Schools & FE · Report card

St James CofE Primary School

Inspected 12 May 2026 · published 23 Jun 2026 · URN 131673

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Summary

No overall grade in this frameworkSafeguarding met

Claire Medhurst (lead), Janet Tibbits, Mark Sims, Tess Sharman

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
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
12 May 2026
Inspectors verified
Claire Medhurst, Janet Tibbits, Mark Sims, Tess Sharman
Postcode verified
B69 1BG
Name on report verified
St James CofE Primary School
Safeguarding verified
Met
URN verified
131673

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 behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

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

+87Very positivemore positive than 84% of reports of this type

In line with other reports of this type.

Praisevery welleffectivethrivepositiveeffectivelyfeel safehighly effectiveenjoy

Criticismconcernspersistently absentgapspersistent absencelowbelowabsence

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

Findings1524w+89
Leadership244w+86
Safeguarding51w−11
What needs to improve48w+54

Strengths

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Concerns

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No strong criticism found.

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.

Leadership & governance37
“This is because leaders’ high expectations and a clear system of rewards and sanctions help pupils to understand what is expected of them.” p.3
Progress & outcomes13
“As a result, pupils thrive and make good progress.” p.2
Curriculum10
“It is engaging and well sequenced, allowing pupils’ knowledge to build sequentially over time.” p.4
Teaching & assessment9
“Highly effective staff training and regular checks on pupils’ learning mean that teachers can make careful adaptations to teaching and the learning environment.” p.2
Wellbeing & mental health7
“Leaders also work positively with other professionals and the wider community to advance pupils’ wellbeing and learning.” p.5
SEND & inclusion6
“Leadership at all levels is effective and inclusive.” p.5
Reading & phonics6
“Phonics is taught effectively.” p.4
Attendance6
“Leaders have recently renewed their approach to managing attendance, and this is already having a positive impact.” p.3

Anatomy of the report

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

Pages: 16
Words of findings: 1,867; about usual (typical 1698)
Reading level: Fairly hard; Flesch 51, typical 43
Average sentence: 14 words
Next steps: 3; typical 3
Hedged sentences: 6%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 35%

Full report text

St James CofE Primary School

Address: Wolverley Crescent, Oldbury, West Midlands, B69 1BG Unique reference number (URN): 131673

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

Inclusion Strong standard

Leaders have created a highly inclusive school culture. They make every effort to ensure that all pupils achieve and thrive. Staff get to know pupils quickly when they start school, or before where possible. This enables them to accurately identify all pupils’ individual needs and any barriers that they may face.

p.2

Inclusion Strong standard

Highly effective staff training and regular checks on pupils’ learning mean that teachers can make careful adaptations to teaching and the learning environment. This enables all pupils to access the full curriculum. Leaders work closely with external specialists to ensure that pupils receive timely and effective support. As a result, pupils’ barriers to learning and wellbeing are addressed swiftly.

p.2

Inclusion Strong standard

Pupils in the hub are supported skilfully to learn. Leaders ensure that pupils follow a carefully adapted curriculum. The recently developed ‘stepping stones’ provision enables these pupils to successfully transition back into mainstream classes when they are ready.

p.2

Inclusion Strong standard

Funding for disadvantaged pupils is used effectively and has a positive impact on personal and academic outcomes. Strong partnerships between parents and staff enable pupils to receive appropriate support and successfully overcome barriers.

p.2

Inclusion Strong standard

Children known (or previously known) to children’s social care are supported very well. Leaders work with external agencies, including the virtual school, to ensure that these pupils belong, flourish and learn.

p.2

Personal development and wellbeing Strong standard

Personal development is a strength of the school. Leaders have astutely adapted the curriculum to make sure it prepares pupils well for the future. They prioritise safety and wellbeing. Leaders assess every pupil's wellbeing to make sure they understand any potential barriers. They provide bespoke support to help pupils overcome these obstacles. Staff track individuals and groups closely so that adjustments can be made quickly if needed. As a result, pupils thrive and make good progress. They enjoy coming to school and understand why education is important.

p.2

Personal development and wellbeing Strong standard

Pupils gain essential information to prepare them for the future. They learn about healthy and unhealthy relationships, and how to stay safe online and in their local community. Pupils are taught about the value of money, how to use it wisely and the risks it can bring. They have a thorough understanding of fundamental British values from an early age. They learn about a range of faiths and visit different places of worship. Pupils thoughtfully reflect on their own spiritual experiences and enjoy activities in the local church. Pupils can speak in depth about their learning and how it helps them in life.

p.2

Personal development and wellbeing Strong standard

Leaders ensure that pastoral support is always available. The wellbeing hub meets the needs of all pupils, many of whom have complex circumstances. Pupils know there is someone there to help them when needed. Leaders make sure that pupils benefit from a wide range of clubs that develop their skills and talents. They encourage all pupils to join in,

p.2

Expected standard

including those who may be reluctant, setting every pupil up for success. Pupils enjoy a range of carefully considered visits and themed days to broaden their experiences. They appreciate the leadership roles they hold, for example on the school council or as librarians. Pupils are very well prepared for life beyond school.

p.3

Achievement Expected standard

Despite low starting points, pupils at the school achieve broadly in line with national averages in mathematics and writing. Although reading outcomes in 2025 were below average, a high number of pupils joined the school mid year, and, although they made progress, they didn't catch up with their peers. Work in pupils’ books shows that achievement is improving over time. This means that most pupils acquire the essential knowledge needed for the next stage of their education.

p.3

Achievement Expected standard

Leaders ensure that most pupils secure early foundations in reading and mathematics. This supports them to access the wider curriculum with increasing confidence as they move through the school. Pupils who need additional help to learn to read typically receive effective support. As a result, most of them catch up with their peers.

p.3

Achievement Expected standard

Pupils with special educational needs and/or disabilities generally achieve well from their starting points. Staff provide support that helps them to develop the knowledge and skills they need. On the whole, pupils are well prepared for their next phase of learning.

p.3

Attendance and behaviour Expected standard

Pupils’ attendance is broadly in line with what is typical nationally. Leaders have recently renewed their approach to managing attendance, and this is already having a positive impact. They rigorously check reasons for absence and act quickly to provide support. This includes work with external agencies where appropriate. Leaders do much to support families and improve attendance. As a result, the rate at which pupils are persistently absent has reduced rapidly this year.

p.3

Attendance and behaviour Expected standard

Behaviour across the school is positive. This is because leaders’ high expectations and a clear system of rewards and sanctions help pupils to understand what is expected of them. Staff apply the behaviour policy positively and consistently. When pupils require additional support, staff use restorative approaches to build and repair relationships. For example, the reflection room and mentoring journal allow pupils to think about how their actions have affected others and what they will do differently in future.

p.3

Attendance and behaviour Expected standard

Trusting relationships between staff and pupils mean that pupils feel safe and supported. Bullying is not accepted, and pupils are confident that staff deal with concerns quickly and effectively. This means that pupils benefit from a calm, purposeful learning environment. They are respectful, responsible and ready to learn.

p.3

Curriculum and teaching Expected standard

Leaders have designed a broad and balanced curriculum. It is engaging and well sequenced, allowing pupils’ knowledge to build sequentially over time. Leaders provide teachers, including those new to the profession, with effective training and support. As a result, they understand the curriculum and typically deliver it well.

p.4

Curriculum and teaching Expected standard

Teachers demonstrate secure subject knowledge and use a range of effective teaching strategies. Skilful questioning allows staff to check pupils’ understanding, address misconceptions promptly and plan next steps. ‘Mini goals’ help pupils to know more and remember more as they progress through the curriculum.

p.4

Curriculum and teaching Expected standard

Leaders make sure that pupils acquire the important skills and knowledge that they need, including handwriting, spelling and number facts. Phonics is taught effectively. As a result, most pupils gain the skills they need to learn to read. Any pupils who need extra help are supported to catch up quickly.

p.4

Curriculum and teaching Expected standard

Staff know pupils’ needs very well. This allows them to adapt their teaching and put the right support in place. Staff use modelling and scaffolds and make careful adaptations to ensure that all pupils can access their learning. Leaders monitor these adaptations and make changes when needed. However, some higher-attaining pupils are not stretched to achieve all that they can.

p.4

Early years Expected standard

Leaders are ambitious for pupils in the early years. They prioritise positive relationships to ensure that children get off to the best start. Leaders work hard to identify barriers that might prevent children from learning well.

p.4

Early years Expected standard

Leaders know what children know because they check regularly. Staff help close any gaps in learning. Their training prepares them well for high-quality interactions with the children. Activities are varied and develop children’s skills across all areas of learning, making use of the whole environment. However, indoor areas are better developed for learning than outdoor areas.

p.4

Early years Expected standard

Leaders make sure that children with special educational needs and/or disabilities have the same quality of education as their peers. Children that attend the hub are well taught and make excellent progress, especially when learning to communicate. They are happy and confident because of their secure relationships with staff.

p.4

Early years Expected standard

Early reading is prioritised through effective phonics teaching and practised through meaningful play. Most children who start at the school in Reception Year pass the phonics screening check in Year 1. Staff encourage children to work and play together, manage their feelings and build positive relationships. By the end of the Reception Year, most children are well prepared for the demands of Year 1.

p.4