Angram Bank Primary School Review 2026: A reading-led primary in High Green with strong KS2 outcomes

High expectations sit alongside a notably child-centred tone here. Pupils are taught to name and use the school’s values in everyday school life, and that shared language helps create a calm, purposeful culture. Ofsted’s most recent inspection (September 2021) confirmed the school continues to be Good, and safeguarding arrangements are effective.

Leadership is longstanding. Mrs Andrea Carr is the headteacher and has held the post since January 2009, which gives families continuity and a clear sense of direction.

Academically, the KS2 picture is confident. In 2024, 84.67% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. The school’s primary outcomes sit above England average, placing it comfortably within the top 25% of schools in England. (FindMySchool rankings based on official data.)

The school’s motto, “Where Learning, Fun and Friendship Meet”, tells you the intent. The atmosphere is designed to feel friendly and structured rather than intense, with clear routines and an emphasis on pupils enjoying learning as well as achieving well.

A values-led approach is visible in how behaviour and relationships are managed. Pupils are taught to understand what the values mean in practice, and expectations are consistent. The tone is not performative. It is practical, with pupils using shared language to explain how they should treat each other and how they should approach work.

Leadership stability matters in primary schools because it shapes staffing, curriculum decisions, and how quickly a school can follow through on improvement work. Mrs Andrea Carr’s long tenure is therefore a material strength for families who prioritise continuity, particularly for children who benefit from predictable systems and consistent routines.

There is also a clear inclusion thread. External evidence points to well-organised SEND support, with coherent systems and staff who understand how to adapt teaching. A particularly distinctive feature is the integrated resource for deaf children maintained through Sheffield specialist services, which is explicitly signposted in the school’s published information.

Nursery provision is part of the picture, with children able to join from age three. A key point for families is that nursery attendance does not guarantee a place in Reception. That matters in a school with local demand, as it shapes how early you need to engage with the local authority admissions process rather than relying on internal progression.

The 2024 KS2 outcomes are a clear headline. 84.67% of pupils met the expected standard in reading, writing and mathematics combined. The England average is 62%, so the school is performing well above the national benchmark on this core combined measure.

Looking at the underlying scaled scores, the averages are also strong: reading 107, mathematics 107, and grammar, punctuation and spelling 108 (scaled score measures where 100 is the national standard). These figures suggest secure foundational literacy and numeracy, not just borderline pass rates.

At the higher standard, 16.67% achieved greater depth in reading, writing and mathematics combined, compared with an England average of 8%. That indicates there is stretch for higher prior attainers, not only support for those aiming to meet expected standards.

In FindMySchool’s primary outcomes ranking (based on official data), the school is ranked 2,881st in England and 21st in Sheffield. This places it above England average, within the top 25% of schools in England. For parents comparing nearby options, this is the kind of signal that is easiest to use side by side on a Local Hub page, especially when you want to separate reputation from outcomes.

Curriculum planning is framed through the school’s named approach, the Big Bus Curriculum, described as a seamless learning journey from Foundation Stage One through to the end of Key Stage Two. The important point for parents is not the branding, it is the coherence. A well-sequenced primary curriculum tends to reduce gaps, particularly for children who need repetition and careful building of knowledge.

Reading is treated as a priority area, with a strong focus on developing language and vocabulary from children’s earliest days in school. This shows up in the way adults are expected to encourage ambitious language and to make reading central rather than supplementary. The practical implication is that children who arrive with weaker vocabulary often benefit from a language-rich approach, while stronger readers are less likely to coast.

Subject leadership also matters at primary level. Evidence indicates teachers are empowered to lead subjects, with curriculum plans designed to identify the most important knowledge and revisit key themes. This is the sort of planning that supports long-term retention rather than short-term topic coverage. It also makes it easier for children who miss time through illness to rejoin learning without feeling permanently behind.

Where the school has been challenged is also useful for families to understand. The improvement focus identified was ensuring all teaching and support staff are fully trained in the school’s chosen early reading approach, so that teaching is consistently matched to individual pupil needs. This is a common quality marker in primary schools, because consistency in early reading instruction has a disproportionate effect on later attainment.

For many families, the practical question is which secondary school the local system is oriented towards. In Sheffield’s secondary transfer guidance, Angram Bank Primary is listed as linked to Ecclesfield. This does not mean every child must go there, but it does indicate a recognised relationship in local admissions context and transition planning.

Transition work is clearly treated as important, including structured support around the move to secondary school. Published SEND information also indicates that transition can include additional and more individualised visits for pupils with SEND, with communication between SENCOs so receiving schools understand needs and current strategies. That kind of planning often reduces anxiety for children who find change difficult.

Nursery-to-Reception progression is a separate issue. The school is explicit that it cannot guarantee a place in Reception for children attending the nursery. For parents considering nursery as a route into the main school, the implication is straightforward: you should still plan on making a formal Reception application through the local authority process and keep alternative Reception options realistic.

This is a state school, so there are no tuition fees. Admissions for Reception are coordinated by Sheffield City Council rather than handled solely by the school.

The school is oversubscribed in the latest available admissions data, with 24 applications for 18 offers, a subscription proportion of 1.33 applications per place. For parents, the key implication is that you should treat admission as competitive and plan accordingly, particularly if you are not close enough for distance-based criteria to work in your favour. (No last distance offered figure is published in the available dataset for this school, so families should avoid making assumptions based on previous years.)

For 2026 to 2027 Reception entry in Sheffield, the closing date is 15 January 2026, with applications opening in the autumn term. Offers are issued on national offer day in April.

A practical tip for families shortlisting: use FindMySchool’s Map Search to check your exact distance and to compare multiple schools, particularly in areas where demand is tight and criteria are sensitive to small differences.

The clearest pastoral strength is that behaviour and safety expectations are consistent and understood by pupils. Poor behaviour is not allowed to interrupt learning, and pupils report that bullying is rare and handled quickly. A consistent behaviour climate tends to benefit the whole cohort, including children who find noise and disruption challenging.

Safeguarding is treated as a priority, with staff training and local-risk awareness embedded in routine practice, and early support used to prevent emerging issues escalating. This matters because effective safeguarding is not only a compliance marker, it is a practical indicator that leaders know families well and can respond early.

SEND support is described as well organised and well staffed, with a SENCO who works with teachers, parents and external partners to create support plans. Pupils with SEND are described as achieving well with support from trained staff. The integrated resource for deaf children adds an extra layer of specialist expertise and can be particularly valuable for families seeking inclusive mainstream education with strong specialist input.

Staff wellbeing also matters because it shapes retention and classroom consistency. Evidence indicates staff feel supported and valued, which typically correlates with stability in teaching teams. For parents, the day-to-day implication is fewer disruptions from frequent staffing change.

Clubs are not treated as an optional extra. They are positioned as part of the wider development offer, including a direct link to Children’s University points for participation.

The club programme includes a mix of academic support and enrichment. Examples include Year 6 SATs revision sessions before school, a Computer Club, and Mini Technicians (invite only), which signals a structured approach to supporting both attainment and interest-led learning.

There are also distinctive clubs you do not see everywhere. Lego Therapy (invite only) suggests a targeted approach for particular social, communication, or regulation needs. A Glockenspiel Club offers a specific music pathway rather than only generic choir provision. Sign Language sessions (invite only) fit naturally with the school’s inclusion profile and the presence of deaf provision.

Sport and play are present in a structured way too, including football and cricket options, and lunchtime opportunities designed to keep pupils engaged. A small but telling detail from external evidence is the use of lunchtime roles such as pupils acting as DJs for birthday celebrations, which points to a culture where responsibility and fun are combined, not treated as opposites.

Trips and experiences are part of the broader offer, with recent news highlighting activities such as year-group visits and residential experiences. The implication is that learning is extended beyond the classroom, but families should expect the usual contributions associated with visits and residentials at state primary level.

The school day length is published by phase. Foundation Stage One is listed as 15 hours or 30 hours full time, Foundation Stage Two as 32 hours and 30 minutes, and Key Stages 1 and 2 as 33 hours and 20 minutes.

Start and finish times are referenced in school communications, although the clearest published timetable information available is in an earlier letter that set out Nursery, infant, and junior start and finish times. Families should confirm the current timings via the school’s up to date communications, as operational details can change across years.

Breakfast Club is available Tuesday to Friday, is managed via a waiting list, and the policy states there is no charge for places, with only a small charge if pupils choose to have a healthy snack.

After-school provision is visible primarily through clubs rather than a clearly published daily wraparound childcare offer. If wraparound childcare is a deciding factor, families should check directly what is currently available and how places are allocated.

For travel, the school signposts South Yorkshire’s public transport information for travel passes. For many primary families, the practical reality is walking or short local car journeys, so it is worth checking drop-off constraints and parking practicality in the immediate streets, especially if you are comparing multiple schools.

• Admission is competitive. Oversubscription is present in the latest available admissions data, so families should approach the application strategically and keep realistic alternatives.

• Nursery does not guarantee Reception. Children can join at nursery age, but the school is explicit that nursery attendance does not guarantee a Reception place, so families should not treat nursery as an assured route in.

• Early reading consistency is a development point. The improvement focus is ensuring all staff are fully trained to deliver the school’s chosen early reading approach consistently. Parents of children with early literacy needs may want to ask how training and implementation now work in practice.

• Wraparound childcare clarity. Breakfast Club is defined, but full wraparound care beyond clubs is not clearly set out in the published information, so families needing daily childcare should verify current provision early.

Angram Bank Primary School suits families who want a values-led primary with strong KS2 outcomes and a clear emphasis on reading, language, and inclusion. The leadership stability is a meaningful asset, and the wider programme includes distinctive clubs that signal both enrichment and targeted support. It is best suited to families who can plan for competitive admissions and who are comfortable checking operational details, particularly around wraparound childcare, early in the process.