Edgar Stammers Primary AcademyOfsted report card, 22 Sept 2026

Edgar Stammers Primary Academy

Address: Harden Road, Coalpool, Walsall, West Midlands, WS3 1RQ Unique reference number (URN): 139610

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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 Needs attention

Pupils make progress through the curriculum and their outcomes in some subjects are close to national averages. However, pupils do not typically achieve as well as leaders expect. Variation in their knowledge is reflected in the outcomes of national tests at the end of key stage 2. Some pupils have gaps in their knowledge that mean they are not well prepared for the next stage of their education.

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Achievement Needs attention

Pupils’ achievement in the Year 1 phonics screening check and the Year 4 multiplication check are below national averages over time. Leaders have begun to revise the way that the curriculum is taught, although there is still more work to do. Currently, pupils across the school have gaps in their English and mathematics knowledge. This limits their learning in subjects across the curriculum. Pupils with special educational needs and/or disabilities make variable progress from their starting points.

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Attendance and behaviour Needs attention

Leaders take a variety of appropriate actions to improve pupils' attendance. They work well with external agencies and prioritise building relationships with parents. This is beginning to help remove barriers to attendance. Leaders have improved their approaches to monitoring patterns of attendance over time. This helps them to support and challenge families, when pupils do not attend regularly. This work is beginning to making a difference but its impact is not yet realised. Too many pupils do not attend school regularly and rates of persistent absence remain high.

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Attendance and behaviour Needs attention

Leaders prioritise work to promote positive behaviour. They have established clear expectations and pupils are beginning to understand what is expected of them. Leaders support staff in managing behaviour. Staff build positive relationships with pupils that help them to feel safe. Pupils trust staff to resolve any incidences of bullying quickly. They appreciate the rewards they receive for positive behaviour and work hard to follow the routines of the school. However, the changes leaders have made are at an early stage and there remains variation in how well pupils behave.

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Curriculum and teaching Needs attention

Leaders ensure that pupils are taught a range of subjects. They have adopted commercial schemes of work in most areas of the curriculum. This is helping to ensure that teachers know exactly what to teach and when to teach it.

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Curriculum and teaching Needs attention

Teachers explain new learning clearly. They provide useful examples that help pupils understand new methods. However, they do not always set tasks that are well matched to pupils' abilities. For example, in reading and writing, pupils are sometimes expected to complete work that is too hard for them. This limits learning for many pupils.

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Curriculum and teaching Needs attention

Staff do not make effective use of assessment. The checks they make on pupils' understanding of the curriculum are not always precise. This means that they do not have a clear understanding of what pupils know and can do. As a result, teachers are less able to target and close gaps in pupils' knowledge.

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Curriculum and teaching Needs attention

Teachers adapt the curriculum for pupils with special educational needs and/or disabilities (SEND). This helps pupils with SEND to take part in lessons and access the curriculum. However, the adaptations that staff make are not always well matched to pupils' needs. This means that these pupils do not make the progress that leaders expect.

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Early years Needs attention

Leaders identify the knowledge that pupils are expected to learn in the early years. Pupils learn about lots of themes and topics that interest them. Staff teach the basic knowledge of mathematics and English through these themes and also directly. However, staff do not always consider children’s starting points, when planning activities for them to complete. This limits children's learning. For example, sometimes children form letters incorrectly because they have not had sufficient opportunities to develop their fine motor skills.

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Early years Needs attention

Typically, staff engage with children well. They model speech and language clearly and children enjoy chatting with their teachers. However, sometimes, opportunities for adults to engage with children are not made the most of. This limits children's progress in developing their communication skills.

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Early years Needs attention

Children settle into school quickly and enjoy learning. Staff ensure that children are safe and they build positive relationships with families. Staff identify barriers to learning, including for children with special educational needs and/or disabilities, and parents and carers appreciate the support they receive. The school works with external partners to provide additional support for children to develop their communication and physical development.

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Inclusion Needs attention

Leaders have made changes to improve the school's inclusive practice. For example, they arrange for some pupils to learn in smaller groups when appropriate. These pupils receive additional support that helps them engage in learning. However, leaders do not generally identify pupils' barriers to learning quickly enough or with enough precision. This means that pupils with special educational needs and/or disabilities (SEND) do not always receive the support they require.

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Inclusion Needs attention

Staff do not use sufficiently precise strategies to support vulnerable pupils. In addition, the approaches they use to help these pupils are not reviewed and updated in a timely manner. Consequently, the adaptations that teachers make to learning are not always appropriate to meet the specific needs of pupils.

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Inclusion Needs attention

Leaders use additional funding to support disadvantaged pupils. They put appropriate strategies in place to help these pupils access the school's provision. However, the impact of these strategies is not monitored effectively. This means that approaches are not always refined to match pupils’ needs.

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Inclusion Needs attention

Leaders work effectively to support pupils, who are known or previously known to social care. They engage well with external agencies, when needed, to break down barriers to learning. This has a positive impact on these pupils' wellbeing and academic progress.

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Leadership and governance Needs attention

The new leadership team are beginning to make a positive difference to the school. They have identified the school’s strengths and priorities for improvement and are developing strategies to address them. For example, recent improvements to behaviour management are proving effective, although leaders recognise there is still more to do.

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Leadership and governance Needs attention

Leaders act as positive models to the school community. They consistently demonstrate high expectations and share their aspirations for the school. They have acted quickly to develop and enhance the pastoral support that many pupils require.

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Leadership and governance Needs attention

Staff recognise the positive impact of recent changes to their workload and wellbeing. They are positive about the school's renewed vision and work to improve. Leaders have identified well-matched training opportunities for staff to help achieve the school's improvement priorities.

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Leadership and governance Needs attention

Those responsible for governance fulfil their statutory duties effectively. However, their support and challenge for leaders is not yet fully developed. Governors are still developing a precise understanding of the impact of leaders’ work.

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Leadership and governance Needs attention

Parents and carers typically recognise that the school is improving but there is variation in their opinions about the school. Leaders understand this and have appropriate ambitions to restore the confidence of the community.

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Personal development and wellbeing Needs attention

Pupils learn a range of important topics in relationships and sex education and health education. They learn how to keep healthy and can talk about some aspects of staying safe. For example they know how to protect themselves from harm when using the internet. However, there is variation in how well pupils know and remember other elements of this curriculum. They are not building secure knowledge and understanding over time.

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Personal development and wellbeing Needs attention

Staff take assemblies and teach lessons to prepare pupils for life in modern Britain. Pupils enjoy this learning and can remember some of the topics and activities they have taken part in. However, they do not yet have the knowledge that leaders expect. For example, there is variation in pupils' understanding of different religions and cultures.

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Personal development and wellbeing Needs attention

The school provides pastoral support to meet pupils' needs. Staff know pupils well and care about them. When necessary, leaders engage external professionals to provide specialist support and advice. This work is proving successful in promoting pupils' best interests.

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Personal development and wellbeing Needs attention

Pupils benefit from educational visits linked to the curriculum. For example, they visit an airfield to observe military planes and they visit a local farm. In addition, leaders seek to provide memorable and important experiences, such as visiting the beach and a residential visit in Year 6 to promote independence and aspiration. Pupils appreciate these opportunities. They also enjoy attending various clubs, such as mindfulness, art and phonics clubs. Leaders track pupils' participation in the school's provision. However, some pupils do not yet engage as well as leaders expect and leaders intend to broaden the range of these opportunities further.

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

Pupils at Edgar Stammers are becoming familiar with the new school values of respect, responsibility, resilience, aspiration, courage and collaboration. Staff support pupils to understand each value by sharing helpful examples of what they look and feel like. The values are lived out. Pupils are warmly welcomed into school each day by a team of caring staff. They benefit from effective pastoral care. Leaders and staff work closely with families to support pupils' safety, wellbeing and attendance.

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

Pupils access a broad and balanced curriculum. They enjoy learning. However, many pupils have significant gaps in their knowledge that are not closing quickly enough. This means that pupils do not achieve as well as they could.

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

Pupils are supportive of one another and enjoy playing and chatting at breaktimes. They feel safe in school and are positive about the adults who help and support them whenever needed.

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

Pupils take part in various enrichment experiences. They enjoy visits to interesting places, such as the theatre and museum. Pupils learn to swim and they are encouraged to attend a range of after-school clubs, such as multi-sports and football. These activities do not always have the impact that leaders intend. Pupils also enjoy opportunities for their parents and carers to join in with school life, for example, in learning workshops. New leaders are keen to build on these events to grow a sense of belonging at the school.

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Next steps

Leaders should ensure that pupils’ needs are identified accurately. They should take a graduated approach, which means that pupils’ needs are generally met. Leaders should ensure that staff have the necessary expertise to set tasks that meet pupils' differing needs and abilities. They should also develop staff's ability to check pupils' understanding routinely and address gaps in learning promptly so that pupils achieve well. Leaders should continue to analyse pattens of attendance and improve the impact of their work to ensure that pupils attend school regularly. Leaders should ensure that the personal development curriculum develops pupils' knowledge so that they gain a deeper understanding of themes and concepts about life in modern Britain. Leaders should ensure that more children in the early years make progress from their starting points through a well-matched curriculum so that they are ready for their next

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Team inspectors:

Madeleine Griffin, Ofsted Inspector Christian Hamilton, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 22 September 2026

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School and pupil context

Leaders new to their roles should continue to develop and implement strategies to secure improvement at the school.

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About this inspection

This school is part of the Greenheart Learning Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Michelle Money, and overseen by a board of trustees, chaired by Sean Starr.

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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

This inspection took place on 22 September and 23 September 2026.

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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 and other school leaders during the inspection. They also met with the trust chief executive and a member of the trust board.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently make use of any alternative provision.

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About this inspection

The school has undergone significant leadership changes since the last inspection. The headteacher and the deputy headteacher joined the school in September 2026.

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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 6 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. National average: 4.1%

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What does this mean?

The proportion of pupils with reported special educational needs support 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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national average

2022/23 (final) 57% 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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average

2022/23 (final) 78% 73% 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

2023/24 (final) 68% 72% Close to average

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average

2022/23 (final) 69% 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) 70% 74% Close to average

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average

2023/24 (final) 68% 73% 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) 37% 47% Close to average

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average

2023/24 (final) 39% 46% Close to average

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average

2022/23 (final) 49% 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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average

2024/25 (final) 54% 63% Close to average

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national average

2023/24 (final) 54% 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

2023/24 (final) 61% 58% Close to average

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average

2022/23 (final) 62% 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) 60% 61% Close to average

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average

2023/24 (final) 57% 59% Close to average

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average

2022/23 (final) 57% 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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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

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Urgent improvement

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