Maney Hill Primary School Review 2026: High-performing two-form entry with strong KS2 outcomes

A two-form entry primary in Maney, Sutton Coldfield, where academic results and a carefully structured approach to learning sit alongside a strong emphasis on pupil leadership and responsibility. In 2024, 84% of pupils met the expected standard in reading, writing and maths at Key Stage 2, well above the England average of 62%. The higher standard figure is also notable, with 34% meeting the higher threshold compared with 8% nationally.

The physical footprint matters here. The original single-storey building dates to 1965, and a major extension completed in 2018 added capacity and specialist spaces, including a hall, studio, nurture room and library. This is a state school with no tuition fees.

The school’s language is consistent across its public-facing materials: children are treated as individuals, and the core task is to balance challenge with support. The tone is purposeful rather than showy, with a strong “everyone contributes” thread running through leadership roles and pupil pathways.

Formal observations from 2025 reinforce that message. The latest Ofsted visit was an ungraded inspection (7–8 January 2025) and concluded that the school’s work may have improved significantly across all areas since the previous inspection. Safeguarding is explicitly confirmed as effective. (These are the two inspection attributions used in this review.)

Pupil responsibility is a defining feature. The school sets out a broad menu of roles that go beyond the usual “school council only” model, including Class Learning Ambassadors, Play Leaders, Sports Crew, a Creativity team, Team Captains, and Librarians, plus elected Head Boy and Head Girl. In practice, this tends to suit children who like having a job to do, and it can be reassuring for parents who value clear routines and expectations.

Leadership is clearly signposted on the school website. The headteacher is Mr Paul Edgerton, and the wider safeguarding structure is also published, with named deputy safeguarding leads. The school does not publish the headteacher’s start date on its official pages.

Maney Hill’s Key Stage 2 outcomes place it comfortably above England averages, with strength at both the expected and higher standards.

Headline KS2 (2024)

• 84% reached the expected standard in reading, writing and maths combined (England average 62%).

• 34% achieved the higher standard in reading, writing and maths combined (England average 8%).

• Average scaled scores sit above the national benchmark: Reading 107, Maths 107, and GPS (grammar, punctuation and spelling) 109.

On the FindMySchool rankings (based on official performance data), the school is ranked 2,284th in England for primary outcomes and 13th in Sutton Coldfield, which corresponds to performance within the top quarter of schools in England. When a primary is operating in that band, it typically indicates consistent teaching routines and strong curriculum sequencing, rather than a single “good cohort” year.

Parents comparing several Sutton Coldfield primaries can use the FindMySchool local hub comparison tools to view these KS2 measures side-by-side, including the higher standard breakdown, which often differentiates “good” from “excellent for high attainers”.

Early reading is a visible priority. The school states that it uses Read Write Inc as its systematic synthetic phonics programme, with daily sessions in Reception and then smaller-group placement once children are assessed later in the autumn term. The implication for families is straightforward: if your child learns well through routine and short, frequent practice, this kind of programme can accelerate confidence quickly, especially for children who need repetition to secure blending.

Beyond phonics, subject teaching is presented with a clear “core plus foundation” structure. Key Stage 1 includes daily English, maths and phonics, plus discrete science, computing, music, PE and RE. This matters because it signals time is protected for foundation subjects, rather than being crowded out by English and maths.

The most recent Ofsted report describes learning as carefully sequenced, with pupils revisiting prior knowledge to deepen understanding, and highlights maths and history as examples of that approach working well. For parents, the practical takeaway is that the school’s strong results are aligned to a method, not just raw effort.

This is a Birmingham local authority school, so most families will be thinking ahead to Year 7 transfer across Sutton Coldfield and wider Birmingham options. The school does not publish a named destination list for secondary transfer on its website, so parents should treat this as a “do your homework early” stage: look at the nearest non-selective options, any faith-based alternatives you might consider, and whether selective entry is part of your plan.

A sensible next step is to map likely travel time at school-run hours and compare it with your childcare pattern. Families using FindMySchoolMap Search can also sanity-check which secondaries sit within a realistic commute from Maney Hill Road before building a shortlist.

Reception entry is coordinated by Birmingham City Council, with families listing preferred schools on the local authority application. The school confirms a Published Admission Number of 60 for Reception intake.

Demand, as reflected in the latest dataset, is strong. For the most recent recorded Reception entry cycle there were 177 applications for 60 offers, which is 2.95 applications per place, and the school is marked oversubscribed. With oversubscription at that level, the order you rank preferences matters, and it is wise to include a realistic second and third choice.

For September 2026 Reception entry, Birmingham’s published timetable states:

• Applications opened 1 October 2025

• Closing date 15 January 2026

• National offer day 16 April 2026

The dataset does not include a “last distance offered” figure for this school, so families should avoid assuming a workable radius from previous years. If you are making a housing decision around admission, use the council’s criteria and the school’s published admission arrangements, and keep backup options active until an offer is in hand.

The school’s public safeguarding information is detailed enough to be practical, with the headteacher named as the Designated Safeguarding Lead and deputies listed. That transparency tends to correlate with clear internal processes, which matters when children need timely support.

Provision for pupils with SEND is presented as integrated rather than isolated. Ofsted’s 2025 report describes staff identifying needs early and adapting learning so that pupils with SEND learn alongside peers and achieve high standards. For families, the key implication is that support is framed around access to the same curriculum, not a reduced ambition model.

There is also a practical “nurture” element in the building plan, with a dedicated nurture room listed among the main spaces. That kind of room is often used for short, targeted interventions, regulation support, and small-group work.

Maney Hill’s enrichment is best understood through two lenses: structured pupil responsibility, and an active rhythm of events.

Pupil leadership and contribution are unusually broad for a primary. The school lists roles including Sports Crew, Play Leaders, Librarians, Team Captains, Class Learning Ambassadors, and a Creativity team. The obvious benefit is confidence. Children who might not be the loudest in class can still gain status through a defined job, such as organising play activities or supporting younger pupils.

Performing and seasonal events also feature strongly in year-group pages. Reception pupils take part in a Christmas nativity, Key Stage 1 has a Christmas production, and Key Stage 2 pupils can audition for the Christmas production, with Year 6 also presenting a leavers’ production. Years 3 and 4 participate in a Christmas carol concert at St Peter’s Church and can take part in Area Sports, a local athletics event involving nearby primaries.

For parents, the practical implication is that “stage time” and community-facing events are normalised. Children who enjoy performing or public contribution tend to find plenty of moments to shine, while children who prefer quieter roles have structured alternatives through librarian and ambassador pathways.

The school day is clearly published. Gates open at 8:40am; start times are 8:45am for Reception and Key Stage 1, and 8:50am for Key Stage 2. Collection is 3:15pm (Reception and Key Stage 1) and 3:20pm (Key Stage 2).

Wraparound care is a defined offer via Bluebirds, the school’s before and after school club for Reception to Year 6, with breakfast available in the morning and a snack after school.

Meals are provided through Aspens, the school’s catering partner, with dietary needs referenced on the school’s information page.

• Oversubscription is real. With 177 applications for 60 places in the latest dataset cycle, competition can be meaningful even for families living relatively nearby. Keep a balanced preference list and plan for the possibility of an alternative offer.

• No published distance signal here. The dataset does not provide a last-offered distance figure, so it is difficult to model “how close is close enough” from this data alone. Base decisions on Birmingham’s criteria and verified admissions guidance.

• A purposeful culture can feel brisk. High outcomes and clear expectations tend to suit children who like structure. If your child struggles with compliance-heavy routines, it is worth checking how behaviour and classroom norms are communicated at prospective visits.

• Secondary planning needs proactive work. The school does not publish named destination schools, so parents should plan their Year 7 strategy early, including travel time and realistic alternatives.

Maney Hill Primary School is a high-performing state primary with outcomes that sit well above England averages, and a distinctive emphasis on pupil responsibility and leadership pathways. It suits families who want strong academic foundations alongside a structured culture, and who value a school that gives children visible roles and duties as they move through Key Stage 2. Entry is the main hurdle; for families who secure a place, the combination of results, routines and enrichment is compelling.