Lyndon Green Infant School

Lyndon Green Infant School is a welcoming, inclusive and caring school where pupils feel safe, valued and well supported. Inspectors found safeguarding requirements met and judged attendance and behaviour, early years, inclusion, leadership and governance, and personal development and wellbeing to be at the expected standard. Pupils behave well, relationships are respectful, attendance has improved and persistent absence has fallen, and children get a settled start in the early years. The school's inclusive ethos is a particular strength: pupils with SEND, including those in the resourced provision, are well supported and make appropriate progress from their starting points. Achievement and curriculum/teaching are the areas needing attention. Pupils now attain high standards by the end of Year 2 in reading, writing and mathematics, and phonics is effective, but in some other subjects pupils do not achieve as well as they should. The curriculum in some subjects lacks clear sequencing and end points, teaching is less effective there, and assessment is not consistently used across all subjects. Leaders have accurately identified these issues and have plans in place, and leadership has already secured improvements in reading, writing and mathematics. The school serves a community with above-average deprivation and a higher-than-average proportion of pupils with EHC plans, and it has a resourced SEND provision. Governors are knowledgeable and supportive, staff feel valued, and personal development is broad and well tailored. Next steps are to sharpen curriculum sequencing in the weaker subjects and to improve attendance further for the small group of pupils, particularly some disadvantaged pupils, who remain persistently absent.

Strengths

• Welcoming, caring and inclusive school community where pupils feel valued
• Safeguarding standards are met and pupils feel safe
• Pupils behave well; relationships are respectful and lessons are calm
• Attendance has improved and persistent absence has decreased over time
• Early years provides a settled start with well-organised learning and strong support
• Inclusive ethos with effective support for pupils with SEND, including the resourced provision
• Pupils with SEND make appropriate progress from their starting points
• Pupils attain high standards by the end of Year 2 in reading, writing and mathematics
• Effective daily phonics teaching and improving phonics achievement
• Leadership has a clear vision, acts decisively and has improved reading, writing and mathematics
• Governors are knowledgeable, supportive and provide appropriate challenge
• Broad personal development programme with strong pastoral support and inclusive extra-curricular opportunities
• Pupils understand British values, stay safe and contribute through leadership roles

Areas for Improvement

• Curriculum progression and end points are unclear in some subjects
• Teaching and assessment are less effective in some subjects
• Some pupils do not achieve as well as they should across the whole curriculum
• Persistent absence remains an issue for some disadvantaged pupils
• Overall absence has been above the national average in recent years
• Further work is needed to secure the impact of curriculum improvements across all subjects

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Lyndon Green Infant School attended 93.4% of sessions (the national figure for primary schools was 94.8%). 14.9% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Lyndon Green Infant School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Lyndon Green Infant School had 16.6 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 10.0% of pupils at Lyndon Green Infant School were on SEN support (nationally 15.4%) and 5.9% had an education, health and care (EHC) plan (nationally 4.1%).

The school has resourced provision with 11 pupils.

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Lyndon Green Infant School received £8,605 and spent £8,619 for each of its 239 pupils. It ended the year with reserves of £47,000 (£196 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Birmingham · Birmingham local authority: places and applications

What is Lyndon Green Infant School's Ofsted rating?

The latest Ofsted rating for Lyndon Green Infant School is Needs attention, from an inspection in October 2026.

When was Lyndon Green Infant School last inspected by Ofsted?

Lyndon Green Infant School was last inspected in October 2026.

How many pupils does Lyndon Green Infant School have?

Lyndon Green Infant School has 239 pupils on roll.

What age range does Lyndon Green Infant School cover?

Lyndon Green Infant School for pupils aged 5 to 7.

Where is Lyndon Green Infant School?

Lyndon Green Infant School is at Wychwood Cresent, Sheldon, Birmingham, West Midlands, B26 1LZ.