Hodge Hill College

Overall, Hodge Hill College is a large secondary school serving a disadvantaged community, and inspectors found most aspects of its work secure. Pupils attend well, behave respectfully and learn in a calm environment, and they achieve well in most qualifications, with particular strength in the arts and good outcomes for disadvantaged pupils and those with SEND. The curriculum has been reorganised to raise ambition and sequence knowledge more clearly, teaching is typically strong, and reading, writing and mathematics foundations are effective. Personal development, careers guidance, wider activities and safeguarding are also strengths. However, inclusion needs attention. The school does not always identify and assess some pupils' SEND precisely enough, which means classroom support can be less helpful, and a newer, more precise approach has not yet been rolled out across all year groups. Teaching adaptations are variable, and some pupils, including some with SEND, do not always get the precise support they need to learn the curriculum as intended. Leaders' evaluation of support for vulnerable pupils is also inconsistent. Leaders and governors know the school well and have prioritised the right improvements. The next steps focus on applying a consistent approach for vulnerable pupils, especially those with SEND; strengthening teachers' adaptation of learning based on how secure pupils are; and refining how leaders at all levels evaluate their areas of responsibility so that improvement has a clearer impact on achievement.

Strengths

• Pupils behave well in a calm, orderly and respectful environment, with little low-level disruption.
• Attendance is strong and improving, including for disadvantaged pupils and pupils with SEND.
• Disadvantaged pupils achieve well, including above national averages in some measures.
• Pupils with SEND typically achieve well in examinations and benefit from revision and consolidation support.
• The curriculum has been reorganised to raise ambition and sequence key knowledge using 'golden threads'.
• Teachers have secure subject knowledge and typically check prior knowledge and misconceptions effectively.
• Strong foundations in reading, writing and mathematics help pupils close gaps rapidly.
• The personal development programme prepares pupils well for life beyond school, including online safety and healthy relationships.
• Careers provision and wider activities, including trips and the breakfast club, support aspirational destinations.
• Leaders and governors understand the school's strengths, prioritise improvements and support staff workload and wellbeing.
• Safeguarding standards are met, with an open culture of safeguarding.

Areas for Improvement

• Identification and assessment of some pupils' SEND needs is not precise enough or easy for staff to access.
• Classroom support can be less helpful where pupils' needs are less precisely identified.
• The newer, more precise approach to SEND support has not yet been adopted across all year groups.
• Teaching adaptations are variable and sometimes not precise enough for some pupils, including some with SEND.
• Evaluation of support for vulnerable pupils is inconsistent, including use of pupil and parent/carer views.
• Leaders at all levels need to refine how they evaluate their areas of responsibility so improvement has a clearer impact on achievement.

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 College attended 91.7% of sessions (the national figure for secondary schools was 91.6%). 25.3% 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, 9.3% of pupils at Hodge Hill College were suspended at least once (nationally 7.3%). 7 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 College had 12.9 pupils for each teacher (the national figure for secondary schools was 16.7). Of its teachers in 2024–25, 13.1% 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, 13.2% of pupils at Hodge Hill College were on SEN support (nationally 14.1%) and 0.8% 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 College received £9,152 and spent £9,145 for each of its 1,200 pupils. It ended the year with reserves of £2,470,000 (£2,059 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).

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What is Hodge Hill College's Ofsted rating?

The latest Ofsted rating for Hodge Hill College is Needs attention, from an inspection in January 2026.

When was Hodge Hill College last inspected by Ofsted?

Hodge Hill College was last inspected in January 2026.

How many pupils does Hodge Hill College have?

Hodge Hill College has 1,193 pupils on roll.

What age range does Hodge Hill College cover?

Hodge Hill College for pupils aged 11 to 16.

What are Hodge Hill College's GCSE results?

In 2026 its average Attainment 8 score was 44.1, and 40% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is Hodge Hill College?

Hodge Hill College is at Bromford Road, Hodge Hill, Birmingham, West Midlands, B36 8HB.