Camp Hill Education

School progress monitoring inspection report

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Camp Hill Education The Bordesley Centre, Stratford Road, Camp Hill, Birmingham, West Midlands B11 1AR

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1), 2(1)(a), 3, 3(d), 3(g)  At the previous progress monitoring inspection in September 2025, the school had improved its work on curriculum, teaching and assessment. This work has continued with a determined, precise and positive focus. Previously met standards within Part 1 remain met. Previously unmet standards are now met. The curriculum and assessment policies are implemented well.  The school has prioritised successfully the leadership and oversight of teaching. It has strengthened the teaching team. Staff have received detailed, pertinent and relevant training. The tiered structure and high quality of this training impacts positively upon individual pupil’s learning and progress.  A cohesive set of plans for individual subjects are in place and provide a starting point for the curriculum and learning. Detailed baseline assessments build upon pupil profile

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Main inspection findings

information received at transition. This informs which pathway, subjects and priorities are right for each pupil.  Staff use the detailed and comprehensive information from a wealth of sources, including education, health and care plans, to front-load the targets and priorities for each pupil. Staff weave the social and emotional needs, along with the educational targets, into a learning package that supports pupils’ self-esteem, self-regulation and learning. Staff show a secure understanding of the aptitude, needs and prior attainment of pupils and use this to guide lesson structure, content and their teaching. This supports pupils to know and apply their learning well.  The school uses its wealth of knowledge of each pupil to bring about improvements in attendance. This, in turn, supports pupils’ progress. Staff have sustained and further strengthened their expectations of pupils’ engagement in their own learning. If pupils are

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Main inspection findings

unable to attend school for any reason, staff take the learning to them. This may be via remote learning or staff providing learning within the pupil’s home setting.  Review of pupils’ work over time demonstrates that the curriculum within subjects is sequenced and develops pupils’ learning and understanding sequentially. Staff keep a close, watchful eye on starting points, gaps in knowledge and progress. They bring this information together to make relevant changes to each lesson, or part of a lesson. The skilful way that staff achieve this is effective and makes a real and positive difference to each pupil’s progress.  Pupils themselves recognise and speak of the difference that the school is making to them as individuals and as learners. Pupils know their direction of travel in terms of course routes and qualifications. They are involved, alongside parents and carers, in the decision-making process. Pupils see the purpose of their learning. This has improved

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Main inspection findings

engagement and attendance.  Pupil voice and understanding is now part of the assessment process. The direct consideration and review of their learning, both in terms of errors and misconceptions, as well as successes, are helpful to both staff and pupils. The joined-up approach to the bespoke assessment and recording system is effective. Pupils benefit from this within and across lessons as well as over sequences of lessons and units.  At the previous inspection, these independent school standards (the standards) were not met. The school has ensured that they are now met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1), 34(1)(a) and 34(1)(b)  At the previous progress monitoring inspection, the school had not ensured that the standards were met consistently. There were improvements with some previously unmet standards being met. Systems had been put in place and leaders’ expertise had strengthened.  The above improvements have been sustained and further developed since the previous inspection. However, at that point in time, the effect and impact of the improvements were in their early stages. The school has had time to demonstrate the relevance and impact of the focused improvements. The proprietor’s actions make a significant and positive difference to staff’s knowledge and delivery of the curriculum, which in turn has improved pupils’ learning experience and progress.  The proprietor has made judicious appointments to the staffing and leadership team

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Main inspection findings

over time. They have also sought appropriate external support and acted upon the advice received in a strategic and systematic manner The proprietor is determined to provide an education that ‘builds brighter futures’. The actions taken since the previous full standard inspection and checked at the previous progress monitoring inspection demonstrate a sustained focus on this.  The proprietor has invested resources, both in time and finances, to ensuring that leaders are equipped with the specific and detailed experience and expertise to meet the unique needs of the pupils attending the school. This professional learning is cascaded to all staff in a tiered, strategic and focused manner. The school’s professional learning programme is rigorous and there are secure improvements in teaching that meet pupils’ needs and address gaps in their learning.  The proprietor has ensured that leaders and staff know and understand the direction of

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Main inspection findings

travel. An earlier action plan was evaluated as not acceptable by the Department for Education (DfE) in July 2025. The proprietor’s actions since have ensured that a second action plan was evaluated as acceptable in November 2025. However, the school did not wait for the approval of this plan to take action. The proprietor has been building capacity and expertise over time. This has come to fruition in terms of all previously unmet standards now being met. The systems, structures and staffing lend themselves to leaders demonstrating that they have the relevant knowledge and skills to do so with consistency.  The school recognises that although the standards are now met, there is more to do to ensure that it raises the profile and standards of evaluation areas across the inspection toolkit. They are in the process of using external support and internal knowledge and expertise to review and refine the action plan further to ensure they continue to meet

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Main inspection findings

the standards and provide a quality education to and for the pupils.  At the previous inspection, these standards were not met. The school has ensured that they are now met.

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Main inspection findings

Schedule 10 of the Equality Act 2010  The school has an accessibility plan that fulfils the requirements of schedule 10 of the Equality Act 2010.

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Compliance with regulatory requirements

The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements that were checked during this inspection. This included the standards and requirements that the school was judged to not comply with at the previous inspection. Not all of the standards and associated requirements were checked during this inspection.

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub- paragraph (2) is drawn up and implemented effectively; and  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress;

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and

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School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which 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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School details

Gender of pupils in the sixth form Mixed

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School details

Of which, number on roll in sixth form 7

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School details

Annual fees (day pupils) £33,500 to £55,000

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School details

Email address camphilleducation@gmail.com

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School details

Date of previous standard inspection 11 to 13 February 2025 and 11 March 2025

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Information about this school

 Camp Hill Education is an independent school for pupils with social, emotional and mental health needs. All pupils have education, health and care plans and are placed at the school by the local authority.  The school is located within a community centre in the centre of Birmingham.  The school does not make use of any alternative provision.

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Information about this inspection

 This inspection was carried out at the request of the registration authority for independent schools. The purpose of the inspection was to monitor the progress the school has made in meeting the independent school standards and other requirements that it was judged to not comply with at its previous inspection.  This inspection was conducted without notice.  This was the second progress monitoring inspection since the school was found not to comply with the standards at its previous standard inspection in March 2025. The first progress monitoring inspection took place on 17 September 2025.  The DfE required the school to prepare an action plan.  Ofsted evaluated this action plan on 27 November 2025, which was accepted by the DfE.  The inspector held discussions with the proprietor, who is also the headteacher, and the deputy headteacher. During discussions, the inspector reviewed the progress made

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Information about this inspection

against previously unmet standards. This included reviewing curriculum policies and schemes of work. The inspector met with staff.  The inspection also considered the school’s safeguarding arrangements, including the single central record of pre-employment checks and whether the school’s safeguarding policy is available to parents and carers. These requirements of the independent school standards are met.  The inspector visited the classroom during lessons, spoke to pupils and reviewed samples of work.  The inspector reviewed a range of documents, including the school’s current action plan and information available on the school website.

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Inspection team

Kirsty Foulkes, lead inspector His Majesty’s Inspector guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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Inspection team

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Inspection team

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