Cranmore Infant School

Cranmore Infant School is performing at the expected standard overall. Inspectors found that pupils generally achieve well, particularly in early writing, mathematics, reading and phonics, with Year 1 phonics outcomes above the national average in recent years. Behaviour is a notable strength: pupils are happy, feel safe, behave well in lessons and say bullying does not happen. The early years provision is also strong, giving children a positive, language-rich start, and inclusion work supports pupils with SEND and disadvantaged pupils to make steady progress from their starting points. Safeguarding standards are met. Leadership is clear and well supported by governors, and attendance is improving overall, with headline absence now close to or better than national averages. However, a small minority of pupils, including some with SEND and disadvantaged pupils, remain persistently or severely absent. The quality of work in the wider curriculum is sometimes less consistent than in English and mathematics, and leaders could be more strategic in how they analyse and use data. The next steps focus on sharper analysis of different vulnerable groups, continuing to improve attendance especially for disadvantaged pupils, and making sure writing expectations in core subjects are maintained across the wider curriculum. Overall, this is a school fulfilling expected standards with several clear strengths and no urgent areas for improvement.

Strengths

• Pupils generally achieve well in early writing and mathematics.
• Reading and phonics are prioritised, with Year 1 phonics outcomes above the national average.
• Pupils who fall behind in reading and phonics usually catch up quickly.
• Disadvantaged pupils typically achieve in line with age-related expectations.
• Pupils with SEND make steady progress from their starting points.
• Pupils behave well, and lessons are calm with clear, consistent routines.
• Pupils feel safe and say bullying does not happen.
• The early years provides a positive, language-rich and emotionally secure start.
• Provision for 2- and 3-year-olds is effective and supports good progress.
• Leaders identify SEND needs swiftly and accurately and adapt provision effectively.
• Personal development and wellbeing are supported well through a coherent programme.
• Leaders have a clear vision and are generally well supported by governors.
• Attendance is improving, and overall absence is below the national average.

Areas for Improvement

• A small minority of pupils, including some with SEND and disadvantaged pupils, do not attend often enough.
• The quality of work some pupils produce in the wider curriculum is less consistent than in English and mathematics.
• Leaders could sometimes be more strategic in their choices and use of data.
• Leaders should more closely analyse the performance of different vulnerable groups to monitor and act on priorities.
• Attendance strategy needs continued checking to raise rates, particularly for disadvantaged pupils.
• Writing expectations in core subjects need to be maintained across the wider curriculum.

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 Cranmore Infant School attended 95.7% of sessions (the national figure for primary schools was 94.8%). 9.8% 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 Cranmore Infant 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 Cranmore Infant School had 16.5 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 9.6% 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, 7.7% of pupils at Cranmore Infant School were on SEN support (nationally 15.4%) and 3.3% 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 Cranmore Infant School received £9,770 and spent £9,647 for each of its 170 pupils. It ended the year with reserves of £317,000 (£1,873 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 Solihull · Solihull local authority: places and applications

What is Cranmore Infant School's Ofsted rating?

The latest Ofsted rating for Cranmore Infant School is Expected standard, from an inspection in September 2026.

When was Cranmore Infant School last inspected by Ofsted?

Cranmore Infant School was last inspected in September 2026.

How many pupils does Cranmore Infant School have?

Cranmore Infant School has 182 pupils on roll.

What age range does Cranmore Infant School cover?

Cranmore Infant School for pupils aged 4 to 7.

Where is Cranmore Infant School?

Cranmore Infant School is at Northland Road, Shirley, Solihull, West Midlands, B90 4SA.