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  • Langley School
    Trinity Road
    Sutton Coldfield
    West Midlands
    B75 6TJ
  • Head: Mrs Fiona Woolford
  • T 0121 675 2929
  • F 0121 311 1513
  • E [email protected]
  • W www.langley.bham.sch.uk
  • A state special school for boys and girls aged from 3 to 11. Type of SEN provision: MLD - Moderate Learning Difficulty.
  • Boarding: No
  • Local authority: Birmingham
  • Pupils: 121
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Outcomes for children and learners Outstanding 2
      • Quality of teaching, learning and assessment Outstanding 2
      • Effectiveness of leadership and management Outstanding 2
    • 1 Short inspection 2nd October 2018
    • 2 Full inspection 21st November 2013

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Outstanding on 24th June 2011
  • Ofsted report: View the Ofsted report

What the parents say...

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Special Education Needs

'Langley is a school where individuals are valued for themselves and where all are expected to give of their best'(Mission Statement) It is a day special school for pupils with Moderate Learning Difficulties and caters for boys and girls aged three to eleven. Currently there are 80 pupils on roll all of whom have a statement of Special Educational Need. Every child has an individual programme drawn up by their class teacher; this is a very specific but manageable document and addresses all areas of school activity, including the National Curriculum and Social and Independence skills. Where appropriate, the school draws on other professionals for help, and can set up integration links with other Special or mainstream schools. The school has developed a well resourced soft play area and sensory room which are very useful in a variety of situations. Close links with parents are very important at Langley and underpin all the school's work. AF Adapted from website with head's permission

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty Y
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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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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