SILVER BIRCH SCHOOL

SILVER BIRCH SCHOOL

Address: 170 PACKINGTON AVENUE, SHARD END, BIRMINGHAM, B34 7RD Unique reference number (URN): 138971

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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. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Attendance and behaviour Strong standard

Leaders have established highly effective approaches to improving attendance. They understand the individual barriers that pupils face and respond with personalised support. As a result, many pupils who previously experienced school refusal, anxiety-related absence or disengagement from education now attend regularly and engage positively with school life. Attendance improves for most pupils over time because leaders work closely with families and other professionals to secure sustained engagement in education. Leaders monitor attendance carefully and act promptly where concerns emerge. Their work helps pupils develop positive attendance habits and strengthens their participation in learning.

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Attendance and behaviour Strong standard

Behaviour is positive and contributes to a calm and purposeful learning environment. Staff know pupils exceptionally well and identify emerging concerns before they escalate. Pupils understand behavioural expectations and describe systems as fair and supportive. Bullying is rare, and pupils are confident that adults deal with concerns quickly and effectively. Pupils show positive attitudes to learning and generally remain engaged in lessons. They increasingly regulate their own behaviour and emotions, using strategies that help them manage anxiety or frustration successfully. Respectful relationships between pupils and staff help pupils feel secure, develop resilience and focus on learning. As a result, disruption to learning is rare, and pupils learn in a consistently supportive environment.

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Achievement Expected standard

Pupils achieve well from their individual starting points. Many join the school with significant learning gaps and interrupted educational experiences. Over time, they develop greater confidence as learners and make positive progress across the curriculum. Achievement is particularly positive in English and mathematics, where pupils systematically develop knowledge and skills. Pupils' knowledge builds successfully on prior learning and becomes increasingly secure in their understanding.

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Achievement Expected standard

For many pupils, achievement includes overcoming significant barriers to learning. Pupils develop greater emotional regulation, resilience and engagement with education over time. These improvements help them participate more consistently in learning and support their academic progress.

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Achievement Expected standard

Leaders use assessment information effectively to understand pupils’ progress and identify where support is needed. Staff adapt learning programmes appropriately to help pupils succeed.

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Achievement Expected standard

The school takes an inclusive approach to achievement. Pupils gain the knowledge, skills and qualifications needed for their next stages of education, employment or training and are increasingly well prepared for future learning.

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Curriculum and teaching Expected standard

Leaders have established a broad curriculum that is appropriately adapted to meet the needs of pupils with SEND, as well as social, emotional, and mental health needs. The curriculum takes account of pupils' starting points and helps them re-engage with learning following periods of disruption.

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Curriculum and teaching Expected standard

English and mathematics are particularly well developed. In these subjects, curriculum thinking is clear, and pupils build knowledge and skills in a logical sequence. Teachers use assessment information effectively to identify gaps in learning and adapt learning activities appropriately.

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Curriculum and teaching Expected standard

Most teaching enables pupils to engage successfully with learning. Positive relationships between pupils and staff support participation and help pupils overcome barriers to learning. Assessment information is used well to monitor progress and inform provision. Reasonable adaptations help pupils access learning successfully and remain engaged in lessons.

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Curriculum and teaching Expected standard

Leaders recognise that curriculum planning and implementation are less consistent in a small number of subjects. In physical education and art & design, curriculum planning and sequencing do not yet support pupils to build knowledge and skills as securely as in the strongest subjects. As a result, pupils do not develop their knowledge and understanding as effectively in these subjects, and their learning experiences are more variable across the curriculum.

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Inclusion Expected standard

The school is inclusive and welcoming. Leaders accurately identify pupils' needs and understand the barriers many face. Many pupils join the school following disrupted education, trauma, poor attendance or placement breakdown. Staff help pupils re-engage with learning, attend more regularly and participate positively in school life.

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Inclusion Expected standard

Staff know pupils well. Detailed pupil profiles, regular reviews and close engagement with families ensure that support adapts to pupils' changing circumstances. Provision for pupils with special educational needs and/or disabilities (SEND) is tailored effectively. Leaders carefully consider the most appropriate bespoke provision for each pupil and commission additional support where necessary. This helps pupils overcome barriers to learning, improve attendance and develop greater confidence and well-being.

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Inclusion Expected standard

Pupils benefit from effective partnership working with families, local authorities, the virtual school and other professionals. This contributes to improved attendance, engagement, personal development and emotional well-being. Parents, carers and professionals value the school's understanding of pupils' individual circumstances and needs.

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Inclusion Expected standard

Alternative provision is used appropriately. Leaders check safeguarding arrangements, attendance and pupils' engagement with placements. They can explain how placements support pupils' personal development and preparation for adulthood. However, written agreements do not always clearly define expected outcomes, review arrangements and accountability. This means that the impact of some placements is not evaluated as systematically as it could be.

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Leadership and governance Expected standard

Leaders and the proprietor have established an inclusive culture in which pupils feel safe, valued and supported in succeeding. They have a clear understanding of the school's strengths and priorities and maintain effective systems to monitor standards, evaluate impact and drive improvement. Leadership decisions are firmly rooted in meeting pupils' individual needs and helping them overcome barriers to learning, attendance and well- being.

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Leadership and governance Expected standard

Leaders' self-evaluation is accurate, and they understand the strengths of the current provision and the areas that could be better. This demonstrates a secure understanding of the school's effectiveness and of the areas that would have the greatest impact on pupils' experiences and outcomes. Leaders are reflective, receptive to challenge and focused on continual improvement. Evidence gathered during the inspection indicates that they have the capacity to sustain and further develop the school's work.

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Leadership and governance Expected standard

The proprietor provides effective oversight through a balance of support and challenge. External quality assurance arrangements, such as school improvement partners and teaching mentors, strengthen governance further by providing independent scrutiny of the school's effectiveness and helping leaders maintain a clear focus on improvement priorities. As a result, leaders and the proprietor have an accurate understanding of the school's performance and areas requiring further development.

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Leadership and governance Expected standard

Leaders ensure that the independent school standards are met. Policies, safeguarding arrangements, reporting requirements and recruitment procedures are implemented effectively. Positive relationships with families, local authorities and other professionals support leaders' work and contribute to pupils' success. The culture established by leaders is characterised by respect, inclusion and ambition, enabling pupils who have often experienced significant challenges to engage positively with education and prepare successfully for the future.

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Personal development and wellbeing Expected standard

Leaders have established a broad and ambitious programme for personal development and well-being that extends beyond timetabled lessons and influences the wider life of the school. They understand the significant social, emotional and educational barriers many pupils have experienced and have developed a programme that supports pupils' personal growth, confidence and readiness for adulthood. Therapeutic support, enrichment activities, careers education and community experiences are effectively integrated into pupils' wider development.

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Personal development and wellbeing Expected standard

The school's relational approach contributes strongly to pupils' well-being. Positive relationships between staff and pupils help pupils develop confidence, resilience and self- belief. Many pupils arrive having experienced difficulties in previous settings. Over time, they learn to manage emotions more successfully, build trusting relationships and communicate effectively with others. Pupils feel valued and supported and describe the school as a place where adults understand them and help them succeed.

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Personal development and wellbeing Expected standard

Preparation for adulthood is a particular positive. Pupils benefit from careers education, guidance, and opportunities to explore future pathways in education, employment and training. Leaders place a strong emphasis on developing independence and helping pupils understand the skills and responsibilities associated with adult life. The school's aftercare programme further strengthens this work by providing ongoing support to former pupils as they move into adulthood.

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Personal development and wellbeing Expected standard

Pupils learn about relationships, health and well-being, equality, diversity, protected characteristics, online safety and life in modern Britain. Through citizenship activities and wider personal development opportunities, pupils develop their understanding of social, moral, spiritual and cultural issues and gain experiences that broaden their horizons and prepare them for life beyond school.

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Personal development and wellbeing Expected standard

However, the breadth of the school's personal development offer is stronger than the depth of pupils' understanding in some areas. Pupils do not consistently revisit important concepts in personal development subjects often enough to deepen, consolidate and apply their learning over time. As a result, their understanding of some aspects of personal development is not as secure or well developed as the strongest features of the school's provision.

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

Pupils at Silver Birch School often arrive carrying more than their bags or lunch money. Many bring with them disrupted education, fractured confidence and memories of not feeling successful in school. Some have spent long periods disconnected from learning altogether. What pupils find here is a community that takes time to understand them, value them and help them start again.

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

Pupils are known as individuals. Staff understand their strengths, anxieties, interests and aspirations. They look beyond labels and take time to understand each pupil's story. As a result, pupils develop trusting relationships with adults who listen, encourage and believe in them. Many who once found school overwhelming begin to feel that they belong. They become active members of a community where their voices are heard and their successes matter.

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

Pupils learn in a calm and nurturing environment where respect shapes daily life. They feel safe and know there is always someone to turn to when they need help. Positive relationships between pupils and staff help pupils manage difficulties, resolve disagreements and build confidence in themselves and others. Over time, many pupils learn to trust adults again and develop friendships that previously felt out of reach.

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

Pupils discover that they can achieve. Through highly personalised support, they re-engage with learning, attend regularly and experience success. Alongside academic progress, pupils celebrate personal milestones: managing emotions more effectively, developing resilience, rebuilding relationships and growing in independence. Pupils' horizons broaden through careers education, enrichment activities, community experiences and opportunities that prepare them for adulthood. They begin to imagine futures that once seemed beyond their reach and develop the confidence to pursue them.

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

Above all, pupils thrive because they experience something many have long sought: a genuine sense of belonging. Silver Birch is more than the place where they learn. For many pupils, it is the place where confidence is rebuilt, hope is restored and new possibilities begin to take shape.

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Next steps

Leaders should ensure that curriculum planning and implementation in physical education and art and design enable pupils to develop and secure knowledge and skills as systematically as they do in the strongest subjects, so that pupils experience consistently high-quality learning across the curriculum. Leaders should ensure that pupils revisit, deepen and consolidate learning in personal development subjects, including citizenship, careers education and relationships, sex and health education, so that they develop a more secure understanding of key concepts over time. Leaders should strengthen oversight of alternative provision by ensuring that written agreements clearly identify intended outcomes, review arrangements and accountability, enabling the impact of placements to be evaluated more systematically.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008 and checked the school's compliance with 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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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

Inspectors spoke with senior leaders, staff, the proprietor and groups of pupils during the inspection. They considered a range of evidence, including visits to lessons, scrutiny of pupils' work, discussions with pupils, and reviews of safeguarding and behaviour information. Inspectors also reviewed documentation relating to the curriculum, attendance and the school's systems for monitoring pupils' needs and progress.

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About this inspection

Inspectors reviewed the school's single central record of pre-employment checks and checked that the school's safeguarding policy is published and available to parents and carers. The safeguarding requirements of the Independent Schools Standards were met.

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About this inspection

The inspectors confirmed the following information about the school:

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Independent school standards

Independent school standards are either met or not met for each category. The school caters for pupils with special educational needs and/or disabilities (SEND), including social, emotional and mental health needs. Many pupils have experienced disruption to their education before joining the school.

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Independent school standards

The school provides full-time education for boys and girls aged 11 to 17.

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Independent school standards

The school is registered to admit up to 24 pupils.

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Independent school standards

At the time of the inspection, there were 19 pupils on roll

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Independent school standards

The school uses two unregistered alternative provisions.

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Independent school standards

The school operates from the following address: 170 Packington Avenue, Shard End, Birmingham, B34 7RD

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Independent school standards

The name of the proprietor is Noel Thomas.

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Independent school standards

The school's email address is noelthomas@silverbirchschool.co.uk.

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Independent school standards

1. Quality of education provided Standards met

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Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

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Independent school standards

3. Welfare, health and safety of pupils Standards met

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Facts and figures used on inspection

This data is from 30 June 2026 4. Suitability of staff, supply staff, and proprietors Standards met

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Facts and figures used on inspection

5. Premises of and accommodation at schools Standards met

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Facts and figures used on inspection

6. Provision of information Standards met

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Facts and figures used on inspection

7. Manner in which complaints are handled Standards met

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Facts and figures used on inspection

8. Quality of leadership in and management of schools Standards met

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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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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

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Insufficient evidence

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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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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