St John Bosco Catholic Primary School, West Bromwich Review 2026, a high performing Catholic primary with nursery

Strong results are the headline here, but they are backed up by a clear, school wide approach to learning and behaviour. In the most recent Key Stage 2 outcomes, 90.67% of pupils met the expected standard in reading, writing and mathematics, compared with an England average of 62%, and 36.67% reached the higher standard, far above the England average of 8%. These results place the school well above the typical national picture for primary outcomes.

The school is a Catholic primary with nursery provision from age three, and it operates as a one-form entry with a published admission number of 30 for Reception. It is oversubscribed, with 80 Reception applications for 30 offers in the latest admissions snapshot provided here. Families should treat application admin as part of the test, there is the local authority application, plus a Catholic supplementary form submitted directly to the school when applying on faith grounds.

Leadership is led by Mrs Mandy Grubham (Principal, also described as Executive Principal), with a Head of School role also referenced in official documentation.

A key phrase that keeps appearing across the school’s own materials and external commentary is the mission statement, Living, Learning and Growing in God’s Love. It is not presented as a slogan for marketing, it functions more like a shared reference point for how adults speak to pupils and how the school frames community expectations.

The Catholic character is explicit and structured. Prayer is part of the rhythm of the day, and Catholic doctrine and practice are described as shaping daily life, rather than being limited to assemblies or RE lessons. Families who value a faith anchored environment will find that this is not a light-touch approach.

Behaviour and belonging are framed through a named culture model, “The St John Bosco way”. The most recent inspection describes behaviour as exemplary and links that to consistent expectations and shared language. In practice, what matters for parents is predictability, pupils know what “good” looks like, and staff apply the same standards across classes and year groups.

The school is also open about its inclusion work. There are named spaces and systems that support regulation and targeted help, including a Rainbow Room referenced as a place for children who need time to settle, plus specialist provision mentioned in the inspection report (including the Sunshine Room). This is useful context if your child needs calm, structure, or short bursts of targeted intervention within a mainstream setting.

Nursery has its own identity rather than being an add-on. The school describes it as play based and carefully planned, with progress tracked and “next steps” prepared in response to children’s development. Importantly for admissions expectations, the school is explicit that attending the nursery does not meet the criteria for admission into Reception.

This is a high-performing primary by the numbers provided. In the latest Key Stage 2 measures here, 90.67% met the expected standard in reading, writing and mathematics combined, compared with 62% across England. At the higher standard, 36.67% achieved the higher benchmark, compared with 8% across England, a big gap that tends to indicate not just secure basics, but a sizeable cohort pushing into deeper understanding.

The scaled scores reinforce that picture. Reading was 108, mathematics was 108, and grammar, punctuation and spelling was 112. In plain terms, those scores are well above typical national scaled score benchmarks, and they usually correlate with strong curriculum sequencing and consistent teaching routines.

FindMySchool’s ranking data places the school 753rd in England for primary outcomes, and 1st in the local area (West Bromwich). That sits within the top end nationally, and it stands out locally. These are proprietary FindMySchool rankings based on official data.

Science outcomes are also strong in the data shown, with 88% reaching the expected standard in science, compared with an England average of 82%.

A final point parents often care about is whether high attainment is limited to a narrow slice. Here, the combined indicators suggest breadth. For example, 97% reached the expected standard in maths and in GPS, and 94% did so in reading, which implies that most pupils are being secured at the expected threshold across core subjects.

The school’s most recent inspection describes a curriculum that is deliberately sequenced, with complex knowledge broken down into manageable steps from Nursery through to Year 6. The practical implication is reduced reliance on last-minute catch-up, because the curriculum is built to revisit and re-strengthen knowledge over time.

Reading is treated as a whole school priority, with a strong emphasis on fluency and enjoyment. The school describes a structured approach to early reading, then moving pupils towards engaging, age-appropriate texts rather than purely scheme driven book bands. That can matter for motivation, especially for pupils who can decode but are not yet choosing to read independently.

The physical reading environment is unusually specific for a primary. The school references reading pods outdoors, plus a reading shed used by Early Years and Key Stage 1, with older pupils reading to younger pupils. The educational benefit is social as well as academic, it normalises reading as something you do together, not only as a solitary task.

In maths, the approach described includes chunking tasks, use of visual aids and manipulatives, and careful attention to vocabulary, especially for pupils with barriers to learning. For parents, that usually translates into fewer children being left behind by pace, while still allowing higher attaining pupils to move quickly through content.

The school also operates as part of a wider Catholic multi-academy trust structure, which is relevant because it can shape staff development and shared curriculum work across schools.

For a primary school, destinations are more about transition than headline university pathways. The school names its main feeder secondary as Stuart Bathurst Catholic High School, which is part of the same broader group of Catholic schools. That matters because shared expectations, joint events, and aligned pastoral language can make the Year 6 to Year 7 move feel less abrupt.

Transition work also shows up in practical experiences. The school’s news and activities reference joint events hosted by local Catholic secondaries, including Bishop Milner Catholic College, such as sports and collaborative projects. For pupils, these experiences can reduce the anxiety of moving into larger settings, because the buildings and staff stop feeling unfamiliar.

Families considering secondary options beyond the main feeder should treat Year 5 as the point to start planning. In Sandwell, secondary admissions and travel patterns can vary by cohort and by criteria, so it is sensible to combine early visits with a realistic view of commute and family logistics.

This is a state funded school, so admissions are governed through the local authority coordinated process, but with additional steps linked to its Catholic character. The published admission number for Reception is 30.

For September 2026 entry (academic year 2026/27), the closing date for applications is 15 January 2026. On top of the local authority application, families applying on Catholic grounds must submit the Supplementary Information Form directly to the school by the same date. Offers are issued on 16 April 2026 (or the next working day).

The oversubscription criteria follow a Catholic priority order, including baptised Catholic children in specified parishes, then other Catholic applicants, then non-Catholic applicants. Distance is used as a tie-break within categories, measured as a straight-line distance to the school gate using local authority systems.

Demand is high in the admissions snapshot provided here. There were 80 applications for 30 offers, which is about 2.67 applications per place, and the school is marked as oversubscribed. First preference demand also looks strong, with a 1.3 ratio of first preferences to first preference offers. In day-to-day terms, this means families should apply early, and should avoid assuming that nursery attendance secures Reception.

Nursery admissions are separate. The nursery currently offers 39 part-time places (15 hours) and 13 full time places (30 hours), with part-time split into morning and afternoon sessions. Full time places are described as first come, first served, and families using the 30-hour entitlement need to provide eligibility codes before each term.

Open events are described as happening twice per year, typically in the Autumn term for prospective Reception parents and in the Summer term for prospective nursery parents. Dates can change year to year, so treat those as typical timings and check the school diary for the current cycle.

A practical tip, where catchment and criteria are competitive, families often find it helpful to use FindMySchool’s Map Search to understand travel and locality options while shortlisting, then pair that with the formal criteria in the admissions policy.

Safeguarding and wellbeing responsibilities are clearly structured in published documentation, with designated safeguarding leadership identified and multiple deputy safeguarding leads listed. The aim, for parents, is simple, that pupils know exactly who to speak to and that staff know how to respond quickly.

The most recent inspection also notes strong relationships and clear systems for pupils to raise worries. That tends to be especially important in the junior years, where children may struggle to articulate concerns unless adults are proactive and routines are consistent.

The school’s “Early Help” content points to a proactive pastoral model, including morning routines that allow time for settling, plus a Rainbow Room option when a child needs support to get ready for the day. That kind of approach can make a noticeable difference for pupils with anxiety, emotional regulation needs, or difficult mornings at home.

Inclusion is also framed in staffing. The school describes having two trained SENCos, and it references targeted spaces and interventions. For parents of children with SEND, the key question is usually not whether support exists, but how quickly it is identified and how consistently strategies are applied across classes. The published descriptions suggest a school that takes that seriously.

Extracurricular life here is not left vague, the school provides named examples and, crucially, explains who they are for and what pupils gain from them.

Basketball is delivered with input from West Bromwich Basketball Club, and it is described as popular enough that some pupils also attend weekend sessions externally, plus the school is increasingly participating in fixtures. The implication is a clear pathway for children who show real interest, rather than a one-off club that ends when the term does.

Cricket is delivered by coaches from Staffordshire Cricket, with participation in local cricket festivals and an ambition to be an All Stars cricket centre. For pupils, that structure usually brings better quality coaching and a clearer sense of progression than ad hoc lunchtime sport.

Choir is described as large and active, with weekly rehearsals and a mix of traditional songs, pop, hymns and film music, plus performances including an end-of-year event. For children who gain confidence through performing, a predictable rehearsal schedule and regular showcases can be a major part of belonging at school.

Art Club is positioned as experimentation rather than worksheets, drawing, collage and sculpture are explicitly mentioned. That matters because art clubs vary widely, some focus on display outcomes, others on exploratory making, and the description here points towards the latter.

The school also runs homework clubs, giving pupils a quiet, supported space to complete work, with staff help available. For some families, especially where home routines are busy or space is limited, this can be more valuable than another sports club.

Beyond the clubs list, there are examples of specific activities in the school’s updates, such as an after-school gymnastics club described as structured and instructor led.

The published school day timings are clear. Gates open from 8.30am and close at 8.45am, and the school day ends at 3.15pm. Breakfast Club opens at 7.30am, and After School Club runs until 5.30pm, which is a practical advantage for working families.

Nursery sessions are set out separately. Part-time places run 8.30am to 11.30am or 12.15pm to 3.15pm.

The school is based in the Hill Top area of West Bromwich, and most families will handle the school run via local roads and short journeys. Transport specifics such as dedicated parking arrangements or recommended public transport routes are not clearly published in the sources reviewed, so it is sensible to confirm logistics directly when visiting.

• Competition for places. The school is oversubscribed in the admissions snapshot here, with 80 applications for 30 offers, so strong demand is a real constraint for families planning ahead.

• Catholic admissions admin. Applying involves the local authority process plus a supplementary form submitted directly to the school for faith-based prioritisation. Families need to be organised, especially around the 15 January deadline for September entry.

• Nursery is not a guaranteed pathway. The nursery is clear that attendance does not meet the criteria for admission into Reception. Families using nursery should still treat Reception as a competitive application in its own right.

• Faith life is integrated. Catholic practice is described as permeating school life. That will feel like a strong fit for some families and less comfortable for others.

This is a results-driven primary in the best sense, high attainment is paired with a clear curriculum model, consistent behaviour expectations, and strong wraparound care. The June 2025 inspection graded all key areas as Outstanding, including early years, which matches the picture shown in Key Stage 2 results.

It suits families who want a structured Catholic environment, strong academic outcomes, and practical support around the working day. The limiting factor is admission, rather than the educational offer.