St Patricks Church of England Primary Academy Review 2026: High-attaining rural Church of England primary with Forest School on site

There is a distinctive mix here: a small, rural primary with a strong Church of England identity, and results that sit well above typical levels for England. The latest ungraded inspection confirmed the school continues to be Good, with safeguarding judged effective.

Leadership is stable, with Mrs Caroline Glennon listed as headteacher on both the school website and the most recent inspection report. Children can join from age three, with nursery and rising threes offered alongside Reception to Year 6. Wraparound care is built into the school week via the school’s breakfast and after-school provision, which matters in an area where commutes can be car-led.

For families who value academic confidence, a faith-shaped culture, and outdoor learning that is not an occasional trip but part of the site, this is a compelling local option.

The school’s Christian vision and values are not tucked away in a policy folder. They sit prominently in the way the school explains its identity, and that clarity tends to suit families who want a consistent message about kindness, respect, and responsibility alongside day-to-day learning.

A notable feature is how the rural setting is treated as an asset for learning rather than just a backdrop. The Forest School programme is described as operating within the school grounds, and it includes practical, age-appropriate activities such as pond dipping, tree identification, and outdoor play spaces like a mud kitchen. That kind of provision often appeals to pupils who learn best with tangible experiences and purposeful movement, not only seatwork.

Faith life is also linked to the local church community in a way that goes beyond occasional assemblies. The school points families towards children’s church-linked activities such as Messy Church (with crafts and a themed story and prayer) and a Junior Choir connected to regular worship. For some families, that strengthens belonging; for others, it is a cue to check how closely the home and school ethos need to align.

The headline story is strong end of Key Stage 2 attainment.

In the 2024-25 / 2025 dataset, 80% of pupils met the expected standard in reading, writing and mathematics combined. At the higher standard, 20% achieved the higher RWM measure. Reading and mathematics scaled scores were 110 and 108 respectively, with GPS at 112 and a combined reading, GPS and maths scaled score of 330.

Rankings add further context. Ranked 2,573rd out of 14,978 schools in England and 13th in Solihull for primary outcomes (FindMySchool ranking based on official data), the school sits comfortably within the top 25% of schools in England.

These numbers indicate two things for parents. First, the typical pupil is leaving Year 6 well-prepared for secondary-level reading and maths. Second, there is a meaningful cohort achieving at higher standard, which often correlates with confident writing stamina, secure number fluency, and readiness for more demanding secondary curricula.

Parents comparing local options can use the FindMySchool Local Hub pages to view these outcomes side-by-side using the Comparison Tool, especially helpful in Solihull where nearby schools can differ sharply in demand and admissions rules.

Reading is treated as a core priority, and the latest inspection describes a lively reading culture supported by structured phonics from the early years onwards. This has practical implications for families. In a school where phonics is systematic and books are closely matched to pupils’ current decoding knowledge, pupils who are learning to read typically build confidence quickly, and weaker readers are identified early.

Curriculum breadth is also emphasised. The inspection report notes pupils study all subjects in the national curriculum, and highlights careful sequencing so that learning builds over time. In practice, this matters most in foundation subjects where pupils can otherwise experience disconnected “topics”. Here the described approach is cumulative, with subject vocabulary explicitly taught so pupils can explain their thinking rather than simply complete tasks.

The Forest School programme adds a second strand to teaching and learning: experiential work outdoors that develops practical knowledge and language. Activities such as pond dipping and habitat work are not simply enrichment, they support science vocabulary, descriptive writing, and teamwork in ways that can be especially effective for younger pupils and those who thrive through hands-on tasks.

As a Solihull primary, the usual pathway is transfer to secondary at age 11, with destinations shaped heavily by home address and each secondary school’s oversubscription rules. Solihull Council is explicit that its online maps are the most reliable way to check catchment, and it advises families not to rely on house-selling sites for catchment information.

What the school can do well, in this context, is the basics that travel with pupils wherever they go: confident reading, secure writing stamina, and mathematical reasoning. With 80% meeting the expected standard at the end of Key Stage 2 in the 2024-25 / 2025 dataset, many pupils should enter Year 7 ready to handle a knowledge-heavy curriculum and more complex independent work.

For families considering selective or faith-based secondaries, the key is to treat Year 5 and early Year 6 as the planning window. Open evenings typically run in September and October, and the timetable for applications is fixed nationally even though criteria differ by school.

Reception admissions are coordinated by Solihull Metropolitan Borough Council rather than handled directly by the school. For September 2027 entry, the published closing date is 15 January 2027, with offer day on 16 April 2027.

Admissions planning should use the current local-authority cycle rather than older application snapshots. For Reception entry in 2027, families should use Solihull's coordinated process, meet the 15 January 2027 deadline, and include realistic preferences, not only aspirational ones.

Oversubscription criteria are more detailed than a simple distance rule, so families should read the current 2027/2028 Solihull admissions arrangements alongside the school's own guidance. Reception applications are coordinated by Solihull, with the 2027 entry deadline on 15 January 2027 and offers due on 16 April 2027.

A key point for families using the nursery as an entry route is stated clearly. Nursery attendance does not guarantee Reception admission, and sibling priority does not apply via nursery alone. Families should use FindMySchoolMap Search to check their precise distance and shortlisting assumptions, then confirm against the school’s criteria and the council’s measurement method.

Nursery provision

Nursery and rising threes are handled directly by the school rather than through the local authority process. The school describes a full 30-hour nursery offer which can be covered via government-funded hours for eligible families, or otherwise self-funded, with core morning sessions and optional afternoons, including flexibility around how many full days are taken.

The school has also published a live update that it has offered nursery places for September 2026, with a small number of spaces still available, and it signposts nursery tours. For nursery fee details and any chargeable extras, families should use the school’s official documents, and check eligibility for funded hours.

The latest inspection describes a calm, purposeful atmosphere, with pupils comfortable seeking help through trusted adults and mechanisms such as a worry box. That kind of structure tends to reassure parents who want clear, age-appropriate routes for pupils to raise concerns.

There is also specific reassurance on safeguarding. The inspection confirmed safeguarding arrangements are effective. In practical terms, families should still ask about day-to-day routines that matter most to them, such as supervision at drop-off and pick-up, how online safety is taught, and how the school communicates with parents when issues arise.

Support for pupils with additional needs is also referenced positively in the inspection, including staff adapting work and identifying needs accurately so pupils learn alongside peers through the full curriculum.

Clubs and enrichment look purposeful rather than cosmetic, and the named options give a good sense of variety across sport, arts, and academic extension.

The school lists after-school opportunities including Book Club, Singing Club, Cross Country, Dance, Gymnastics, Football, Cookery Club, and Netball Club, with a mix of staff-led and external provision. That matters because it suggests a week that can work for children who want sport, children who prefer creative clubs, and children who benefit from a quieter reading-based group.

Music is also more than a token offer. The inspection notes that a high proportion of pupils receive instrumental music lessons, and the clubs listing references instrumental music through the local music service.

Forest School is the standout enrichment pillar because it is described in practical detail. Activities such as safe fire-making (with clear safety framing), pond dipping, and building animal shelters connect outdoor learning to science understanding, teamwork, and language development. For many families, this is the difference between a school that “does outdoor learning” occasionally and one where it is part of the identity.

The compulsory day for Reception to Year 6 runs 8.45am to 3.15pm, totalling 32.5 hours per week. Nursery sessions are published separately, with core morning hours and optional afternoons, plus extended hours available.

Wraparound care is available from 7.30am, with after-school provision running until 5.30pm Monday to Thursday and 4.30pm on Friday.

For travel, this is a rural edge-of-Solihull location where many families will drive. Rail links in the wider area include stations such as Earlswood (West Midlands) and Solihull, useful for mixed commuting patterns.

• Admissions complexity. Priority is not purely distance-based. Catchment, worship at St Patrick’s Church, and parish links can all affect priority order, and worship-based applications require specific evidence over a defined period.

• Nursery is not a back door to Reception. Nursery attendance does not guarantee a Reception place, and families should plan for Reception as a separate local authority application even if nursery places are secured.

• Admissions planning. Current Reception applications are coordinated by Solihull for 2027 entry, with a 15 January 2027 deadline and 16 April 2027 offer day. Families should use all available preferences strategically, not as a single-shot application.

• Faith character is real. This is a Church of England school with structured links to church life and worship-related activities. That will feel like a positive anchor for some families, and less aligned for others.

Strong Key Stage 2 outcomes and a clearly articulated Christian ethos make this a school that tends to suit families who want both academic security and a values-led culture. The Forest School offer, delivered on the school grounds with specific practical activities, strengthens the proposition for children who learn best through hands-on experiences as well as classroom routines.

Who it suits: families comfortable with a Church of England setting, and children who will enjoy outdoor learning alongside a structured approach to reading and maths. The main hurdle is admission, so shortlisting needs to be realistic and evidence-led.