Chilcote Primary School

Chilcote Primary School is a happy, caring and highly aspirational school where pupils behave exceptionally well and feel well supported. Pupils develop a strong understanding of respect, inclusion and togetherness, and they achieve very high standards in reading, writing and mathematics by the time they leave. The early years provision is a particular strength, giving children a flying start, and pupils benefit from a rich wider development programme, extensive enrichment activities and exemplary provision for pupils with special educational needs and/or disabilities. Safeguarding is effective. Leadership is strong, with a clear vision for improvement, a cohesive staff team and knowledgeable governors. The school has high expectations and most pupils attend well, with effective pastoral support where needed. This was the school’s first routine inspection since the COVID-19 pandemic, and it had previously been exempt from routine inspection because it was judged outstanding in 2014. As with all graded inspections from September 2024, no overall effectiveness grade was awarded. There are two main areas for improvement. In the early stages of writing, teaching does not always identify and address pupils’ errors consistently, so a small number of pupils repeat mistakes that affect accuracy and quality. In a small number of foundation subjects, the core knowledge and skills are not defined precisely enough, which limits pupils’ ability to make links between concepts and build a secure, deep body of knowledge.

Strengths

• Pupils are happy, well cared for and know there are trusted adults they can turn to.
• The school’s values of respect, inclusion and togetherness permeate daily life.
• Pupils’ behaviour is exemplary, with highly positive relationships and no distractions to learning.
• The school has very high aspirations and pupils achieve exceptionally high standards in reading, writing and mathematics.
• Pupils benefit from a wide range of enrichment activities, visits, residential trips and after-school clubs.
• Children in the early years get off to a flying start through expert staff and well-matched learning activities.
• Reading is a high priority, and staff deliver the phonics programme very effectively with tailored support.
• Provision for pupils with special educational needs and/or disabilities is highly effective and exemplary.
• The wider development programme is exceptionally well crafted, including tailored opportunities to understand diversity.
• Pupil leaders contribute strongly to school life, and older pupils act as positive role models and peer mentors.
• Most pupils attend well, and the school provides effective pastoral support for pupils with social and emotional difficulties.
• Staff are a cohesive and happy team, value professional development and feel their well-being is considered.
• The governing board is highly knowledgeable, skilled and dedicated to continued improvement.
• Safeguarding arrangements are effective.

Areas for Improvement

• Teaching does not always identify and address errors consistently when pupils are learning to write, leading some pupils to repeat mistakes.
• In a small number of foundation subjects, core knowledge and skills are not defined precisely enough, limiting pupils’ ability to make links and build deep understanding.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Chilcote Primary School attended 95.4% of sessions (the national figure for primary schools was 94.8%). 8.4% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.2% of pupils at Chilcote Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Chilcote Primary School had 23.1 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 3.6% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 14.6% of pupils at Chilcote Primary School were on SEN support (nationally 15.4%) and 1.5% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Chilcote Primary School received £6,502 and spent £6,402 for each of its 446 pupils. It ended the year with reserves of £383,000 (£859 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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What is Chilcote Primary School's Ofsted rating?

The latest Ofsted rating for Chilcote Primary School is Good, from an inspection in July 2025.

When was Chilcote Primary School last inspected by Ofsted?

Chilcote Primary School was last inspected in July 2025.

How many pupils does Chilcote Primary School have?

Chilcote Primary School has 458 pupils on roll.

What age range does Chilcote Primary School cover?

Chilcote Primary School for pupils aged 3 to 11.

What are Chilcote Primary School's SATs (KS2) results?

In 2025, 81% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Chilcote Primary School?

Chilcote Primary School is at Chilcote Close, Birmingham, West Midlands, B28 0PB.