Hamd House School

Hamd House School is an independent Islamic school in Birmingham with 433 pupils on roll, including pupils with SEND who are supported in an internal base. Safeguarding standards are met. The school’s strongest work is in attendance and behaviour: attendance is consistently above national averages, pupils feel safe and happy, behaviour is typically positive, and bullying is rare. The primary phase is secure, with strong phonics teaching and appropriate progress from starting points, and inclusion is generally effective, particularly in the SEND base. Pupils benefit from a well-planned personal development curriculum, a range of trips and clubs, and positive relationships with staff. There are, however, serious weaknesses in the secondary phase and in leadership oversight. By the end of key stage 4, pupils do not achieve as well as they should; curriculum delivery is variable, classwork is often poor, gaps and misconceptions are not routinely addressed, and reading support is not well matched to need. Leaders do not have an accurate enough view of teaching quality in secondary, and leadership instability has delayed action. Careers education is not suitable, leaving pupils underprepared for their next steps. The inspection found that the independent school standards for quality of education and leadership/management are not met. The proprietor has not ensured all standards are met or that all staff can check pupils’ learning effectively. Leaders should focus on improving reading, assessment and checking of understanding, careers provision, achievement, and proprietor oversight.

Strengths

• Attendance is consistently above national averages.
• Leaders work closely with parents and the community to promote attendance.
• A culture of positive behaviour and mutual respect is embedded across the school.
• Pupils feel happy, safe and a strong sense of belonging to the school 'family'.
• Bullying is rare, and any fallouts are resolved swiftly and effectively.
• Support for pupils who struggle to manage their emotions is tailored and effective.
• Pupils in the primary phase benefit from a well-planned and well-taught curriculum.
• Phonics teaching in the primary phase is a strength.
• Pupils in the internal SEND base typically receive tailored support that helps them overcome challenges.
• The personal development curriculum helps pupils understand safety, healthy relationships and consent.
• Pupils understand and appreciate their role in British society, including respect for different faiths and cultures.
• A broad range of clubs, trips and visits broaden pupils' horizons.
• Staff speak positively about leaders, workload and wellbeing.
• Teachers’ subject knowledge is secure, and leaders support their expertise development.
• Primary pupils leave key stage 2 with the knowledge, skills and understanding needed for secondary education.

Areas for Improvement

• By the end of key stage 4, pupils do not achieve as well as they should.
• Variability in curriculum delivery means some pupils, including those with SEND and particularly boys, do not develop a secure understanding.
• Too often, secondary pupils' classwork is of poor quality and errors or gaps in learning are not routinely addressed.
• Leaders have been slow to identify weaknesses in pupils’ achievement and have not addressed them quickly enough.
• Leaders’ understanding of teaching and learning is not consistently accurate, especially in the secondary phase.
• Leadership instability in the secondary phase has hindered routine checking and evaluation of the curriculum.
• Teachers do not check carefully enough on what pupils have learned before moving on, breeding misconceptions.
• In the secondary phase, gaps in pupils’ reading are only recently identified, and support is not well matched to need.
• Pupils do not receive a suitable careers education, and work experience is not always well matched to aspirations.
• Pupils have a limited understanding of the range of opportunities available after leaving school.
• The SEND base curriculum is not always aligned closely enough to pupils’ starting points, so work can be too easy or too challenging.
• Support for some pupils with barriers to learning, particularly in secondary provision, is not routinely effective.
• The proprietor has not ensured that the school meets all the independent school standards.
• The proprietor has not ensured that all staff are equipped with the knowledge and skills they need, including how to check pupils’ learning effectively.
• Leaders do not have a clear and accurate understanding of all the school’s strengths and areas for development, and standards have declined.
• The student council has had little to do in recent times.

In 2025–26, 0.0% of pupils at Hamd House School were on SEN support (nationally 18.4%) and 0.5% had an education, health and care (EHC) plan (nationally 7.9%).

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 independent school schools. Counts are as published, with small numbers not hidden.

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What is Hamd House School's Ofsted rating?

The latest Ofsted rating for Hamd House School is Needs attention, from an inspection in September 2026.

When was Hamd House School last inspected by Ofsted?

Hamd House School was last inspected in September 2026.

How many pupils does Hamd House School have?

Hamd House School has 433 pupils on roll.

What age range does Hamd House School cover?

Hamd House School for pupils aged 5 to 16.

What are Hamd House School's GCSE results?

In 2026 its average Attainment 8 score was 45.2, and 55% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is Hamd House School?

Hamd House School is at 73 Burbidge Road, Bordesley Green, Birmingham, West Midlands, B9 4US.