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 Good

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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?

The pupils who attend City United Academy have had negative experiences of school in the past, and many have missed large periods of their education. The moment they step over the threshold of this school, they are greeted with warmth, care and acceptance. It is a school full of love, laughter and staff who care passionately about the pupils. Pupils are happy, safe and listened to.

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What is it like to attend this school?

Relationships are extremely positive. A supportive, respectful culture is evident throughout the school. Staff know pupils extremely well and are skilled at helping if pupils become anxious. Staff expect pupils to behave well, and they absolutely do. Staff model positive behaviour consistently. Lessons are calm, and breaktimes are harmonious. Bullying and other unwanted behaviours are rare. Pupils know that staff will sort issues quickly because the school’s approach is so consistent and well known by all.

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What is it like to attend this school?

There is a tangible ambition for pupils’ learning. Staff are determined that pupils will be successful. Pupils display positive attitudes and are enthusiastic in lessons. Pupils often have gaps in their knowledge because of missed schooling in the past. But here, they achieve well because of the focused support teachers and mentors give them.

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better?

The school has put in place a broad curriculum that teachers carefully adapt to pupils’ needs. The school provides pathways to gain qualifications, including GCSEs, and pupils achieve well. The school uses targeted catch-up sessions effectively to address gaps in pupils’ knowledge caused by having missed education in the past. There is a clear ambition for pupils to achieve well.

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better?

In most subjects, the school has decided what pupils should learn and in what order. It has ensured that the curriculum in these subjects supports pupils to build knowledge coherently over time. In a small number of subjects, however, the detail of what pupils need to learn lacks precision. This means that, in some lessons, pupils do not learn or practise the skills and knowledge that are most important.

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better?

Teachers present information clearly and choose exciting and engaging activities. They ask questions that help pupils to deepen their understanding through discussion. Staff are knowledgeable about how to help pupils who have special educational needs and/or disabilities (SEND). There is significant expertise across the school. A culture of collaboration means staff learn from one another regularly. They are skilled at identifying whether pupils need additional help, and if they do, the school is quick to provide it.

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better?

Reading is a pillar of the school’s curriculum. Pupils read regularly in English and across the curriculum, and most do so fluently. If they struggle, the school offers the support they need to become confident readers. Teachers are skilled at engaging 3 to 5 June 2025 pupils in the high-quality texts they encounter, making them exciting and memorable. The school chooses books that address themes such as friendship, empathy and the experience of refugees. This contributes to broadening pupils’ social and cultural understanding.

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better?

Pupils benefit from a range of extra-curricular activities. They make regular visits to sports venues for physical activities, including swimming, football and using a gym. Staff encourage and help them to join clubs and organisations outside of school. For example, several pupils attend local football clubs and the air cadets. The journey towards being ready for the world of work starts when pupils first arrive at the school. Staff listen to pupils’ dreams and ambitions and tailor work experience accordingly. Pupils receive guidance so they know what qualifications and experience they need. Independent careers advice is also provided, along with visits to colleges and companies that provide apprenticeships.

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better?

A well-implemented personal, social and health education (PSHE) curriculum helps pupils to gain an understanding of the world around them. Pupils develop a secure understanding of equality and healthy relationships. They understand themes such as consent and the risks of negative peer pressure. The school has established an open culture where pupils can discuss their feelings and mental health safely, which pupils very much appreciate and benefit from.

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better?

Some pupils have struggled with their behaviour in the past. This is not the case at this school because of how skilled staff are at helping them. The school works tirelessly to engage pupils and their families positively to reduce pupil absence. The actions of the school are successful because there is a culture of simply never giving up.

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better?

The school develops positive partnerships with parents and carers. All the parents who responded to Ofsted’s parent survey praised the school for the positive impact it has had on their child’s education and well-being.

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better?

The proprietor body shares the passion of school staff to provide a successful education for every pupil. Members are an integral part of school life, offering regular support and challenge. They have ensured that pupils benefit from high- quality resources in a welcoming environment. They check that the school building is well maintained and safe. Leaders and the proprietor body are diligent in ensuring all the independent school standards are met consistently.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 In some subjects, the school has not identified precisely enough what it wants 3 to 5 June 2025 pupils to know and remember. This means that pupils do not develop the same depth of knowledge across all subjects. The school should ensure that it identifies the most important knowledge pupils are expected to know for all areas of the curriculum. This will help pupils gain a suitable, secure depth of knowledge across the whole curriculum.

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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. 3 to 5 June 2025

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School details

Annual fees (day pupils) £24,786 to £43,409

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School details

Email address Sandra.jones@cityunited.org

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School details

Date of previous inspection 10 to 12 May 2022 3 to 5 June 2025

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Information about this school

 The school is run by City United Limited which is a registered charity.  The school provides education for pupils between the ages of 11 and 18 who have had negative experiences of education in the past.  Pupils are placed at the school by local authorities. All pupils have SEND and most have education, health and care plans.  The school provides for pupils with autism and social, emotional and health needs.  The school does not use any alternative provision.

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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

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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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 discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors carried out deep dives in these subjects: English, mathematics, PSHE and science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also looked at pupils’ work in some other subjects.  Inspectors met with the headteacher, regional director and other school leaders. They spoke formally to other staff.

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Information about this inspection

 An inspector met with the chair of the proprietor body.  Inspectors observed pupils’ behaviour in lessons, at different times of the day and at breaktimes and lunchtimes. They spoke with pupils in lessons and around school.  Inspectors considered responses to Ofsted’s staff, parent and pupil surveys, which 3 to 5 June 2025 includes Ofsted Parent View and parents’ free-text responses.  Inspectors reviewed a range of documents, including school improvement plans.

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Inspection team

Gareth Morgan, lead inspector His Majesty’s Inspector

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Inspection team

Simon Smith Ofsted Inspector 3 to 5 June 2025 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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