Eden Boys’ School, Birmingham

Highlights from Latest Inspection

Outcome

Eden Boys' School, Birmingham has taken effective action to maintain the standards identified at the previous inspection.

The principal of this school is Rabia Afzal.

This school is part of Star Academies, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Sir Mufti Hamid Patel CBE, and overseen by a board of trustees, chaired by Kamruddin Kothia OBE DL.

What is it like to attend this school?

Pupils thrive in a culture of high expectation and achievement.

Staff create an ethos in which pupils are enabled to reach their academic and personal potential, regardless of their sta...rting points. This ethos is firmly rooted in the school's values. Pupils, including those with special educational needs and/or disabilities (SEND) achieve exceptionally well.

Attendance is very high. Pupils enjoy coming to the school and appreciate the support they receive from staff. They feel safe and able to share their feelings.

Pupils display exemplary behaviour in lessons and they are focused and resilient. They move around the building in a calm and orderly manner. Pupils support one another well.

A respectful and inclusive culture is evident in the school.

First-rate opportunities for personal development are in place. There is a wealth of wide-ranging opportunities for pupils to develop their talents.

They take part in a variety of enrichment activities which help them to develop their character. Trips to the theatre and visits to key places in British culture and history are regular features of their experience. Pupils hugely value the many opportunities that they otherwise may not have.

Therefore, pupils are very well prepared for later life.

What does the school do well and what does it need to do better?

The school holds very high ambition for its pupils and succeeds in helping them achieve superbly. Pupils receive robust support in terms of careers education.

They talk highly of their aspirations and how they are being helped to explore these. They appreciate the range of employers they encounter, such as the Royal Navy. Staff help pupils to consider which route would be best for them, including apprenticeships.

This work is thoughtfully threaded through the curriculum.

The curriculum, focused on the English Baccalaureate (EBacc), is ambitious for all pupils. The key to the success of the curriculum is the consistent implementation by staff.

Teachers are experts in their subjects. The approaches the school takes to checking pupils' learning help teachers to do so very accurately. They use this information to precisely identify what they need to teach next.

This well-balanced approach to assessment increases the impact of teaching.

The school identifies and expertly supports pupils with SEND. Staff know the pupils extremely well.

Teachers adapt their lessons effectively to ensure that pupils with SEND can not only access the learning but can thrive in the classroom. For example, pupils who struggle with their emotions have help to understand their own responses to situations. As a result of this support, pupils with SEND achieve exceptional outcomes.

The school fosters a culture of reading. Pupils in the earlier stages of reading are effectively supported to catch-up with their peers. Reading opportunities are seized on during learning.

Pupils' learning is consistently enriched through the development of key vocabulary.

The school does all it can to get pupils into school and this remains a top priority. The school applies an effective strategy to identify and support pupils and families who are struggling with their attendance.

Pupils understand that it is important to be in school. They appreciate the rewards they receive for attending well, working together and achieving in their work. Pupils' attitudes to learning are exceptional and this evident in the presentation of their written work.

The school's work to promote pupils' personal development is very strong. Pupils learn important knowledge about positive mental health and well-being. The school's curriculum to develop pupils' personal, social, health and economic education is highly effective.

Pupils talk knowledgeably about kindness, tolerance and respect.

Staff and leaders at all levels are passionate about the school and its pupils. The trust, and particularly governors, have a clear understanding of the school.

They play an active role in setting the strategic direction that ensures the continuing success of the school.

The school offers strong support for teachers and pastoral staff. Leaders are mindful of workload and regularly consult staff on the issue.

Staff and pupils are helped to accurately understand what leaders are trying to achieve. As a result, the school community thrives.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be outstanding for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in 22–23 May 2018.