Hodge Hill Girls' School

Hodge Hill Girls' School is a caring, inclusive secondary school that performs well for its pupils. Inspectors found particular strength in achievement: pupils in key stage 4 achieve highly in national examinations, disadvantaged pupils achieve well above their peers nationally, and pupils with SEND achieve very well from their starting points. Personal development and wellbeing are also strong, with a highly tailored programme, excellent careers provision, enriching drop-down days, and a wide range of extra-curricular activities. The school is well led and governed, safeguarding standards are met, and staff feel supported. Other areas are solid but not yet consistently strong. Attendance has improved notably, and disadvantaged pupils and those with SEND attend well, but punctuality remains a concern because too many pupils arrive late. Most pupils behave well and bullying is rare, although a minority need reminders about self-discipline. Teaching is generally effective and the curriculum is broad and ambitious, but adaptation for pupils with SEND is not consistently applied across all subjects and key stages. Leaders understand these priorities and are taking action. The inspection was a full section 5 inspection. The school is smaller than average, has a well-above-average proportion of pupils eligible for free school meals, and is located in an area of well-above-average deprivation. Few pupils have EHC plans, and SEN support is below average. These contextual factors are important when considering the school's outcomes and the strong progress made by disadvantaged pupils and pupils with SEND.

Strengths

• Pupils in key stage 4 achieve highly in national examinations across a range of subjects.
• Disadvantaged pupils in key stage 4 achieve well above their peers nationally.
• Pupils with SEND achieve very well from their starting points.
• Leaders track key stage 4 progress carefully and close gaps quickly.
• Pupils are well prepared for appropriate and ambitious destinations.
• Personal development and wellbeing provision is highly effective and precisely tailored to pupils' needs.
• The careers programme is a strength and raises pupils' aspirations through meaningful experiences.
• Pupils benefit from an excellent range of extra-curricular activities, trips and drop-down days.
• Attendance has improved notably, with high attendance among disadvantaged pupils and pupils with SEND.
• Most pupils behave well, bullying is rare, and discrimination is not tolerated.
• The school is inclusive, identifies SEND needs swiftly and provides effective support.
• Leadership and governance are strong, with clear moral purpose, effective staff development and good parental engagement.
• Safeguarding standards are met.

Areas for Improvement

• Punctuality remains a concern; too many pupils are late to school and improvement systems have not yet had a notable impact.
• Teaching is not consistently adapted to meet the needs of all pupils, including those with SEND, across all subjects and key stages.
• A minority of pupils do not demonstrate self-discipline and need to be reminded of the school's expectations.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Hodge Hill Girls' School attended 92.0% of sessions (the national figure for secondary schools was 91.6%). 26.1% of pupils were persistently absent, missing at least one session in ten (nationally 23.4%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 5.3% of pupils at Hodge Hill Girls' School were suspended at least once (nationally 7.3%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Hodge Hill Girls' School had 20.4 pupils for each teacher (the national figure for secondary schools was 16.7). Of its teachers in 2024–25, 29.7% were no longer at the school a year later (nationally 14.1%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 14.7% of pupils at Hodge Hill Girls' School were on SEN support (nationally 14.1%) and 0.4% had an education, health and care (EHC) plan (nationally 3.5%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded secondary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Hodge Hill Girls' School received £8,721 and spent £8,734 for each of its 753 pupils. It ended the year with reserves of £1,158,000 (£1,538 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Birmingham · Birmingham local authority: places and applications

What is Hodge Hill Girls' School's Ofsted rating?

The latest Ofsted rating for Hodge Hill Girls' School is Expected standard, from an inspection in July 2026.

When was Hodge Hill Girls' School last inspected by Ofsted?

Hodge Hill Girls' School was last inspected in July 2026.

How many pupils does Hodge Hill Girls' School have?

Hodge Hill Girls' School has 749 pupils on roll.

What age range does Hodge Hill Girls' School cover?

Hodge Hill Girls' School for pupils aged 11 to 16.

What are Hodge Hill Girls' School's GCSE results?

In 2026 its average Attainment 8 score was 50.0, and 48% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is Hodge Hill Girls' School?

Hodge Hill Girls' School is at Bromford Road, Hodge Hill, Birmingham, West Midlands, B36 8EY.