Eden Girls’ Leadership Academy, Birmingham

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About Eden Girls’ Leadership Academy, Birmingham

Name Eden Girls’ Leadership Academy, Birmingham
Website http://www.edengirlsbirmingham.org
Ofsted Inspections
Principal Famida Rawoot
Address 256 Hob Moor Road, Birmingham, B10 9HH
Phone Number 01216680540
Phase Academy
Type Free schools
Age Range 11-16
Religious Character Muslim
Gender Girls
Number of Pupils 529
Local Authority Birmingham
Highlights from Latest Inspection

What is it like to attend this school?

All pupils thrive in this unique and empowering school.

They experience consistent and high-quality support to become the best they can be. The school has set very high expectations for pupils' academic achievements and their development. Staff relentlessly focus on helping them to meet these exceptional standards in all areas of school life.

As a result, the pupils flourish and are equipped to fulfil their aspirations.

Pupils live out the 'STAR values' of service, teamwork, ambition and respect daily. They display great care for each other both inside and outside of the classroom.

Pupils support each other in lessons by sharing their learning. They ...engage wholeheartedly in debate and discussion. The school has instilled a culture in which pupils are free to make mistakes and to learn from them.

This gives pupils the confidence and resilience they need to prosper.

Pupils experience a rich range of activities and trips that enhance the curriculum. They learn in detail about the modern Britain they will encounter as an adult.

This includes many outside speakers from different religions and potential employers. Pupils spoke with pride about participating in activities such as raising money for charity, the ambassador roles within school and work with the local eco-park.

What does the school do well and what does it need to do better?

The school has carefully developed a highly ambitious and rigorous curriculum to suit the needs of its pupils.

Leaders have carefully considered the context of the small parts of knowledge they want pupils to gain. The sequence of the curriculum prepares pupils for future learning and life beyond school. For example, the highly focused pre-work in English is used to ensure that pupils are ready for what is to come.

This helps pupils to build on their knowledge systematically and very successfully. Pupils shared how this helps them to get better and know more.

Teachers are experts in their subjects and have a strong understanding of the curriculum.

They routinely adapt the curriculum to meet the needs of pupils. There is strong shared practice between subjects. This helps pupils to develop increasing levels of independence.

Teachers model their expectations for pupils' work extremely well. Questioning and assessment are used seamlessly to deliver the curriculum. Teachers deepen understanding, close gaps in pupils' knowledge and address misconceptions in a timely and highly effective manner.

While attendance is high, the school has robust systems in place to support pupils who miss lessons to catch up quickly.

The school has placed reading as the highest priority. The library is a hive of activity at the centre of the school.

Pupils value reading. They enjoy the great variety of books they encounter. Pupils can ask for new books in the library and the school meets these requests where it can.

The school has robust processes for identifying any pupils who might struggle with their reading knowledge. These pupils get the help they need to read more confidently and fluently.

Staff know the pupils exceptionally well.

They are clearly informed about what they need to do to help pupils access the curriculum and ensure their needs are met. All pupils, including those with special educational needs and/or disabilities (SEND) and from disadvantaged backgrounds, achieve exceptionally well.

Pupils' behaviour is exceptional.

They display excellent self-control and awesome attitudes to learning. Pupils are supported well by the excellent pastoral work. Staff and pupils share highly respectful relationships which create an open and encouraging culture where all are valued.

An extensive personal development curriculum promotes the development of pupils' character and interests. For example, there are spirituality days to celebrate and respect all views and cultures. Lessons, assemblies and other opportunities are thoughtfully aligned.

Opportunities are taken to adapt to local, national or international situations to meet pupils' needs.

The school considers pupils' interests and talents, which are included in the curriculum and enrichment activities. These include a highly popular 'Bake-off' club, trips to museums and a variety of theatrical performances.

Many pupils take advantage of these opportunities, which enrich their lives outside the classroom and break down stereotypes. They contribute very well to developing pupils' excellent strength of character. Pupils also benefit from a very strong careers programme.

They greatly appreciate the visits they experience, including to a number of universities. Teachers highlight career pathways linked to their subjects, which enhances pupils' future aspirations.

Leaders work effectively together to promote a culture of continual improvement and consistency.

Staff have highly detailed professional development. They greatly appreciate this and how it helps them to do their best for the pupils. Ongoing encouragement, praise and an openness to research are key to this.

Staff are supported with both their workload and well-being. The trust and the governors provide highly effective support and challenge to school leaders.


The arrangements for safeguarding are effective.

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