St George's Church of England Primary School

St George's Church of England Primary School

Address: Beaufort Road, Edgbaston, Birmingham, West Midlands, B16 8HY Unique reference number (URN): 139267

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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.

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How we evaluate safeguarding

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

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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.

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Personal development and wellbeing Strong standard

Personal development is a significant strength of the school. Leaders place a high priority on pupils’ wellbeing and have designed a rich, bespoke curriculum that reflects the school’s context and prepares pupils very well for life beyond school. The taught curriculum, wider experiences and highly effective pastoral support combine to promote pupils’ personal growth. Pupils learn how to keep themselves safe, including online, and demonstrate a secure understanding of the appropriate use of artificial intelligence. They know how to seek help and trust that adults will listen. From the early years, pupils develop confidence, resilience and independence. They behave respectfully, play cooperatively and warmly welcome new pupils into the school environment.

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Personal development and wellbeing Strong standard

Leaders ensure that all pupils access a wide range of opportunities. These include learning musical instruments such as the violin, performing in the popular ‘St George’s Has Talent’ competition and taking part in trips to museums, residential visits and visits to places of worship. Pupils also sing in the community, strengthening their sense of contribution and belonging. Leaders track pupils' participation closely, and additional funding is used effectively to remove any barriers.

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Personal development and wellbeing Strong standard

Pupils take on a range of leadership roles, such as eco-warriors, school council members, faith council representatives and peer mediators. These roles help pupils develop responsibility, independence and pride in their school. Pupils speak confidently about diversity, fundamental British values and their place in society.

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Personal development and wellbeing Strong standard

Highly effective pastoral support, including bespoke provision matched closely to pupils’ needs, ensures that all pupils feel well supported. Leaders review the impact of this provision carefully, ensuring that pupils continue to thrive both personally and socially.

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Achievement Expected standard

Pupils develop and secure basic skills in reading, writing and mathematics. Leaders recognise that while pupils demonstrate secure transcriptional skills, they need further opportunities to apply and build on these in order to develop a deeper awareness of audience and purpose in their writing. In early reading, pupils apply their phonics knowledge confidently and read with increasing fluency. Staff provide effective catch-up support for those who need additional help, enabling them to keep pace with their peers. Year 1 phonics outcomes have improved year on year, demonstrating the school’s commitment to developing fluent, confident readers. By the end of key stage 2, pupils typically demonstrate secure knowledge and understanding in reading, writing and mathematics. Outcomes in national tests are typically close to national averages.

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Achievement Expected standard

Across the wider curriculum, pupils build and apply their knowledge effectively over time. They particularly enjoy scientific investigations and understand the processes involved. Pupils speak confidently about their learning in a range of subjects. Pupils with special educational needs and/or disabilities and those facing additional barriers make suitable progress from their individual starting points. Staff identify needs swiftly and track small steps of progress carefully, ensuring that support typically remains focused and responsive.

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Attendance and behaviour Expected standard

Leaders implement effective strategies to improve and sustain attendance. They act quickly when concerns arise, particularly for disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Their work has a clear, positive impact. Leaders use robust systems to monitor attendance and combine this with well-planned pastoral support, helping more pupils to attend regularly and to access the full curriculum. Leaders work closely with families to identify and address barriers to attendance, securing sustained improvements over time. As a result, overall, pupils' attendance is positive and above the national averages for all groups.

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Attendance and behaviour Expected standard

Pupils typically demonstrate positive attitudes to learning. Leaders have established a calm, orderly and respectful environment where pupils understand and follow expectations. Staff apply behaviour policies consistently and adapt approaches appropriately for pupils with SEND. Behaviour across the school reflects a highly positive culture of respect and inclusion, and leaders use suspensions appropriately and only as a last resort. Bullying is not tolerated. Pupils say incidents are rare, and staff deal with concerns quickly and effectively. Positive relationships between staff and pupils ensure that any unkind behaviour is addressed promptly. As a result, pupils feel safe, supported and ready to learn.

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Early years Expected standard

Leaders and staff ensure that children get off to a positive start to school life and achieve well. They create a welcoming environment where children feel safe and settle quickly. Staff set high expectations for behaviour and support children to meet them. Positive relationships help children feel confident and ready to explore. Staff work closely with parents and carers to support early development. Staff model language clearly, so children learn to listen, take turns and sustain focus. Children become independent and curious learners. They enjoy sharing their learning and confidently recite familiar stories and rhymes.

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Early years Expected standard

The newly established nursery provision supports children well at the start of their school journey. Leaders ensure a smooth transition from home into nursery. Resources are appropriate and well organised. Children settle quickly and are well cared for. Leaders plan a well-sequenced curriculum across all 7 areas of learning. Staff build knowledge step by step and design an environment that supports learning and independence. They prioritise communication and language. Children use new vocabulary with confidence. Staff teach early reading effectively through phonics and purposeful activities. Children also develop secure early mathematical understanding through structured opportunities. Staff identify needs early, including for those with special educational needs and/or disabilities, then provide tailored support. Children make secure progress from their starting points and are typically ready to meet the demands of Year 1.

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Inclusion Expected standard

Leaders identify pupils’ needs quickly and accurately. This includes pupils who are disadvantaged, who have special educational needs and/or disabilities (SEND) or who are known or previously known to children’s social care. Staff work closely with parents, carers and external professionals to provide the right support at the right time. This approach typically reduces barriers to learning and wellbeing, enabling pupils to take part fully in school life. Leaders check the impact of support more systematically by reviewing pupils’ progress and making timely adjustments where needed.

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Inclusion Expected standard

Leaders use additional funding effectively and monitor its impact to ensure it benefits pupils, including those who are disadvantaged. They ensure that all pupils can attend clubs, take part in visits and access specialist music tuition. Leaders have established clear systems and processes, which staff generally understand and apply with increasing consistency. Staff receive regular training to strengthen support for pupils with SEND. Staff assess pupils new to the country promptly on entry and provide tailored support so that they settle quickly and make effective progress from their individual starting points.

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Inclusion Expected standard

Leaders promote an inclusive environment where pupils feel safe, valued and part of the school community. As a result, pupils develop a real sense of belonging.

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Leadership and governance Expected standard

Leaders have established a clear and ambitious vision for the school. They understand the school’s context well and identify priorities accurately. They take focused, evidence-informed action to drive improvement. As a result, their work is already having a positive impact on pupils, parents, carers and staff. The newly formed leadership team has managed a period of significant change effectively. Leaders provide a high level of support for staff and communicate expectations clearly. They prioritise staff wellbeing and take practical steps to manage workload. Staff feel valued and supported during this time of transition. Leaders promote professional development and provide opportunities for career progression, including for middle leaders. Early career teachers feel very well supported and develop their practice with confidence. Leaders ensure that staff's professional learning links closely to school priorities. They review and monitor its impact regularly. Leaders and staff benefit

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Leadership and governance Expected standard

from collaboration across the trust and within the local community; this strengthens practice.

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Leadership and governance Expected standard

The trust and the local academy board provide effective support and challenge. The trust offers strategic oversight, understands the school’s priorities and provides well-judged support for the leadership team.

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Leadership and governance Expected standard

Leaders build positive relationships with families. Parents speak favourably about the school and recognise recent improvements to communication and inclusion. Leaders remain committed to securing sustained improvement for all pupils.

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Curriculum and teaching Needs attention

Leaders recognise that there are inconsistencies in the way staff deliver the curriculum. Teachers' expectations and the level of difficulty of work set are not always well matched to pupils’ starting points. As a result, progress across lessons varies for some pupils. In some instances, staff subject knowledge is less secure, and teaching strategies are less effective. Leaders have identified these areas for improvement accurately and are taking action to strengthen staff expertise. They also recognise that oracy requires further development to improve pupils’ engagement in learning, particularly for those who are new to the country or who speak English as an additional language. Where practice is more embedded, teachers explain new concepts clearly and use questioning effectively to check and deepen pupils’ understanding. However, this is not consistent across the school.

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Curriculum and teaching Needs attention

The curriculum is broad, well sequenced and progressive. Leaders prioritise reading, writing and mathematics. Early reading is a strength. Targeted phonics support, structured programmes and practical approaches in mathematics help pupils catch up and develop fluency with confidence. Leaders and staff know pupils’ needs well, and some adapt teaching appropriately to take account of these needs. However, this is not always the case.

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What it's like to be a pupil at this school

Pupils enjoy being part of this highly inclusive and diverse school. They feel safe, supported and valued. A high proportion of pupils join the school mid-year, and staff and pupils ensure that new arrivals receive a warm welcome and settle quickly. Staff greet pupils each morning with bagels and toast, helping them to start the day positively. Pupils behave well, and understand routines and expectations that keep the school orderly and help pupils to focus in lessons, and to enjoy positive playtimes. The school’s values of empathy, forgiveness, honesty, justice and kindness are embedded in daily life and reflected consistently in pupils’ actions and relationships.

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What it's like to be a pupil at this school

Pupils attend well because staff care for them and recognise them as individuals. Highly effective pastoral support ensures that pupils feel safe and listened to. Leaders place pupil voice at the centre of decision-making. As a result, pupils describe the school as happy, friendly and supportive. Pupils say staff listen and respond quickly to any of their concerns. Pupils report that bullying is rare and dealt with effectively and fairly.

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What it's like to be a pupil at this school

Pupils enjoy learning and take increasing pride in their work. However, some inconsistency in teachers' delivery of the curriculum means that pupils' progress is not secure across all lessons. Pupils with special educational needs and/or disabilities are supported well though tailored additional support and catch-up programmes.

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What it's like to be a pupil at this school

Pupils benefit from a wide range of opportunities beyond the classroom. These include the school choir, community events, museum visits and inspiring trips to London, as well as showcasing their unique talents through competitions and productions.

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Next steps

Leaders should further develop and embed the oracy curriculum so that it consistently supports pupils' active engagement in lessons and enables pupils to build language and communication skills securely. Leaders should ensure that the writing curriculum provides opportunities for pupils to build on foundational skills and to demonstrate a greater awareness of audience and purpose. Leaders should ensure that the delivery of the curriculum is consistent across all classes and year groups.

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About this inspection

This school is part of Birmingham Diocesan Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Tim Boyes, and overseen by a board of trustees, chaired by Sarah Smith.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, the deputy headteacher, middle leaders, the head of school improvement, the chief executive officer, the chair and vice-chair of the trust board, the director of education at the diocese, the special educational needs coordinator, early careers teachers, the senior office manager, the designated safeguarding lead, the pastoral manager, the clerk to the local academy board, local academy board members, staff, parents and pupils during the inspection.

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Birmingham. Its last section 48 inspection was on 8 May 2024.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school also, under the same registration, runs a nursery provision for 3- and 4-year- olds. The nursery provision opened in September 2025.

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About this inspection

The school has undergone a significant change since the last inspection. An interim headteacher was in place from April 2026; they were appointed as substantive headteacher in June 2026.

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Lead inspector:

Victoria Jordan, His Majesty's Inspector

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Team inspectors:

Pamela Matty, Ofsted Inspector Edward Masterson, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 62% 62% Close to average

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average

2023/24 (final) 57% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 76% 75% Close to average

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average

2023/24 (final) 70% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 69% 72% Close to average

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average

2023/24 (final) 77% 72% Close to average

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average

2022/23 (final) 77% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 76% 74% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 50% 47% Close to average

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national average

2023/24 (final) 44% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (final) 68% 63% Close to average

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average

2023/24 (final) 67% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 59% 59% Close to average

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average

2023/24 (final) 67% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 68% 61% Close to average

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average

2023/24 (final) 50% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 6.1% 5.5% Close to average

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national average

2022/23 (3 term) 6.0% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 15.5% 13.0% Close to average

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national average

2023/24 (3 term) 14.2% 14.6% Close to average

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national average

2022/23 (3 term) 16.8% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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