Timberley Academy
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Bradley Road
Shard End
Birmingham
B34 7RL
01214642002
Pupils
686
Ages
3 - 11
Gender
Mixed
Type
Academy converter
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(6/6/18)
Full Report - All Reports
62%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Together, you have ensured that Timberley Academy remains a vibrant, purposeful place to learn. You have established an effective leadership team, which works very well together. Trustees, leaders and staff share your vision and passion for improving the learning experiences of every individual. You have an accurate view of the school’s strengths and areas for development. Consequently, you have clearly focused on the correct priorities, and you are taking effective action to address areas of weakness. An example of this is the improvements you have made to the provision for mathematics, following a dip in results in 2017. These improvements have had a clear impact on the development of pupils’ mathematical skills, which, in turn, is beginning to improve the outcomes in this subject. You rightly acknowledge, however, that there is still more to do to improve standards in mathematics. The school is rightly proud of its fully inclusive ethos. Staff and pupils are happy and proud of their school. During the inspection, pupils were keen to share their learning experiences with us when we visited them during their lessons. They could clearly explain what they were learning about, and they demonstrated an enjoyment in learning. They are polite, well-mannered and their conduct in lessons and around the school is good. The early years provision leads the way in ensuring that children get off to a good start. Children enter the school with skills and abilities that are well below those typical for their age. The effective support from adults through Nursery and Reception ensures that children develop the necessary learning skills so that they progress well. This has resulted in the proportion of children achieving a good level of development by the time they reach the end of Reception increasing year on year since the previous inspection, although it remains below half. You are determined to continue strengthening provision in the early years further so that this standard can be achieved by the majority of children. Pupils continue to do well through key stage 1. You and your leadership team have taken effective steps to improve provision for phonics. As a result, the proportion of pupils meeting the expected standard in the Year 1 phonics screening check has increased each year since the previous inspection. In 2017, the school results were in line with the national figure. Following a dip in 2017 in the proportions of pupils attaining the expected standard by the end of Year 2, you took rapid, effective action. Consequently, the proportion of pupils currently in Year 2 working at the level typical for their age has increased this year. You recognise, however, that there is still more to be done to ensure that the pupils who are capable of achieving the higher standards at the end of key stage 1 in reading, writing and mathematics continue to do so. In 2016, outcomes at the end of Year 6 for reading, writing and mathematics fell sharply. You and your leadership team implemented significant changes to provision in Year six, including introducing specialist teaching and a new mathematics curriculum. These actions resulted in a significant improvement in progress and attainment. In 2017, the proportions of pupils attaining the expected standard was just above that found nationally. Additionally, work in pupils’ books and the school’s own assessment information show that the vast majority of pupils in Year 6 this year are working at average levels. However, you recognise that not enough of your most-able pupils are achieving the higher standards, and you have implemented actions to continue to address this. You have addressed the areas for development from the previous inspection well. You and your leadership team have maintained the overall good quality of teaching and learning despite a high number of changes in teaching staff. You monitor teaching and learning well, and the support and training that you have provided has enabled teachers at all levels to improve their skills. The pupils we spoke to in lessons had a very clear understanding of their learning, and they could explain confidently what they had to do. The new mathematics curriculum you have implemented ensures that teachers give the most able pupils work that is appropriately challenging. You have identified that you still need to do more to ensure that work in writing and reading is also sufficiently challenging for these pupils. Pupils’ handwriting and presentation skills have also improved as a result of your actions. Trustees are a strength of the school. They are involved in a range of monitoring activities, including learning walks and discussions with senior leaders and pupils.

Timberley Academy 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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