Causeway Green Primary School

Causeway Green Primary is a larger-than-average primary school in an area with above-average deprivation and a higher-than-average proportion of pupils receiving SEN support. Inspectors found the school performing securely overall, meeting the expected standard across the evaluated areas, with safeguarding requirements met. Leaders have clear priorities and their actions are having a positive impact, including in writing, mathematics and attendance. Pupils typically achieve close to national averages in reading, writing and mathematics by the end of key stage 2, and phonics outcomes have been above national averages for three years. Pupils with SEND generally achieve well from their starting points, disadvantaged pupils are well supported, behaviour is positive, and pupils feel safe, valued and included. The curriculum is broad and well sequenced in most subjects, early years provision is well designed, and personal development is a notable strength, enriched by visits, clubs and leadership roles. The main remaining priorities are to make teaching consistently strong across all subjects so pupils build detailed knowledge and produce high-quality work, and to help early years staff maximise high-quality interactions throughout the day to develop children’s communication and language. Published data also shows a dip in disadvantaged pupils’ combined reading, writing and mathematics outcomes in 2024/25, including a wide writing gap, although the report describes disadvantaged pupils’ achievement overall as close to national averages.

Strengths

• Leaders have clear priorities and their actions are improving writing, mathematics and attendance.
• Pupils achieve close to national averages in reading, writing and mathematics by the end of key stage 2.
• Phonics outcomes have been above national averages for the last three years.
• Pupils with SEND typically achieve well from their starting points.
• Attendance is close to national figures and improving over time.
• Pupils behave well in lessons and around school, creating a calm and respectful environment.
• Bullying is rare and leaders respond swiftly when concerns arise.
• The curriculum is broad, balanced and well sequenced in most subjects.
• Staff adapt learning effectively for disadvantaged pupils, pupils with SEND and pupils known to social care.
• Early years provision builds children’s knowledge securely and prioritises personal, social and emotional development.
• Inclusion is valued and visible in daily school life, with pupils feeling a strong sense of belonging.
• Leadership and governance are effective, with appropriate oversight and a focus on staff wellbeing.
• Personal development is coherent and well sequenced, enriched by visits, clubs and pupil leadership roles.
• Pastoral support is responsive, and partnerships with parents and carers are effective.

Areas for Improvement

• Teaching is not yet consistently strong across all subjects, limiting how deeply pupils build knowledge and the quality of work they produce.
• Early years staff do not always maximise high-quality interactions throughout the day to develop children’s communication and language.
• Disadvantaged pupils’ combined reading, writing and mathematics outcomes dipped below national in 2024/25, with a particularly wide writing gap.

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 Causeway Green Primary School attended 95.3% of sessions (the national figure for primary schools was 94.8%). 12.6% 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, 0.0% of pupils at Causeway Green 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 Causeway Green Primary School had 26.2 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 10.1% 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, 13.8% of pupils at Causeway Green Primary School were on SEN support (nationally 15.4%) and 4.0% 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 Causeway Green Primary School received £7,174 and spent £7,249 for each of its 409 pupils. It ended the year with reserves of £138,000 (£338 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).

• Primary Schools
• Secondary Schools

All schools in Oldbury · Sandwell local authority: places and applications

What is Causeway Green Primary School's Ofsted rating?

The latest Ofsted rating for Causeway Green Primary School is Expected standard, from an inspection in February 2026.

When was Causeway Green Primary School last inspected by Ofsted?

Causeway Green Primary School was last inspected in February 2026.

How many pupils does Causeway Green Primary School have?

Causeway Green Primary School has 427 pupils on roll.

What age range does Causeway Green Primary School cover?

Causeway Green Primary School for pupils aged 3 to 11.

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

In 2025, 58% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Causeway Green Primary School?

Causeway Green Primary School is at Penncricket Lane, Oldbury, West Midlands, B68 8LX.