Schools & FE · Report card

Regents Park Community Primary School

Inspected 14 Apr 2026 · published 15 Jun 2026 · URN 103193

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Summary

No overall grade in this frameworkSafeguarding met

Tess Sharman (lead), Elaine Williams, Gary Richards, Rob Matthews

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
14 Apr 2026
Inspectors verified
Elaine Williams, Gary Richards, Rob Matthews, Tess Sharman
Postcode verified
B10 0NJ
Name on report verified
Regents Park Community Primary School
Safeguarding verified
Met
URN verified
103193

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+67Positivemore positive than 39% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivelythrivewell preparedenjoywell supportedfeel safeconfidently

Criticismnot alwaysgapspoorconcernspersistent absencenot preciselynot clearly

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1573w+77
Leadership251w+23
Safeguarding51w−11
What needs to improve88w+33

Strengths

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Concerns

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Leaders closely monitor incidents of poor behaviour and support pupils so that they do not repeat their mistakes. p.2

Next steps

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What the report dwells on

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Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,963; about usual (typical 1698)
Reading level: Hard; Flesch 47, typical 43
Average sentence: 15 words
Next steps: 3; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 9%Safeguarding 2%What needs to improve 3%About the inspection 33%

Full report text

Regents Park Community Primary School

Address: Arthur Street, Small Heath, Birmingham, West Midlands, B10 0NJ Unique reference number (URN): 103193

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Typically, pupils achieve well and are well prepared for their next stage of education. Over time, leaders ensure that any gaps in achievement close, including for pupils with special educational needs and/or disabilities. Pupils' attainment in national tests at the end of key stage 2 is broadly in line with their peers nationally.

p.2

Achievement Expected standard

Pupils' foundational knowledge is improving, particularly in key stage 1. At times, however, pupils' handwriting and spelling are not in line with leaders' expectations. Across a range of subjects, pupils develop appropriate knowledge and skills and typically produce work that meets expected standards.

p.2

Achievement Expected standard

In the early years, children receive meaningful opportunities to talk and play every day. Children progress well in Reception, which prepares them effectively for Year 1. This is reflected in the proportion of pupils who meet the expected standard in the phonics screening check in Year 1.

p.2

Attendance and behaviour Expected standard

Leaders have worked hard to create a culture where pupils want to come to school. Attendance information for all pupils, including those who face barriers to learning, is consistently close to national averages. Leaders regularly monitor attendance, which helps them identify patterns as they emerge and support pupils to attend school more regularly. Leaders remind parents and carers about the importance of regular attendance so that they understand the risks of missing school. Leaders' work to improve persistent absence, particularly for disadvantaged pupils, is having an impact.

p.2

Attendance and behaviour Expected standard

Leaders have created a positive culture in school and this is reflected in pupils' behaviour. Pupils are polite, welcoming and confident. Their learning is typically undisrupted because pupils behave well in lessons. Leaders' approach to managing behaviour is appropriate for everyone, including pupils who may find managing their behaviour difficult. Positive relationships, reliable routines and clear rules support everyone. This includes pupils with special educational needs and/or disabilities, who are often supported proactively rather than reactively. Pupils say that they feel safe and that, while bullying is rare, if it occurs, it is dealt with effectively by staff. They know their trusted adults when they have a problem. Leaders closely monitor incidents of poor behaviour and support pupils so that they do not repeat their mistakes.

p.2

Curriculum and teaching Expected standard

Leaders ensure that the curriculum is well sequenced and generally taught well. Staff regularly review pupils' learning. They make changes to ensure that pupils can access the curriculum. Leaders understand pupils' needs well and teachers adapt lessons so that all pupils can learn successfully. Leaders have prioritised laying secure foundations for learning. They hold phonics and reading in high regard. They know how important it is for pupils to be able to read for future success and support pupils to develop their reading knowledge for as long as they need it.

p.2

Curriculum and teaching Expected standard

Pupils learn and enjoy a range of subjects at this school, and these lessons are typically delivered in engaging ways. For example, pupils learn to debate and understand the reliability of online sources of information. In all areas of the curriculum, pupils with additional needs are well supported to take part and make progress. Teachers engage pupils in learning and help them to develop resilience as learners.

p.3

Curriculum and teaching Expected standard

Teachers generally adapt teaching appropriately for pupils with special educational needs and/or disabilities, and the support they provide is usually well targeted. However, pupils are not always told clearly how to improve their work, which limits the progress they make.

p.3

Early years Expected standard

Leaders have made significant improvements to the early years curriculum. As a result, children are increasingly well prepared for Year 1. Leaders know their children well and provide a language-rich environment, with activities that support children's learning effectively.

p.3

Early years Expected standard

Most children, including disadvantaged children and those with special educational needs and/or disabilities (SEND), achieve well from their starting points. Staff build positive relationships with children; interactions support children to recall their curriculum learning. For children with SEND, support is carefully considered so that their needs are appropriately met.

p.3

Early years Expected standard

The curriculum is well designed and appealing to children. It is sequenced and gives children experiences they might not have outside school. In forest school, children are taught to use tools safely. They know how to stay safe around the fire. Children benefit greatly from the clearly established routines.

p.3

Early years Expected standard

As with the rest of the school, reading is highly valued in the early years. Phonics lessons are fun, while ensuring that children gain the necessary knowledge to learn the phonics code and read words and simple sentences. Staff are well trained to teach the early reading programme. Leaders keep close oversight of how well children are learning to read and ensure that, where necessary, extra help is put in place for those who need it.

p.3

Inclusion Expected standard

Leaders place inclusion at the heart of the school's work. They want every pupil to belong and take part fully in school life. Staff provide timely support from the moment pupils join the school. Leaders prioritise speaking and listening so that children in the early years and those new to the English language achieve well and develop the necessary communication skills.

p.3

Inclusion Expected standard

The school's pupil premium strategy for the use of additional funding considers the needs and barriers to learning pupils face in their community. Leaders use these funds appropriately and check on the impact of their interventions. For example, caring for chicks and visits to forest school provide pupils with nature-based experiences they may not otherwise have. This timely support contributes well to pupils' achievement; pupils who are disadvantaged achieve well by the end of Year 6.

p.3

Inclusion Expected standard

Typically, pupils with barriers to their learning achieve well, both in school and in the specially resourced provision for pupils with special educational needs and/or disabilities (SEND). However, for some pupils, teachers' assessment does not identify precisely enough what they can do, which limits how well support is tailored. Staff have the necessary expertise to support pupils with SEND. They work with families and external agencies to ensure that pupils receive timely intervention to overcome barriers to learning and development.

p.4

Leadership and governance Expected standard

Leaders are committed to this school and want it to be the best it can be for all its pupils. They understand the school's context, strengths and areas for development. They have a clear strategy, which is supported by governors, to make the school even better. Although leaders are beginning to see the effects of this work, changes are not always evaluated as precisely as they could be. As a result, staff do not always have sufficient time to reflect, refine their practice and celebrate their successes. The school is continuing to strengthen how leaders at all levels evaluate their work so that improvement is sustained for all pupils.

p.4

Leadership and governance Expected standard

Governors fulfil their statutory responsibilities and provide appropriate support and challenge. They are fully involved in school life and actively contribute to strategic decisions. They understand the important role they have within the community, are welcoming to families and want all pupils to thrive.

p.4

Leadership and governance Expected standard

The community is at the heart of the school's work. Leaders foster a culture where everyone is valued and welcomed. Parents and carers are grateful to leaders for the improvements to safety, including efforts to improve road safety.

p.4

Leadership and governance Expected standard

Leaders are role models and their high standards are clearly understood by everyone. They ensure staff receive the professional expertise to fulfil their roles. Staff say they feel well supported and generally welcome the improvements that have been made, feeling that their views are heard. Leaders consider workload when implementing change and adapt plans to ensure staff are well supported.

p.4