Ofsted has reported that Star King Solomon Academy in Birmingham, previously one of the worst-rated schools in the city, is now showing signs of improvement. Inspectors returned to the all-through school near the city centre for a monitoring visit 18 months after it received ratings of 'inadequate' in two areas and 'requires improvement' in two others.
Progress Since September 2024 Inspection
In September 2024, Ofsted raised serious concerns about the quality of education and leadership, grading both as inadequate. Leaders were also told that pupil behaviour needed improvement and absence rates were too high. However, the latest monitoring report indicates that the school has made significant strides.
The report states: 'Leaders at all levels, including trust leaders and those responsible for governance, have a precise and realistic view of the school’s strengths and weaknesses. This helps them prioritise the right actions for improvement. There is now a sense of optimism in the school.'
Positive Changes Noted
Pupils and staff agree that the school is now a positive place to be. The trust has invested considerable time and resources, and staff feel supported and proud of the education they are developing. Leaders have focused on foundational improvements, including behaviour and attendance, as well as curriculum and teaching.
Behaviour has improved considerably, with warm relationships between staff and pupils. Lessons are rarely disrupted by poor behaviour, and repeat suspensions are very low. Pupils report feeling safe and purposeful, noting the benefits of this year's improvements.
Areas Still Needing Work
Despite progress, attendance and punctuality are still not good enough. The report notes that attendance has improved significantly from a very low starting point, including for vulnerable groups, but rates need to continue climbing. Phonics standards and meeting pupils' specific needs during lessons also require further attention.
Ofsted's monitoring report concludes: 'Leaders know that there is still much to do to ensure that outcomes for pupils improve. This includes securing better standards in phonics and ensuring that teachers meet pupils’ specific needs during lessons.'
