Little Bloxwich CofE VC Primary School Review 2026: Values-led primary with strong KS2 outcomes

Four simple words set the tone here: Courtesy, Courage, Conscientiousness, Caring. The school refers to them as the 4Cs, and they show up in expectations for behaviour, the way pupils are trusted with responsibility, and the emphasis on looking after one another.

Leadership is notably stable. Mrs Ellen Taylor is the head teacher, and government records show her in post from 1 September 2009.

Academically, the 2024 KS2 data is encouraging. Almost four in five pupils met the expected standard in reading, writing and maths combined, which is above the England average in the same measure. The school also has a high proportion reaching the higher standard, a useful indicator for families with pupils who thrive on extra challenge.

Admission is competitive rather than casual. For Reception, the latest application cycle shows 48 applications for 26 offers, with the school marked oversubscribed.

The clearest theme across official and school-published material is calm order, with pupils expected to be thoughtful about how they behave and how they treat others. The most recent inspection describes a calm, safe and inclusive environment, and it links positive behaviour directly to the 4Cs.

The Church of England character is explicit and integrated rather than decorative. The school’s stated vision is rooted in Matthew 19:26, and the language of being part of God’s family sits alongside practical expectations such as kindness and respect.

Pupil voice is structured. There is an established School Council, meeting half termly, with named representatives across year groups. Recent activity includes KS2 councillors purchasing items for a local food bank and then delivering them, plus a civic visit to the Town Mayor and Council Chamber, which gives pupils a tangible sense of local democracy.

Alongside this, a Worship Council (again with year-group representation) signals that collective worship and reflection are treated as part of pupils’ day-to-day experience, not just a seasonal add-on.

As a Church school, it is also helpful that the school publishes the outcome of its SIAMS inspection, graded Good (January 2020). The SIAMS report highlights trust-based relationships, a strong sense of belonging, and pastoral care that aims to remove barriers to learning.

This is a primary school, so the key public benchmarks are KS2 outcomes and scaled scores. In 2024, 79.67% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 21.33% reached the higher threshold in reading, writing and maths, compared with the England average of 8%.

The component measures also read strongly. Reading is a particular plus, with 84% reaching the expected standard and an average reading scaled score of 108. Mathematics is similarly positive, with 81% reaching the expected standard and an average maths scaled score of 105. Grammar, punctuation and spelling is another clear strength, with an average scaled score of 109.

For parents who like a ranking lens, the proprietary FindMySchool ranking based on official data places the school 3009th in England for primary outcomes, and 12th within Walsall. That sits comfortably within the top 25% of schools in England for this measure, which is a meaningful shorthand for sustained above-average performance.

If you are comparing several local options, the FindMySchool Local Hub pages and Comparison Tool can help you line up these KS2 indicators side-by-side, using a consistent methodology across schools.

The curriculum emphasis starts early. The latest inspection highlights a focus on early number and phonics in the early years, with routines and high expectations intended to establish strong foundations quickly.

Beyond English and maths, the curriculum is organised through topics, which can work well when it is tightly sequenced and revisited. The inspection provides a useful concrete example, pupils learning about the Druids as part of a carefully shaped enquiry, then building new content in a way that helps them connect to what they already know.

There are also clearly defined areas the school has been asked to tighten. The same inspection notes that checking what pupils have remembered is not consistently strong across classes, and that early letter formation and handwriting habits need a more consistent approach so children do not embed weak habits.

A third priority is reading breadth. The school is described as effective at teaching early reading, but it is encouraged to do more to promote reading widely and for pleasure, including poetry and broader literature choices.

Faith learning is structured rather than left to chance. Religious education is taught weekly, following the Discovery RE scheme linked to the Walsall Agreed Syllabus. Christianity and Islam feature in Key Stage 1, with Sikhism and Hinduism added in Key Stage 2. The school also describes links with Holy Ascension Church, with worship supported by Vicar Chris through worship and support in lessons.

For a primary school, “next” is chiefly about readiness for secondary. The most recent inspection is explicit that pupils are well prepared for learning at secondary school, and it links that readiness to secure foundations in reading and mathematics, plus a curriculum that helps pupils learn and remember across subjects.

Families should expect the usual Walsall pattern for transfer at Year 6, with applications coordinated through the local authority and options shaped by where you live, your preferences, and any selective or faith routes you may be considering. The school’s own admissions criteria and ethos mean many families will already be thinking in practical terms about continuity of values, peer group, and travel time, not only raw exam outcomes.

For pupils with additional needs, transition planning matters as much as school choice. The school’s published SEND information describes an established SENDCO role, a pastoral support function, and an intention to work closely with families, which should help where secondary transition needs extra structure.

Reception entry is coordinated through Walsall Council. For September 2026 entry, the local authority lists the application portal opening on 1 September 2025, with the on-time closing date at 10pm on 15 January 2026. Offers are issued on 16 April 2026 (Primary National Offer Day).

Demand is material. In the most recent dataset cycle provided, there were 48 Reception applications for 26 offers, and the school is marked oversubscribed. That equates to about 1.85 applications per place, which is enough to make outcomes sensitive to the oversubscription criteria.

The school publishes its oversubscription priorities in plain language. In summary, priority includes siblings already at the school, relevant medical or social factors supported by professional evidence, then a church membership criterion where up to 25% of places may be allocated, followed by proximity of the home address to the school (measured “as the crow flies”).

Two practical implications follow. First, families should not assume that living nearby is the only lever, because the church membership route is explicitly part of the published criteria. Second, for families who are close but not extremely close, small year-to-year shifts in demand can change outcomes. FindMySchoolMap Search is useful here, because it lets you check your precise distance and think realistically about how competitive your application may be, even without a published “last distance offered” figure for this school.

Support is framed as a whole-school expectation, not a bolt-on. The most recent inspection describes pupils feeling safe and included, bullying not being accepted, and staff responding quickly to upsets.

The Church school dimension reinforces this. The SIAMS report highlights pastoral care as central, with a focus on wellbeing and mental health in the school context, and it links this to the school’s Christian vision and values.

SEND capacity is clearly described. The SEND page names the SENDCO, explains the school’s approach to identifying and supporting need, and sets out additional adult support and intervention approaches. It also names specific support roles, including Pastoral Support and SEN Support, which is useful for parents who want to know who actually does the day-to-day follow-up.

Safeguarding information is published and current in structure. From the 2022 inspection, safeguarding arrangements are described as effective, with up-to-date training and systems for recording and acting on concerns, including prompt follow-up where pupils are absent without explanation.

What stands out most here is pupil leadership, civic connection, and a deliberate attempt to make values visible.

School Council activity is a good example of the school’s approach to responsibility. The council meets half termly, and recent published work includes fundraising via a Christmas raffle, then using the money to purchase food for a local food bank and delivering it, plus supporting volunteers with packing.

The same update also describes a visit to the Town Mayor and the Council Chamber, which turns “democracy” into something concrete, not a worksheet topic.

The Worship Council provides a parallel route for leadership. Representation spans Year 1 to Year 6, which matters because it signals that worship and reflection are not only for older pupils.

Trips and curriculum enrichment are referenced in official material too. The latest inspection notes pupils going on trips to different places and learning about the diversity of the world, with inclusion presented as a non-negotiable expectation.

School hours are clearly stated: 8.50am to 3.20pm for Key Stage 1, and 8.50am to 3.30pm for Key Stage 2.

The prospectus includes practical travel guidance designed to reduce congestion and improve safety near the school gates, including a voluntary one-way system for pick-up and drop-off, plus reminders about not stopping on zig-zag markings and not parking on verges or pavements.

It also states that the school promotes walking to school as part of a healthy lifestyle.

Food is handled sensibly. The prospectus notes toast or bagels available at morning break, and fruit offered to Key Stage 1 pupils at afternoon break, alongside a “healthy eating” message for snacks.

Wraparound care varies widely between primaries. The pages accessed for this review do not set out before-school or after-school club times and pricing, so families should check directly with the school office for the current offer.

• Oversubscription reality. Recent admissions data shows 48 applications for 26 offers in the Reception entry route, with the school marked oversubscribed. If you are applying for 2026 entry, make sure your second and third preferences are realistic as well as aspirational.

• Faith criterion matters. The published admissions criteria include a church membership route where up to 25% of places may be allocated, alongside sibling and distance criteria. Families who are not comfortable engaging with that aspect should plan accordingly.

• Writing and assessment consistency is a stated improvement priority. The 2022 inspection calls for a more consistent approach to early letter formation and handwriting, and more consistent in-lesson checks of what pupils understand and remember. Ask how these areas have been strengthened since then, especially if your child finds writing physically difficult.

• Reading for pleasure is an area to watch. Early reading is described as effective, but the school is encouraged to broaden reading range and deepen reading culture. For keen readers, it is worth asking what has changed, for example poetry, class texts, and home reading routines.

This is a values-led Church of England primary with strong KS2 outcomes and a culture that takes pupil voice seriously. Leadership stability is a notable plus, and both official and school-published sources point to a calm, safe environment with clear behavioural expectations.

Best suited to families who want a faith-informed ethos, who value structured expectations around conduct and responsibility, and who are prepared to engage with a competitive admissions process.