City United Academy (CUA)

Inspection of City United Academy (CUA) 10 Edward Street, Birmingham B1 2RX

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils at City United Academy get a second chance to succeed in education, having previously missed a lot of school and having significant gaps in their learning. Staff take time to understand pupils’ individual needs. They provide strong guidance and support to overcome pupils’ barriers to learning. This helps to re-engage pupils in their education.

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What is it like to attend this school?

Relationships in the school are based on respect. Expectations for behaviour and conduct are high. As a result, pupils behave well. They listen to staff and each other during and outside lessons. Pupils say that bullying does not happen. If issues do arise, these are quickly resolved through staff’s early and skilful intervention.

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What is it like to attend this school?

Leaders have created a curriculum that is ambitious and now offers a broader range of subjects. Reading is a high priority and staff work closely with pupils to develop their skills in this area. Many pupils have improved academically and socially since starting at the school.

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What is it like to attend this school?

Pupils have regular opportunities to socialise. At lunchtimes and breaktimes, they play games such as table tennis. Leaders organise projects promoting active citizenship and enterprise. These ensure that pupils develop crucial skills needed for the next stage of their life.

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better?

Leaders and staff want to provide all pupils with the chance to succeed. They have created a safe environment that aims to develop pupils’ character and to prepare them for their future. Leaders are ambitious for what pupils can achieve academically, and most pupils complete GCSE examinations.

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better?

There is a coherently designed curriculum in a range of subjects. There is an emphasis on the core subjects of mathematics, English and science. However, pupils also experience a carefully considered curriculum in a range of other subjects. Teachers, some of whom are recently qualified, demonstrate a sound subject knowledge in their area of expertise. All staff receive extensive training to support their understanding of how to meet pupils’ specific needs. There are not as many opportunities to further develop the expertise of teaching staff in subject-specific areas.

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better?

Reading is a high priority in the school. Staff introduce pupils to a wide range of texts and encourage pupils to learn from reading and to enjoy reading. Academic mentors start the day reading with pupils and discussing vocabulary. This supports those pupils who engage to improve their ability to read for meaning. For some pupils, this has had a significant impact.

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better?

In mathematics and science, pupils follow a structured curriculum. Pupils build their knowledge and understanding of key concepts. Teaching in these subjects is clear, 10 to 12 May 2022 and staff pick up on pupils’ misconceptions well. While there are suitable resources for lessons, some would be better if there were more. In science, for example, pupils experience working scientifically through watching videos and demonstrations. Pupils say that they would like to experience the practical aspects of science at first hand.

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better?

Pupils arrive at the school with different gaps in their knowledge. Teachers use assessment effectively to adapt their teaching and to identify the support that pupils need to fill those gaps. Expectations of all pupils, most of whom have special educational needs and/or disabilities, are high. Leaders accurately identify pupils’ needs and provide appropriate support to meet those needs. Staff closely track pupils’ progress. They measure both attitudes to learning and academic progress. This ensures that when needs change, so does provision.

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better?

The school has an established personal, social and health education programme. This ensures that pupils develop an understanding of a range of important factors that will prepare them for life in modern Britain. They appreciate the importance of respecting the protected characteristics. They know about fundamental British values, such as democracy and the rule of law. Pupils learn about the importance of consent and healthy relationships through relationships and sex education and health education.

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better?

Staff support pupils to reflect on their behaviour and attitudes and to consider how their actions affect others. Rewards, such as going karting, are used as an incentive and this helps pupils think about the choices they make. Attendance for many pupils improves when they start at this school, but for some it is still too low.

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better?

Pupils have regular careers advice. This happens through their mentoring sessions and visits from external providers. Staff identify early on pupils’ career ambitions. They aim to tailor pupils’ experiences and curriculum to support these ambitions. External work experience has not taken place for most pupils. Instead, leaders create opportunities in school to enable pupils to experience the world of work. The creation of a pop-up café is one such experience.

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better?

The proprietor body has an informed oversight of the school. It gathers and checks information on a regular basis. Decisions are made in the best interests of the pupils. Leaders, including the proprietor body, have ensured that the school meets all the independent school standards.

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better?

The school complies with schedule 10 of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders check that all staff are suitable to work in the school. All staff receive comprehensive training on a range of safeguarding issues. They know the signs that indicate that a pupil is vulnerable. All adults who work with the pupils, including 10 to 12 May 2022 those who provide transport, know the systems to report concerns. Leaders act swiftly to address concerns and work closely with other agencies to keep pupils safe.

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Safeguarding

Pupils understand how to keep themselves healthy, both mentally and physically. They understand what makes a healthy relationship. Pupils know how to stay safe when online.

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(Information for the school and proprietor)

 Attendance for a small number of pupils remains low. As a result, these pupils do not make the progress of which they are capable. Leaders should continue to set aspirational targets for improving school attendance and work with the pupils and their families so that pupils make better progress and are better prepared for their future.  Not all staff with teaching responsibilities have had the subject-specific training they need to continue to develop their expertise. This means that they do not benefit from professional dialogue about their subject. Leaders should ensure that all teachers benefit from subject-specific support and training.  Some aspects of the curriculum are currently delivered using visual resources instead of practical resources. This prevents pupils from having hands-on experiences. Leaders should consider introducing more practical resources to enhance the learning experience of pupils, particularly in science.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the provider and you are not happy with the inspection or the report, you can complain to Ofsted . 10 to 12 May 2022

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School details

Annual fees (day pupils) £6,500 to £40,000

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School details

Email address sandra.jones@cityunited.org

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School details

Date of previous inspection 5 to 8 November 2019 10 to 12 May 2022

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Information about this school

 City United Academy is run by City United Limited, which is the proprietor of the school.  The school provides education for pupils between the ages of 11 and 16. Most pupils attending the school are likely to have a range of social and emotional needs and have had a negative experience of education in the past. A small number of pupils have an education, health and care plan and are placed at the school by a local authority.  The school aims to address the individual social, emotional and mental health needs of its pupils by providing a nurturing environment. Pupils referred to the school by their mainstream school may benefit from this support for a limited time and then successfully reintegrate back into their mainstream schools. Others remain at the school until they continue into further education, employment or training.  The school does not use any alternative providers.  The school does not have a religious character.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspectors met with senior leaders, including the headteacher, deputy headteacher and the chair of the proprietor body.  Inspectors carried out deep dives in English, mathematics, art and science. In these subjects, inspectors discussed the curriculum, visited lessons, looked at pupils’ work and talked to staff.  Inspectors also visited lessons for personal, social and health education.  Inspectors examined several policies and schemes of work, as well as documentation relating to health and safety and safeguarding.  The lead inspector checked that the premises complied with the independent school standards.  Inspectors observed pupils’ behaviour during lessons and at social times.  Inspectors spoke to pupils.  Inspectors considered the responses to the staff survey. 10 to 12 May 2022

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maximum number of pupils

The school has applied to the Department for Education (DfE) to make a ‘material change’ to its registration. At the DfE’s request, we checked whether the school is likely to meet the relevant independent school standards if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.

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maximum number of pupils

The school requested a material change to extend the age range to include 18-year- olds and to increase the school’s capacity from 35 to 60. Leaders presented a clear rationale and ambition to support students beyond 16 years of age, enabling them to continue in appropriate study and preparing them for their next stage of education or employment. Leaders presented a proposed curriculum offer that would be suitable to meet those aims. The curriculum would be likely to meet the required standards, if such a material change were granted.

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maximum number of pupils

The building has the appropriate space to increase the number of pupils on roll. A proposed staffing restructure would support this increase. However, the proposed number of 60 would almost double the current number on roll. The recommendation is that capacity be increased to 50. The building would comfortably accommodate this number while maintaining the unique nature of the provision that suits the needs of the pupils so well.

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maximum number of pupils

The outcome of this part of the inspection is: the school is likely to meet the relevant independent school standards if the material change relating to the school provision is implemented.

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Inspection team

Helen Forrest, lead inspector Her Majesty’s Inspector

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Inspection team

Mark Cadwallader Ofsted Inspector 10 to 12 May 2022 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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