Warm relationships and close adult attention sit at the centre of this small independent school in Shirley. Official inspection evidence from early 2025 describes a setting where pupils feel safe, behaviour is calm, and staff know children extremely well.
The school is registered for ages 2 to 16, but the most recent inspection states that, at that point, pupils on roll were aged 3 to 11. That matters for families who are hoping for continuity through to GCSE; it is worth checking the current age range operating in practice, and what the next steps look like after Year 6.
Leadership has also been in transition. The same inspection notes the headteacher was due to retire in February 2025, with arrangements for an existing staff member to become acting headteacher. The Department for Education’s official records now names Ms Michelle Beech as headteacher, and the school’s own staff information also lists her as Head Teacher.
This is a school that positions personal development as something done deliberately, not as an add-on. The school’s website describes SMSC (spiritual, moral, social and cultural) education as central, and the latest inspection gives concrete examples of how that shows up in day-to-day life: pupils taking on leadership roles such as house captains and school councillors, and a culture where pupils describe everyone as welcome and able to be themselves.
The care story is consistent across the evidence. External review language from 2025 describes warm and respectful relationships between adults and pupils, high ambitions, and a strong emphasis on wellbeing. Where this tends to land for families is in predictability: children who need adults to notice the small things, spot anxieties early, or adapt the day without drama often benefit from schools that operate at this scale.
The physical setting is modest rather than sprawling, and the school’s own materials describe a Victorian school building in a quiet cul-de-sac behind St James’ Church, with use of nearby halls and a playing field. That context helps explain the tone: more “everyone knows everyone” than “big campus energy”.
For independent schools of this size, parents often find that published exam data is limited, and this school’s results does not include standardised KS2 or GCSE performance metrics.
The 2025 inspection describes pupils enjoying lessons, recalling what they have studied, and building knowledge securely over time in most subjects. Early reading is presented as a clear strength, with pupils becoming confident, fluent readers by Year 3, and daily phonics teaching supporting those who fall behind to catch up quickly.
There is also a clear improvement thread. The same report highlights that, in a few subjects, curriculum sequencing is less precise than it should be, and assessment approaches in some areas do not yet identify learning gaps as accurately as they need to. For families, this is less about “whether the school cares” and more about whether curriculum leadership is tight enough to guarantee consistency across every subject area, especially as cohorts get older and subject knowledge becomes more cumulative.
Teaching is described as highly responsive because staff know pupils extremely well, including pupils with special educational needs and/or disabilities (SEND). The inspection points to high adult-to-pupil ratios supporting access to the curriculum, with staff questioning and discussion used to probe understanding and address misconceptions.
The school’s own published information adds detail around specialist inputs. The staff list includes specialist roles such as an occupational therapist, a specialist dyslexia teacher, and a speech therapist, plus specialist teaching in French and music. For a small mainstream school, those named roles suggest that learning support is not treated as a marginal bolt-on.
Early years provision is described as purposeful, with routines and relationships helping children feel secure and ready for Year 1. The inspection also notes deliberate vocabulary building in early years, a sensible indicator of curriculum intent where speech, language and comprehension are taken seriously from the start.
Because the inspected roll was described as spanning ages 3 to 11 at the time, transition at the end of Year 6 is the key “destination” question for most families. The school’s brochure states that many pupils go on to independent or grammar schools, and it references progression to local schools, including independent and selective options. The practical implication is that Year 5 and Year 6 will often carry an admissions-facing dimension, with preparation shaped around the requirements of the next school as well as internal curriculum priorities.
For families considering later entry into older year groups (given the school is registered up to 16), it is essential to clarify what is currently offered and what the planned pathway is. Ask directly which year groups are operating now, how many pupils are in each cohort, and what the curriculum and staffing model looks like beyond Year 6. The inspection itself indicates that pupils were prepared well for the next stage of education by the time they leave, but it does not evidence GCSE delivery in practice at that point.
Admission is described as personal and conversational rather than exam-driven. The school is explicit that it is not academically selective.
Nursery entry is described as starting from age 3, with the expectation that children are dry and out of nappies. The school also states that pupils who attend the nursery are offered a place in Reception in the September following their 4th birthday, which will matter to families aiming for continuity through the early years.
Registration includes a published registration fee, and the school’s written information also notes a sibling discount (a reduction per term when a brother or sister is already in attendance). For families weighing cost, it is sensible to ask what is included in fees, what is billed as an extra, and what notice periods apply for withdrawal, as these details can materially change the annual spend.
A practical tip for shortlisting is to use FindMySchool’s Saved Schools feature to keep track of open events, taster days, and year-group availability updates as you compare local options.
The care model is a defining feature. The 2025 inspection describes wellbeing and care as being at the forefront of school life, with pupils trusting adults to deal with issues quickly and effectively, and behaviour described as very good. Pupils are also described as safe, courteous and friendly, and the overall tone points to a calm environment.
Safeguarding is the area where parents usually want clarity and confidence. The latest report confirms safeguarding arrangements as effective, and the school’s safeguarding information lists the designated safeguarding lead as the headteacher, supported by deputy safeguarding leads.
Pastoral development also appears structured. The inspection describes personal, social and health education as thoughtfully planned, including work on vocabulary and knowledge year by year, plus discussion of current affairs supported by activities such as role play and drama. For pupils, the implication is that “personal development” is embedded in curriculum time, not left only to assemblies.
For a small school, enrichment is most convincing when it is specific. The inspection gives tangible examples of opportunities beyond lessons: pupils taking responsibility for roles including running a tuck shop, leading clubs, and participating in house teams. The school’s own information also highlights a house system that starts from nursery, with pupils assigned to one of three houses and earning points for work and deeds, culminating in an inter-house award.
Performing arts appears to be threaded into the weekly rhythm. The school’s brochure states that all children receive weekly speech and drama lessons, with dance lessons available, and instrumental tuition offered by arrangement. Swimming lessons are also listed among inclusions within the main school fee structure, which is a practical plus for parents who would otherwise be organising and funding external provision.
Clubs mentioned by the school include football, dance, athletics, tennis, and examination preparation. The important question for families is not just whether these exist, but how consistently they run term to term, and how many clubs can operate in parallel at a small scale. If a child’s interests are niche, ask what has run recently for their year group, and whether participation is broad or concentrated among a few pupils.
As published by the school in its current brochure, main school fees are set termly and differ by key stage. Reception is listed at £2,882 per term, Years 1 to 2 at £3,030 per term, Years 3 to 4 at £3,105 per term, and Years 5 to 6 at £3,235 per term (three terms per year). The school states that fees include items such as lunches and various curriculum inclusions, and it also publishes a £100 registration fee.
Additional charges are also signposted. The brochure lists learning support at £30 per hour, and music tuition is arranged separately with tutors. Beyond those, families should budget for the usual independent-school extras such as uniform, trips and any optional clubs that are billed separately; the best way to avoid surprises is to request a current schedule of extras and understand what is truly included.
For nursery fee details, the school directs families through its own admissions materials; government-funded hours may be relevant for eligible families, but exact nursery pricing should be checked directly via official school information rather than relying on second-hand summaries.
*Bursaries may be available for eligible families.
Basis: per term
Daily timings are clearly set out in the school’s published information. The main entrance opens at 8:45am, with registration at 8:50am and lessons commencing at 9:00am; the school also describes before-school care from 8:00am. After-school care is listed from 3:30pm, with later supervision options on weekdays. The brochure also notes earlier finishes on Fridays and at the end of term.
Because many families commute, road access matters. The school’s own description highlights access from Birmingham, Solihull and the M42. For day-to-day logistics, ask about drop-off arrangements, parking constraints in the surrounding roads, and whether any local facilities are used regularly for games.
Wraparound care is described as available by prior arrangement. If you need guaranteed regular slots (rather than ad hoc use), confirm how places are allocated, what the cut-off times are, and whether sessions are billed per use or as a regular commitment.
Inspection trajectory and consistency. The most recent inspection rated the school Good overall, with specific areas for improvement around curriculum sequencing in a few subjects and the precision of assessment in some areas. Families should ask how these actions have been implemented since early 2025.
Leadership transition. The 2025 inspection notes a headteacher retirement in February 2025 and a move to an acting headteacher model at that time. Leadership is now listed as Ms Michelle Beech on official records, but it is still sensible to ask about leadership stability and staffing continuity in small schools where individuals make a disproportionate difference.
Age range in practice. Although the school is registered up to age 16, the inspection states that pupils on roll were aged 3 to 11 at that time. If you want continuity beyond Year 6, confirm what is offered now, what is planned, and what outcomes look like for the oldest cohort currently taught.
Extras and budgeting. The school publishes fees and some extra charges (such as learning support), but many costs can sit outside tuition. Ask for a termly schedule of typical extras so your budgeting reflects real spend rather than headline fees.
This is a small independent school where care and day-to-day attention are central, and where pupils are described as safe, happy and well supported. Teaching appears strongest where early reading and close knowledge of pupils matter most, and the school’s personal development offer is made practical through leadership roles and a clear community structure.
Who it suits: families who want a close-knit setting, strong pastoral oversight, and an admissions process built around fit rather than selection. The key decision point is future pathway planning, especially if you are looking for provision through to GCSE, so clarifying the current and planned age range should be an early conversation.
The latest inspection in February 2025 judged the school Good overall, and safeguarding was confirmed as effective. The report describes calm behaviour, strong relationships between adults and pupils, and a culture where pupils feel safe and included.
The school publishes termly fees in its brochure, effective from January 2025. Reception is listed at £2,882 per term, rising to £3,235 per term in Years 5 to 6, with three terms per year. Nursery pricing is published separately through the school’s own admissions materials, and families should check the latest official information rather than relying on second-hand summaries.
The school states it is not academically selective, and it also states that children attending nursery are offered a Reception place in the September after their 4th birthday.
Yes, the school’s published information describes before-school care from 8:00am and after-school care from 3:30pm, with later supervision options on weekdays. Availability is described as being by prior arrangement, so families who need regular wraparound should confirm how places are allocated.
Strengths include early reading (including phonics), pupils’ positive behaviour and attitudes, and strong adult knowledge of pupils, including pupils with SEND. Improvement points focus on making curriculum sequencing clearer in a few subjects and sharpening assessment so learning gaps are identified and addressed more precisely.
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