Lyndon Green Infant School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
Not Rated


Wychwood Cresent
Sheldon
Birmingham
B26 1LZ
01216753543
Pupils
282
Ages
5 - 7
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(6/11/18)
Full Report - All Reports
92%
NATIONAL AVG. 92%
Happiness Rating

Ofsted Parent View

21.9:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
6.2%
NATIONAL AVG. 8.2%
Persistent Absence
11.9%
NATIONAL AVG. 21.2%
Pupils first language
not English
15.3%
NATIONAL AVG. 16.8%
Free school meals
10.8%
NATIONAL AVG. 12.6%
Pupils with SEN support

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Leaders and staff are successful in realising the ambitions of the school which are set out on the school’s website, ‘Partnership and communication are vital to achieve success’. Leaders and staff are successful in forging partnerships with other schools, including Colmore Partnership Teaching School Alliance. You and the deputy headteacher provide effective leadership and have gained the respect and trust of pupils, parents, staff and governors. Leaders and staff have maintained warm and positive relationships with pupils and families. This is an inclusive school where pupils of all abilities achieve well, including those who are disadvantaged and those who have special educational needs (SEN) and/or disabilities. The Puffins’ class, which is specially resourced provision for pupils who have cognition and learning difficulties, is well managed and remains effective. Pupils of all abilities across the school achieve well and standards are improving. Assessments and pupils’ work show that, in relation to their starting points, pupils make good progress in phonics, reading, writing and mathematics. However, some of the most able pupils who make good progress in reading do not do as well as they should in writing. There is scope now to improve the quality of pupils’ handwriting and punctuation when they are writing independently. The previous inspection reported some relative weaknesses in the teaching of mathematics. These are no longer evident. Assessments show that standards have improved markedly and consistently for the last two years. Improvements to the teaching of mathematics in all parts of the school are helping pupils to achieve well. You and the staff team have also improved opportunities for pupils to work independently during lessons. This too was an area for improvement at the time of the previous inspection. The school has maintained good teaching in the early years and key stage 1. There are pockets of strong practice and the restructuring of responsibilities to include year coordinators has further enabled teachers to share best practice. One focus for the inspection was how well teachers challenge and extend pupils’ knowledge and understanding. Our joint lesson observations revealed that teachers and classroom assistants set consistent expectations for work and behaviour. Lessons are well planned and resourced. Pupils are well behaved and attentive to their teachers and support staff. Good use is being made of ‘working walls’ to support pupils’ learning. These visual prompts on display in classrooms help pupils find information, key words in English lessons, or methods of calculation in mathematics. We agreed that teachers could still do more to ensure that pupils’ learning is not distracted by too many drawn-out class discussions. Some pupils find it difficult to concentrate for long periods of time during whole-class question and answer sessions. However, where teachers’ questioning is sharper, whole-class discussions are very effective. They involve pupils more by making sure that they have time to share and generate ideas or answers. We also saw, and other school-based evidence indicates, that some teachers and support staff make better use of time in lessons, for example by adapting tasks to enable pupils to work effectively in smaller groups. This helps pupils in each group to keep up and make good progress, as well as maintaining a good pace to pupils’ learning. There is scope now to build on what is working well in both small-group and whole-class teaching. Workbooks, lessons and assessments show that the most effective teaching extends and challenges pupils to reach higher standards or learn in greater depth. Safeguarding is effective. Leaders and governors have ensured that safeguarding arrangements are fit for purpose. Staff vetting is rigorous and includes systematic checks on visitors, volunteers, governors and supply staff. The indoor and outdoor areas are clean, safe and secure. Risk assessments of resources and school on-site and off-site activities are carried out routinely. Safeguarding and child-protection training for all staff is carried out systematically. Staff are fully aware of their roles and responsibilities regarding child protection and the safety of pupils. You and the staff team work closely with vulnerable or disadvantaged families. Actions taken to reduce persistent absenteeism have been successful. Most parents and staff, rightly, believe that pupils are safe in school. Inspection findings Pupils who have SEN and/or disabilities, including those in the Puffins’ class who have cognition and learning difficulties, do very well. The teaching and support for pupils who have SEN and/or disabilities across the school are well managed.

Lyndon Green Infant 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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