Newbury Independent School was previously criticised for failing its pupils. A year on, it is being praised for giving them a ‘fresh start’
Head teacher Enamul Hoque at Newbury Independent School in Aston
Government inspectors have praised a Birmingham school for its ‘heartfelt commitment’ to giving some of the city’s most troubled youngsters a ‘fresh start’ rooted in ‘care and aspiration’.
Ofsted’s findings for Newbury Independent School are in stark contrast to a year ago when it was deemed ‘failing’ and in serious trouble. Since then the leadership of head Emanul Hoque has been ‘transformative’.
This time the school received an overall effectiveness rating of ‘requires improvement’ but pupil behaviour and attitudes, personal development and leadership and management were all rated ‘good’.
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Inspectors opened their latest report, published June 13, for the school by stating: “At Newbury, a fresh start is more than mere words, it is a heartfelt pledge.
“Underpinned by a shared commitment to care and aspiration, inspirational leaders and staff drive improvements.
“Despite their challenges, pupils benefit from a positive school culture where they show respectful behaviour, engage well, and respond positively to staff.”
The school currently has nine pupils with a range of social, emotional, and mental health difficulties.
Most have been excluded from or were at substantial risk of being excluded from previous schools.
Headteacher Mr Hoque took over in May last year at the setting in Cuckoo Wharf, Lichfield Road, Aston, and found a school in disarray.
While charging annual fees of £30,502 to £67,942 per pupil, funded by local councils, the school was ‘putting pupils at risk’, and it was ‘in decline’.
Pupils were often absent and not safe.
In 2024, inspectors also highlighted that the owner, members of the school leadership team and the safeguarding governor were all related – an issue that may ‘make it difficult for staff and pupils to raise concerns’.
It was rated inadequate in all areas. But Mr Hoque’s arrival was transformative, they have found.
“At Newbury, pupils get a fresh start in their education from caring and supportive staff. Staff are calm and eager to develop strong, secure relationships.”
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They also highlighted the vision of proprietor Anthony Walters, which aimed to ‘support the whole family’ and has ‘strengthened behaviour management by building trust between staff, pupils, and families.’
They found attendance and engagement were improving rapidly, with pupils attending more than ever.
“Staff work closely with pupils and families to address barriers, fostering a culture of high expectations.
Head teacher Enamul Hoque at Newbury Independent School in Aston
“Pupils learn to make responsible choices, build confidence, and develop positive relationships. The school’s work on gender issues and relationships is particularly strong.
“They participate in activities that encourage teamwork and resilience.”
They said the changes in leadership had contributed to improvements.
The ‘experienced and knowledgeable’ governing body, chaired by Samantha Wilkins, was also praised for ‘providing high-quality support and challenge’.
As a result of the collaborative approach the school now meets all of the independent school standards and there are ‘robust systems’ to ensure these standards do not drop.
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“From the moment pupils start school, the caring and attentive staff, including their families, get to know them well. ‘Newbury Team Around the Child’ meetings review carefully how well pupils are doing and identify changes needed in the school’s provision.
“One parent, whose view represents the views of others, said that the school has provided the ‘best support for their child’ and that this is ‘the first time they felt settled at a school.’”
The report also added: “Staff use thoughtful and caring approaches to help pupils feel safe, understood, and supported.
“Outdoor pursuits like rock climbing and go-karting build pupils’ confidence and teamwork.
“Careers guidance and work-related learning also broaden their aspirations.”
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Areas for improvement include ensuring all children could catch up with gaps in their learning and that their knowledge in art and humanities is well developed.
A more structured approach for teaching phonics and reading is needed.
Mr Hoque said of the inspectors’ findings: “This time last year not only was our school ruled as ‘inadequate’, but we were also identified as not meeting the standards laid out for independent schools. We cannot stress enough how far we have come within those 12 months.
“Rome wasn’t built in a day. We will continue, as other schools do, to aim higher.
“Working with stakeholders such as the local authority, local academies, social care services and local enterprise has helped to attract new students who feel safe and secure at the school.”
He said a ‘trauma-informed’ approach has been vital, helping students, some of them out of education for years, to achieve key qualifications.
Mr Hoque said: “You can’t always see trauma, but we recognise we have to centre care, safety, and trust in our engagement with vulnerable individuals.”