King's Norton Boys' School
- King's Norton Boys' School
Northfield Road
King's Norton
Birmingham
West Midlands
B30 1DY - Head: Mr David Clayton
- T 0121 628 0010
- F 01216 280080
- E enquiry@kingsnortonboys.bham.sch.uk
- W www.knbs.co.uk
- A state school for boys aged from 11 to 16.
- Boarding: No
- Local authority: Birmingham
- Pupils: 754
- Religion: None
-
Ofsted:
- Latest Overall effectiveness Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 3rd July 2023
- Previous Ofsted grade: Good on 26th September 2017
- Ofsted report: View the Ofsted report
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
At King's Norton Boys' School, the Learning Support Department (LSD) is responsible for dealing with boys who at any time during their school career are identified as having special educational needs. This might be related to their learning, or could be due to social, emotional or physical difficulties. If any boy is identified as having such additional needs, then they will be provided with appropriate support in school. The LSD is run by the Special Educational Needs Co-ordinator (SENCO), with the support of a team of Teaching Assistants. The department operates the ‘SEN Code of Practice’, which outlines how a school should support pupils with special educational needs. Once a boy has been identified as requiring additional support, then he will be placed on the school database. This will ensure that his specific needs are met through an Individual Education Plan (IEP). This plan is drawn up after consultation with subject teachers and an assessment and diagnosis of the nature of the difficulty. A pivotal part of this process is the involvement of parents; parents will be advised if it is proposed to place a boy on the SEN database, and will also be invited to take part in regular reviews of progress. The process of support begins as soon as the boys enter year 7. The Teaching Assistants work closely with both the year 7 Form Tutors and with the lower band groups, to ensure that boys who might be struggling receive support within the classroom. Assessments in English and Mathematics help us to establish which boys will need additional help. This support continues throughout years 8 and 9. In years 10 and 11 boys will receive more individualised support, depending on their GCSE choices. In addition, boys may be withdrawn to receive extra support, either on a one to one basis, or in small groups. There are some occasions where the support that the school is able to offer is not sufficient. In these instances the school is able to call upon the expertise of colleagues within Educational Psychology, Pupil and School Support Services, Educational Welfare and Behaviour Support. If necessary, a request will be made to the LEA for a boy to be assessed for a statement of special educational needs. If this is the case, then parents will be involved throughout the process.
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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