Star King Solomon Academy

King Solomon International Business School is an all-through academy in the Falcon Education Academies Trust, inspected for the first time under section 5. The inspection found warm and respectful relationships, happy and safe pupils, and effective safeguarding, but serious weaknesses are concentrated in the secondary phase. Early years provision is strong and primary pupils generally build well on a clear curriculum, especially in early reading and phonics; children in the early years thrive.

Strengths

• Warm and respectful relationships between pupils and staff across all phases
• Pupils are happy and safe and know who to talk to about concerns
• Early years provision is strong, with a clear curriculum and well-matched activities
• Children in the early years thrive and develop language and independence well
• Primary pupils in key stages 1 and 2 typically achieve well and build on strong foundations
• Phonics is taught consistently well and most pupils become fluent readers during the primary phase
• Pupils who find reading difficult receive effective support to catch up
• The school identifies pupils with special educational needs and/or disabilities accurately
• Personal development has a strong emphasis, including primary leadership opportunities and extra-curricular activities
• Pupils receive a range of careers guidance and post-16 information
• Safeguarding arrangements are effective
• Staff workload is carefully considered and staff are consulted on policy changes
• Trustees and local governors have a secure awareness of safeguarding and pupils' well-being

Areas for Improvement

• The secondary curriculum is at an early stage of development and is not clearly sequenced
• Secondary-age pupils achieve poorly and are ill-prepared for the next stage of their education
• Teachers do not consistently check pupils' understanding, especially in the secondary phase
• Pupils with SEND, particularly in the secondary phase, do not receive effective support to meet their needs
• The PSHE curriculum is not delivered well enough, especially in the secondary phase
• Older pupils are not prepared well enough for life in modern Britain
• Behaviour during breaktimes and lunchtimes is not consistently positive
• Some pupils use derogatory language and staff do not address poor behaviour consistently well
• Absence rates are high and some pupils, including disadvantaged pupils and pupils with SEND, miss too much school
• Leadership and management have not brought about sustained improvement quickly enough
• The school has not evaluated which improvement actions are most effective
• The school does not have a clear overview of how well disadvantaged pupils are achieving
• Significant leadership turbulence has affected the school's work to secure improvement
• External support following the trust's closure is still in its infancy
• HMCI strongly recommends that the school does not seek to appoint early career teachers at this time

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 Star King Solomon Academy attended 87.5% of sessions (the national figure for secondary schools was 91.6%). 38.1% 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, 9.7% of pupils at Star King Solomon Academy were suspended at least once (nationally 7.3%). 4 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 Star King Solomon Academy had 15.1 pupils for each teacher (the national figure for secondary schools was 16.7). Of its teachers in 2024–25, 37.6% 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, 16.7% of pupils at Star King Solomon Academy were on SEN support (nationally 14.1%) and 1.1% 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.

• Primary Schools
• Secondary Schools

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

Star King Solomon Academy is part of Star Academies, which runs 36 schools. The nearest others:

• Eden Boys' School, Birmingham Birmingham
• Eden Boys' Leadership Academy, Birmingham East Birmingham
• Small Heath Leadership Academy Birmingham
• The Olive School, Small Heath Birmingham
• Starbank School Birmingham
• Eden Girls' Leadership Academy, Birmingham Birmingham
• The Olive School, Birmingham Birmingham
• Eden Girls' School, Coventry Coventry
• Eden Boys' Leadership Academy, Manchester Manchester
• Eden Girls' Leadership Academy, Manchester Manchester

What is Star King Solomon Academy's Ofsted rating?

The latest Ofsted rating for Star King Solomon Academy is Inadequate, from an inspection in May 2026.

When was Star King Solomon Academy last inspected by Ofsted?

Star King Solomon Academy was last inspected in May 2026.

How many pupils does Star King Solomon Academy have?

Star King Solomon Academy has 354 pupils on roll.

What age range does Star King Solomon Academy cover?

Star King Solomon Academy for pupils aged 4 to 16.

What are Star King Solomon Academy's GCSE results?

In 2026 its average Attainment 8 score was 32.4, and 36% of pupils achieved grade 5 or above in both English and maths GCSE.

What are Star King Solomon Academy's SATs (KS2) results?

In 2025, 55% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Star King Solomon Academy?

Star King Solomon Academy is at Lord Street, Birmingham, West Midlands, B7 4AA.