Baskerville School
Catchment Area, Reviews and Key Information

Secondary
Post 16
Special school

Fellows Lane
Harborne
Birmingham
B17 9TS
01214273191
Pupils
146
Ages
11 - 19
Gender
Mixed
Type
Foundation special school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(15/3/17)
Full Report - All Reports

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

View exam results via the link below and contact the school to ask about measuring pupil progress.

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100%
NATIONAL AVG. 87%
Happiness Rating
4.0:1
NATIONAL AVG. 16.3:1
Pupil/Teacher ratio
18.2%
NATIONAL AVG. 13.7%
Persistent Absence
11.5%
NATIONAL AVG. 16.9%
Pupils first language
not English
41.6%
NATIONAL AVG. 16.4%
Free school meals

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have instilled a culture of quality, care and high expectations that everyone shares. This is evident in every aspect of the school’s work. Parents who spoke with inspectors greatly appreciate the support and encouragement their children receive. One parent commented: ‘Thank you is not enough for how much Baskerville staff go far and beyond their job roles to care for each child in the school.’ The school is a calm and happy place. Daily routines, including the transition from the residential provision to the school, are well established. This provides security and stability for the pupils. As a result, the vast majority of pupils enjoy school, attend well, feel safe and are keen to learn. Staff are skilled at managing pupils’ behaviour. Staff quickly identify pupils who are upset, anxious or troubled and use calming and de-escalation techniques effectively. As a result, pupils’ good behaviour and attitudes make a positive contribution to learning. Since the previous inspection, you have revised the curriculum and the range of subjects that pupils follow. There are four distinct pathways, yellow, purple, green and red. You differentiate each pathway to meet pupils’ needs and abilities effectively. For example, the yellow pathway suitably caters for pupils with highlevel needs and the red pathway provides appropriate experiences for pupils who have the ability to follow the national curriculum and examination courses. There is a clear progression on each pathway from key stage 3 through to key stages 4 and 5. Each pathway provides appropriately demanding and relevant courses. Where appropriate, all of the courses in key stages 4 and 5 lead to externally accredited qualifications including GCSEs and courses equivalent to A levels. Leaders have revised and extended the systems for assessing pupils’ progress. You and your staff assess pupils’ abilities, aptitudes and needs accurately. Leaders use this information effectively to decide on a pupil’s curriculum pathway. Teachers and teaching assistants use the information successfully to plan lessons, experiences, intervention and support that meet the pupils’ needs, aptitudes and aspirations. Information provided by the school shows that the vast majority of pupils are making good progress from their starting points. Leaders and teachers quickly identify and successfully support pupils who are falling behind to help them catch up. Parents who responded to the inspection questionnaire are extremely satisfied with their child’s progress. One comment reflected the views of many: ‘My child has grown & progressed leaps & bounds in the seven years he has attended Baskerville!’ Since the previous inspection, you have focused successfully on improving pupils’ literacy and numeracy skills. Information provided by the school and the work in pupils’ books shows that pupils are doing well in these subjects. This is particularly the case in mathematics, where all of the pupils in key stages 3 and 4 have reached the standards expected of them from their starting points. In addition, pupils have sufficient chances to use and apply their mathematical skills across a range of subjects. The mathematics coordinator has produced a ‘calculation’ document which teachers of subjects other than mathematics say has helped them understand how to promote pupils’ numeracy skills better. You showcase this effective work in your ‘numeracy across the curriculum celebration’ event, where teachers of English, music and physical education show how they teach numeracy skills in their subjects. You have introduced a commercial phonics scheme which is greatly helping pupils to improve their reading skills. Your screening checks show that a majority of pupils have improved their reading ages by up to two years in six months. Pupils who spoke with inspectors said that there had been a focus on reading and this has helped them to read more fluently and to understand what they have read better. The work in pupils’ books shows that pupils make good progress in their writing in English. However, you accept that the push on developing pupils’ writing in subjects other than English has slipped recently. As a consequence, pupils’ writing is not of the same quality in a small number of other subjects as it is in English. Teachers support the development of pupils’ communication skills well. Teachers and teaching assistants achieve this through clear and unambiguous questioning. Pupils provide their answers or express their feelings through a range of ways. For example, pupils can answer verbally or by indicating their feelings on charts or through pictures.

Baskerville School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

0121 303 1888

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

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