South and City College Birmingham Review 2026: A large Birmingham provider with wide technical routes, and clear improvement priorities

South and City College Birmingham is unusual in school-search terms because it is not a single-phase secondary, it is a large further education provider delivering study programmes for 16 to 18 learners, adult learning, apprenticeships, and some provision for younger learners across multiple Birmingham sites. That breadth creates real choice, from A-levels and T Levels to substantial vocational pathways, but it also means the day-to-day experience can vary by campus and subject area.

The most recent full inspection outcome was Requires improvement, with separate judgements that also varied by provision type, for example adult learning programmes and apprenticeships were graded Good, while education programmes for young people and provision for learners with high needs were graded Requires improvement.

For families and students, the key question is fit, not label. This is a provider built around progression into work, apprenticeships, and higher study across a wide range of sectors, but it remains important to scrutinise attendance expectations, English and maths re-sit support, and work experience access, especially at level 2 and for learners with high needs.

This is a provider that operates at scale. The published inspection reports describe a positive, respectful culture for most learners and apprentices, with staff who know learners well and relationships that help learners build confidence to ask questions and contribute in class.

It is also a place where community-facing work is part of the learning story. Examples described in official reporting include learners volunteering alongside local police on a park weapons sweep, and fashion learners collaborating with Birmingham Children’s Hospital on an adaptive clothing fashion show, supported by hospitality, hair and beauty, and media learners. These details matter because they show a provider trying to connect curriculum with civic life and real audiences, not just internal assessment.

There are, however, notable differences across the age range. The same official reporting describes some poor language among a minority in the 14 to 16 provision at the time of the full inspection, which undermined the wider culture in that part of the organisation. The provider later decided not to continue the 14 to 16 academy, with that provision set to cease at the end of the academic year following the monitoring visit.

Because this is a post-16 and adult provider, results need interpreting in context. Headline school-style accountability measures can be a poor proxy for the overall strength of a large FE organisation that delivers everything from entry level and foundation learning through to higher apprenticeships.

FindMySchool’s A-level outcomes place the provider towards the lower end of England tables for A-level performance. At A-level, 17.58% of grades were A* to B, compared with an England average of 47.2%. A* grades were 0%, and A grades 5.49%. Ranked 2,459th in England for A-level outcomes (FindMySchool ranking), it sits below England average performance.

GCSE-style measures, where they appear in data feeds for this provider, are best read as applying to specific programmes and cohorts rather than a typical Year 11 secondary intake. The practical implication for applicants is simple: if you are choosing an A-level route, ask directly about subject-level teaching quality, attendance expectations, and support for study skills and extended writing, because provider-level averages can conceal very different experiences by campus and department.

Parents comparing local options can use the FindMySchool Local Hub comparison tool to view these outcomes alongside other Birmingham providers offering similar pathways.

The course map is broad and explicitly career-linked. Official reporting describes delivery across eight campuses and highlights multiple route types for 16 to 18 learners, including A-level programmes, vocational and technical courses, T Levels, and foundation learning pathways. It also notes a significant adult offer, plus apprenticeships from level 2 through to higher levels.

The clearest strength is in areas where curriculum sequencing, employer input, and specialist teaching align. Official reporting gives examples such as access to higher education biology being taught through a stepped sequence from cell basics to more complex concepts, and higher apprentices in construction learning to use drones to monitor buildings for defects, which signals modern industry practices being brought into teaching rather than treated as optional enrichment.

The same reporting is also frank about what must improve. It identifies that too few learners achieve the grades they are capable of, with English and maths achievement a particular weakness, and it highlights inconsistency in how well teaching builds on learners’ starting points in some areas.

For a general FE provider, “destinations” are multi-track. Many learners progress to employment, apprenticeships, or further study, and adult learners are often upskilling alongside work or family commitments.

DfE leaver destination data for the 2023/24 cohort shows 11% progressing to university, 18% to further education, 6% to apprenticeships, and 22% into employment. These figures do not capture every pathway or all adult outcomes, but they give a useful snapshot of typical next steps for the measured cohort.

Oxbridge application numbers in the measurement period are very small, with three applications and no offers recorded. That points to a provider whose prestige pipeline is not primarily expressed through Oxbridge volumes, and it places more emphasis on progression through vocational routes, higher education access programmes, and apprenticeships.

Admissions are primarily direct to the provider rather than a local authority coordinated school admissions process, but the exact deadlines and enrolment windows vary by programme, age group, and campus. The most reliable approach is to focus on three practical steps.

First, confirm the route and starting point. The organisation offers academic and technical programmes alongside entry level and foundation learning, so applicants should ensure they are comparing like with like, for example A-level entry expectations versus level 3 vocational entry, or T Level suitability compared with other technical programmes.

Second, treat English and maths as a core decision factor. Official reporting highlights outcomes in these subjects as an improvement priority, so learners who need re-sits should ask how timetables, staffing, and attendance monitoring support getting to grade 4 and above, and how this is handled at the specific campus delivering their programme.

Third, ask what work experience is realistically available for your level and subject. Official reporting indicates that level 3 learners had comparatively higher work experience placement numbers, while level 2 learners and learners with high needs had lower access at the time of the full inspection, with subsequent action to improve work experience strategy.

Families using distance to shortlist options should rely on practical travel time rather than catchment assumptions. A multi-site provider can mean commuting patterns are shaped by campus location and timetable blocks.

The published evidence indicates most learners feel safe, with visible security measures such as lanyards and staff presence contributing to reassurance, and an expectation that issues would be addressed quickly if raised.

A key wellbeing factor for FE is attendance and routine, because missing sessions can quickly snowball into achievement gaps. Official reporting highlights that many learners did not routinely attend lessons at the time of the full inspection, even though those who did attend generally arrived on time, were ready to learn, and showed positive attitudes.

For learners with high needs, the picture includes positives and a defined improvement need. The reports describe calm and inclusive learning environments and strong attendance in that area, but they also highlight that target-setting and progress monitoring were not consistently sharp enough across high needs programmes, with later training and improvement work described in the monitoring visit.

In an FE setting, enrichment is often most meaningful when it supports employability and belonging rather than simply filling time. The published evidence points to several strands.

One is structured personal development. Official reporting refers to coverage of debt awareness, mental health support, healthy eating, and relationships education, alongside workshops on hate crime and wider citizenship themes. For learners who have not always enjoyed mainstream school, the value is practical: these are topics that can reduce friction in daily life and improve readiness for work and independent living.

A second is sport and social clubs. The reports describe access to gymnasiums, sports halls, and outdoor sports such as football and netball, plus clubs including chess and debate. These named examples matter because they indicate provision that can help learners build friendships across courses, which is especially important in a large multi-campus organisation.

A third is industry-facing activity. Examples include apprentices attending sector events such as UK Construction Week at the National Exhibition Centre, and curriculum areas using employer boards to shape content, with varying maturity by subject area. The implication is that some departments can offer a stronger line of sight into the workplace than others, so applicants should ask for subject-specific examples of employer engagement and placement routes.

This is a state-funded provider, so there are no general school-style tuition fees for 16 to 19 study programmes, though some adult and higher education courses can carry course fees depending on programme and eligibility. Course costs and support vary, so treat this as a conversation to have early in the application process rather than a last-minute detail.

Because the provider operates across multiple Birmingham campuses, day-to-day logistics depend on where your course is taught. For most learners, the most useful practical step is mapping realistic commute times for the specific campus and factoring in timetable blocks, especially if you combine vocational study with part-time work.

Published information does not consistently set a single “school day” start and finish time across all programmes; expect variation by course.

• Provider-level Ofsted outcome. The most recent full inspection outcome is Requires improvement, and judgements vary by provision type. This does not mean every department is weak, but it does mean applicants should ask programme-specific questions about teaching quality, attendance expectations, and achievement support.

• Attendance and English and maths. Official reporting highlights that too many learners miss learning due to attendance, and that achievement, especially in English and maths, has been a key weakness. Learners who need re-sits should check the exact support model on their campus and course.

• Work experience access can differ by level. Evidence indicates placements were stronger at level 3 than at level 2 and for learners with high needs at the time of the full inspection, with an improvement strategy subsequently developed. If employability is your priority, ask for the current placement pathway for your specific programme.

• Under-16 provision changes. The 14 to 16 academy was set to cease at the end of the academic year following the monitoring visit. Families considering under-16 routes should confirm what is currently offered and what alternatives exist locally.

South and City College Birmingham is a very large Birmingham provider with genuine breadth, offering academic, technical, vocational, adult learning, and apprenticeship routes across multiple sites. For students who want practical progression into work or technical study, or adults retraining with a clear occupational goal, the range of pathways can be a strong match. It suits learners who are ready to attend consistently, engage with structured teaching, and use enrichment and work experience opportunities to build a CV alongside qualifications.

The key caveat is variability. With a Requires improvement inspection outcome and identified priorities around attendance, English and maths, and consistency of quality, families and applicants should assess the specific campus and subject area they are choosing, not just the provider name.