Lyndon School

Lyndon School

Address: Daylesford Road, Solihull, West Midlands, B92 8EJ Unique reference number (URN): 142075

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils achieve very well in public examinations, regardless of their background or starting point. They typically make significantly more progress from their starting points than similar pupils nationally. It is notable that this is also the case for pupils who are disadvantaged. Pupils with special educational needs and/or disabilities (SEND) achieve very well.

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Achievement Strong standard

Current pupils achieve highly, including pupils with SEND and pupils who are disadvantaged. They securely develop the key knowledge that they need to succeed. This includes more technical vocabulary. Thanks to the well-designed curriculum, they regularly use their learning in more extended tasks. If pupils arrive with gaps in their learning, leaders identify these rapidly and provide highly effective support in handwriting, reading or numeracy. Leaders are rightly proud of their pupils' achievement, but they retain a key focus on ensuring all learners achieve exceptionally well, including the most able.

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Attendance and behaviour Strong standard

Attendance is very high and remains above national averages despite a slight dip last year. Pupils attend well because they enjoy school. Leaders prioritise attendance. They have highly responsive approaches to the management of pupil absence. They quickly identify if pupils do not attend regularly. The actions they take enable these pupils to regain the habit of regular attendance rapidly. Thanks to leaders' inclusive and effective approaches, pupils with special educational needs and/or disabilities and pupils who are disadvantaged also attend very well.

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Attendance and behaviour Strong standard

Pupils conduct themselves with very high levels of respect for each other and the adults who work in the school. This is because they understand leaders' expectations for how they should behave. Pupils listen attentively in lessons and try their hardest when they are given tasks to complete. This means lessons are calm and purposeful. At social times, pupils socialise in a considerate way. Their attitudes to each other show how well they understand the school's values. For example, they understand that difference is to be celebrated. Behaviour such as bullying or discrimination is very rare. Should any unkind behaviour occur, staff act promptly and effectively to deal with it. The few pupils who find it harder to meet the school's expectations have highly effective support.

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Curriculum and teaching Strong standard

Leaders have a thorough understanding of the quality of curriculum and teaching, and ensure that standards are consistently high. They support pupils well to study an ambitious range of subjects. Leaders ensure that all subject curriculums are organised so that pupils learn the important knowledge in a logical sequence towards clearly defined end points.

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Curriculum and teaching Strong standard

Teaching is consistently of a high standard. This is because leaders ensure that teachers have the expertise they need to teach their subjects to a high level. This means that teachers make consistently effective choices in their selection of activities and explanations to ensure pupils understand well. Leaders support teachers with well-established and consistently applied routines to ensure they check that pupils understand the key learning they need. This means that if pupils have gaps in their learning or misconceptions, these are addressed rapidly. Teachers systematically reduce pupils' barriers to learning thanks to the highly consistent approaches and adaptations to the curriculum. As a result, all pupils learn the curriculum well, including pupils with special educational needs and/or disabilities. If pupils have gaps in their foundational knowledge, such as in reading or numeracy, these are

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Curriculum and teaching Strong standard

addressed rapidly. Consequently, pupils are in a position to learn the curriculum well.

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Inclusion Strong standard

Leaders' work around inclusion is a significant strength, as it threads through all aspects of the school. As soon as pupils start, leaders identify barriers to their learning or wellbeing. This includes pupils with special educational needs and/or disabilities. Leaders then produce precise information for staff about these pupils. They ensure staff follow this advice closely. As a result, pupils are very well supported to learn and thrive at Lyndon School. Leaders regularly review the support that they offer to pupils. They make timely adjustments for any pupils who need them. This means that pupils receive effective ongoing support. Consequently, they achieve very well and participate fully in the life of the school.

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Inclusion Strong standard

Leaders prioritise their use of funding for disadvantaged pupils. They implement strategies based on sound research. They carefully check that disadvantaged pupils learn the curriculum well and take part in the school's wider offer. Consequently, these pupils achieve impressive results.

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Inclusion Strong standard

Leaders make use of alternative provision in pupils' best interests. They review the placements to ensure that these pupils attend regularly, learn well and are safe. This ensures they are well prepared for the next stage of their education or training.

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Leadership and governance Strong standard

Leaders at all levels have a thorough understanding of their school and the community they serve. They are relentless in their drive for further enhancements. Leaders in school work harmoniously and highly effectively with leaders from the trust. Together, they regularly and systematically review all aspects of how the school operates to ensure it serves the best interests of all pupils. In this way, the school continues to improve, as the right priorities are tackled in the right order, with the pupils always at the heart of their decisions.

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Leadership and governance Strong standard

Staff throughout the school understand their roles fully and how they contribute to the school's mission. They are highly positive about how leaders engage with them about developments in the school and their workload. Staff appreciate the personalised training they have, which enables them to perform their roles to a high level. They are overwhelmingly proud to work at the school.

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Leadership and governance Strong standard

Trust leaders, governors and trustees are highly committed to the school. Governors and trustees are very well informed about the quality of provision through the clear reports and external reviews they receive. Alongside trust leaders, the governors and trustees provide highly effective support and challenge to school leaders. Parents are very positive about the school and the high-quality provision that it provides.

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Personal development and wellbeing Strong standard

The school's work for pupils' personal development and wellbeing is a real strength. Leaders have mapped out a comprehensive curriculum covering the key learning that pupils need in order to live happy and healthy lives. This teaches the pupils the key information they need in a well-structured way that is also age-appropriate. As it is well taught, pupils readily recall the key learning about healthy relationships, for example, or how to stay safe online. Pupils learn about different cultures, faith traditions and British values. They are taught clearly about the school's values of altruism, compassion, curiosity, integrity, resilience and resourcefulness. This helps to develop pupils' character extremely effectively. For example, pupils readily use the school values in their planners to remind themselves of their next step when they are unsure what to do if they find a piece of work challenging. All this means that

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Personal development and wellbeing Strong standard

pupils are very well prepared for life in modern Britain. This includes pupils with barriers to their learning or wellbeing.

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Personal development and wellbeing Strong standard

The school's wider offer is extensively mapped out in the Lyndon Learner Journey. This ensures pupils benefit from well-considered wider opportunities for their growth and development. This offer includes many trips, including visits to the theatre and a trip to Bletchley Park, a debating club, the Brilliant Club to support high achievement, and university taster visits. All these opportunities help to build pupils' resilience and self-belief. Leaders carefully track pupils' participation in this offer. They ensure that pupils who have barriers to their learning or wellbeing benefit fully from this offer.

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Personal development and wellbeing Strong standard

In addition, pupils benefit from significant and well-planned careers information, education, advice and guidance. This ensures they are well informed about a range of ambitious next steps. The school supports pupils very effectively to secure places at high-quality destinations.

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What it's like to be a pupil at this school

Pupils thrive at this ambitious and highly inclusive school. This is because they feel warmly welcomed and known as individuals. They fully live out the school's character virtues of altruism, integrity, resourcefulness, curiosity, resilience and compassion. They are able to do this as the school takes considerable care to teach them what these virtues mean and why they are important. Pupils feel safe and know there are many adults in the school who are there to support them. They enjoy school and attend very well. They understand that the school will support them to regain the habit of good attendance if they find this more challenging.

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What it's like to be a pupil at this school

Pupils, regardless of background, participate fully in the life of the school. They benefit from many leadership opportunities that allow them to contribute to developments in the school and the wider community. Pupils benefit from a very wide range of exciting opportunities that staff organise for them. These are laid out in the Lyndon Learner Journey to ensure pupils broaden their horizons, build their confidence and explore new skills. Pupils thoroughly enjoy these new experiences, including the many trips, clubs and speakers. These all prepare them well for life beyond school.

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What it's like to be a pupil at this school

Thanks to all this, pupils achieve very well. This is reflected in public examination results, which are consistently high, and in pupils' achievement throughout the curriculum. Pupils work hard in lessons and try their best, as they know this is what is expected of them. Pupils with special educational needs and/or disabilities and pupils who are disadvantaged also achieve very well thanks to the coordinated efforts of all staff to minimise barriers to their learning or participation in school life. Pupils are ready to excel and access a wide range of destinations when they finish their time at this school.

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Next steps

Leaders and those responsible for governance should aim to sustain improvements across all areas of the school’s work, including attendance and further enhancements to their work on the curriculum, to secure a transformational impact on pupils in their care.

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About this inspection

This school is part of Summit Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Vince Green, and overseen by a board of trustees, chaired by Karen Crowston. There is also an executive principal, Abid Butt, who has responsibility for this school and 2 others.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

This inspection took place on 15 and 16 September 2026.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with senior leaders, trustees, local governors, trust employees and groups of staff and pupils during the inspection. Two alternative provisions were contacted by telephone.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school uses 5 registered alternative provisions.

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About this inspection

The school has undergone a significant change since the last inspection with a new head of school.

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Team inspectors:

Martin Spoor, Ofsted Inspector Russell Hinton, Ofsted Inspector Ahson Mohammed, Ofsted Inspector Paul Halcro, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 15 September 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England. Head of School: Syreeta Kapswara National average: 1,154

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 48.3% 45.4% Close to average

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national average

2023/24 (final) 46.0% 45.9% Close to average

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national average

2022/23 (final) 47.5% 45.3% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 49.7 46.1 Close to average

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national average

2023/24 (final) 47.4 45.9 Close to average

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national average

2022/23 (final) 48.0 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2021/22 (final) 0.15 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2023/24 (final) 34.6% 25.8% Close to average

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national average

2022/23 (final) 32.2% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2022/23 (3 term) 7.8% 9.0% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 19.4% 23.4% Close to average

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national average

2023/24 (3 term) 22.3% 25.6% Close to average

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national average

2022/23 (3 term) 23.2% 26.5% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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