Brindley Heath Junior School Academy Review 2026: High KS2 outcomes, strong behaviour culture, and a big building change ahead

Little acorns can grow into mighty oaks, and this school builds a lot of its day around that idea: steady habits, clear routines, and pupils who are expected to be proud of their work. For a junior school serving Years 3 to 6 (ages 7 to 11), the headline academic picture is impressive. In 2024, 85% reached the expected standard in reading, writing and maths combined, well above the England average of 62%. In FindMySchool’s ranking (based on official data), this places the school 2,344th in England and 5th locally in the Stourbridge area, which is comfortably within the top 25% of primary schools in England.

Externally, the most recent graded inspection judged the school Good overall, with Behaviour and attitudes rated Outstanding, which aligns with the school’s focus on consistent expectations and learning behaviours.

Practicalities are also clear. The school day runs 8:30am to 3:30pm Monday to Thursday, and 8:30am to 3:15pm on Fridays. Wraparound care, branded as Mighty Oaks, starts at 7:30am and runs until 6:00pm after school.

A junior school can sometimes feel like “just the middle bit” between infant and secondary. Here, the identity is much more defined. Pupils are encouraged to aspire to “be Brindley”, and the culture leans heavily on values and learning behaviours that are meant to translate into classroom habits, friendships, and day to day choices. The school talks about values as something lived rather than displayed, and the language is simple enough for juniors to own: Be Proud, Be Resilient, Be Respectful, Be Aspirational, Be You.

That culture is reinforced through tangible routines and incentives. Pupils can earn time with Pip, the school dog, and the website is explicit about how this is managed: parent permission is required, and children are taught a structured “approach, ask, pet, goodbye” strategy, including consideration for pupils who may be nervous around dogs or have allergies. For many families, this kind of detail signals a school that thinks carefully about inclusion as a practical reality, not a slogan.

Leadership is clearly presented. The headteacher is Mr Jimmy Martin, and the school also notes he leads Foley Infant Academy alongside Brindley Heath Academy, which matters if you value continuity across the infant to junior transition in the local area. The school’s safeguarding page also lists designated safeguarding roles, which is helpful for parental clarity about who holds responsibility.

One final contextual point that will matter to families choosing a school for the next few years: the school is planning a new building. The published outline describes a carbon neutral replacement building, with construction hoped to start in October half term 2025 and completion targeted for mid to late 2026, followed by landscaping for sport and forest school. Expect change, and potentially disruption, but also significant facility improvement if the timeline holds.

The academic data available for this school relates to Key Stage 2, and in 2024 it is strong.

• Reading, writing and maths combined: 85% reached the expected standard (England average 62%).

• Higher standard: 32% reached the higher standard in reading, writing and maths combined (England average 8%).

• Scaled scores: Reading 107, maths 107, grammar, punctuation and spelling 109.

In FindMySchool’s ranking (based on official data), the school is ranked 2,344th in England and 5th in the Stourbridge area for primary outcomes. That sits above England average, placing it comfortably within the top 25% of primary schools in England.

What does this mean in practice for a family? The combined figure suggests most pupils leave Year 6 meeting the expected threshold across the core suite, and the higher standard figure indicates a sizeable group working beyond that benchmark. Schools that show both typically have two things going on at once: consistent classroom routines so pupils keep up, and a clear approach to extension so the strongest readers, writers and mathematicians do not tread water.

The teaching narrative that emerges from official evidence is one of careful sequencing and lots of practice. Leaders have focused on ensuring new learning builds on prior knowledge, and teachers check learning regularly, adjusting lessons where needed so pupils can secure what leaders intend. In a junior school, this matters because gaps from earlier years can become entrenched by Year 5 or 6 unless addressed explicitly.

Reading is treated as a priority rather than a background skill. Pupils are supported to become confident, fluent readers, and the school invests in books and author engagement to strengthen reading habits. The inspection evidence also links reading directly to writing quality, which is often the difference between “can write” and “can write well” by the end of Year 6.

There is also a strong emphasis on learning behaviours. The school frames these through its “Secrets to Success”, and while the website page is light on detail, the inspection evidence is clearer: these learning behaviours are used to promote positive attitudes and shape how pupils approach challenge. For parents, the key implication is cultural: pupils are encouraged to see effort and practice as normal, not as punishment.

As a junior school, the main transition point is Year 6 into secondary education. The school does not publish a detailed, named destinations list on its main website pages, so families should plan to use their home local authority’s secondary admissions guidance for the most accurate route, especially given cross border realities around Staffordshire and neighbouring West Midlands authorities.

What the school does evidence well is the “readiness” side of transition. The culture of pride in work, consistent behaviour expectations, and explicit learning behaviours typically supports pupils who will need to manage multiple teachers and a busier timetable at secondary level. A practical example of the school’s approach to broader experience is its use of visits, including a published Year 4 visit to Ingestre Hall (Feb 2025). These experiences build independence and confidence, which often show up later as smoother transitions.

Admissions can feel confusing here because the school is a junior setting, but the local authority timetable is clear about the relevant group. For September 2026 entry, families apply if their child will be in Year 2 at an infant school in September 2025 and needs a junior or primary place for the following year.

Key dates for the Staffordshire process (September 2026 entry):

• Applications open: 01 November 2025

• Applications close: 15 January 2026

• National Offer Day: 16 April 2026

For in year admissions (moving schools during the year), the school explains that Staffordshire does not coordinate these for its settings and that parents apply directly to the school. Staffordshire’s own guidance also describes in year arrangements for this school type.

The published admission number (PAN) is 60. If applications exceed places, the school follows the county admissions arrangements and applies oversubscription criteria. Because distance and application volume figures are not published provided here, families should treat competitiveness as unknown until they check the latest local authority allocation and waiting list context.

A useful practical step is to use the FindMySchool Map Search to understand your likely travel pattern and compare local options, then cross check your home local authority’s admissions criteria to see how places are prioritised.

The wellbeing offer here is structured, not vague. Staff are described as caring and compassionate, pupils are welcomed as individuals, and differences are celebrated. Bullying is described as rare, with leaders monitoring behaviour carefully and taking action to prevent bullying. The overall impression is of a calm, consistent junior environment where expectations are explicit and pupils know the boundaries.

The latest Ofsted inspection (20 and 21 June 2023) rated the school Good overall and Outstanding for Behaviour and attitudes, which provides formal reassurance for families who prioritise a settled learning environment.

Safeguarding is treated as a live system rather than a policy document. The inspection evidence states safeguarding arrangements are effective, staff are trained, concerns are acted on swiftly, and pupils know who to speak to. It also notes an e-safety team leading assemblies on safe technology use, which is a concrete example of how online safety is handled in a junior context.

A junior school’s extracurricular offer often matters as much for confidence as for skill. Brindley Heath’s enrichment model has two visible strands.

First, there is school led wraparound care through Mighty Oaks. While it is primarily a childcare offer, it also signals that the school expects pupils to spend structured time beyond the bell, with opportunities to play, socialise, and build routines. The timings are straightforward: breakfast club from 7:30am, after school to 6:00pm.

Second, the school describes a structured enrichment offer. For the 2024 to 2025 period, Friday afternoons are used for enhanced enrichment, with pupils choosing preferences such as Art, Sport, Dance, Design and Technology, and Creative Writing. For a junior school, the implication is breadth. Children who are not defined by the core trio can still find a niche, and creative or practical interests are treated as legitimate school time, not an optional extra.

There is a cautionary note, though. External evidence indicates that pupils and parents felt the range of clubs and activities outside lessons was limited and did not fully develop pupils’ interests. In other words, the enrichment structure exists, but the depth and variety of after school clubs may not yet match what some families expect.

Trips and visits also play a role in widening horizons beyond Kinver. The inspection evidence points to a curriculum enhanced by visits and visitors, designed to help pupils learn about the world outside their village, and the school’s site includes media from school visits such as Ingestre Hall.

The published school day is clear: 8:30am to 3:30pm Monday to Thursday, and 8:30am to 3:15pm on Fridays.

Wraparound care is offered through Mighty Oaks, starting at 7:30am and running until 6:00pm after school.

Transport wise, Kinver’s village setting means many families will prioritise walking, cycling, or a short car journey, with some using local bus connections into nearby town centres. Parking and drop off arrangements are not set out in the core website pages, so it is worth checking directly if you expect to drive daily.

• After school activities may feel limited for some families. External evidence indicates pupils and parents wanted a wider range of clubs beyond lessons, which may matter if you rely on after school provision for breadth rather than childcare.

• A new building project can bring disruption. The published plan sets out a construction window from October half term 2025 with completion aimed for mid to late 2026. Even when managed well, building work can affect routines, play space, and access around the site.

• Admissions routes can be confusing in a cross border area. The school sits under Staffordshire for coordinated applications, but families often live across local authority lines. Make sure you apply through your home local authority for normal age of entry, and follow the correct process for in year moves.

This is a junior school with a clear behavioural culture and KS2 outcomes that sit well above England averages. It will suit families who value consistent expectations, a strong reading culture, and a school day that is practical for working parents thanks to early and late wraparound. It may be less satisfying for families who want a large, varied after school club programme right now, although the enrichment structure and planned facilities changes suggest the school is actively developing.