Hamstead Primary School

Hamstead Primary School is a welcoming, inclusive and well-led school that is performing securely overall. Pupils behave very well, feel safe and benefit from strong pastoral care and a broad personal development offer. Attendance is supported sensitively, and pupils with special educational needs and/or disabilities attend more regularly than similar pupils nationally. Reading and phonics have improved, the curriculum is broad and logically planned, and children get off to a positive start in the early years. The school was formed from the amalgamation of the previous infant and junior schools in January 2024 and is larger than average, located in an area of above-average deprivation. Leaders have a secure understanding of strengths and priorities, have improved early years and key stage 1, and staff feel supported and valued. Governors provide effective support and challenge. Key stage 2 outcomes are broadly in line with national averages, and disadvantaged pupils generally achieve well compared with pupils in similar contexts. Inspectors identified some areas for further development. Writing in the early years is not yet consistently fluent and accurate for children at the earliest stages, and occasionally tasks are too difficult for some pupils. Support for pupils with SEND needs to be more sharply tailored, and leaders should strengthen how they evaluate the impact of that support. Staff also need continued evidence-informed professional development to increase the impact of the curriculum. Safeguarding arrangements meet the required standards.

Strengths

• Welcoming and inclusive culture where pupils feel safe and valued
• Pupils behave very well and are polite, respectful and engaged
• Strong pastoral support and a high priority on mental health and wellbeing
• Effective attendance support, with SEND attendance above the national rate
• Broad, balanced and logically planned curriculum
• Improved phonics and reading teaching builds fluency and confidence
• Teachers check understanding and address misconceptions quickly
• Early years gets children settled quickly and prioritises communication and language
• Effective inclusion training and use of external agencies for vulnerable pupils
• Leaders have a secure understanding and have driven improvements since amalgamation
• Staff feel supported and valued, and governors provide effective support and challenge
• Wide range of clubs, visits and enrichment opportunities

Areas for Improvement

• Early years writing is not yet consistently fluent and accurate for children at the earliest stages
• Some early years children are asked to write beyond their phonic knowledge
• Occasionally work is too difficult for some pupils and does not build on prior knowledge
• Support for pupils with SEND needs to be more sharply tailored to specific needs
• Systems for evaluating the impact of SEND support need strengthening
• Staff need continued evidence-informed professional development to increase curriculum impact
• Pupils' understanding of some personal development concepts varies

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 Hamstead Primary School attended 94.8% of sessions (the national figure for primary schools was 94.8%). 15.1% 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 Hamstead 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 Hamstead Primary School had 18.5 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 9.7% 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, 11.1% of pupils at Hamstead Primary School were on SEN support (nationally 15.4%) and 3.8% 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 Hamstead Primary School received £6,928 and spent £7,267 for each of its 410 pupils. It ended the year with reserves of £430,000 (£1,049 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 Hamstead Primary School's Ofsted rating?

The latest Ofsted rating for Hamstead Primary School is Expected standard, from an inspection in October 2026.

When was Hamstead Primary School last inspected by Ofsted?

Hamstead Primary School was last inspected in October 2026.

How many pupils does Hamstead Primary School have?

Hamstead Primary School has 423 pupils on roll.

What age range does Hamstead Primary School cover?

Hamstead Primary School for pupils aged 3 to 11.

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

In 2025, 67% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Hamstead Primary School?

Hamstead Primary School is at Hamstead Road, Great Barr, Birmingham, West Midlands, B43 5BE.