|Headteacher||Ms Julie-Anne Tallon, Headteacher|
Early Years Education / Reception (3 - 5 yrs)
Primary / Infants (5 - 7 yrs)
Primary / Juniors (7 - 11 yrs)
|Legal Status||Voluntary Aided School|
|Local Authority Name||Birmingham|
|Parliamentary Constituency||Birmingham, Erdington|
|Urban or Rural Setting||Urban major conurbation|
- Oversubscription Status Oversubscribed
- Ratio of Places to Applications 1:3.23
- Cut-off Distance 3088 metres
|Appeals||Parents who wish to appeal against the decision of the Board of Directors to refuse their child a place in the school may apply in writing to Chair of the Board of Directors at the School address. Appeals will be heard by an independent panel.|
|The Board of Trustees recognises its duty to comply with the Local Authority Fair Access Protocol to provide fair access to school for pupils who need a school place because they have missed, or are at risk of missing, education.|
|Parents who wish to appeal against the decision of the Governors to refuse their child a place in the school may apply in writing to Chair of Governors at the school address. Appeals will be heard by an independent panel.|
In the case of infant class size appeals, an Appeal Panel can only uphold an appeal if it is satisfied that:
a) the admission of additional children would not breach the infant class size limit; or
b) the child would have been offered a place if the arrangements had been correctly and impartially applied; or
c) the child would have been offered a place if the arrangements had not been contrary to the School Admissions Code and legislation; or
d) the decision to refuse admission was not one which a reasonable admission authority would have made in the circumstances of the case.
|Waiting lists||Waiting lists will not be fixed following the offer of places. They are subject to change. This means that a child’s waiting list position during the year could go up or down. Any applicants will be added to the school's/academy’s list in accordance with the order of priority for offering places. Waiting lists will be maintained until the end of each academic year.|
|The school recognises its duty to admit any pupil who is the subject of a ‘direction’ by the LA or allocated to us according to the Fair Access Protocol and any such pupil will take precedence over the waiting list.|
|A Local Authority waiting list, of those children who sat the test for admission in September, and who did not receive an offer from our school, or a more preferred school, will be held in strict oversubscription criteria order until the end of the first term of the academic year. Each child added to the waiting list will require the list to be ranked again in line with the oversubscription criteria.|
|The school intends to hold waiting lists for any oversubscribed year group after the 1 September each academic year. Applications for inclusion on a waiting list must be made on the school’s appropriate form and they will be ranked according to our oversubscription criteria as described above.|
|The school holds waiting lists for oversubscribed years. Waiting lists are routinely reviewed with parents/carers to see if a place is still required. Pupils remain on the waiting list until a parent/carer states that the place is no longer required. Waiting lists applications will be ranked according to the oversubscription criteria as described above. If places become available they are offered to pupils in rank order.|
- This is a good school
- The headteacher, senior leaders and governors care deeply about the personal development and welfare of each and every pupil. A warm, caring ethos pervades the school.
- Senior leaders are highly reflective. They know exactly where further improvements are needed.
- Leadership at all levels is a key strength across the school. A strong sense of teamwork is evident. Staff are clear about leaders’ ambitions and support them well.
- Focused training and effective support and mentoring have helped to improve the quality of teaching further since the last inspection.
- Staff are highly skilled in teaching phonics and reading skills. As a result, the vast majority of pupils reach the expected standard in reading by the end of key stage 1.
- Over time, outcomes in mathematics have improved. This is a result of strong leadership and good training for all staff.
- The teaching of writing has improved since the last inspection. However, opportunities for pupils to write at length across the curriculum are currently limited.
- Safeguarding is effective. Leaders, staff and governors are well trained and vigilant. They ensure that children and families receive timely support and help.
- The growing proportion of pupils who join the school with little English soon develop confidence in English and are able to access the full curriculum.
- Following a set of results lower than other pupils’ results, leaders commissioned a review of provision for disadvantaged pupils. A more focused approach is now in place and many pupils are now making faster progress.
- Children get off to a good start in Reception. They are safe and happy. They enjoy the range of learning opportunities provided for them.
- This is a happy school where staff promote positive attitudes and pupils care for one another. Staff strongly promote pupils’ spiritual, moral, social and cultural development.
- Pupils behave well around school. In class, they work hard and cooperate well together. They enjoy coming to school. Attendance levels are above those found nationally.
|Overall Ofsted Inspection Rating||Requires Improvement||Good||Good|
|Achievment of Pupils||Requires Improvement||Good||Good|
|Quality of Teaching||Requires Improvement||Good||Good|
|Behaviour and Safety of Pupils||Good||Good||Good|
|Effectiveness of Leadership and Management||Requires Improvement||Good||Good|
|Report Type||Full Inspection||Full Inspection||Full Inspection|
|View Ofsted Report||View Ofsted Report||View Ofsted Report||View Ofsted Report|
Pupil and Staff Information
Number of Pupils
Percentage of Girls
Percentage of Boys
Percentage of SEN Pupils
Percentage of Pupils with English not as a first language
Percentage of Pupils Eligible for Free School Meals
Number of Teachers
Number of Teaching Assistants
Number of Support Staff
Pupil to Teacher Ratio