Schools & FE · Report card

Shustoke CofE Primary School

Inspected 6 May 2026 · published 16 Jun 2026 · URN 125684

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Summary

No overall grade in this frameworkSafeguarding met

Su Plant (lead), Ian Beardmore, Nina Sangha

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Strong standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
6 May 2026
Inspectors verified
Ian Beardmore, Nina Sangha, Su Plant
Postcode verified
B46 2AU
Name on report verified
Shustoke CofE Primary School
Safeguarding verified
Met
URN verified
125684

Page 1 of 16

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 behaviourStrong
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
Leadership and governanceStrong
Personal development and wellbeingStrong

Tone of the report

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

+78Very positivemore positive than 61% of reports of this type

In line with other reports of this type.

Praisestronghigh expectationshigh-qualityconfidentlyenjoyconsistentlythrivefeel safe

Criticismconcernsgapsnot consistentlyseriouslynot alwayspersistently absentnot yetmissed

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1521w+78
Leadership249w+78
Safeguarding51w−11
What needs to improve41w+71

Strengths

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Concerns

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Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

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

Pages: 16
Words of findings: 1,862; about usual (typical 1698)
Reading level: Hard; Flesch 42, typical 43
Average sentence: 14 words
Next steps: 2; typical 3
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 52%Leadership 8%Safeguarding 2%What needs to improve 1%About the inspection 37%

Full report text

Shustoke CofE Primary School

Address: Forge Road, Shustoke, Coleshill, Birmingham, West Midlands, B46 2AU Unique reference number (URN): 125684

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

Attendance and behaviour Strong standard

Leaders take a proactive approach to improving attendance. They review attendance information every week and each term so they can spot patterns early and offer support quickly. They look closely at the needs of different groups and work with families to remove barriers. As a result, attendance across the school is above the national average and continues to improve.

p.2

Attendance and behaviour Strong standard

Key groups, including pupils with special educational needs and/or disabilities, attend well. Where dips in attendance occur, leaders can clearly explain why and show how pupils are becoming more settled in school. Fewer pupils are now persistently absent. Leaders' close partnership with families and external agencies ensures that help is timely, targeted and effective.

p.2

Attendance and behaviour Strong standard

Behaviour in school is calm, respectful and highly conducive to learning. Pupils are kind and polite. They are confident that adults will help them if they have a worry. Any concerns, including the rare cases of bullying or discriminatory behaviour, are dealt with quickly and consistently. Staff apply the behaviour policy fairly and consistently, so all pupils know what to expect and feel secure in the routines.

p.2

Attendance and behaviour Strong standard

Pupils show positive attitudes to learning. Inclusive approaches help pupils manage their emotions and succeed in school. Older pupils act as role models for their younger peers. Strong relationships create a culture of respect, self-discipline and high expectations where every child can thrive.

p.2

Inclusion Strong standard

Leaders take a highly effective and caring approach to identifying pupils' needs quickly and accurately. This includes disadvantaged pupils, pupils with special educational needs and/or disabilities, children known to social care and those facing wider challenges. Staff begin identifying needs before children start school. Clear systems help staff notice any changes straight away. Strong relationships with families mean concerns are shared early so support can be put in place quickly.

p.2

Inclusion Strong standard

Staff have high expectations for all pupils. Support is carefully matched to each child's needs and is informed by specialist advice. Leaders ensure adaptations remove barriers without lowering expectations. As a result, pupils access the same high-quality learning as their peers. Targeted support and carefully planned approaches help pupils feel settled, ready to learn and increasingly confident in school life.

p.2

Inclusion Strong standard

Staff confidently use targets to provide and review support. Well-planned training helps staff to develop strong expertise. Leaders work closely with external agencies, including the virtual school, to make sure pupils receive timely support. Leaders use pupil premium funding carefully to support disadvantaged pupils. Leaders' actions are improving outcomes, particularly in mathematics and writing. Disadvantaged pupils benefit from inclusive teaching and strong pastoral care.

p.2

Leadership and governance Strong standard

Leaders hold a firm belief that every child can succeed, whatever their starting point. They understand the school's strengths well and use this information to make thoughtful improvements that raise standards. They check practice regularly, act quickly when change is needed and make sure high expectations shape daily life. This steady focus helps pupils feel supported, challenged and proud of their achievements.

p.3

Leadership and governance Strong standard

Staff describe the school as nurturing, family focused and protective. They feel valued, listened to and united by a shared mission. The Shustoke Way brings consistency to teaching and behaviour, helping pupils feel secure. Professional learning is purposeful and high quality, with staff accessing specialist training that strengthens their expertise. Leaders take staff wellbeing seriously through streamlined systems and thoughtful support.

p.3

Leadership and governance Strong standard

Governors play a highly influential role in the school's success. They meet all statutory duties with diligence, understand the school's priorities clearly and make well-informed decisions about resources. Through regular visits, thoughtful questioning and strong professional relationships with leaders, governors provide both robust challenge and meaningful support. This contributes directly to sustained improvements and positive outcomes.

p.3

Leadership and governance Strong standard

Parents speak warmly about the school's communication, care and strong sense of belonging. Shustoke Primary School sits proudly at the heart of the community, helping pupils feel safe, supported and connected. Leaders work closely with other schools, the diocese and expert professionals to strengthen provision. Their careful use of pupil premium funding and their commitment to inclusion help ensure all pupils can take part fully in school life and opportunities.

p.3

Personal development and wellbeing Strong standard

Pupils flourish because the school's leadership of personal development and wellbeing is thoughtful, caring and rooted in the shared values. Leaders have created a carefully planned curriculum that builds pupils' knowledge step by step. This helps pupils understand how to stay safe, form healthy relationships and recognise both online and offline risks. Pupils speak confidently about healthy lifestyles, friendships, mental health and protected characteristics. They explain their learning clearly, for instance when discussing how water safety protects communities.

p.3

Personal development and wellbeing Strong standard

The school's approach to social, moral, spiritual and cultural development is rich and engaging. Pupils enjoy experiences that broaden their understanding of the world, including visits to a Sikh gurdwara. They speak confidently about fundamental British values and enjoy activities such as seasonal walks, sensory learning and discussions about current events. This helps them think deeply about the world around them.

p.3

Personal development and wellbeing Strong standard

All pupils are encouraged to take part in the school's wider opportunities. Every pupil, including those with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care, participates fully in the school’s offer. Leaders keep a close eye on who is joining clubs, councils and events and remove

p.3

Expected standard

barriers so that all pupils can take part. As a result, pupils feel involved, valued and proud of their achievements.

p.4

Expected standard

Pastoral care is a real strength. Staff know pupils very well and identify concerns early. Families receive warm, practical support that strengthens relationships and helps children feel ready to learn. Pupils talk openly about managing emotions, resolving conflict and supporting friends. Older pupils set an excellent example for younger ones, helping to create a calm, welcoming environment.

p.4

Expected standard

A wide range of opportunities across music, sport, arts and nature help pupils discover their talents. Children speak proudly about achievements such as national sporting events and singing competitions. These experiences build confidence, ambition and joy.

p.4

Achievement Expected standard

Typically, pupils build secure knowledge and skills across the curriculum. This means that they are well prepared for their next steps in education. Most published outcomes are broadly in line with national averages. Staff support early skills in language, communication, handwriting, spelling and number. Recent improvements in mathematics teaching are helping pupils build confidence and improve their fluency.

p.4

Achievement Expected standard

Pupils across all groups are remembering more of what they have been taught and applying it confidently. Disadvantaged pupils and those with special educational needs and/or disabilities make secure progress from their starting points. Leaders identify gaps in learning quickly and use well-targeted support to address gaps. Continued phonics teaching into key stage 2 helps pupils become confident, fluent readers.

p.4

Achievement Expected standard

Pupils continue to grow in confidence as learners. Those working just below the expected standard make appropriate progress from their starting points. The curriculum developments in writing, reading and mathematics, alongside investment in staff training, are helping pupils learn more securely. All of this is helping pupils build knowledge and skills more securely over time.

p.4

Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of teaching and the curriculum across the school. They regularly visit lessons and talk with pupils to see what is working well and where improvements are needed. This helps leaders act quickly when something needs to change. The curriculum is carefully planned so that pupils build knowledge step by step across subjects and year groups. Pupils show this when they connect new learning to earlier learning. For example, in art, pupils apply earlier learning about shape and form when using monochrome techniques.

p.4

Curriculum and teaching Expected standard

Teachers understand how pupils learn. They explain new ideas clearly, model learning effectively and use questioning to check pupils' understanding. Staff spot misconceptions quickly, and they typically help pupils address them. Practical resources support pupils to access learning successfully. However, agreed approaches are not always used consistently.

p.4

Curriculum and teaching Expected standard

Leaders make sure staff develop secure subject knowledge through well-planned training. Strong foundations in reading are prioritised through a consistent phonics programme and well-matched books. Targeted support, including small-group work and catch-up sessions, helps pupils who need extra practice to catch up quickly. An inclusive approach ensures pupils with special educational needs and/or disabilities and disadvantaged pupils receive effective support.

p.5

Early years Expected standard

Children get off to a good start at Shustoke Primary School. Early years provision is shaped by passionate, knowledgeable leadership that places children's wellbeing and learning at the centre of school life. Leaders set a clear vision for high-quality early education. They have designed a carefully sequenced curriculum that helps children build knowledge step by step.

p.5

Early years Expected standard

Teaching during focused activities is purposeful and clear, helping children to achieve well from their starting points. However, strategies to develop communication and language are not yet used consistently. This means some opportunities to deepen children's understanding are missed.

p.5

Early years Expected standard

Partnerships with parents are a significant strength. Leaders communicate openly, offer workshops, provide regular updates and create meaningful opportunities for families to learn alongside their children. This builds a shared understanding of how to support learning at home. This helps staff build strong, trusting relationships, which are appreciated by parents.

p.5

Early years Expected standard

Children's welfare and emotional security are nurtured through warm relationships, consistent routines and inclusive practice. This ensures every child feels known and supported. Phonics is taught systematically and with precision, enabling children to apply their growing knowledge confidently in early reading and writing. As a result, most children develop secure foundations, positive attitudes to learning and the confidence they need for a successful transition into Year 1.

p.5