Schools & FE · Report card

Christ Church CofE Controlled Primary School and Nursery

Inspected 23 Jun 2026 · published 14 Jul 2026 · URN 103397

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Summary

No overall grade in this frameworkSafeguarding met

Corinne Biddell (lead), Bogusia Matusiak-Varley, Christian Hamilton

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
Strong standard
Framework verified
Report card
Inspection datesingle source
23 Jun 2026
Inspectors verified
Bogusia Matusiak-Varley, Christian Hamilton, Corinne Biddell
Postcode verified
B11 1LF
Name on report verified
Christ Church CofE Controlled Primary School
Safeguarding verified
Met
URN verified
103397

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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 wellbeingStrong

Tone of the report

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

+75Very positivemore positive than 54% of reports of this type

In line with other reports of this type.

Praisehighly effectivepositiveambitioushigh expectationsconsistentlyeffectivesuccessfullylove

Criticismnot alwaysconcernsseriouslygapspersistently absentstrugglepersistent absenceabsence

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1577w+75
Leadership254w+88
Safeguarding51w−11
What needs to improve77w−33

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

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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: 1,959; about usual (typical 1698)
Reading level: Hard; Flesch 47, typical 43
Average sentence: 13 words
Next steps: 3; typical 3
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 9%Safeguarding 2%What needs to improve 3%About the inspection 32%

Full report text

and Nursery

Address: Claremont Road, Sparkbrook, Birmingham, West Midlands, B11 1LF Unique reference number (URN): 103397

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

Personal development and wellbeing Strong standard

The school has developed an ambitious, coherent and deliberately chosen programme of personal development. Staff know pupils and the school’s context well. They use this understanding to anticipate what individuals or groups might need. Leaders track pupils’ participation carefully. They ensure that all pupils, including those with special educational needs and/or disabilities, can take part and benefit from the experiences offered. This means all pupils develop a detailed knowledge of how to be healthy, safe and well prepared for life in modern Britain.

p.2

Personal development and wellbeing Strong standard

Pupils learn about global and local events and debate these issues, learning to value different opinions and ideas. Boys and girls are respectful towards each other. Pupils are tolerant and treat each other with kindness. They openly welcome new arrivals from different countries. Pupils visit many different places of worship. This helps them to recognise the differences and similarities of world religions. Pupils have an impressively well-developed understanding of the fundamental British values. They can explain how these values ensure that ‘everyone is included so that we can all get along together’.

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Personal development and wellbeing Strong standard

Highly effective pastoral support meets families and pupils’ needs. This has made a positive difference to individual pupil’s learning and attendance. Pupils understand the importance of keeping mentally healthy, learning to express and manage their emotions, and building resilience. They learn about healthy relationships in an age-appropriate way through the relationships and sex education curriculum.

p.2

Personal development and wellbeing Strong standard

A wide range of opportunities are available for all pupils. For example, pupils visit London, local farms, museums and the theatre. They can take part in clubs such as multi-sports, tennis, cooking and embroidery. Pupils experience residential trips where they undertake adventurous activities such as rock climbing and zip lines. Pupils explained how this helps them to work as a team with friends and become more independent.

p.2

Achievement Expected standard

Pupils take pride in their work and talk enthusiastically about their lessons. Their well- presented books show how they use previously learned knowledge to help them understand new things. For example, pupils link their prior knowledge of different civilisations to be able to understand historical themes such as empire clearly.

p.2

Achievement Expected standard

Pupils practise important basic skills regularly across the curriculum. Typically, pupils secure a solid understanding of phonics, spelling, handwriting and basic number facts. Staff focus on these areas so that gaps in pupils’ foundational knowledge close over time.

p.2

Achievement Expected standard

On the whole, pupils achieve well and are ready for the challenges of secondary school. Outcomes for pupils in national tests are typically in line with national averages. However, fewer pupils reach the higher standards, particularly in writing.

p.2

Achievement Expected standard

Disadvantaged pupils, those with SEND, and those who face other barriers to their learning or wellbeing generally make suitable progress from their starting points and achieve better than disadvantaged pupils nationally.

p.3

Attendance and behaviour Expected standard

The school makes sure parents, carers and pupils know the importance of regular attendance through sharing high expectations. Leaders have developed robust systems to help them check and review absence information carefully. This enables leaders to understand and address barriers that lead to pupils not attending school. As a result, attendance is improving over time. However, while the numbers of pupils who are persistently absent are reducing, there remains a minority of pupils who do not attend school regularly.

p.3

Attendance and behaviour Expected standard

Leaders have established a clear and highly effective approach to the management of behaviour. Pupils know what is expected of them and they enjoy meeting these high expectations consistently. Pupils who occasionally struggle to manage their behaviour are supported well. Pupils learn in calm classrooms from the moment they arrive. They respond well to familiar routines and work happily with other children. Pupils are polite and behave well. They show self-discipline and dedication to learning. Similarly, at break times behaviour is harmonious. Pupils look after each other and make sure no pupils are left on their own. Any rare occurrences of unkindness or bullying are acted on swiftly and in an appropriate manner.

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Curriculum and teaching Expected standard

Leaders have built a coherent and ambitious curriculum. They have deliberately chosen the content to reflect the needs and experiences of pupils at Christ Church. The school uses up-to-date research to develop a consistent approach to supporting pupils’ learning. Staff receive effective training to apply this approach consistently. This helps them to teach with confidence. Teachers have secure subject knowledge and present information clearly. They know pupils well and choose appropriate activities and resources to engage them in learning. They regularly check what pupils know and remember. This helps pupils to recall important information and make progress. Staff consider the learning needs of pupils with special educational needs and/or disabilities (SEND) and typically adapt lessons well. This enables pupils with SEND to access the curriculum successfully. However, on occasions those pupils who are ready to move on do not always get work that challenges

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Curriculum and teaching Expected standard

them to deepen their learning. Right from the start staff focus on teaching children to read, write and use mathematics effectively. Pupils use practical equipment such as mathematical blocks, or colour coded writing frames to help develop these important skills. This helps pupils secure the basic knowledge that they need, and strengthens their foundations for future learning.

p.3

Early years Expected standard

Leaders have developed an early years curriculum that identifies the essential knowledge and skills that children will need to be ready for year 1. There is a clear emphasis on communication and language. The school identifies children with special educational needs and/or disabilities (SEND) quickly. Staff provide individualised support if needed so that all children are able to learn and play together. Children typically achieve well in the early years and make solid progress from their starting points. They are ready for the next stage of learning. This includes children facing disadvantage and those with SEND.

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Early years Expected standard

The school’s focus on a love of reading starts in early years. Teachers use well-chosen books and stories to engage pupils and spark their interest. Staff teach early reading and mathematical skills consistently well. This enables children to secure their understanding of phonics and numbers. Children engage enthusiastically in their learning. They are attentive and apply what they have learnt through well-considered activities both indoors and outdoors. They develop their communication and language skills through high-quality interactions with their teachers. Well-trained staff establish clear routines that help children to feel safe. The school ensures that there are appropriate care practices in place.

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Inclusion Expected standard

All pupils and their families, regardless of their needs or backgrounds, are made to feel welcome at this school. Pupils with special educational needs and/or disabilities, and pupils who are new to the country quickly become part of the Christ Church family.

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Inclusion Expected standard

The school has clear systems in place to identify and assess pupils’ needs. Leaders ensure that no time is wasted in putting adaptations into place to reduce pupils’ barriers to learning and wellbeing. This means pupils get effective support so they can learn well and enjoy school alongside their peers.

p.4

Inclusion Expected standard

Leaders routinely check the impact of support strategies for individual pupils. They make changes when required to ensure that pupils learn well. However, leaders do not always have oversight of the overall impact of the chosen interventions. This means they do not have the information needed to understand what is working well.

p.4

Inclusion Expected standard

Leaders work with a range of external agencies to seek specialist advice to provide effective training for staff. They use this advice to refine their support for vulnerable pupils. Additional funding, such as the pupil premium, is used thoughtfully. This makes a difference to the learning and personal development of disadvantaged pupils and helps them to thrive.

p.4

Leadership and governance Expected standard

Leaders and governors are ambitious. They are determined that all pupils, including those with special educational needs and/or disabilities, those who are disadvantaged and those with other barriers, achieve well and love school.

p.4

Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s context. This has enabled them to take purposeful action to bring about positive change in recent years. Leaders have developed systems to check and review how well they meet individual pupils' needs. However, in some areas of the school’s work, this monitoring could be more systematic to provide leaders with broader information about what is working well.

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Leadership and governance Expected standard

Governors know the school well and fulfil their statutory duties. They check that resources, including additional funding, are used effectively. They provide an appropriate balance of support and challenge to school leaders. Leaders and governors work closely and successfully with external agencies, the local authority and the diocese.

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Leadership and governance Expected standard

Leaders are positive role models for staff and pupils. They exemplify the school’s values. Staff speak highly of the care and support they receive from leaders. Their workload is managed well and their wellbeing is considered. Staff are proud to be part of the Christ Church family. They welcome regular professional learning opportunities which focus on developing the skills required to enable them to support pupils well. This gives them confidence in their roles. Leaders maintain warm, trusting relationships with families. Parents and carers are typically positive about the school. They value the caring teachers and know that their children learn happily and successfully at Christ Church Primary.

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