The University of Birmingham School Review 2026: A University Partnership in the Heart of Selly Oak

When the University of Birmingham decided to found its first secondary school in 2015, the aim was bold: to offer state-funded students the quality of education typically associated with independent schools. Today, serving approximately 1,175 pupils aged 11 to 19 across the Selly Oak campus, the school has established itself as a distinctive force in Birmingham's secondary education landscape. The partnership with the University of Birmingham itself is not merely ceremonial; daily access to university facilities, research partnerships, and visiting academics shapes what students experience here. Students rank in the middle 45% of schools in England for GCSE outcomes (FindMySchool ranking) and perform in line with national averages at A-level, placing the school firmly in the solid middle tier nationally.

Character education sits at the heart of everything here, not as an add-on but as the philosophical centre of the school day. The Jubilee Centre for Character and Virtues, the world-leading research institute in virtue ethics education, has partnered with the school since its foundation, embedding the explicit teaching of character virtues like courage, compassion, honesty, and resilience throughout every subject and every interaction. Walking through the corridors reveals the school's values: purpose, thoughtfulness, and genuine diversity. The student body reflects Birmingham's character, with nearly 30% of pupils speaking English as an additional language and students drawn from across the city's most disadvantaged areas through a unique admissions system that prevents traditional catchment-based segregation.

Mr Colin Townsend has led the school since September 2018, arriving from a headship in Luton. As a mathematics specialist educated at Oxford, he brings both academic rigour and strategic vision. Under his leadership, the school has deepened its university partnership whilst maintaining a fierce commitment to inclusion and character development. His visible involvement in national education policy (serving as a member of the Department for Education's Secondary Headteacher Reference Group) reflects the school's standing beyond Birmingham.

The building itself, purpose-built in 2015 and located on the University of Birmingham's Selly Oak campus, signals ambition through its architecture. Large classrooms (typically 50 square metres) and spacious science laboratories (90 square metres) contrast with the cramped spaces many state schools occupy. The school benefits from direct access to university playing fields and sports facilities, a practical asset that expands what is possible for pupils.

GCSE Performance

At GCSE, 45% of pupils achieved grades 5 or above in English and mathematics in 2025, slightly below the England average. The attainment 8 score of 47.1 (provisional 2025 headline: 45) sits marginally below the England average of 46, reflecting a cohort with significant prior learning gaps in many cases. The Progress 8 score of -0.09 indicates pupils make slightly below-average progress from their starting points to GCSE, a nuance worth understanding in context: many pupils joining the school in Year 7 from disadvantaged backgrounds are playing catch-up rather than advancing from secure foundations.

The school ranks 2,095th in England for GCSE outcomes (FindMySchool ranking), placing it in line with the middle 45% of schools nationally. Locally in Birmingham, the school ranks 45th among secondary schools, a respectable position given the school's commitment to comprehensive, non-selective entry. 21% of GCSE grades reached 9-7 (top grades), compared to the England average of 54%, a gap that reflects the starting point of the cohort rather than weak teaching.

English Baccalaureate entry is strong, with 69% of students entering the EBacc qualification in 2025, demonstrating broad curriculum ambition. Among those entering EBacc qualifications, the average point score of 4.23 compares favourably with expectations.

A-Level Performance

Sixth form students perform more strongly. At A-level in 2025, the average point score per entry is equivalent to grade C+, with 34.7 points per A-level. The percentage achieving three A-levels at grades AAB (with two in facilitating subjects) stands at 11%. The A-A percentage sits at 23%, closely matching the England average of 24%, whilst A*-B reaches 47%, in line with the England average of 47%.

The school ranks 1,201st in England for A-level outcomes (FindMySchool ranking), again placing it in the middle tier (45th percentile). Progress measures for sixth form are provisional, but past data showed slight below-average value-added, typical for schools whose intake includes wide ability ranges.

The curriculum philosophy at the University of Birmingham School reflects a knowledge-rich approach, deliberately rejecting the notion that comprehensiveness means shallow coverage. Each subject is designed by specialists to create "young chemists" and "young historians" rather than simply teaching chemistry or history. The relationship with the University of Birmingham ensures that visiting researchers, undergraduates, and university professors contribute directly to the teaching experience.

Teaching follows clear structures. Across Years 7-9, the large majority of pupils make good progress in most subjects according to the latest inspection. Subject leaders are empowered to design schemes of learning, but within agreed frameworks that guarantee consistency. All pupils in Year 10 and 12 receive a recommended course textbook at the start of their study, ensuring access to quality resources regardless of family circumstances. This deliberate levelling of educational access is one of the school's defining principles.

Enquiry-based learning features prominently, particularly through the enrichment programme, which sits within the school timetable rather than after-school. Every student engages in rotating enrichment activities each term, ranging from philosophy and film study to first aid certification, pottery and self-defence. The explicit aim is to build character virtues in contexts entirely different from traditional lessons, helping pupils discover passions they didn't know they had.

In 2024, 71% of sixth form leavers progressed to university, with a further 2% to further education and 2% to apprenticeships. 8% entered employment directly, reflecting the diverse aspirations of a non-selective cohort. The progression to university is strong given the school's intake profile; many students are the first in their families to attend higher education.

Nine students applied to Oxbridge in the measurement period, with one securing an offer and one securing final acceptance. Whilst the absolute numbers are modest, the Oxbridge acceptance rate of 11% (1 of 9 applicants) is respectable for a non-selective state school. Beyond Oxbridge, the school's track record shows a healthy pipeline to Russell Group universities, though specific destination data is not published on the school website.

Enrichment Programme

The enrichment programme is the school's most distinctive feature. Unlike schools where clubs are optional extras meeting after 3:20pm, enrichment here is mandatory and scheduled within the school day. Each year, students rotate through a dozen offerings, changing termly so that every student experiences genuine breadth. The listed enrichment activities in recent cycles include Slam Poetry and Drama, St Johns Ambulance Street First Aid certification, Ethical usage of Generative AI, Mixed Crafts, Knitting, Spin Cycle fitness classes, Philosophy and Film, Debating, Photography, and Fitness for Life (sixth form). This is not a generic menu; each activity is explicitly designed to develop character virtues. Slam Poetry teaches courage and communication; first aid develops compassion and responsibility; ethical AI asks students to wrestle with integrity and justice in technology.

Extended enrichment allows for deeper exploration, such as the 'My Community' programme where pupils venture into local areas to learn neighbourliness and responsible citizenship, or 'My Birmingham Migration', examining the city's multicultural history. Sixth form students lead some enrichment activities (the student-led Politics enrichment is noted), providing leadership opportunities. Local partnerships enable trips to Winterbourne Gardens, Selly Manor, and Lapworth Museum, embedding learning in Birmingham's heritage.

Music

The music curriculum integrates performance, composition, and listening as core strands. By Key Stage 3, pupils can perform on an instrument with confidence, compose music for various purposes, and analyse unfamiliar pieces using proper terminology. This foundation feeds into GCSE and A-level music pathways. Specific performing ensembles are not extensively detailed in publicly available materials, but the school offers both academic music study and performance opportunities through the enrichment and co-curricular system.

Drama

Drama provision includes a dedicated Drama Studio within the school building. Regular enrichment offerings in Slam Poetry, drama, and theatrical experiences provide opportunities for creative expression. The school sits on the University of Birmingham's Selly Oak campus, which houses the Department of Drama and Theatre Arts in a refurbished historic building with a 200-seat theatre, creating potential for sixth form collaboration on larger productions.

Sports & Physical Education

A large sports hall with sprung flooring, an activity studio, and a multi-use games area (all-weather MUGA) form the core of the school's physical education facilities. Complementing this is access to the University of Birmingham's Sport and Fitness Centre and playing fields, dramatically expanding what is available. A newly fitted fitness space with cardio and strength equipment supports both curriculum physical education and enrichment fitness activities like the 'Fitness for Life' enrichment. Football, netball, and other traditional sports feature in the curriculum and extracurricular programme. The school has invested deliberately in well-appointed facilities, avoiding the cramped conditions that limit physical education elsewhere.

STEM & Technology

Science is taught as separate biology, chemistry, and physics in the curriculum, moving beyond general science. Laboratories are spacious (90 square metres), enabling proper practical work. Ethical usage of Generative AI appears as an enrichment offering, signalling the school's commitment to contemporary technological literacy. The school works closely with the University of Birmingham's research-led departments, providing opportunities for pupils to encounter cutting-edge work beyond the secondary curriculum.

Sixth Form Activities

Sixth formers have curated enrichment options including Philosophy and Film, Debating, Photography, and Fitness for Life. Debating is active, with sixth form teams competing in formal competitions against other schools. The 'My Personal Development' opportunities explicitly support the transition to university or employment, with careers guidance and support for higher education applications integrated throughout the sixth form experience.

The school operates a uniquely inclusive admissions system. Year 7 entry is coordinated by Birmingham City Council through the standard admissions process, with the school operating a 'nodal' system that intentionally draws pupils from four geographical areas across the city, including some of the most disadvantaged wards. This is not catchment-based; rather, it is an explicit attempt to prevent concentration of disadvantage whilst ensuring the school serves Birmingham comprehensively.

The school is heavily oversubscribed. In the measurement period, 1,672 applications were received for just 148 Year 7 places, representing an 11.3-to-1 ratio of applications to offers. The proportion of first preferences offered was 2.32, meaning that for every place offered to a first-preference applicant, more than two first preferences went unmet. Admission is non-selective, meaning entry is not based on academic attainment; places are allocated by the admissions algorithm based on the nodal system priorities.

The sixth form is academically selective, recruiting across Birmingham and surrounding areas. Sixth form entry requires a strong GCSE profile and demonstrated commitment to academic study.

The school operates a standard secondary day from 8:45am, with the school day ending at approximately 3:20pm. The extended school day includes the mandatory enrichment programme, which runs within the timetabled week. School holidays follow the standard Birmingham school calendar.

The Selly Oak location is accessible by public transport; the campus is close to local bus routes and walking distance from residential areas. The university playing fields and sport and fitness centre are immediately adjacent, simplifying access to facilities.

Students are organised into pastoral groups with assigned tutors, providing a known adult within the school. The school's explicit focus on character development extends to pastoral care; virtue development is not confined to enrichment sessions but is woven into daily interactions.

Behaviour is reported as very good around the school and in most lessons, with low-level disruptions occurring in some classes. The school operates positive behaviour systems designed to build character rather than simply police conduct. Safeguarding is taken seriously, with a designated safeguarding lead (currently Mrs G Walker) and transparent reporting processes.

Support for pupils with special educational needs is provided, with approximately 10% of the school identified as requiring SEN support and 3% with Education, Health and Care Plans. The school is mainstream and non-selective; it is not a specialist provider for complex needs.

Attainment gap on entry. Many pupils joining from the nodal areas begin Year 7 significantly below age-related expectations in literacy and numeracy. While the school works hard to close these gaps, progress is measured against prior attainment rather than against national averages. If you prioritise a school where most peers arrive at GCSE with very strong prior foundations, this may not be the fit.

Heavy oversubscription. With over 11 applications for every place, securing a year 7 spot is extremely competitive. Being in the nodal areas helps considerably, but admission is not guaranteed even then. Families should understand that entry to the school depends on the algorithms applied to that particular year's applications.

Middle-band GCSE results. The school's GCSE attainment sits at the national midpoint rather than above it. While this reflects the non-selective, inclusive intake, families whose primary goal is top-tier GCSE grades should consider selective alternatives.

Character education as core feature. The emphasis on virtue and character development is genuine and pervasive. For families uncomfortable with explicit moral education or who prefer a purely academic focus, the character-led approach may feel unfamiliar.

The University of Birmingham School represents a serious attempt to offer state-funded students what fee-paying schools take for granted: purpose-built facilities, university partnerships, specialist teaching, and a thoughtfully designed curriculum. The price of this offer is that the school has not cherry-picked its intake; it has admitted pupils from across Birmingham, many of whom arrive with significant learning gaps. The result is a school that makes genuine progress with students regardless of their starting point, prioritising character alongside attainment and genuinely serving its city rather than selecting from it.

Best suited to families across Birmingham (particularly those in the four nodal areas) who want their children to attend a non-selective, mixed-ability comprehensive with real ambition and genuine commitment to wider character development. Parents seeking a school focused on academic attainment above all, or those in catchment areas where a school has a narrower intake profile, should explore alternatives.