the school website as Mr Stephen Morris, Headteacher. The website does not publish a start date for his headship, so families who want that context should ask during an open event or call the office for clarification.

FindMySchool’s GCSE ranking places Perryfields Academy 2910th in England for GCSE outcomes and 4th in Oldbury (FindMySchool ranking, based on official data). This sits in the lower performance band for England, which indicates results are below England average when viewed across the national distribution.

The attainment and progress measures reinforce that picture. The school’s Attainment 8 score is 39.1 and Progress 8 is -0.55. A negative Progress 8 score indicates students, on average, make less progress than students with similar starting points nationally.

EBacc entry and performance are also a useful proxy for curriculum breadth and security in the core academic suite. The school’s average EBacc APS score is 3.45, compared with an England average of 4.08, and 11.9% of pupils achieved grades 5 or above across the EBacc.

What these numbers mean in practice is that parents should pay close attention to how consistently learning is checked and revisited, and how well the school builds secure foundations in Key Stage 3 so that Key Stage 4 is not spent patching gaps.

The strongest evidence here is about direction of travel. Curriculum redesign has been a stated priority, with leaders setting out what students should know and be able to do at key points. The most developed areas are described as English and history, while mathematics is described as earlier in its development cycle.

Teaching capacity is described as solid in subject knowledge, but uneven in classroom execution. The key issue highlighted is not whether staff know their subjects, but whether learning is checked carefully and misconceptions are addressed early enough so that students can remember and apply what they have been taught over time.

Reading is treated as a whole school priority, supported by targeted programmes for students with gaps. That approach is complemented by a Learning Resource Centre model that functions as a structured study space and a reading hub, with a librarian on duty, a bank of computers, and time protected for reading activities.

Perryfields is an 11 to 16 school, so the key transition point is post 16. The school’s public materials emphasise careers information and exposure, including visits and work related experiences, with the aim of preparing students for their next steps in education and training.

Because there is no sixth form on site, families should start thinking early about the preferred post 16 route, such as a sixth form college, a school sixth form elsewhere, or a technical pathway. The practical implication is that Year 10 and Year 11 choices, subject engagement and attendance patterns can have a direct impact on the options available at 16.

Year 7 applications are handled through Sandwell’s coordinated admissions process. For starting secondary school in September 2026, the on time application deadline was 31 October 2025. If that date is missed, applications are treated as late.

If a family is considering an appeal, Sandwell’s guidance confirms that national offer day for a Year 7 place is 1 March (or the next working day), which is typically when families learn the allocated school and can decide next steps if their preference is not met.

The school publishes its oversubscription criteria in a clear priority order. After looked after and previously looked after children, the published criteria include siblings (specifically those who will still be on roll in September 2026), children of permanent staff within the trust, then distance from home to the school using straight line measurement.

Open events are usually the best way to test fit. The school’s events pages indicate open evenings and open events in September, which is the normal pattern for Year 7 decision making, but families should check the current calendar listings for the exact year and booking requirements.

A practical tip is to use FindMySchool’s Map Search to estimate distance accurately, then compare that with typical allocation patterns in the local authority’s documentation. Even small distance differences can matter when a school is oversubscribed.

The school’s own description of pastoral support is concrete. The trusted adult model implies an identifiable relationship based route for students to raise concerns, rather than relying on a student finding the right member of staff informally.

Safeguarding structures appear well embedded, and the school website also publishes safeguarding and pastoral resources for families across a range of topics, which helps normalise help seeking and provides consistent messages between home and school.

Support for students with SEND is described as strongest for those with an Education, Health and Care plan, and the stated next step is ensuring the same security and consistency for students with SEND who do not have an EHCP. For families, that means asking specifically how needs are identified, what classroom adaptations look like, and how progress is tracked across subjects.

The school frames extracurricular as part of character development rather than an optional extra, and it signals that opportunities are expected to grow across the year.

Two offers stand out because they are clearly defined. First, Duke of Edinburgh is available from Year 9 onwards, positioned as a programme that builds skills, volunteering and teamwork, with an expedition element. That suits students who benefit from structured goals and gradual confidence building.

Second, the Learning Resource Centre is not just a library. It is described as an all day learning space with a librarian present, access to computers, educational board games, audio books, and a protected Year 11 lunchtime arrangement. The Accelerated Reading Programme is also described as part of Year 7 provision, which reinforces that reading fluency is treated as foundational rather than remedial.

The inspection report also references performances and productions that integrate dance, drama, singing, speech and art, alongside awards and celebration events. For students who connect through creative activity, that matters, because it provides another route into belonging and motivation.

The published school day runs from an 08:40 line up through to a 15:15 finish, with five teaching periods plus tutor time and structured breaks. The website also references 32.5 compulsory hours per week.

Food provision is handled through the school’s published catering information, and families should expect the usual additional costs associated with state secondary education, such as uniform, some trips, and optional activities.

• Progress and consistency. Progress 8 at -0.55 suggests many students are not yet making the progress expected from their starting points. Families should ask how teaching is being standardised across departments so that learning checks and misconceptions are handled consistently.

• Inspection trajectory. The latest inspection confirmed the school remained Good overall, but also indicated the next inspection will be graded and that outcomes may not yet be where leaders want them. This is not a reason to dismiss the school, but it is a prompt to ask about improvement plans and measurable milestones.

• Post 16 planning. With education ending at Year 11 on site, students need a clear route at 16. Ask how the school supports applications to sixth form and college options, and how careers guidance is personalised.

Perryfields Academy reads as a school in active improvement mode, with a strong focus on behaviour routines, reading, and a clearer curriculum model. The atmosphere described in official reporting is positive, calm and respectful, and the pastoral model is articulated in a way that parents can interrogate sensibly.

It will suit families who want a local, mixed, community oriented secondary and whose child benefits from clear routines plus structured pastoral support. The key question for many families will be whether the drive for consistency is translating into stronger academic outcomes quickly enough for their child’s year group.