Imam Ghazali Academy

Melbourne Centre, Melbourne Road, Leicester, LE2 0GU

p.1

Overall effectiveness Requires improvement

Effectiveness of leadership and management Requires improvement

p.1

Overall effectiveness Requires improvement

Quality of teaching, learning and assessment Requires improvement

p.1

Overall effectiveness Requires improvement

Personal development, behaviour and welfare Requires improvement

p.1

Overall effectiveness Requires improvement

Outcomes for pupils Requires improvement

p.1

Overall effectiveness Requires improvement

Overall effectiveness at previous inspection Not previously inspected

p.1

This is a school that requires improvement

 Leaders have not ensured that all the independent school standards are met. There are unmet standards relating to the quality of teaching, learning and assessment.  Actions to improve teaching have not had the necessary impact to ensure that all teaching, learning and assessment is of good quality.  Leaders do not have an accurate view of the school. There is no external evaluation in place to confirm their views.  The standards reached by pupils are too variable. In some subjects, pupils do not achieve well because teachers do not use assessment information to plan appropriate learning.  Teaching does not motivate and inspire pupils to do their best. Sometimes, pupils find the work they do too easy. There are too few opportunities to practise their writing and numeracy skills across a range of subjects.  Not all teachers have secure subject knowledge. This means they do not all give pupils clear success

p.1

This is a school that requires improvement

criteria, or use effective strategies to help them improve.  Some boys in the secondary phase do not maintain the high standards of behaviour that the school expects of them.  Attendance is below the average for primary and secondary schools. A few pupils are frequently absent from school.

p.1

The school has the following strengths

 Leaders have a strong vision for the school and are committed to securing its improvement. They have put in place the right foundations from which to improve the school.  A clear set of values underpins the school’s work and are well understood by staff, pupils and parents. The school promotes British values well.  Pupils appreciate the positive relationships they build with each other and with their teachers. They feel safe in the school and trust leaders to deal with any concerns they have.  The curriculum offers an appropriate blend of academic learning and Islamic education.  The standards reached in some subjects are high. Pupils sitting their GCSE examinations last year achieved above average results in English.

p.1

Compliance with regulatory requirements

 The school must take action to meet the schedule to The Education (Independent School Standards) Regulations 2014 and associated requirements. The details are listed in the full report.

p.1

What does the school need to do to improve further?

 Improve the quality of teaching and the progress that pupils make by ensuring that: all teachers have the highest expectations of what pupils can achieve, and challenge them to use their writing and mathematical skills in a range of subjects and contexts all teachers use assessment information to plan learning that builds on what pupils already know and can do teaching, particularly in the secondary phase, motivates and inspires all pupils to do their best.

p.2

What does the school need to do to improve further?

 Improve behaviour by ensuring that all pupils, particularly boys in the secondary phase, maintain the high standards that are expected of them.

p.2

What does the school need to do to improve further?

 Improve attendance, particularly of those pupils who are frequently absent from school, by insisting to all parents that their children attend regularly.

p.2

What does the school need to do to improve further?

 Improve the quality of leadership and management, by: ensuring that all the independent school standards are consistently met ensuring that actions to improve the quality of teaching have a positive impact, and are monitored and evaluated with sufficient rigour making best use of partnerships with other schools to provide an external evaluation of the school’s work.

p.2

What does the school need to do to improve further?

 The school must meet the following independent school standards: ensure that teaching enables all pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught (paragraphs 3, 3(a)) ensure that teaching involves well-planned lessons and effective teaching methods, activities and management of class time (paragraphs 3, 3(c)) ensure that teaching shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons (paragraphs 3, 3(d)) ensure that teaching demonstrates good knowledge and understanding of the subject matter being taught and utilises effectively classroom resources of a good quality, quantity and range (paragraphs 3, 3(e) and 3(f)).

p.2

Effectiveness of leadership and management requires improvement

 Leaders have not ensured that all the independent school standards are met. There are four unmet independent school standards relating to part 1, the quality of education.  Actions to improve the quality of teaching have not had the necessary impact. Leaders have begun the process of observing teachers and providing feedback, but have not put in place the right support to help teachers develop their practice. Not all teachers have a clear understanding of what they need to do to improve.  Performance management for teachers is at an early stage of development. Leaders have drawn up documents to encourage teachers to reflect on their practice and identify their training needs, but have not used these to identify suitable development targets for all teachers.  Leaders recognise that some teaching does not engage and motivate pupils. This is particularly true for boys in the secondary phase. They have not done enough to address this issue and as a result, these pupils

p.3

Effectiveness of leadership and management requires improvement

sometimes are disengaged from their learning.  The school’s self-evaluation is overly optimistic. Leaders recognise that their evaluation documentation reflects where they aspire to be, rather than where they are now.  The school does not have any formal governance, and leaders do not use external partners to test and challenge their views, and provide an objective view. Consequently, they rely on their own judgements of how well the school is doing, and are not always aware of its shortcomings.  Actions to improve pupils’ attendance have not been successful. Leaders have drawn up warning letters for parents whose children are frequently absent from school. They do not issue these letters often enough, or early enough. Consequently, their verbal reminders to parents about the importance of good attendance fail to improve poor attendance quickly enough.  Leaders have a strong vision for the school, to ‘prepare children to achieve high standards in education and

p.3

Effectiveness of leadership and management requires improvement

conduct, and to be able to engage effectively and become valuable members of society without comprising their Islamic identity’. This vision is understood by parents, pupils and staff, all of whom share a common purpose in realising it.  The right foundations are firmly in place for the school to improve. Leaders have drawn up policies that meet the statutory guidelines and reflect the context they are working in. The school’s development plan focuses on the right priorities and shows how these will be addressed. Leaders have developed links with partner schools, but are not yet using these to best effect.  The curriculum offers an appropriate balance of Islamic education with national curriculum subjects. Pupils have enjoyed opportunities to learn about democratic institutions and at the time of the inspection, had recently taken part in a mock court case. Such opportunities ensure that they have a secure understanding

p.3

Effectiveness of leadership and management requires improvement

of how they can be effective citizens of Britain.  The school’s values underpin all its work and as a result, the provision for pupils’ spiritual, moral, social and cultural development is strong. Teachers across different subjects and phases make the most of opportunities to reinforce moral learning. For example, by pupils learning about rights and responsibilities and the consequences of their actions. The school’s close-knit ethos, with its strong emphasis on respect, good manners and conduct, means that pupils develop good social skills.  Pupils have learned about different cultures and faiths, and have looked at different attitudes to a range of issues in different religions. They are very clear that respect for others is a key part of their learning.  Classroom and corridor displays show pupils’ firm commitment to British values. Pupils have reflected sensitively on what it means to be British and Muslim, and how they can use their skills, talents and values

p.3

Effectiveness of leadership and management requires improvement

to do good in society. One such display shows the moving poems they have written on the theme of war.  Efforts to engage parents more fully in the life of the school are beginning to bear fruit. Parents told the inspector that they appreciate the recently introduced newsletter and the opportunity to meet leaders informally at the parents coffee evenings. Parents expressed a high level of confidence in the leadership of the school and in the quality of education provided.  The arrangements for safeguarding are effective. Leaders have undergone the necessary training and ensured that staff fully understand their statutory duties. They know the potential risks facing pupils and ensure that the curriculum, as well as displays around the school, teaches pupils how to manage these risks. Through the newsletter and the parents coffee evenings, leaders keep parents informed about their work to keep pupils safe.

p.3

Quality of teaching, learning and assessment requires improvement

 Not all teachers cope effectively with the challenges of teaching different ages of pupils in the same class. While they set work for pupils of different ages, this work does not always take account of pupils’ abilities. Some pupils find their work too easy. This is especially true in mathematics.  Teachers do not routinely use assessment information to plan learning that builds on what pupils already know, and can do. Consequently, not all pupils make the progress they should.  Teaching does not motivate pupils to do their best. This is in part because teachers do not all have the same high expectations of what pupils can achieve. At times, pupils switch off because teaching does not engage them sufficiently.  There are too few opportunities for pupils to use their writing and mathematical skills in different subjects. For example, pupils learn about a wide range of issues in their personal, social and health education (PSHE)

p.4

Quality of teaching, learning and assessment requires improvement

lessons. They are rarely challenged to use this knowledge to write about what they have learned in anything other than brief notes.  Not all teachers have secure subject knowledge, and some lack experience in the classroom. They do not all explain clearly enough what pupils need to do, or how to do it well. Consequently, they have to intervene too often with pupils who have not fully understood the task.  Teachers of different subjects make the most of opportunities to bring the school’s values into the classroom. For example, in a key stage 1 lesson on ‘The princess and the frog’, the teacher asked pupils to reflect on the moral learning of the story. Her sensitive guidance ensured that pupils made meaningful and thoughtful contributions and listened well to each other’s ideas.  Teaching promotes pupils’ cultural learning well. Pupils have enjoyed learning about the work of different artists in their art lessons, and in English have reflected on the work of a range of poets. They showed skill

p.4

Quality of teaching, learning and assessment requires improvement

in reflecting on the structure, meaning and effect of the poems. Their efforts in a recent national writing competition were proudly displayed in the newsletter for parents.  Pupils appreciate the good relationships with their teachers and the individual, personalised support they receive.

p.4

Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare requires improvement.  Attendance overall is below the national average. Some pupils are frequently absent from school. Leaders do not do enough to ensure they attend well.  Pupils said they feel safe in the school and that they are confident about how to stay safe in a range of situations. PSHE lessons, assemblies and wall displays underline the importance of making good choices to stay safe. For example, in the main corridor useful advice, help and support is displayed on a range of issues, including online safety, anti-bullying, the dangers of alcohol and female genital mutilation. Pupils are very clear that they would trust the headteacher to deal with any concerns they had.  School leaders ensure that pupils’ views are taken seriously and, as a result, pupils feel valued. ‘Children’s voices’ displays in classrooms give pupils the opportunity to say what they would like to improve. In

p.4

Personal development and welfare

response to these concerns, leaders increased the time spent on sporting activities and have developed a school library.  The programme of careers education enables pupils to be well informed about their future choices. Pupils know how to access information and guidance, while a prominent display informs them about a range of different professions.  Pupils mirror the helpful, supportive attitudes they enjoy with their teachers. For example, one Year 3 pupil was overheard advising his friend, ‘Let me know if you need any help.’ This thoughtful attitude is typical of the care and support they give each other. Older girls told the inspector how much they appreciate the school’s caring ethos. As one said, ‘We’re all here for each other. That’s what’s so special about this school.’

p.4

Behaviour

 The behaviour of pupils requires improvement.  Some boys in the secondary phase do not show positive attitudes to their learning, and sometimes misbehave at break and lunchtimes. This is because their work does not engage them, and they do not have enough opportunities to let off steam.  Pupils do not always take pride in their work, or look after their books and equipment with sufficient care.  For the most part, pupils are polite, welcoming and friendly to visitors. They show pride in their school and appreciate the opportunities it offers them.  In most lessons, teachers use the behaviour policy well to maintain good discipline. The ‘reflective learning’ sheets encourage pupils to reflect on and amend their behaviour when they do make mistakes. The school is an orderly environment.

p.4

Outcomes for pupils require improvement

 Observations of teaching, scrutiny of pupils’ work and of performance information show that pupils do not make the same rates of progress across different subjects. Leaders recognise that achievement across different subjects is uneven.  Leaders have identified that the least-able pupils are not currently making good progress in mathematics. This is true also of the most-able pupils, who sometimes find their work in this subject too easy and do not have sufficient opportunities to apply their mathematical knowledge in new and challenging contexts.  Pupils’ progress is sometimes hampered by work that is not at the right level. For example, teachers do not use information about pupils’ reading ages to select appropriate texts. Pupils’ progress is limited as a result.  In 2015, the school entered its first cohort of pupils for GCSE examinations. These results showed a wide disparity in pupils’ achievement across different subjects. For example, in information and communications

p.5

Outcomes for pupils require improvement

technology (ICT), pupils’ final grades fell short of the high grades that had been predicted for them.  Examination results in 2015 showed some strengths, especially in English where some pupils attained the highest grades.  Leaders have developed a tracking system to monitor pupils’ progress and use this information to identify any pupils who are not making the progress expected. This information shows that current pupils are gaining the knowledge and skills that are generally in line with age-related expectations. As a consequence, they are well prepared overall for the next stage of their education.

p.5

School details

Unique reference number 141958 Inspection number 10007708 DfE registration number 856/6026

p.6

School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

p.6

School details

Type of school Independent day school School status Independent school Age range of pupils 5–16 Gender of pupils Mixed Number of pupils on the school roll 38 Number of part time pupils 0 Proprietor Farid Khilji Chair Not applicable Headteacher Asma Khilji Annual fees (day pupils) Primary, £1,450; secondary, £1,450. Telephone number 0116 2514960 Website Not applicable Email address info@iga.education Date of previous inspection Not previously inspected

p.6

Information about this school

 Imam Ghazali School is an independent Muslim day school for pupils aged five to 16 years of age. Pupils are taught in mixed classes in the primary phase, and single-sex classes in the secondary phase.  The school was registered in 2015, having operated previously as an unregistered school.  The school is situated in The Melbourne Centre, Melbourne Road, Leicester, LE2 0GU. The entrance is located to the rear of the building, on Breedon Street. The building is shared with a community health centre and a nursery, also owned by the proprietors.  The school has religious affiliation to Islam, but is open to all faiths. Pupils who attend the school currently come from a range of ethnic backgrounds. No pupils are at an early stage of acquiring English, though the majority speak additional languages.  There are very few pupils who have special educational needs. None has a statement of special educational needs or an education, health and care plan.

p.6

Information about this school

 Thirty-eight pupils attend the school currently. The joint proprietors are Mr Farid Khilji and Mrs Asma Khilji. They are also, respectively, the principal and headteacher. There are nine unqualified teachers at the school, two of whom work full time, and the rest work part time.  The school offers the national curriculum for key stages 1 to 4 alongside Islamic studies. It does not make use of alternative provision. A separate class operates on Sundays, offering English, mathematics, and science to any key stage 4 student who wishes to attend. This class is operated through ‘Top Tuition’, a company owned by the proprietors.

p.6

Information about this inspection

 The inspection was commissioned by the Department for Education.  The inspector toured the building with the headteacher and visited lessons in a range of subjects in the primary and secondary phases. Most were visited jointly with the headteacher.  Meetings were held with the headteacher, the principal, and a group of parents.  The inspector spoke with pupils in lessons and at lunchtime.  The inspector looked at the quality of work in pupils’ books and reviewed performance information from across different subjects.  There were no parental responses to Parent View, Ofsted’s online questionnaire. A survey of parents’ views carried out by the school was taken into account, alongside a pupil survey, and eight responses to the staff survey.  The inspector viewed a range of documentation, including the school improvement plan and self- evaluation, safeguarding policies and training records, behaviour records, the single central record,

p.7

Information about this inspection

curriculum documents and health and safety policies and records.

p.7

Inspection team

Deirdre Duignan, lead inspector Her Majesty’s Inspector guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

p.7

Inspection team

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

p.8

Inspection team

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/government/organisations/ofsted

p.8

Inspection team

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team,

p.8

Inspection team

The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Inspection team

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.8