The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
A primary school in Charlemont, West Bromwich, with a clear local role and a straightforward, practical offer for families who want a settled, well organised start from Nursery through Year 6. Recent official monitoring describes a calm, purposeful feel and confirms that safeguarding arrangements are effective, while also setting out a small number of improvement priorities, particularly around early years outdoor learning and consistency in the wider curriculum.
On published Key Stage 2 measures, outcomes in reading, writing and maths combined are above the England average, and the higher standard figure is notably above the England benchmark. In FindMySchool’s ranking (based on official data), the school sits 10,632nd in England and 12th in West Bromwich for primary outcomes, which places it below England average overall, but with several headline indicators that will matter to parents, particularly the combined expected standard and the higher standard rate. (FindMySchool ranking, based on official data.)
Leadership is currently under Headteacher Tahirah Khatun. The name is consistent across the school website, Ofsted documentation, and the government’s official records register.
This is a mainstream community primary that presents itself as child-centred, with the tone set clearly on the school’s own materials. The website foregrounds a family-oriented approach and encourages prospective parents to arrange a visit rather than relying on glossy messaging. It also shows a school that invests in public-facing routines, such as clubs, pupil leadership roles, and regular communication through events and updates.
The latest official inspection record is an ungraded inspection from 29 to 30 April 2025, which reports that the school has taken effective action to maintain standards identified at the previous inspection. This matters because it suggests continuity in what parents can expect day-to-day, rather than a school in the middle of a fundamental reset.
Pastoral culture is also visible in how safeguarding roles are laid out publicly. The safeguarding team page lists a safeguarding manager (DSL) and a broad group of deputy designated safeguarding leads, including senior leaders and operational staff, which is often a sign of a school that treats safeguarding as an organisation-wide responsibility rather than a single-person function.
A distinctive feature here is the way the school frames inclusion and equality. The 2025 inspection report references work that supports pupils’ understanding of diversity and equality, and the school’s own British Values content describes how assemblies, its PSHE Life Skills curriculum, and explicit British Values lessons are used to revisit concepts annually.
In 2024, 71.67% of pupils reached the expected standard in reading, writing and mathematics combined. The England average is 62%, so this is clearly above the national benchmark. At the higher standard, 17.67% of pupils achieved the higher standard in reading, writing and maths, compared to the England average of 8%. These are the two figures most parents care about when comparing primary schools at scale because they describe both breadth of secure attainment and depth at the top end. (FindMySchool data, based on official results.)
Reading, maths and grammar, punctuation and spelling (GPS) scaled scores are also reported as 103 for reading, 104 for maths, and 103 for GPS. Scaled scores are best read as a “how far above or below 100” indicator, with 100 representing the expected standard. These figures point to a broadly secure cohort, with maths slightly stronger. (FindMySchool data, based on official results.)
Science is the one area in the published set that looks a touch softer. The proportion reaching the expected standard in science is 78%, compared with an England benchmark of 82%. That does not imply weak science teaching, but it does suggest that parents should ask how science knowledge is sequenced and revisited, particularly for pupils who need more repetition to retain key concepts. (FindMySchool data, based on official results.)
Ranked 10,632nd in England and 12th in West Bromwich for primary outcomes, this sits below England average overall (FindMySchool ranking, based on official data). The useful interpretation is not “good or bad” in isolation, but that outcomes look stronger on certain measures than the overall rank implies. For families comparing options locally, it is worth looking at both the combined expected standard and the higher standard, then checking how consistent those outcomes have been over time.
Parents using FindMySchool can also use the local hub comparison tools to line up the school’s KS2 profile against nearby options, rather than relying on a single headline judgement.
England ranks and key metrics (where available)
Reading, Writing & Maths
71.67%
% of pupils achieving expected standard
The school’s curriculum pages give a clear sense of intent across subjects, with an emphasis on accessibility, outcomes for all pupils, and building knowledge over time. English is presented as the “foundation” of the curriculum, delivered through themes and topics, and the wider subject set is described for curiosity, creativity, and developing confident learners.
A few specifics stand out:
Computing is framed around digital literacy and readiness for the future, which is increasingly important even at primary level as schools balance online safety with practical skills.
French is explicitly included, with the intent described as exposing pupils to language and culture.
PSHE is described as a bespoke “Lodge PSHE Life Skills” curriculum, and the British Values section expands on how this is threaded through assemblies and lessons, with pupils revisiting ideas annually.
Religious Education is described as multi-faith in approach, which fits with the school’s stated aim to reflect a diverse community.
The most helpful “ask” for parents, given the 2025 inspection improvement points, is how leaders ensure teachers identify and address gaps in knowledge in subjects outside English and maths, and how they tighten the clarity of intended learning in early years outdoor activities. Those are specific, practical issues that can be probed in a conversation with staff.
Quality of Education
Good
Behaviour & Attitudes
Good
Personal Development
Good
Leadership & Management
Good
FMS Inspection Score calculated by FindMySchool based on official inspection data.
As a 3 to 11 primary, the main transition is into Year 7. The school does not publish a destination list for secondary schools in the material reviewed, and in Sandwell the pattern for Year 7 transfer depends heavily on family address, the coordinated admissions process, and parental preference.
What the school can usefully do, and what parents should ask about, is transition practice. Typical good practice includes preparation around independence and organisation in Year 6, information sharing with receiving schools, and specific support for pupils with additional needs. If your child has SEND support in place, ask how the school coordinates handover with the receiving secondary and what the timeline looks like.
For families considering a move into the area, the practical step is to shortlist likely secondaries, then use FindMySchool’s Map Search to sanity-check travel time and the real-world logistics of drop-off and collection, especially if siblings may end up at different schools over time.
The school follows Sandwell’s coordinated admissions process for Reception. The school’s own admissions page signposts parents directly to the local authority route.
From the admissions data, Reception demand exceeds places: 49 applications for 35 offers, a ratio of 1.4 applications per offer, and the route is recorded as oversubscribed in the relevant year of data. (FindMySchool data.)
Sandwell’s published information confirms that the on-time application process for starting Reception in September 2026 closed on 15 January 2026.
Sandwell also states that national offer day for Reception places is 16 April (or the next working day).
For families looking ahead a year, the pattern is consistent: applications typically open in September and close mid-January, with offers in mid-April. Always check Sandwell’s current admissions page for the live dates before relying on a prior year’s calendar.
The school has nursery provision (age range begins at 3), and its “School Organisation” information states a 26 place nursery for 52 part-time pupils.
Nursery application routes can vary by school and local authority. If you are applying for Nursery rather than Reception, confirm whether the application is direct to the school or through the local authority, and ask what the pathway into Reception looks like for existing nursery children.
100%
1st preference success rate
33 of 33 first-choice applicants received an offer
Places
35
Offers
35
Applications
49
Pastoral systems are easiest to judge when you can see how the school talks about safety, relationships, and pupil voice.
Safeguarding is described as effective in the most recent Ofsted documentation, and the school publicly lists a safeguarding manager and deputy leads across roles.
Pupil leadership and voice are visible through structures like School Council, described as elected and involved in school priorities and decisions, including areas such as resources and school development.
Wider safety and personal development is referenced through curriculum-linked initiatives such as Bikeability and first aid training, and through online safety work in computing and an annual e-safety week.
A practical parent question, especially for children who are anxious or who need consistent routines, is how behaviour expectations are taught, reinforced, and communicated to families. The British Values page points to a positive behaviour policy and clear consequences, which is the right starting point for that discussion.
This is an area where Lodge offers concrete, named examples rather than generic claims, which is genuinely useful when you are picturing your child’s weekly routine.
The school publishes a structured clubs timetable alongside its wraparound provision. The current list includes:
Cricket Club (for different year groups across the week)
Arts and Crafts (Years 1 and 2)
Origami Club (Years 4 and 5)
Lodge Voices (Years 1, 2 and 3)
Netball (Years 4, 5 and 6)
Art club (Years 4, 5 and 6)
The point here is not that every child will do every club, but that the menu includes both sport and creative options with clear age targeting. For quieter pupils, something like Origami Club or Lodge Voices can be a more comfortable “first club” than competitive sport, while still building friendships and routine.
The events feed adds helpful texture about what the school prioritises. Examples include:
A library launch with poetry workshops and a visiting poet
A TT Rockstars and Numberbots “concert” style maths event
A Year 6 visit to Wolverhampton University focused on aspirations and campus experience
An outdoor reading area introduced to support reading for pleasure
A choir performance at a local care setting, linking school music with community connection
For parents, these specifics are a good sign because they show the school building experiences around reading, numeracy, arts, and aspiration, rather than treating trips and events as an optional extra.
The school’s published timings show Nursery is organised into morning and afternoon sessions, which typically suits families balancing childcare patterns and part-time places. Nursery sessions are shown as 8:30am to 11:30am and 12:10pm to 3:10pm.
A key question, informed by the 2025 inspection improvement point, is how staff plan and structure learning in the outdoor area, particularly for adult-led and independent activities, so that children gain new knowledge and skills rather than repeating familiar play patterns.
For Reception to Year 6, published timings show:
Doors open: 8:45am
School starts: 8:55am
Morning session ends: 12:15pm
Afternoon session begins: 1:15pm
School ends: 3:15pm
Breakfast club is listed as opening at 8:00am, with the latest arrival by 8:25am. After-school clubs are listed as 3:20pm to 4:20pm. Both breakfast club and after-school clubs are shown as £1 per session.
For day-to-day practicality, it is worth doing a trial run at peak times if you are considering a move, particularly if you would be walking with younger children or coordinating nursery and primary drop-off.
Early years outdoor learning clarity. The latest inspection highlights that intended learning in some outdoor early years activities is not always clear, which can mean children gain less new knowledge from those activities. Ask what has changed since April 2025, and how staff plan and review outdoor provision.
Curriculum consistency beyond core. The same report notes that, in some wider curriculum lessons, gaps in pupils’ knowledge are not consistently identified and addressed. For parents, the practical question is how subject leaders check what pupils remember over time, especially in foundation subjects.
Oversubscription without a published distance guide. Reception demand is higher than places in the admissions data available, but there is no last-distance figure here to indicate how tight proximity needs to be. Families should treat allocation as competitive and check Sandwell’s criteria carefully for their circumstances. (FindMySchool data; distance figure not available.)
Wraparound scope. Breakfast club starts at 8:00am and after-school clubs run to 4:20pm, which may not cover the full working day for some families. If you need later childcare, confirm what alternatives exist locally and whether any extended provision beyond clubs is available.
Lodge Primary School looks like a practical, community-focused primary with a clear structure to the school day, a published clubs timetable that includes both creative and sporting options, and Key Stage 2 outcomes that are above England averages on the combined expected standard and notably strong on the higher standard measure.
It will suit families who value a straightforward, well signposted primary offer, want access to clubs, and are looking for above-average attainment in reading, writing and maths combined. The main decision points are admissions competitiveness and how confidently the school is now addressing the specific improvement priorities identified in April 2025, especially in early years outdoor learning and consistency in foundation subjects.
The school is judged Good on Ofsted’s reporting, and the most recent ungraded inspection in April 2025 states that the school has taken effective action to maintain standards identified at the previous inspection. Key Stage 2 outcomes are above the England average for the combined expected standard in reading, writing and maths, and the higher standard figure is well above the England benchmark.
Reception applications are handled through Sandwell’s coordinated admissions process rather than directly through the school. For September 2026 entry, Sandwell confirms the on-time deadline was 15 January 2026 and places were allocated on national offer day in April. For future years, expect a similar pattern, but always confirm the live dates on Sandwell’s admissions pages.
Breakfast club is published as opening at 8:00am with latest arrival at 8:25am. After-school clubs are listed as running from 3:20pm to 4:20pm, with a published timetable including activities such as Cricket Club, Arts and Crafts, Origami Club, Lodge Voices, Netball, and Art.
In 2024, 71.67% of pupils reached the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 17.67% achieved the higher standard in reading, writing and maths combined, compared with an England benchmark of 8%. (FindMySchool data, based on official results.)
Yes. The published school organisation information indicates a 26 place nursery for 52 part-time pupils, with morning and afternoon session timings shown. For nursery admissions and session patterns, confirm directly with the school and check how nursery attendance relates to Reception entry.
Get in touch with the school directly
Disclaimer
Information on this page is compiled, analysed, and processed from publicly available sources including the Department for Education (DfE), Ofsted, the Independent Schools Inspectorate (ISI), the Universities of Oxford and Cambridge, Freedom of Information (FOI) requests, and official school websites.
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