Shireland Technology Primary Review 2026: A tech-forward Sandwell primary with an extended week and serious curriculum intent

This review cannot rely on published Key Stage 2 performance measures because they are not present in the supplied performance results for this school. Instead, the most reliable recent academic evidence is qualitative and comes from the latest graded inspection, which judged the quality of education Outstanding and describes a curriculum planned in great detail, with clear sequencing and strong connections made between new and prior learning.

A practical example of academic intent is reading. Reading is described as a high priority, with children beginning to learn to read as soon as they start school, phonics taught daily, and additional help provided quickly through “learning surgeries” for pupils who need it. For parents, the implication is straightforward: children who need rapid catch-up should not be left waiting weeks for an intervention slot.

Because the school opened in 2019 and expanded year by year, it is also a setting where historical results trends will naturally be shorter than long-established primaries. That does not reduce the relevance of strong curriculum design and strong inspection evidence, but it is a reminder that families comparing schools should use FindMySchool’s local comparison tools to weigh like-for-like evidence across nearby primaries, especially where consistent published KS2 outcomes are a priority for them.

Curriculum design is one of the most distinctive features. The “three E’s”, excite, explore, excel, is not simply a slogan, it is the organising logic for sequencing knowledge and building vocabulary. The likely benefit for pupils is clarity: teachers know what to teach and when, and pupils revisit concepts in a planned order rather than encountering them as isolated topics.

The inspection evidence points to strong adaptation for pupils with special educational needs and or disabilities, and for pupils who speak English as an additional language, with lessons adapted so pupils learn the same ambitious curriculum as their peers and support matched carefully to individual needs. For a school in a diverse community, that emphasis on access to the full curriculum can be a key quality marker.

Technology is described as being used exceptionally well to support learning, including in early years, where children use digital tablets to review experiences before producing work such as maps. This is worth probing as a parent, not in a sceptical way, but in a practical one: which platforms are used, how screen time is balanced with hands-on tasks, and how the school teaches digital safety and self-regulation alongside the academic content.

For a primary school, the most relevant “destination” questions are about transition into secondary education and how well the school prepares pupils for that step.

A specific local pathway is highlighted on the school’s admissions information: pupils who attend Shireland Technology Primary have an increased chance of securing a place at Shireland Collegiate Academy, subject to the published oversubscription criteria and processes, and this is explicitly not presented as a guarantee. That matters for parents who value continuity, especially where siblings may eventually follow, but it should be treated as a contextual advantage, not a promise.

Beyond that, families should consider the broader Sandwell secondary landscape. For some households, the priority will be proximity and community continuity; for others, it will be a particular specialism, pastoral model, or the availability of a strong arts or sport pathway. A sensible approach is to shortlist likely secondaries early, then ask how Year 5 and Year 6 transition work here: what information is shared with receiving schools, how independence is built, and how pupils are supported socially at the point of change.

Reception admissions follow the local authority route. The school’s published guidance for September 2026 entry states an application deadline of 15 January 2026 and an offer day of 16 April 2026. For families considering a move, the key point is that timings are non-negotiable, and late planning can close off otherwise viable options.

Demand for places, as reflected in the supplied admissions results, is strong. For the relevant admissions cycle, 122 applications were made for 60 offers, and the school is recorded as oversubscribed. First-preference demand also exceeds available places. This aligns with the broader picture: a school with a very strong inspection outcome, a distinctive offer, and a clear brand identity tends to attract more applicants than it can admit.

The school also has nursery provision, and its admissions information describes nursery places for children aged 3 to 4, starting the term after a third birthday, delivered as 15 hours per week, 8:30am to 11:30am Monday to Friday. Nursery fees are not listed here in this review; families should check the school’s official information directly for current early years pricing and eligibility for funded hours.

Open events and tours are a crucial part of the decision for a school with a distinctive teaching model. If you are evaluating fit, focus the visit on three practical questions: how the “three E’s” structure looks in a typical week; how teachers use devices without losing attention and handwriting stamina; and how pupils who need extra language or learning support are included in whole-class teaching.

The evidence base for wellbeing is strong. Pupils are described as happy, feeling safe, and achieving very well, and safeguarding arrangements are described as effective. The combination matters: schools can sometimes be high-achieving but brittle; here the formal picture is that wellbeing and achievement are moving together.

Personal development appears to be treated as curriculum, not as an add-on. The inspection evidence describes structured experiences that help pupils reflect on moral and social issues through subjects such as geography and history, and highlights a specific “my cultural journey” initiative that builds skills and broadens horizons through activities such as first aid, stargazing, and cultural experiences. Parents who care about cultural capital in the plain-English sense, children having seen and tried things beyond the immediate neighbourhood, will likely find this element persuasive.

Enrichment is unusually prominent in the school’s weekly rhythm. The extended day Monday to Thursday underpins Friday enrichment afternoons, with examples of partnerships and clubs including a drama group through the Hippodrome Education Network, multi-sports through Sports4Kids, plus clubs such as rugby, netball, Shireland Voices (choir), and tabla drum lessons.

The inspection evidence also points to high-quality experiences tied into the curriculum, including drama and opera workshops with professional performers, and the use of an immersive room that enables pupils to explore places around the world and from history as part of learning. This is one of those features that can sound like marketing until you see how it is used. The key question for families is how consistently these experiences are integrated into curriculum knowledge, rather than being treated as one-off treats.

For children who gain confidence from performance, structured creative work, and shared projects, the described enrichment model can be a genuine lever for engagement. For children who prefer predictability and quiet routines, it is worth asking how the school supports them in busy, high-stimulus sessions, particularly where immersive and performance elements are part of the planned programme.

The school day starts at 8:30am. Monday to Thursday, pupils finish at 3:30pm; on Friday, Reception upwards finish at 2:30pm, with a paid option linked to Friday enrichment for families who need a later finish. Nursery runs 8:30am to 11:30am, Monday to Friday.

Wraparound care is available. Breakfast club runs 7:30am to 8:30am and after-school club runs 3:30pm to 5:45pm. The school also publishes session prices for wraparound, which can help families model weekly costs realistically.

For travel, school communications in the local trust context reference managing traffic and using nearby parking options when driving, rather than stopping in residential streets at peak times. Families relying on public transport may also want to factor walking routes and time from the nearest stations and bus stops into the daily routine.

• Extended week rhythm. The Monday to Thursday day runs until 3:30pm, with a shorter Friday finish for Reception upwards. This suits many working households, but it changes the energy curve for younger pupils, so ask how the school manages tiredness and focus late in the afternoon.

• Technology-rich learning. Digital devices and immersive resources are embedded in daily learning. For some pupils this drives engagement and recall; for others it can be distracting, so it is worth asking about screen-time boundaries and the balance with handwriting and reading stamina.

• Oversubscription. Demand exceeds places in the supplied admissions data. If you are targeting Reception entry, treat deadlines as hard constraints and keep realistic alternatives in play.

• Leadership structure. The school presents a Principal and an Associate Principal (Head of School), while government data lists the headteacher or principal differently. This is not inherently a problem, but parents should be clear who leads day-to-day decisions and who to speak to for specific issues.

Shireland Technology Primary is a modern, intentionally designed primary with a clear curriculum model, strong inspection evidence, and enrichment that is woven into the structure of the week. It will suit families who want an extended-day pattern, value structured personal development, and like the idea of technology supporting learning rather than sitting on the margins. Admission is the obstacle; if you are serious about a place, plan early, verify deadlines, and use FindMySchool’s tools to keep a realistic shortlist alongside it.