The Deanery Church of England Primary School Review 2026, high-performing Church of England primary with strong early years provision

Strong outcomes sit at the centre of the story here. In the latest published Key Stage 2 results (2024), 87.7% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 39% achieved greater depth, compared with an England average of 8%. These figures are backed by consistently high scaled scores, including reading 110 and mathematics 108.

The school’s faith identity is explicit and woven through daily routines, from collective worship in the timetable to a clear Christian vision and a culture of service. The school is oversubscribed for Reception entry, with 152 applications for 60 offers in the most recent admissions dataset, so for many families the key question is not quality but the realism of securing a place.

Leadership is currently under Mrs Lisa McIntosh, and day-to-day operations reflect a large, settled primary serving ages 2 to 11, with nursery provision on site.

The school’s public-facing language puts Christian purpose first. The motto, Ad Majorem Dei Gloriam (To the Greater Glory of God), is presented as a practical lens for decision-making, not a decorative strapline. That is then reinforced by an emphasis on “life in all its fullness” as a guiding aspiration for pupils’ development, including spiritual growth alongside academic learning.

Nursery provision is not an add-on. Little Hollies Nursery is described as part of the Early Years Unit on site, with structured play and careful monitoring of progress. This matters for families seeking continuity, because it frames early years as the first phase of a single 2–11 journey rather than a separate provider relationship. The nursery page also signals a clear admissions timetable and a pattern of open sessions for prospective parents.

The physical and organisational scale is characteristic of a two-form entry primary. Local context sources describe the school site as dating from 1980, originally operating as two schools before merging in the 1990s. While families will focus on present-day outcomes, that development arc helps explain why the school feels structured, with defined phases, routines and a substantial peer group in each year.

The headline story is high attainment at the end of primary. In 2024, 87.7% met the expected standard in reading, writing and mathematics combined, above the England average of 62%. At the higher standard, 39% reached greater depth in reading, writing and mathematics, compared with an England average of 8%. These are the kinds of figures that typically indicate both strong teaching and a cohort that is well prepared for secondary transition.

The detail supports the headline. Average scaled scores were 110 in reading, 109 in grammar, punctuation and spelling, and 108 in mathematics. Expected standard rates by subject were high, including 88% in reading and 87% in mathematics. Science was also strong, with 92% reaching the expected standard in 2024.

Rankings add context for parents comparing options locally. The school is ranked 978th in England for primary outcomes (FindMySchool proprietary ranking based on official data), and 10th within the Sutton Coldfield local area, placing it well above the typical range and within the top 10% in England by performance banding. Parents using FindMySchool’s Local Hub and Comparison Tool can benchmark this profile against other nearby primaries using the same consistent dataset.

High performance brings benefits and trade-offs. The benefit is academic readiness and confidence, particularly for pupils aiming for demanding secondary pathways. The trade-off is that some pupils can experience the later primary years as purposeful and target-driven, especially in Year 6, so families should look for a child who responds well to clear expectations and structured routines.

Teaching and curriculum design are positioned as carefully planned and consistently implemented. Ofsted’s November 2024 inspection graded every key judgement area as Outstanding, including early years provision.

The inspection evidence gives a useful view into how the school achieves its outcomes. Deep dives included reading and mathematics, with attention to how pupils learn and practise core knowledge over time. The report also highlights early reading and phonics, describing rapid development of secure phonics knowledge and timely support for children who need to catch up, which is often a key driver of later attainment across the curriculum.

Outdoor learning is also framed as a deliberate pedagogical strand, not simply time outside. The school describes Forest School as a regular, child-centred approach built around practical skills and safe risk assessment, including activities such as shelter building, tool use and fire safety. The implication is that pupils who learn best through hands-on tasks get structured opportunities to build confidence and collaboration, while still operating within clear safety boundaries.

As a primary serving Walmley and the wider Sutton Coldfield area, most families will be looking towards local comprehensive secondaries, alongside faith-based options. Local context sources point to nearby schools such as John Willmott School and Fairfax School as established secondary routes in the surrounding area, with Bishop Walsh Catholic School also noted close to the area boundary. This matters for planning, because the strongest transitions tend to involve early engagement with a likely receiving school, especially where transport logistics and after-school patterns will change.

For pupils with high attainment at the end of Year 6, the school’s results profile suggests strong readiness for selective or high-demand secondary settings where they are available, but families should treat this as an individual child conversation rather than a default expectation. The most effective approach is usually to map realistic options first, then align enrichment, reading habits, and attendance routines to the demands of the next stage.

Reception admissions sit within Birmingham’s coordinated admissions framework, with school-specific arrangements layered on where relevant for a Church of England setting. The school publishes a timetable for the September 2026 Reception intake, including open sessions and key dates. For the 2026 intake, the published closing date for applications was 15 January 2026, with national offer day shown as 16 April 2026. Appeals information and deadlines are also set out.

Demand is the main practical constraint. In the most recent admissions dataset, there were 152 applications for 60 offers for the primary entry route, with the school recorded as oversubscribed and a subscription proportion of 2.53 applications per place. The proportion of first preferences relative to first preference offers was 1.02, suggesting that even many families placing it first will be competing closely for a limited number of places.

The “last distance offered” figure is not available for this school, so families should not rely on anecdotal distance stories. The most sensible approach is to use FindMySchoolMap Search to check your home-to-school distance precisely, then read the current admissions policy and criteria carefully before treating the school as a secure option.

Nursery admissions are handled separately. Little Hollies Nursery publishes its own application timeline for September 2026, including a stated closing date of Friday 13 February 2026 and a scheduled open session on Thursday 29 January 2026. As nursery admissions processes can change from year to year, families should follow the nursery’s published forms and confirm the latest criteria directly with the school.

Pastoral support is presented as structured and multi-layered. A distinctive element is Jolly Jungle, described as a dedicated space where children can work through worries and build confidence with trained staff in a defined mentoring block. The model is practical, time-bounded (a six-week block), and goal-driven, which can be particularly effective for pupils who benefit from clear short-term targets and consistent adult support.

The school day timetable also shows predictable routines, including planned collective worship points, which often contributes to a settled atmosphere for pupils who do best with rhythm and repetition. The same report that sets out curriculum and personal development also confirmed safeguarding arrangements are effective, an important baseline for parental confidence.

Clubs and enrichment appear to be a genuine feature rather than a minimal add-on. The school publishes termly club timetables that include both sport and creative options. Examples from the published after-school programme include Microsports football and cricket, Rugby Tots, tennis, dance (Dance & Beats), speech and drama, art club (Kurowska Art), and several coding and code club strands hosted via Code Camp.

The detail matters because it shows breadth across age groups. Provision runs from Year 1 and Year 2 activities like multi-skills and Rugby Tots through to Key Stage 2 options such as running club, Body Kombat, coding, and speech and drama. For families, the implication is that children can build confidence through small-group activities, then progress into more demanding team or performance settings as they move through Key Stage 2.

Facilities referenced in the programme, such as the multi-use games area (MUGA), IT suite, library, music room and dedicated craft room spaces, suggest extracurricular life is supported by purposeful rooms rather than being squeezed into whatever space is free.

The school day is published clearly. The main school day runs from 8.55am to 3.30pm, totalling 33.5 hours per week, with a staged internal timetable for Key Stage 1, Key Stage 2 and nursery routines.

Wraparound care is available through the on-site Foxes before and after school provision. Published sessions run from 7.30am to 9.00am and after school from 3.30pm to 5.00pm or 6.00pm, with charges and booking terms set out by the school.

For transport, most families will be travelling by car or bus, but rail can be useful for some commutes. Nearby Cross-City line stations include Wylde Green and Sutton Coldfield, both with regular services into Birmingham New Street and beyond.

• Oversubscription pressure. With 152 applications for 60 offers in the most recent dataset, competition for Reception places is real. Families should read the current admissions criteria carefully and keep a realistic Plan B.

• Faith expectations. This is a Church of England school where Christian vision and collective worship are central. Families who prefer a more secular day-to-day experience may find the ethos less aligned with their expectations.

• High attainment can feel intense for some children. Results are strong, but a high-performance profile can come with a more structured approach in upper Key Stage 2. It will suit pupils who respond well to clear routines and consistent expectations.

• Nursery entry is a separate process. Little Hollies Nursery has its own timeline and application route, so parents should treat it as a distinct admissions journey, even though it sits on the same site.

This is a high-performing, faith-led primary where academic outcomes, early reading, and structured personal development all read as established strengths. It is best suited to families who value a clear Christian ethos, want strong Key Stage 2 attainment, and can engage early with admissions planning in a competitive local market. The main constraint is access rather than quality, so families who are serious about applying should treat the admissions process as a project, not an afterthought.