King Edward VI Camp Hill School for Girls

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About King Edward VI Camp Hill School for Girls

Name King Edward VI Camp Hill School for Girls
Ofsted Inspections
Headteacher Karen Stevens
Address Vicarage Road, Kings Heath, Birmingham, B14 7QJ
Phone Number 01214442150
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Christian
Gender Girls
Number of Pupils 1098
Local Authority Birmingham
Highlights from Latest Inspection

What is it like to attend this school?

King Edward Camp Hill School for Girls is an inspirational place to be.

Pupils are happy here. They flourish at this exceptional school. Leaders have the highest expectations of behaviour and achievement.

Pupils meet these expectations consistently. They are self-motivated and manage their own behaviour extremely well. The respectful school culture is obvious as soon as you enter the campus.

Pupils and staff enjoy extremely positive relationships, underpinned by intellectual curiosity. Pupils relish the many challenges presented to them in their stimulating lessons. They often extend their learning through their own research.

Leaders aim for pupils t...o be independent, forward-thinking young adults, ready to take a lead in society, and they achieve this. Pupils' academic achievements are of the highest standard.

Leaders prioritise pupils' personal development alongside academic achievement.

Pupils attend, and organise, a vast array of lunchtime and after-school activities. They take care of others without prompting from adults. Pupils say this is 'the Camp Hill way'.

Pupils feel safe here. Bullying and discriminatory language are not tolerated. An understanding of equality, diversity and inclusion permeates all aspects of school life.

As a result, pupils develop a highly tuned sense of fairness.

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

The headteacher and senior team provide exceptional leadership. They lead the school with sensitivity and calm authority.

Everyone is valued for the contributions they make to the life of the school. Pupils are confident, respectful and hungry to learn. This does not happen by accident.

Leaders' decisions are thoughtful, deliberate and rooted in what is best for pupils.

Teachers feel highly valued and well supported. They relish the autonomy they have as subject experts.

Curriculum plans are exceptionally well sequenced to ensure that pupils learn what they need to learn in the right order. Teachers' exemplary subject knowledge ensures that pupils experience a stimulating and challenging curriculum. Reading has a high profile across the school.

Teachers of all subjects promote a love of reading.

Teachers adapt curriculum plans to address any gaps in pupils' learning, for example as a result of the COVID-19 pandemic. They provide top-up or extension sessions for pupils who need it.

Pupils with special educational needs and/or disabilities receive bespoke support. Sixth-form students mentor younger pupils. Teachers make sure that all pupils experience the same challenging curriculum.

Pupils are well supported to achieve the highest academic standards.

The sixth form offers an exceptional experience for students. Students benefit from high-quality education in a very broad range of subjects.

They make outstanding progress due to expertly planned and sequenced curriculum plans. They are highly self-motivated and thrive in a culture of excellence. Students take full advantage of the extensive personal development opportunities on offer.

They are expertly supported to secure places on highly competitive university courses. Pupils receive good-quality careers guidance and access work experience.

In lessons, pupils are attentive and eager to learn.

Through skilful questioning, teachers assess pupils' learning and move the learning on at the right pace. Teachers ensure that pupils know and understand key subject-specific vocabulary. This enables pupils to engage confidently in intellectually challenging discussions.

For disadvantaged pupils in particular, this is key to their success.

Leaders encourage pupils to study a wide variety of subjects for as long as possible. Many pupils pursue their interests through extensive lunchtime and after-school activities.

These include sports, music tuition, languages and the arts. Many of these activities are run by pupils or sixth-form students. Over 100 pupils and staff attend the weekly show choir sessions.

These engaging activities are a key part of leaders' strategy to support pupils' well-being.

Leaders know that pupils can sometimes put themselves under pressure to achieve more and more. They encourage pupils to spend lunchtime relaxing at well-being or mindfulness sessions organised by sixth-form students.

Pastoral leadership is very strong. Form tutors know the pupils very well. Tutor time is used effectively and has a focus on being kind and celebrating others' success as well as developing key life skills, such as presenting to others.

The school's work to support pupils' personal development is exceptional.

Governors are well informed about leaders' work. They bring a wealth of expertise to their roles.

Together with trust leaders, they have a significant impact on the life of the school. Leaders, governors, staff and pupils embody the school's commitment to equality, diversity and inclusion. The school has significantly increased the proportion of places allocated to disadvantaged pupils.

Leaders are determined to offer the opportunity to attend the school to as many pupils as possible, regardless of their circumstances.


The arrangements for safeguarding are effective.

Leaders are committed to keeping pupils safe.

They have ensured that staff are regularly trained in current safeguarding policy and practice. Staff act quickly on any concerns they have about a pupil. Leaders work closely with external agencies to ensure that pupils receive the right support at the right time.

A wide range of well-being support is provided by staff and older pupils.

Leaders ensure that safeguarding checks are completed when appointing new staff. Leaders are aware of their statutory responsibility to report allegations about staff to the designated officer.

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