Lyndon Green Infant School

Lyndon Green Infant School

Address: Wychwood Cresent, Sheldon, Birmingham, West Midlands, B26 1LZ Unique reference number (URN): 103229

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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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Attendance and behaviour Expected standard

Leaders closely monitor how often pupils attend school. Leaders use this information to identify patterns and act promptly to remove barriers. Attendance rates have risen and persistent absence has decreased over time. However, further work is needed to reduce persistent absence among some disadvantaged pupils.

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Attendance and behaviour Expected standard

Leaders have established clear and ambitious expectations for how pupils should behave. Relationships across the school are respectful and supportive. Rules and routines are embedded effectively, and pupils understand what is expected of them. Staff reinforce these expectations through their own conduct, acting as positive role models. They provide clear guidance and reminders when needed, helping pupils to maintain appropriate behaviour throughout the day.

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Attendance and behaviour Expected standard

Behaviour in lessons is typically calm and focused. Pupils engage well with their learning. During lunchtimes and playtimes, behaviour is particularly constructive. Pupils engage in well organised and purposeful activities, including sports. They interact positively with each other.

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Attendance and behaviour Expected standard

Pupils are confident that staff will address any concerns, including unkind behaviour or bullying, should they arise. Incidents of bullying are very uncommon. This contributes to a culture where pupils feel secure and supported.

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Early years Expected standard

Children experience a settled start to their education. Staff understand children's varied needs and interests as they join the school. This enables them to swiftly introduce suitable support as needed. The learning environment is well organised and supports independence.

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Early years Expected standard

Leaders demonstrate secure knowledge of early years, informed by research and ongoing monitoring of children's progress. They have a clear vision for the curriculum which staff understand and implement. The curriculum is logically sequenced. Staff are appropriately trained, including in developing effective interactions to support children's vocabulary development. They use this knowledge to engage children in purposeful conversation.

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Early years Expected standard

Children’s individual starting points inform curriculum design. Gaps in children’s knowledge, including in personal, social and emotional development are identified and addressed swiftly. For example, outdoor woodland activities and role play support children effectively. Phonics is prioritised and children make appropriate progress through the whole curriculum.

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Early years Expected standard

Staff work closely with parents and carers and support transition into Year 1 effectively. Staff work together to support children’s successful transition into Year 1.

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Early years Expected standard

Vulnerable children, including those who are disadvantaged or those with special educational needs and/or disabilities, are well prepared for the next stage in their learning.

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Inclusion Expected standard

Leaders have established an inclusive ethos across the school. Leaders and staff have a sound understanding of pupils' needs. They develop positive relationships with families so that they can work together successfully. Leaders also work with a range of external agencies and professionals to develop the strategies to support pupils. Leaders ensure that staff receive training and guidance to implement these strategies.

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Inclusion Expected standard

Leaders have created systems to identify pupils’ emerging needs, including for pupils with special educational needs and/or disabilities (SEND) and those that are disadvantaged. They provide timely and suitable support. This is reviewed and adapted when pupils’ needs change. As a result, pupils who face barriers to their learning and/or well-being are helped to access the curriculum alongside their peers.

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Inclusion Expected standard

Leaders have implemented tailored provision that is matched to the individual needs of pupils with SEND. Staff provide individualised support for pupils in the SEND enhanced resource base. Pupils with SEND make appropriate progress from their starting points.

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Inclusion Expected standard

Leaders use additional funding appropriately to support their work on improving outcomes for disadvantaged pupils. They draw on a range of evidence to help inform what to prioritise to support these pupils effectively.

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Leadership and governance Expected standard

Leaders have reacted quickly and decisively to improve many aspects of the school's work since taking up their roles. Leaders understand the school's context. They know what is working well and what needs to be improved on. Leaders have set a clear vision and high expectations for how well pupils should achieve. Actions taken are strategic, well planned and targeted to improve the work of the school.

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Leadership and governance Expected standard

Improvements are evident with the curriculum and teaching for reading, writing and mathematics. There is still some work to be done to improve aspects of the curriculum for some subjects. However, leaders have already identified these and have clear plans in place to address them. Many of these actions have been implemented but there is still further work to be done for the impact to be secured across the whole curriculum.

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Leadership and governance Expected standard

Governors know their roles and uphold their statutory responsibilities. They are knowledgeable about the work of the school. Governors fully support and challenge the work of the school. They make appropriate checks on each aspect of the school’s work.

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Leadership and governance Expected standard

Staff feel valued and integral to the life and direction of the school. They are well supported. Leaders are mindful of staff workload.

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Personal development and wellbeing Expected standard

Pupils benefit from a structured and coherent personal development programme that is carefully tailored to the context of the school. Pupils learn to treat each other with kindness and respect while accessing a wide range of broad experiences.

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Needs attention

Pastoral support is thoughtfully planned and targeted for the most vulnerable pupils. This includes opportunities to work with the school's learning mentor through activities such as LEGO therapy, art and construction clubs. In addition, pupils can attend a lunchtime friendship and social interaction group. This successfully supports pupils’ well-being and helps to build positive relationships with others.

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Needs attention

Pupils develop an appropriate understanding of fundamental British values, including democracy and the rule of law. They show respect for the views of others. Recently, pupils have taken part in a World Cup themed event to learn about different cultures and customs. Visits to places of worship and themed events broaden pupils’ understanding of different cultures and beliefs.

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Needs attention

The wide range of inclusive, extra-curricular opportunities are available, including dodgeball, art, cookery and choir club. The curriculum is enriched through visits linked to learning such as to museums and the seaside, alongside local field work related to the geography curriculum. Pupils participate in school performances for the local community.

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Needs attention

Pupils take part in an annual road safety week. They have sensible strategies for staying safe in the local community. Pupils understand strategies for how to stay safe online. Pupils learn about what makes a healthy and happy relationship. They know about healthy eating habits and how to stay physically fit. Opportunities to take part in competitive sports such as badminton, tennis and trampolining develop pupils’ resilience well. Leadership roles, including school councillor and eco-committee member, enable pupils to contribute meaningfully to school life. They learn about citizenship through fundraising events and themed weeks.

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Achievement Needs attention

Pupils generally make appropriate progress in reading, writing and mathematics. However, in some subjects, some pupils do not achieve as well as they should. When this occurs, the quality of pupils’ work does not typically reflect that they develop appropriate knowledge and skills in these subjects.

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Achievement Needs attention

Attainment was previously too low in reading, writing and mathematics. However, by the end of Year 2, pupils, including those who are disadvantaged, attain high standards in reading, writing and mathematics. Recent attainment in national tests supports an improving picture for achievement in phonics.

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Achievement Needs attention

Pupils with special educational needs and/or disabilities achieve well from their individual starting points. They benefit from effective support and are well prepared for the next stage of their education. Gaps in their knowledge and skills are appropriately identified and addressed so that these close swiftly.

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Achievement Needs attention

Pupils gain the basic knowledge and skills required for future learning. Where gaps in learning exist, most of these are identified and addressed effectively. As a result, pupils catch up quickly. This is particularly effective in reading, writing and mathematics and most pupils are well prepared for the next stage of their education.

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Curriculum and teaching Needs attention

Leaders demonstrate an accurate understanding of the curriculum. They take appropriate action to secure improvements. Resources are deployed with particularly effective practice evident in phonics, where staffing is carefully organised. Where improvements to the curriculum and teaching have been needed, leaders have acted swiftly and effectively.

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Curriculum and teaching Needs attention

Most of the curriculum is well structured and sequenced, for example in reading, writing and mathematics. While other subjects are planned, the progression of knowledge within some subjects is unclear. Staff are appropriately trained to deliver the curriculum. Teaching in reading, writing and mathematics is generally effective. It is informed by evidence-based practice. However, teaching of other subjects is less effective, largely because the curriculum for some subjects does not provide enough clarity about what should be taught and when. Pupils receive effective daily phonics teaching.

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Curriculum and teaching Needs attention

In some subjects, staff use regular checks on what pupils know and can do to inform teaching. However, this practice is not typically effective across all subjects. Leaders and staff are aware of pupils who have not secured the basics and have gaps in their knowledge. When this is the case, targeted support successfully helps pupils to keep up with their peers.

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

This is a welcoming and caring school community in which all pupils feel valued and fully included. The school's core values, being curious, adventurous and helpful, are central to every aspect of its work. These are reflected in pupils’ attitudes and interactions with others. Pupils feel that their voices are heard and valued.

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

In the past, pupils did not achieve as well as they should in reading, writing and mathematics. Pupils’ achievement is now improving. They achieve well in reading, writing and mathematics so that they are ready for the next stage of their education. However, pupils do not achieve as well as they could across the whole curriculum. Pupils with special educational needs and/or disabilities receive effective support and are fully included in school life. This enables these pupils to thrive alongside their peers.

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

Pupils enjoy attending school and feel safe and well supported. They are confident that they can speak to staff about any concerns. Pupils trust that staff will take any worries seriously and address them appropriately. Pupils understand and follow the school's rules of routines, contributing to a calm and orderly environment. Playtimes are a happy and purposeful part of the school day. Pupils interact with kindness towards others. Incidents of bullying are very rare. When it occurs, staff deal with it swiftly and comprehensively to make sure that it stops.

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

The youngest children are well supported. They settle quickly and engage enthusiastically with learning experiences. Children develop their knowledge and independent skills

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Team inspectors:

Wendy D'Arcy, His Majesty's Inspector Razia Ali, Ofsted Inspector

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Facts and figures used on inspection

A range of inclusive extra-curricular opportunities are offered, including art and construction clubs. The curriculum is enhanced through enriching experiences, including visits to the seaside, museums and theatre. All of this work supports pupils effectively as they move on to the next stage in their education.

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Next steps

Leaders should ensure that the curriculum design for some subjects is appropriately sequenced with clear end points so that staff know what to teach and when. Leaders should maximise every opportunity to rapidly improve the attendance of some pupils who do not attend often enough.

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About this inspection

The chair of the board of governors in this school is Jonathan Fryer.

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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

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 school leaders, including the headteacher, deputy headteacher, assistant headteacher and other leaders. They also spoke with members of the governing body, including the chair of the governing body, a representative of Birmingham local authority, and a representative of a virtual school.

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About this inspection

The inspectors confirmed the following information about the school: The school currently uses no alternative provision.

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About this inspection

Headteacher: Siobhan Moran 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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About this inspection

The inspector(s) used this data during the full inspection on 23 June 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.

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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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) 6.1% 5.9% 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) 14.9% 13.0% Close to average

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national average

2023/24 (3 term) 14.1% 14.6% Close to average

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national average

2022/23 (3 term) 13.5% 16.2% 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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