Al-Noor Girls Secondary School

Al-Noor College 21 Shakespeare Street, Sparkhill, Birmingham B11 4RU

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Effectiveness of leadership and management Good

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Quality of teaching, learning and assessment Good

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Personal development, behaviour and welfare Good

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Overall effectiveness at previous inspection Satisfactory

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Summary of key findings for parents and pupils

 Leaders and staff have ensured that pupils get a good education and examination results are rising. Leaders ensure that the school meets all of the independent school standards.  The school prepares pupils well for the next stage of their education and training. All pupils go on to further education at the end of Year 11.  The new leadership team make sure that pupils are ready for the opportunities and responsibilities of life in modern Britain. Pupils are responding well to this ethos.  Teachers plan learning that engages and motivates their pupils. The school uses assessment information well. Teachers know the abilities of their pupils and test them rigorously and effectively.  The school helps pupils overcome barriers to learning by helping them to learn in a focused and self-disciplined manner.  In most subjects across the curriculum, pupils acquire knowledge, understanding and skills at rates at least comparable to other pupils

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Summary of key findings for parents and pupils

nationally. In mathematics, until this year, examinations result have been too low. Art provision is not as effective as other curriculum areas.  Pupils enjoy school and generally attend very well. Most pupils hardly miss a day. This is because they and their parents value the education they get at the school and know how important it is to their life chances.  Pupils are very well behaved. They are unfailingly polite, courteous and considerate of each other. They listen to their teachers, seek out advice and act on it to improve their learning.  Safeguarding is effective. Pupils are safe and know how to keep themselves safe. The school has put into place a very strong safeguarding policy.  The chair of governors is nationally recognised for his work in the community. He brings to the school a spirit of community service and this underpins everything the school does.

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Summary of key findings for parents and pupils

The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.

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What does the school need to do to improve further?

 Improve the progress that pupils make in mathematics by: – analysing gaps in pupils’ learning to ensure that teachers plan for the skills and knowledge that pupils need in order to progress more swiftly and to succeed in examinations – ensuring that there are further opportunities to allow Year 10 and Year 11 pupils to practise sitting mathematics examinations in a formal setting.  Improve the provision for art by: – planning the art curriculum so that it engages pupils and challenges them.

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Effectiveness of leadership and management Good

 Leaders have ensured that pupils are well prepared or the next stage in their education and training. Last year most pupils left with good grades in English, English literature, science, additional science, ICT, Urdu and RE.  All pupils at the school come from very deprived backgrounds. Leaders help pupils make good progress. Leaders have a moral commitment to what they call ‘preparing pupils for the modern world’. This vision drives everything they do. The curriculum is broad and balanced, assessment is rigorous and learning closely monitored.  The headteacher is a constant presence round the school, visiting lessons, supervising pupils at breaktime and working with the staff to make sure that they are well trained. The headteacher is very new to the school but she knows it well and has a strong plan for the school’s further development She has worked with other leaders to make sure that the school meets all of the independent school standards.

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Effectiveness of leadership and management Good

 The headteacher knows that mathematics was a weakness in the school last year and the year before. She has worked with the chair of governors to make sure that mathematics learning was reviewed and improved. Pupils now have a curriculum in this subject that is closely linked to assessment, testing and well-planned homework. Leaders believe that this will raise standards. In lessons and pupils’ workbooks there is evidence that is now happening.  Leaders have made sure that pupils are ambitious for themselves. There are close links with Birmingham University, for example, where pupils go on visits to enthuse them with the possibility of following degree courses.  The headteacher has reviewed the performance management system and begun to link it systematically to training. In the past, performance management has been less well planned. However, this has not held back the overall rise in standards, with the exception

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Effectiveness of leadership and management Good

of mathematics.  Leaders have a weekly training programme for teachers. Teachers learn about such topics as effective classroom management and using assessment. As a result, teachers are confident in their professional development and support their leadership strongly. The school is active in its promotion of the ‘Prevent’ duty and pupils learn how to keep themselves safe from radicalisation and extremism. Pupils describe how important it is to be aware of those who might wish them harm.  The curriculum has been effectively designed. Leaders only recruit subject specialists. There is no supply teaching at the school. Pupils can take a wide range of qualifications, such as: English and English literature, science and additional science, Arabic and Urdu, business studies and ICT, citizenship and religious education (RE). The headteacher is adding French to this curriculum for current cohorts.  The school offers a range of extra-curricular experiences that pupils value. These range

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Effectiveness of leadership and management Good

from extra classes to help pupils deepen their understanding of English and science through to extra music and drama clubs.  Pupils learn art as part of the core curriculum provision but this learning is less effective than that seen in other subjects. The school offers too limited a range of art experiences and so pupils’ skill levels are at a rudimentary level. However, pupils do attend after school classes to broaden their artistic talents.  Social, moral, spiritual and cultural education is a strength of the school. For example, a wide range of faiths are explored and celebrated by pupils. Pupils’ workbooks show thoughtful analyses of Judaism, Christianity, Sikhism and Islam. Pupils learn nasheed poetry to develop their poetic and musical skills.  The school teaches equality and diversity across the curriculum. For example, in personal, health and social education (PHSE), pupils learn about the rights of people with

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Effectiveness of leadership and management Good

disabilities and different beliefs. The school’s accessibility plan is designed to improve the school’s site so that no person is disadvantaged by their disability.

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Governance

 Governance is effective.  The chair of governors has been recognised nationally for his services to the community. He brings this spirit of service to his monitoring of the school. He expects pupils and staff to contribute to the lives of others, so pupils’ behaviour, for example, is courteous and polite.  Governors have the highest expectations of all at the school. Governors know that if pupils are to do well in the modern world, they must have the best possible examination grades.  Governors are eager for pupils to have positive attitudes to learning. Governors promote this and the headteacher builds on this ethos of learning when seeking to further develop the teaching, learning and assessment practices.  Governors have used resources efficiently, keeping fees as low as possible while ensuring that all the teachers are subject specialists. Governors know that school resources are very limited. Examination results, however, are rising.

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Governance

 The governing body makes sure that the Islamic ethos of the school includes a study of and celebration of religious difference.  Governors support the headteacher fully. The headteacher works with governors very closely to prioritise safeguarding and build safe practices into the culture of the school.

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Safeguarding

 Safeguarding is at the heart of everything the school does. The arrangements for safeguarding are effective and help pupils learn about keeping themselves safe in the wider world and online.  Safeguarding and child protection policies and procedures are fully implemented and followed by the staff. Staff are required to take a rigorous safeguarding assessment designed by leaders. This tests their knowledge of safeguarding practices and shows leaders where more support is needed.  Training for leaders is up to date. The designated safeguarding leader has a good knowledge of safeguarding practices. Leaders are eager to work with the local authority and other schools to make sure that they have the latest guidance clear in their understanding and practices.  The school trains its staff in safeguarding and how to look for and report signs that pupils may be at risk. Leaders are active in liaising with parents and local authority

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Safeguarding

agencies in keeping pupils safe. For example, the school promptly informs the local authority on the rare occasions when pupils are taken off the school roll because they move schools.  The school’s safeguarding policy is comprehensive, thorough and detailed and takes into account the most up-to-date government requirements. It is available on the school’s website. The policy is used regularly by staff to help them plan their lessons, plan trips beyond the school and implement effective risk assessments.  Pupils are taught by the school how to keep themselves safe online and how to look after one another and their wider community. Pupils say that they feel very safe.

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Quality of teaching, learning and assessment Good

 Learning is often interesting, challenging and engaging. For example, in science, pupils are helped to think deeply about scientific concepts. They acquire new knowledge quickly and enjoy their stimulating lessons.  Planning helps pupils learn well. Teachers plan methodically, taking into account pupils’ different starting points. As a result, learning engages pupils of all abilities. This was less so last year in mathematics, but this year there are signs of improvement in this subject.  Teachers give careful consideration to the learning content of activities. In RE, for example, pupils learn about a wide range of different faith traditions. Pupils do this respectfully and in a well-informed manner.  Pupils learn how to be aspirational. In Urdu, for example, pupils linked learning about new vocabulary to thinking about what businesses they would like to run when they are older. Leaders are determined that pupil outcomes should place them in the best

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Quality of teaching, learning and assessment Good

possible position to take advantage of the world of work and further education.  Assessment is effective. The headteacher has developed a system for measuring pupils’ starting points on entry. These are defined by the school as Good, Developed, Entry and Foundation and this helps teachers describe the progress that pupils make. Teachers follow this policy well and it helps them offer suitably challenging materials and resources for their pupils.  Pupils use their teachers’ feedback to improve their work. In pupils’ workbooks there are frequent examples of progress being made because pupils have taken teachers’ advice and rewritten their answers. This is especially strong in science, English and RE. In mathematics, pupils now make improvements in their workbooks and ask their teachers when they do not understand a concept.  Parents receive reports that are highly detailed and helpful. In most subjects, such as in

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Quality of teaching, learning and assessment Good

English and science, reports clearly identify what pupils need to do to improve their learning.  Questioning is a strength of the school. In most lessons, especially science, English, Urdu and RE, teachers carefully target questions to pupils to help them deepen their understanding.  Pupils’ attitudes to learning are highly positive. They enjoy working hard and focus well on tasks, no matter how demanding. In Urdu, for example, pupils learn challenging vocabulary and grammar and are committed and dedicated to making improvements.  In most subjects, teachers use strong subject knowledge when organising pupils’ learning.  The use of homework is highly effective. In every subject, homework is taken seriously and pupils spend time writing clear responses to tasks set. As a result, their extended writing skills are improving rapidly. This is one of the reasons why learning in English is so strong in the school.

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Quality of teaching, learning and assessment Good

 In mathematics, pupils’ learning been less effective because pupils were not well skilled at reading examination questions. The school knows that it needs to give pupils more practice in sitting examinations in mathematics. Leaders are working with teachers to help them identify pupils’ gaps in their knowledge and plan to improve their understanding.  In pupils’ art workbooks there is evidence of pupils’ effort and commitment. However, pupils do not use a range of media and their understanding of technique is weak. Pupils’ work is too basic and they rarely experiment with more-challenging forms and styles of visual representation.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is good.  Pupils are confident and go about their learning in a purposeful and focused manner. They are quiet in lessons, listen to their teachers carefully and work in a serious and thoughtful way.  Pupils are ambitious for themselves. Pupils spoke about how they wanted to be architects, neurosurgeons, social workers and authors. The school helps pupils to plan for their ambitions by giving them excellent work habits. They are punctual, they attend well and they work hard.  The school offers helpful work experience. Pupils work in dentists and local nursery schools. Pupils have independent careers advice and attend careers fairs and get experience of a range of work opportunities. Pupils have leadership opportunities at school. They can become prefects, work on the school council and apply for head girl positions.  Pupils value their education. They complete homework diligently. They keep their

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Personal development and welfare

workbooks with pride. Pupils’ detailed written work shows how much they appreciate learning. Pupils say that ‘learning is good for everyone’.  Pupils want to make improvements in their work. As a result, they help each other in their work and ask their teachers whenever they need further support.  Pupils are active and positive in their welcoming of difference. In RE books, for example, pupils write about how rich our society is because of the range of different beliefs.  Pupils feel safe and help each other to be safe through assemblies, tutor time and in discussion with their peers.  Pupils value their moral and cultural learning and know how much this contributes to their future. Pupils have learned how to value spirituality. Prayer is taken very seriously and pupils engage in religious celebration willingly. Pupils enjoy creativity. However, not all learning in art helps challenge and stretch their artistic talents

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Behaviour

 The behaviour of pupils is good.  Pupils attend well. Most pupils attend school nearly every day. Pupils enjoy coming to school. Pupils feel valued, challenged and supported by the school. Pupils speak very highly of their teachers. Pupils respect and appreciate the time and effort put into helping them with their learning and welfare. The school involved pupils in a consultation over school uniform. As a result, the headteacher is making changes so that the uniform retains its formality but is more comfortable to wear.  A very small number of pupils have attendance that is too low. The school is successful at working with families to support these pupils. The school is actively looking for other ways to use local authority agencies to help with this very small minority of absences.  Pupils are unfailingly polite, considerate of each other and polite.  Pupils are welcoming to visitors while being conscious of the need to keep each other safe

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Behaviour

in school and in the wider community.  The school is a very orderly environment. The school is not replete with resources, so pupils are aware of how economical they need to be with learning materials. There is very little waste. There is no graffiti and almost no litter, even at lunchtime and breaktime.

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Outcomes for pupils Good

 Last year, GCSE grades were an improvement on the year before in almost all subjects, especially English and science. GCSE grades in mathematics were lower than leaders expected. In 2016, some pupils gained the highest grades in English, ICT and Urdu, and this was also an improvement on the year before.  The school helps pupils overcome the barriers created by disadvantage so pupils make good progress in most subjects and in key stages 3 and 4.  From low starting points, pupils are making progress broadly in line with that expected of other pupils nationally across key stages 3 and 4. Until this year, pupils have not made expected progress in mathematics. Currently, pupils are doing better in mathematics, especially in key stage 3.  Pupils currently at the school make significant progress in English and in a range of other subjects, especially science. In English, pupils make particularly impressive

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Outcomes for pupils Good

progress in producing extended forms of writing and reading a range of challenging texts.  In ICT, Urdu and RE, pupils make significant progress. For example, in ICT, pupils understand and can use a wider range of coding, including binary and hexadecimal convention, and in Urdu, pupils acquire and use challenging grammar rules.  A few pupils do not have enough English for it to be used as a principal language of instruction. Where appropriate, the school puts special classes on for these pupils to help them learn through the languages in which they are proficient and makes sure that they make good progress.  Pupils read with enthusiasm and confidence. They enjoy learning new vocabulary, for example in science, RE and Urdu lessons, pupils are encouraged to try out unfamiliar words and read them aloud.  The school prepares pupils well for the next stage of their education, especially in English and science. All pupils who left in 2016 went onto further education or training.

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Outcomes for pupils Good

The school has good links with local sixth-form providers such as Lordswood School and Bordesley Green School.

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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.

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School details

Email address admin@alnoorcollege.org.uk

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School details

Date of previous inspection 10–11 May 2011

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Information about this school

 The school meets requirements on the publication of specified information on its website.  The school was last inspected by Ofsted in 2011. The overall quality of education was judged to be satisfactory. In 2014, the school was inspected by The Bridge Inspectorate, which is approved by Ofsted. The school was judged to provide a ‘satisfactory quality of education’.  Since the last inspection, there have been two changes in the headship of the school. The current headteacher was appointed in May 2017.  All pupils at the school come from significantly deprived socioeconomic backgrounds.  This all-girl school is committed to offering an Islamic education to all its pupils.  There are no pupils who have special educational needs and/or disabilities.  A minority of pupils do not have sufficient English for it to be used as the principal language of instruction.

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Information about this inspection

 The inspector observed learning in seven lessons through key stages 3. Books and other records of learning were seen from pupils in Years 10 and 11. The inspection took place during work experience fortnight for Year 10.  The inspector conducted a joint work scrutiny with the headteacher during all the lessons visited.  The inspector held a range of meetings with the headteacher and other members of the senior leadership team and with middle leaders.  The inspector met with the chair of governors, who represented the proprietor.  The inspector met with pupils and discussed with them their learning and workbooks.  The inspector scrutinised the single central record, met with the designated safeguarding lead and scrutinised a range of records of recruitment, welfare plans and actions taken to keep pupils safe.  The inspector scrutinised a wide range of documentation the school produces as part of

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Information about this inspection

its self-evaluation and development planning, policies and documents published on the website and made available during the inspection.  There were no responses to Parent View or the Ofsted staff and pupil questionnaire.

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Inspection team

Graham Tyrer, lead inspector Ofsted 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 .

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Inspection team

Parent View 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.

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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 .

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Inspection team

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Inspection team

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 .

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Inspection team

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Inspection team

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Inspection team

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

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