Shireland Hall Primary Academy

Shireland Hall Primary Academy

Address: Montague Road, Smethwick, West Midlands, B66 4PW Unique reference number (URN): 139875

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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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Achievement Strong standard

Pupils achieve highly at this school. From the start of early years, children learn the essential knowledge in reading, writing, mathematics and communication that enables them to access the curriculum confidently. Staff identify gaps quickly and provide bespoke, targeted support, ensuring pupils progress very well from their starting points. As a result, pupils' work is consistently of high quality across subjects and year groups.

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Achievement Strong standard

Outcomes in the Year 1 phonics check are high, and mathematics results consistently exceed national averages. Leaders continue to prioritise writing to strengthen outcomes and close any gaps between disadvantaged and non-disadvantaged pupils. However, progress in writing from individual starting points is impressive, particularly for pupils with special educational needs and/or disabilities (SEND). Pupils with SEND benefit from carefully planned resources and bespoke adaptations that support their confidence and independence.

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Achievement Strong standard

Across the curriculum, pupils develop a deep and secure understanding. They recall knowledge confidently and are very well prepared for the next stage of their education.

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Attendance and behaviour Strong standard

Attendance is typically above national averages and this has been sustained over time. There have been some minor fluctuations. However, this has remained largely consistent. Attendance is particularly impressive for the most vulnerable pupils. Attendance, for these groups has been above national averages consistently. Pupils feel safe, valued and proud to be part of the school community. This strong sense of belonging encourages pupils to attend regularly. Leaders monitor attendance rigorously and take swift, decisive action where needed. They work in close partnership with families and external professionals, removing barriers and providing highly tailored support. As a result, pupils attend well and engage fully in school life.

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Attendance and behaviour Strong standard

Leaders set very high expectations for pupils' behaviour from Nursery to Year 6. Pupils meet these expectations consistently. This creates a calm, purposeful environment where learning thrives. Pupils show respect to adults, peers and visitors. They make sensible choices, demonstrate maturity and manage their emotions effectively. Pupils show excellent attitudes to learning. They engage with enthusiasm, demonstrate resilience and work cooperatively with others. They contribute confidently in lessons and play positively at social times. Bullying is rare and staff address any concerns quickly and effectively.

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Attendance and behaviour Strong standard

Staff provide skilled, consistent support for pupils who need help with managing their behaviour. This enables pupils to understand and regulate their emotions successfully.

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Curriculum and teaching Strong standard

Leaders have an accurate and informed understanding of the quality of the curriculum and teaching. They use this knowledge to continually refine and develop practice. This ensures that the curriculum remains relevant, ambitious and memorable. Each subject is carefully mapped and well sequenced so that pupils' essential knowledge builds securely, step by step.

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Curriculum and teaching Strong standard

Teaching is highly consistent across the school. Teachers have very secure subject knowledge. Leaders keep this sharp through regular, evidence-based training, focused coaching and the sharing of best practice. This creates a unified approach in every classroom.

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Curriculum and teaching Strong standard

Leaders place a high focus on securing early reading and foundational skills. Staff teach phonics, writing and mathematics with precision. A consistent approach to handwriting is in place from the early years. Teachers have very high expectations for what pupils can achieve. As a result, pupils take great pride in the presentation of their work and are motivated to reach the high expectations set. Pupils' vocabulary and spoken language develop securely through clear routines, including structured talk opportunities and expert modelling by teachers.

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Curriculum and teaching Strong standard

Staff understand pupils’ needs very well. They make precise adaptations so all pupils can access the curriculum fully. Responsive checks on learning and shared expectations help teaching remain consistent, purposeful and highly effective.

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Early years Strong standard

Children in the early years thrive. They are happy, settled and very well cared for. Staff establish calm, highly consistent routines that ensure children feel secure, confident and ready to learn. Transition into Nursery is comprehensive, providing children with a very positive start to their education. Leaders identify needs swiftly and put precise, timely support in place.

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Early years Strong standard

Staff interactions are highly skilled. Adults model rich language, extend thinking and engage children in meaningful dialogue. They prioritise high-quality talk throughout the day. Activities children can choose throughout the day are carefully planned and shaped by children’s interests, creating purposeful opportunities for language and vocabulary development.

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Early years Strong standard

Staff select high-quality texts that broaden children's vocabulary and deepen understanding. Phonics is taught with clarity and precision from the outset. Books are closely matched to the sounds children know, enabling them to read with confidence. Early writing and mathematics are taught consistently well and highly effectively. Any gaps in knowledge are very quickly closed.

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Early years Strong standard

Leaders demonstrate a high level of expertise and continually refine provision to maximise progress for all children. Effective partnerships with parents and carers support learning effectively. Children develop independence, resilience and confidence. They leave Reception exceptionally well prepared for Year 1.

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Inclusion Strong standard

Leaders place inclusion firmly at the centre of their work. They identify the needs of pupils with special educational needs and/or disabilities (SEND) quickly and accurately. They use a clear, evidence ‑ based process from the moment a pupil joins the school. This ensures pupils receive the right support at the right time and have a real sense of belonging.

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Inclusion Strong standard

Staff receive high ‑ quality, ongoing training that helps them adapt learning precisely to pupils’ individual needs and starting points. They monitor progress rigorously. Staff identify gaps in knowledge early and put targeted support in place immediately, so pupils keep up. Pupils with SEND achieve highly from their starting points and flourish alongside their peers.

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Inclusion Strong standard

Leaders maintain effective oversight of provision. Pupils with the highest levels of need receive highly personalised learning. This helps them feel valued, develop confidence and secure understanding over time. Leaders work proactively with professionals, parents and carers to secure timely and effective support.

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Inclusion Strong standard

Leaders use additional funding effectively. Leaders’ actions ensure pupils with SEND and disadvantaged pupils experience success and participate fully in all aspects of school life. Staff support the very high levels of pupils who speak English as an additional language, or those new to the country, effectively through early assessment and ongoing language support. As a result, pupils from all backgrounds make very secure progress throughout their journey at Shireland.

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Leadership and governance Strong standard

Leaders and the trust set very high expectations and model professional conduct. They understand the school’s strengths clearly and identify precise priorities for improvement. Leaders evaluate their work rigorously and act decisively to refine provision and sustain high standards. They place pupils’ needs at the centre of all decisions, particularly those who are disadvantaged, have special educational needs and/or disabilities, or are known to social care. As a result, vulnerable pupils are fully included and supported to succeed.

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Leadership and governance Strong standard

Governance is highly effective. Those responsible meet statutory duties and hold leaders to account with rigour. They use data carefully, provide appropriate challenge and ensure that resources are used effectively to secure sustained improvement. At the same time, they offer informed support that strengthens leadership capacity.

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Leadership and governance Strong standard

Leaders provide a high-quality, evidence-informed professional development programme. Through thorough induction and ongoing professional support, leaders ensure that provision is continually refined so that it is consistently of the highest quality. Early career teachers receive clear guidance and develop confidence quickly. This results in consistent, effective teaching across the school.

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Leadership and governance Strong standard

Leaders prioritise staff wellbeing and manage workload thoughtfully. Staff feel valued, supported and proud to work at the school. Leaders maintain open communication and positive partnerships with parents. Leadership secures a safe, inclusive and ambitious culture where pupils and staff thrive.

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Personal development and wellbeing Strong standard

The school promotes pupils’ personal development and wellbeing highly effectively. Pupils follow a carefully planned, bespoke programme that builds character, resilience and a secure understanding of healthy relationships. They learn about growing up, including changes in their bodies, feelings and emotions, in a supportive and age-appropriate way. Pupils reflect thoughtfully on their experiences and grow in confidence, developing the knowledge and self-assurance they need for the next stage of their lives. The curriculum, enrichment and pastoral support work seamlessly together to support pupils’ social, personal and academic development.

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Personal development and wellbeing Strong standard

Pupils have a clear and confident understanding of how to stay safe. They take part in pedestrian training and benefit from experiences such as the pop-up pool, which develops water safety skills and confidence. Pupils understand personal safety, recognise online risks and know how to seek help. They speak with confidence about keeping themselves and others safe, both online and in the community.

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Personal development and wellbeing Strong standard

Pupils develop strong social and cultural understanding. They listen carefully, cooperate well and resolve conflicts maturely. Leadership roles, including head boy, head girl, classroom monitors and reading ambassadors, empower pupils to take responsibility and contribute meaningfully to school life.

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Personal development and wellbeing Strong standard

A wide range of visits, including trips to the zoo, theatre, museums and the library, enrich pupils’ experiences and broaden their horizons. Visits from emergency services and links with the University of Birmingham raise pupils' aspirations and deepen understanding of future opportunities.

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Personal development and wellbeing Strong standard

Pupils with the most complex needs receive highly tailored support. They develop the skills to stay safe and participate fully alongside their peers. As a result, pupils are confident, well- rounded and very well prepared for life in modern Britain.

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

There is a deeply embedded sense of belonging at Shireland Hall Primary Academy. Pupils feel welcomed, valued and included from the moment they arrive. Each day begins with a warm greeting and a bagel, helping pupils feel settled and ready to learn. They form highly positive, trusting relationships with staff and peers, and take great pride in their school. The values of kindness, honesty, respect and determination are evident in pupils’ actions. They treat others with care and show maturity in their interactions.

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

Pupils enjoy learning and speak with enthusiasm about their experiences across the curriculum. They engage fully in lessons, show curiosity and take pride in their work. As a result, pupils achieve highly from their starting points and are very well prepared for their next steps in education. Pupils with special educational needs and/or disabilities and those who are disadvantaged flourish, as they access learning confidently alongside their peers.

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

Pupils contribute actively to school life. They take on leadership roles such as the junior leadership team, reading ambassadors and sport leaders. They value these roles and take responsibility seriously. Pupils benefit from a wide range of enrichment opportunities, including performing arts, crafts, dance and athletics. Experiences such as the pop-up swimming pool are particularly popular and help pupils develop important life skills, including water safety. Pupils’ behaviour is highly positive. They show respect, make thoughtful choices and demonstrate excellent attitudes to learning. Attendance is high. Bullying is rare and pupils trust that any concerns will be resolved quickly. Pupils feel safe, happy and thrive as confident members of their school community.

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Next steps

Leaders should continue to close the gap between disadvantaged and non-disadvantaged pupils in writing by the end of key stage 2. The school should continue to refine all aspects of its work, resulting in transformational outcomes and experiences for all pupils.

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About this inspection

This school is part of The Elliot Foundation Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Hugh Greenway, and overseen by a board of trustees, chaired by David Gallie.

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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 principal, vice principals, assistant principals, regional director, chief executive officer, chair of the trust board, governance professional, human resources manager, special educational needs coordinator, designated safeguarding lead and deputies, designated teacher for looked after children, subject leads, staff, pupils and parents during the inspection.

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About this inspection

The principal is also a regional director for the trust on a part-time basis.

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About this inspection

The school currently uses no alternative provision.

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Lead inspector:

Victoria Jordan, His Majesty's Inspector

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Team inspectors:

Jane Edgerton, Ofsted Inspector Christian Hamilton, Ofsted Inspector Natalie Mancini, 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) 69% 62% Close to average

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average

2022/23 (final) 65% 60% 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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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) 71% 72% Close to average

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average

2023/24 (final) 75% 72% Close to average

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average

2022/23 (final) 68% 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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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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national average

2022/23 (final) 50% 44% 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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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) 68% 59% Close to average

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average

2022/23 (final) 54% 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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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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Persistent absence

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

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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