Hamd House School

Hamd House School

Address: 73 Burbidge Road, Bordesley Green, Birmingham, West Midlands, B9 4US Unique reference number (URN): 131687

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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

High attendance is part of the culture here. Leaders and staff have worked diligently to achieve this. They work closely with parents and carers, and the wider community, to ensure all involved in pupils’ lives understand the importance of attending school frequently. As a result, pupils' attendance is consistently above national averages. Where pupils may struggle to attend, leaders act quickly to identify concerns and remove barriers at an early stage.

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Attendance and behaviour Strong standard

A culture of positive behaviour permeates throughout the school. Very positive relationships, built on mutual respect between staff and pupils, are at the heart of this. Leaders have high expectations of pupils' conduct. Staff consistently uphold these in managing and promoting expected behavioural choices. Pupils' behaviour in lessons is typically very positive, particularly in the primary phase. Where pupils’ attitudes toward learning fall below leaders' expectations, staff respond swiftly and effectively to address this.

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Attendance and behaviour Strong standard

The support for pupils who struggle to manage their emotions is worthy of note. Leaders are quick to understand the reason why some pupils may be struggling and provide tailored support to help those pupils overcome whatever challenges they may be facing. Incidents of bullying or fallouts are almost unheard of. Leaders support pupils and families skilfully, wherever necessary, ensuring pupils are supported and any issues are resolved swiftly.

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Inclusion Expected standard

The school caters for pupils with a range of different and overlapping special educational needs and/or disabilities (SEND). Leaders work diligently to build a positive culture with pupils, their parents and carers. Working closely with parents, the local authority and other external agencies, leaders build a clear and comprehensive understanding of pupils’ individual needs. By and large, pupils who face barriers to their learning are well supported in the school's SEND base. For example, increasingly, pupils develop their ability to communicate effectively and to better manage their own emotions. Despite these strengths, the academic curriculum across the SEND base is not always aligned closely enough to pupils' starting points. Consequently, on occasion, pupils complete work that is either too easy or too challenging for them. This limits pupils' progress. Leaders have appropriate plans in place to remedy this.

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Inclusion Expected standard

In the main, the help pupils get across the school is well matched to their needs. However, on occasion, and particularly in the secondary provision, the support pupils receive does not always help pupils overcome the barriers they may be facing. There are currently no pupils at the school who are known to, or previously known to, social care. However, leaders have considered how they would support such pupils should they join the school. These plans are appropriate. The school does not make use of any providers of alternative provision.

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Achievement Needs attention

By the end of key stage 4, pupils do not achieve as well as they should. Variability in the delivery of the curriculum means that too often pupils, including those with special educational needs and/or disabilities (SEND) and particularly boys, do not develop a secure understanding of the things they are taught. Consequently, some pupils do not make suitable progress from their starting points and struggle to apply their learning successfully in external examinations.

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Achievement Needs attention

Too often, across the secondary phase, pupils’ classwork is of poor quality and errors or gaps in learning are not routinely addressed. Leaders have been slow to identify this weakness in pupils’ achievement and have not begun to address these in a timely enough manner. This means pupils are not prepared well enough for their next steps.

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Achievement Needs attention

However, pupils’ achievement in the primary phase is secure. Here pupils, including those with SEND, make appropriate progress from their starting points. They leave key stage 2 with the knowledge, skills and understanding they need to move into secondary education.

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Curriculum and teaching Needs attention

Leaders’ understanding of the quality of teaching and learning across the school is not consistently accurate. In the primary phase, leaders have a clear understanding of the strengths and areas for development. They take swift action to address any weaknesses they identify. However, this is not replicated in the secondary phase. Here, leadership instability has hindered leaders' ability to routinely check and evaluate the curriculum. As a result, leaders have not acted swiftly enough to identify and address aspects of curriculum implementation requiring attention.

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Curriculum and teaching Needs attention

The curriculum is well planned across both phases, so that the knowledge pupils encounter builds sequentially upon what has been taught before. However, teachers do not check carefully enough on what pupils have learned before moving on. This breeds misconceptions and limits pupils’ progress.

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Curriculum and teaching Needs attention

In the primary phase, the teaching of phonics is a strength. Pupils learn the sounds they need to become fluent and confident readers. Those that fall behind receive helpful and timely support to keep up with their peers. In the secondary phase, leaders have only recently begun to identify gaps in pupils’ reading. They do not build a clear enough picture of pupils' reading ability and the support provided is not well matched to pupils' needs. Consequently, some pupils do not make the progress they otherwise could.

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Curriculum and teaching Needs attention

Across both phases, teachers’ subject knowledge is secure. Leaders support them successfully to develop their expertise where needed.

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Leadership and governance Needs attention

Leaders, including the proprietor, are guiding the school through a period of significant instability, managing aspects of the school's work which need improvement. They have recently begun to identify and address some of the shortcomings across the school. For example, they have recognised weaknesses in the academic curriculum in the school’s ‘bridge’ unit for pupils with special educational needs and/or disabilities. They have begun to make appropriate changes to ensure that pupils’ academic starting points are taken into account more readily when the curriculum is designed and delivered. However, while they are crystal clear about what is working well and where improvement is needed across the primary phase, leaders do not have a clear and accurate understanding of all the school’s strengths or areas for further development. This is because they have not checked carefully enough on the provision across the secondary phase. As a result, standards have declined.

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Leadership and governance Needs attention

Additionally, the proprietor has not ensured that the school meets all the independent school standards.

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Leadership and governance Needs attention

Staff speak with enthusiasm about leaders and refer to the school as ‘a family that cares for one another.' Staff also talk positively about their workload and wellbeing. They appreciate the time and care leaders give to ensuring they are supported when needed. However, the proprietor has not ensured that all staff are equipped with the knowledge and skills they need to carry out their roles effectively. While staff have received appropriate safeguarding training to help them understand the risks posed to pupils in their local context, the proprietor has not ensured that all staff understand how to check on pupils' learning effectively.

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Personal development and wellbeing Needs attention

Pupils do not receive a suitable careers education. While older pupils benefit from impartial careers advice, this is not the case for all. As a result, pupils have a limited understanding of the range of opportunities available to them after leaving school. Despite pupils engaging in work experience, this is not always well matched to pupils’ aspirations. This hinders pupils’ ability to gain the important knowledge they need to make informed choices about their next steps, therefore, leaving them less well prepared for potential future careers than they could be.

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Personal development and wellbeing Needs attention

The well-planned personal development curriculum ensures that pupils learn how to keep themselves safe from harm and supports pupils’ understanding of healthy relationships, including consent. Pupils have a clear understanding of and appreciation for their role in British society. They recognise their role in supporting others, including those of different faiths and cultures. For example, many pupils strive to be part of the democratically elected student council. While in recent times the council has had little to do, leaders are providing an increasingly wide range of opportunities to nurture pupils’ understanding of their social and moral responsibilities. Leaders provide effective pastoral support to those who need it.

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Personal development and wellbeing Needs attention

There are a broad range of clubs that help to promote pupils’ passions and talents outside of the classroom. This includes a range of sports clubs, including girls' football and a coding club. Many pupils enjoy taking part in these. Leaders have also carefully curated a range trips and visits to broaden pupils’ horizons. For example, each year pupils visit a national park, engaging in hiking, reading maps and learning about the local geography. These experiences enable pupils to explore parts of the United Kingdom that they might otherwise have not had the opportunity to do. Pupils relish these opportunities.

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

Pupils who face barriers to learning, including pupils with special educational needs and/or disabilities (SEND), are generally well supported here. Pupils in the school's internal SEND base typically receive tailored support that helps them overcome any challenges they may encounter. However, on occasion, the support other pupils receive across the school to overcome barriers to learning is not routinely effective. This hinders pupils' progress.

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

Across the school, pupils enjoy their learning. They appreciate their lessons and recognise the importance of developing and deepening their knowledge of the subjects they study. Pupils within the primary phase benefit from a well-planned and well-taught curriculum. However, this is not always the case for pupils in the secondary phase. Here, variability in the quality of teaching holds pupils back. Gaps in learning are not identified and misconceptions are not addressed. This stops pupils from achieving as well as they should.

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

Despite these shortcomings, pupils enjoy school and build strong, positive relationships with staff and peers alike. As a result, pupils feel happy and safe, and attend school regularly. They know who to turn to should they need any support. Pupils share a keen sense of belonging to the school 'family'. Bullying is rare. On the odd occasion that pupils fall out, incidents are dealt with swiftly and effectively. Pupils know what is expected of them and most strive to meet leaders’ high expectations in all that they do. Pupils can focus on their learning because lessons are rarely disrupted.

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

Pupils of all ages benefit from a range of trips and visits that help them to widen their horizons beyond their local community. However, pupils do not gain a broad enough understanding of the world of work. This leaves pupils underprepared to make informed decisions about their next steps.

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Next steps

Leaders should ensure that they accurately identify the precise gaps in pupils’ reading knowledge and provide focused support so that all pupils, particularly those in the secondary phase, are able to read fluently and with confidence. Leaders should ensure that teachers check pupils’ knowledge and understanding carefully across the school and adapt their teaching to address any gaps in learning as these arise, so that pupils develop a secure understanding of the important things they are taught. The proprietor should provide sufficient opportunities for pupils to gain and benefit from a broad range of high-quality experiences that support them to develop their understanding about the world of work and the opportunities available to them after school. The proprietor should ensure that pupils’ achievement in national tests and assessments improves, so that all groups of pupils are well prepared for their next stage in education or

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Independent school standards

Independent school standards are either met or not met for each category. training. The proprietor should ensure that it holds sufficient oversight over all aspects of the school's provision and provides appropriate challenge and support for school leaders to bring about the improvements needed where necessary.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, other senior leaders and the proprietor during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having an Islamic religious character.

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About this inspection

The school does not use any alternative provision.

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About this inspection

The proprietor body is Hamd House School LTD and the chair of the proprietor body is Israr Khan.

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About this inspection

The fees currently charged are £3,000 to £15,000.

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About this inspection

The email address of the school is admin@hamdhouse.co.uk

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About this inspection

1. Quality of education provided Standards not met

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About this inspection

The following standards have not been met:

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About this inspection

The standard in this paragraph is met if– (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

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About this inspection

(b) the written policy, plans and schemes of work– (i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and

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About this inspection

For the purposes of paragraph (2)(1)(a), the matters are–

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About this inspection

(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that– (ii) enables them to make informed choices about a broad range of career options; and (iii) helps to encourage them to fulfil their potential;

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About this inspection

(h) that all pupils have the opportunity to learn and make progress; and

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About this inspection

The standard in this paragraph is met if the proprietor ensures that the teaching at the school–

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About this inspection

(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; (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; (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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About this inspection

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

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About this inspection

3. Welfare, health and safety of pupils Standards met

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About this inspection

All standards have been met. 4. Suitability of staff, supply staff, and proprietors Standards met

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About this inspection

5. Premises of and accommodation at schools Standards met

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About this inspection

6. Provision of information Standards met

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About this inspection

7. Manner in which complaints are handled Standards met

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About this inspection

8. Quality of leadership in and management of schools Standards not met

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About this inspection

The following standards have not been met: Paragraph 34(1)

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About this inspection

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–

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About this inspection

(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; (b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and

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Lead inspector:

Alexander Laney, His Majesty's Inspector

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Team inspectors:

Kirsty Foulkes, His Majesty's Inspector Bianka Zemke, His Majesty's Inspector

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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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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

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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