The Edge Academy

The Edge Academy

Address: 946, Bristol Road South, Northfield, Birmingham, B31 2LQ Unique reference number (URN): 142071

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders have established a deeply embedded culture that is highly conducive to learning. Attendance is monitored rigorously, and personalised strategies remove barriers effectively, leading to sustained improvements for individuals and groups. Pupils now speak positively about coming to school and understand the importance of attending regularly.

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Attendance and behaviour Strong standard

Attitudes to learning are consistently positive. Pupils settle quickly into lessons, show resilience when faced with challenges and take pride in their achievements. Older pupils model exemplary behaviour and set high standards for others. Bullying and discriminatory behaviour are rare and dealt with swiftly and effectively when they occur.

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Attendance and behaviour Strong standard

Staff and pupils share high expectations, and routines are firmly embedded across the school day. This culture of respect and responsibility means that pupils feel safe, valued and motivated to succeed. Pupils talk positively about how they now see the school as a place of opportunity rather than an obligation, and they appreciate the support that helps them to succeed. Leaders’ work to promote positive behaviour extends beyond the classroom, with structured social times and enrichment activities that reinforce pupils’ sense of belonging and community. Pupils also value opportunities to contribute to school life, which strengthens their confidence and sense of responsibility.

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Personal development and wellbeing Strong standard

The school offers an extensive and carefully tailored programme of personal development that enriches pupils’ experiences and prepares them very well for life beyond school. Pupils, including those that are disadvantaged, develop secure knowledge across relationships, sex, health and citizenship education, and they are confident, resilient and reflective. They behave with integrity and cooperate consistently well with others.

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Personal development and wellbeing Strong standard

Opportunities to broaden pupils’ horizons are plentiful. Overnight residentials for Year 10 pupils, outdoor adventure activities and community engagement all help pupils to build confidence and character. Artistic, cultural and sporting experiences are woven into school life, and pupils speak enthusiastically about these. They talk with pride about creative projects shared with parents and carers, including pumpkin carving that brings joy and events that strengthen community links.

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Personal development and wellbeing Strong standard

A standout feature is the school's 'connect' programme, which has a significant impact on pupils’ sense of belonging and readiness for life beyond school. Through this approach, pupils engage in structured activities that strengthen teamwork, communication and problem-solving. They value the chance to build relationships with peers and staff in a supportive environment, and many describe their sessions as the highlight of their week.

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Personal development and wellbeing Strong standard

Careers education is comprehensive and meets statutory requirements. Pupils understand their options and know what they need to do to achieve their ambitions. Leaders anticipate pupils’ pastoral needs and act swiftly, ensuring that support is highly effective. Pupils feel valued and included, and they benefit from a culture that promotes equality, respect and wellbeing. Evidence of impact is clear in pupils’ attitudes, confidence and readiness for their

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Expected standard

next steps. Leaders continue to refine this programme so that pupils have even more opportunities to develop independence and resilience.

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Achievement Expected standard

Pupils achieve well from their starting points. They gain qualifications that enable them to move on to education, training or employment. Those who return to their previous school do so with renewed confidence and enthusiasm for learning. Success rates for placements and reintegration continue to improve, and pupils benefit from immediate recognition through qualifications and award schemes. Leaders are ambitious for pupils to achieve higher grades, and examination entries are increasing.

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Achievement Expected standard

The vast majority of pupils progress successfully to college courses, apprenticeships or employment. The number of pupils not in education, employment or training after leaving The Edge is exceptionally low. These outcomes reflect leaders’ strong focus on preparing pupils for their next steps. Current pupils typically make secure progress across the curriculum and retain more knowledge than before. However, a very small number do not currently have enough opportunities to consolidate prior learning or build on newly acquired reading skills and apply them confidently across subjects.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that is ambitious and suitably broad, combining core subjects, such as English, mathematics and science, with a wide range of vocational opportunities, including construction, and hair and beauty. These pathways give pupils practical skills and qualifications that prepare them for future employment and broaden their aspirations.

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Curriculum and teaching Expected standard

Most teachers use their knowledge of pupils’ needs to adapt lessons and provide targeted support. Reading intervention is a notable strength. It is skilfully implemented and timely, enabling pupils who are struggling with learning to read to secure foundational skills quickly and effectively. Pupils benefit from structured programmes that help them catch up and gain confidence in reading.

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Curriculum and teaching Expected standard

While the curriculum is appropriately planned and typically well adapted and taught across the school, in a small number of cases, adaptations to teaching are not as precise, making learning harder for some pupils. Leaders also know that pupils need more opportunities to practise reading widely across subjects and to read for pleasure so that their fluency and comprehension become embedded.

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Inclusion Expected standard

Leaders have created a culture of inclusion, supported by thorough assessments and regular reviews of pupils’ needs. From the moment pupils join, staff work closely with families and professionals to design tailored plans that remove barriers to learning and wellbeing. These plans are reviewed systematically to reflect pupils’ progress and changing circumstances, ensuring that support remains focused and effective for all pupils.

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Inclusion Expected standard

Outreach and reintegration work are clear strengths. Increasing numbers of pupils successfully return to mainstream education, supported by detailed profiles and transition plans that give receiving schools a clear understanding of pupils’ needs and strategies that work. This collaborative approach helps pupils to settle quickly after reintegration.

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Inclusion Expected standard

Staff act quickly to put helpful strategies in place in the classroom. They receive regular training to ensure that inclusive practice is a priority. Because of this, most pupils with special educational needs and/or disabilities, as well as those who are disadvantaged, make steady progress and feel fully included in school life. Leaders are aware that, in a small number of cases, the way the curriculum is adapted in the classroom does not consistently help pupils to learn as well as it could.

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Leadership and governance Expected standard

Leaders have a clear and well-defined vision that places pupils’ success and wellbeing at the heart of every decision. They understand the school’s context deeply and have prioritised actions that make a tangible difference to pupils’ lives. This vision is practical and focused on what matters most, maintaining a steadfast focus on enabling pupils to achieve well and thrive. Leaders, supported by governors, have a strong grasp of the school’s strengths and areas for development. They are working resolutely to ensure that every pupil gets the most from their time at The Edge so that no opportunity for success is missed.

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Leadership and governance Expected standard

Leaders have strengthened partnerships with other schools and agencies, creating networks that broaden pupils' opportunities and support reintegration effectively. Leaders’ decisions demonstrate foresight and integrity. For example, adjustments to term dates and flexible working arrangements demonstrate their commitment to staff's wellbeing, which, in turn, benefits pupils. Trustees share this ambition and provide appropriate challenge and support, ensuring that resources are used wisely and decisions are firmly in pupils’ best interests. The trust fulfils its statutory duties well.

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Leadership and governance Expected standard

Leaders have invested in professional learning that equips staff to deliver the curriculum effectively and meet pupils’ diverse needs. Where this vision is implemented consistently, pupils achieve well and develop confidence in their future.

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What it's like to be a pupil at this school

Many pupils arrive carrying the weight of disrupted education and fractured experiences, often feeling excluded and unsuccessful. At The Edge Academy, this begins to change. Pupils now describe a renewed sense of belonging and optimism. They talk with pride about creative projects shared with parents and carers, such as art sessions and overnight residentials that build resilience and trust. These experiences help pupils see to themselves differently and broaden their horizons. Staff encourage pupils to be brave and believe in themselves. They listen, care and challenge pupils to aim higher. Relationships are warm and respectful, and pupils say bullying is rare. When concerns arise, they are dealt with swiftly and effectively. Pupils feel safe and supported. Success feels tangible for pupils through, for example, immediate feedback, rewards and qualifications that open doors to future opportunities. Consequently,

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What it's like to be a pupil at this school

behaviour is calm and purposeful in lessons as well as breaktimes.

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What it's like to be a pupil at this school

Pupils enjoy learning and speak positively about lessons that help them to catch up and move forward in their learning. They value opportunities to gain practical skills and qualifications that prepare them for life beyond school. Partnerships with external organisations help to widen pupils' horizons. For example, visits to mainstream schools, football networks with other provisions, and strong community links help to make the world feel bigger and safer for pupils. For those who need extra help, the school works with families to ensure that they feel part of their children's journey, for example, through the provision of food hampers and outreach support. Pupils also appreciate life skills lessons that help them to make healthy decisions beyond school, including when faced with challenges to their personal safety.

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What it's like to be a pupil at this school

This is a school where hope is rebuilt and belief takes root. As a result, it is a place that helps pupils to see themselves not by the struggles of their past, but by the promise of what lies ahead.

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Next steps

• Leaders should ensure that teaching staff routinely and consistently adapt the curriculum across subjects so that pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, can access, retain and remember the intended knowledge. • Leaders should ensure that staff provide pupils with regular, purposeful opportunities to practise reading and read widely across all subjects to strengthen fluency, vocabulary and comprehension.

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About this inspection

This school is part of The Edge Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Ruth Harker.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place. technical education qualifications and apprenticeships.

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Facts and figures used on inspection

Inspectors spoke with the principal, members of the leadership team, including those with responsibility for safeguarding, and members of the board of trustees during the inspection. An inspector also spoke with a representative of the local Virtual School, a representative of the local authority and a representative of the local education sharing partnership.

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Facts and figures used on inspection

Inspectors spoke with pupils, parents and staff about their experiences and looked at work during classroom visits and across wider provision.

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Facts and figures used on inspection

The inspectors confirmed the following information about the school:

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Facts and figures used on inspection

The Edge Academy is an alternative provision free school that provides education for pupils aged 11 to 16.

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Facts and figures used on inspection

At the time of the inspection, 55 pupils were attending the school. They remained on the roll of their mainstream school. The school has the capacity to accommodate up to 72 pupils.

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Facts and figures used on inspection

Almost all pupils are eligible for free school meals. Over half of the remaining pupils require additional support for special educational needs. A notable minority of pupils have education, health and care plans.

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Facts and figures used on inspection

The school caters for pupils with complex social, emotional and mental health needs and/or those who are at risk of permanent exclusion from their mainstream school.

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Facts and figures used on inspection

The school includes a short-term provision known as 'connect' for pupils from local mainstream schools in key stage 3 who are at risk of permanent exclusion.

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Facts and figures used on inspection

The school does not use any alternative provision.

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Facts and figures used on inspection

A new principal and new members of the senior leadership team have been appointed since the previous inspection.

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Facts and figures used on inspection

Principal: Adam Smith This data is from 6 January 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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