Jamia Al-Hudaa Residential College

Jamia Al-Hudaa Residential College Forest House, Berkeley Avenue, Mapperley Park, Nottingham, Nottinghamshire NG3 5TT

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Effectiveness of leadership and management Inadequate

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Quality of teaching, learning and assessment Good

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Personal development, behaviour and welfare Inadequate

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Overall effectiveness at previous inspection Good

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Summary of key findings for parents and pupils

 Since the previous inspection, there has been a steep decline in the school’s effectiveness. Leaders have not ensured that the independent school standards remain met in full.  The school’s safeguarding arrangements are not effective. There are numerous failings in the school’s systems to safeguard pupils and promote their health, safety and well-being.  Pupils are not taught how to keep themselves safe in a range of situations. They do not know enough about the risks they may face in life.  Leaders do not ensure that the school’s policies are implemented effectively. They do not support staff to carry out their roles effectively.  The curriculum does not prepare pupils well enough for the opportunities and challenges of British society. There are too few opportunities for pupils to mix with other pupils, contribute to the local community, or to leave the school site.  The range of extra-curricular activities on offer

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Summary of key findings for parents and pupils

is low. Pupils do not develop their skills in creative and aesthetic learning well enough.  Leaders do not routinely confirm the destination of pupils who have left the school. They do not do enough to ensure that these pupils are safe.  Staff are not alert to the signs that pupils may be at risk. For example, they do not make careful enough checks when pupils miss school.  Some parts of the premises are in a poor state of repair and hygiene. This places pupils unnecessarily at risk.  Pupils conduct themselves well around school, but too many are late to class.  The sixth-form provision is inadequate due to the poor safeguarding arrangements.  The curriculum in the sixth form does not teach students the skills they will need when they leave the school.

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Summary of key findings for parents and pupils

 Teachers have good subject knowledge and support each other well to develop their practice.  Pupils are polite and welcoming. They care for each other well.  Pupils are keen to do well, and regularly seek help if they have not understood the learning.  Outcomes are good. Pupils achieve well in the qualifications they take. Compliance with regulatory requirements

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Summary of key findings for parents and pupils

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

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What does the school need to do to improve further?

 Take urgent action to improve the school’s arrangements to keep pupils safe by ensuring that: – leaders make certain that all staff are trained in, understand and consistently follow the school’s policies on safeguarding – all staff record all safeguarding incidents accurately, following the school’s procedures – all staff report and record health and safety concerns promptly – the work of leaders and the health and safety committee is effective in carrying out routine checks that enable prompt action to be taken to address any shortcomings – leaders support all staff to carry out their safeguarding roles effectively, and staff feel confident to raise concerns and seek help when necessary – all staff closely adhere to risk assessments in place for the premises, and leaders make sure risk assessments reflect more accurately the range of risks that pupils are vulnerable to – leaders and governors have the necessary work to the premises undertaken promptly

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What does the school need to do to improve further?

to ensure that the school environment is safe, clean and fit for purpose.  Improve the effectiveness of leadership and management through: – leaders and governors establishing a culture of high expectations so that all staff follow the school’s policies consistently – leaders and governors regularly reviewing the work of the school and maintaining a focus on continuous improvement – leaders enabling all staff to fully understand their roles and responsibilities and carry them out effectively – leaders improving communication with and between staff so that they routinely share information about, for example, pupils who have left the school – leaders using information about the strengths and weaknesses of teaching in order to develop strategic plans to improve this aspect of the school’s work.  Improve pupils’ personal development, behaviour and welfare by: – ensuring that pupils fully understand the range of risks they may be vulnerable to,

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What does the school need to do to improve further?

and that they feel confident to raise any issues with their teachers – developing the curriculum so that there are more opportunities for pupils to leave the school site, mix with others and learn how to stay safe in a range of situations – enriching pupils’ spiritual, moral, social and cultural education so that all pupils have a secure understanding of different cultural traditions, the different communities they belong to and the protected characteristics set out in the 2010 Equality Act, and are better prepared for the challenges and opportunities of British society – enabling pupils to develop their skills in a range of activities, particularly through creative and aesthetic learning – following the school’s policies to make checks on pupils who leave the school – carrying out careful checks on pupils who are absent from school and ensuring that staff use the correct codes to record this absence and the contact they have with

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What does the school need to do to improve further?

parents about pupils’ absences – ensuring that all behaviour incidents are recorded accurately, including all exclusions from school – encouraging all pupils to get to their classes on time.  Improve teaching, learning and assessment by continuing to develop teachers’ use of questioning.  Improve the sixth-form provision by: – ensuring that safeguarding is effective – increasing the opportunities for students to interact with the outside world and learn the skills they need to be fully successful in life.  The school must meet the independent school standards, as set out in the annex of this report.

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Effectiveness of leadership and management Inadequate

 Leaders have not ensured that the independent schools standards remain met in full. The many failed standards in relation to pupils’ health, welfare and safety are having a negative impact on pupils’ well-being and place them unnecessarily at risk.  Leaders have not maintained the improvements noted at the previous inspection. A culture of complacency has set in. This has led to a decline in standards and an ethos in which staff do not communicate well enough with each other or raise concerns with leaders.  Leaders do not support staff to carry out their roles effectively. Leaders do not check that staff are fulfilling their responsibilities to keep pupils safe.  The school’s policies for safeguarding, including those covering health and safety, pupils missing education, attendance and risk management, are thorough and detailed. However, practice falls far short of what is described in these policies. This is because

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Effectiveness of leadership and management Inadequate

leaders do not ensure that staff understand them well enough or apply them in their daily work.  Leaders’ view of the school’s effectiveness is not accurate. They have not checked carefully enough whether the school continues to meet the independent school standards.  The curriculum does not prepare pupils well enough for the challenges and opportunities of life in British society. They have very little opportunity to contribute to society or interact with the outside world.  Leaders describe their approach to teaching personal, social, health and economic education (PSHE) as cross-curricular. In reality, it is ad hoc. It relies on individual teachers to decide what to cover and is not systematically planned or evaluated. As a result, pupils do not develop the knowledge, understanding and practical skills they need to live healthily and safely. They do not have a secure understanding of risk.  There are significant gaps in the promotion of pupils’ spiritual, moral, social and cultural

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Effectiveness of leadership and management Inadequate

development. Pupils have too little opportunity to use imagination and creativity, participate in cultural activities or use their social skills in different contexts. Their understanding of the protected characteristics, as defined by the Equality Act 2010, is weak.  There are too few opportunities for pupils to develop their creative and aesthetic skills. There are very few extra-curricular activities currently on offer.  Leaders have had some success in acting on the areas for improvement identified in the previous inspection. There are now more opportunities for teachers to work together to develop their practice, and leaders have provided some training on the use of questioning in lessons. However, the approach to developing teaching lacks strategy and rationale. Leaders have not considered, for example, how younger teachers who join the staff, having completed their studies in the school, may need additional help and support.

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Effectiveness of leadership and management Inadequate

 There are strengths in the middle leadership of the school. Subject leaders for mathematics, science and English are experts in their fields who demonstrate a passion for learning and a determination that pupils will succeed. As one said, ‘I just want them to see the beauty of mathematics.’  Leaders took swift action in response to some of the health and safety concerns identified during the inspection.

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Governance

 Trustees have not carried out their statutory duties to ensure that the school’s arrangements for safeguarding are effective. They have not checked carefully on the quality of the school’s work.  Trustees are informed about the school’s work through the headteacher’s report. This is detailed but has not been accurate about how well the school was meeting the standards.  Trustees have demonstrated some challenge to leaders. For example, following the recent social care inspection, they asked leaders to draw up an action plan, and to keep trustees informed about the progress against it.

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Safeguarding

 The arrangements for safeguarding are not effective. Staff do not follow the guidance set out in the school’s policies for keeping pupils safe. A narrow understanding of safeguarding, coupled with a lack of vigilance, places pupils unnecessarily at risk.  Staff do not follow the school’s policy, or act in line with the statutory guidance, to ensure that pupils who leave the school are safe. They do not make reasonable enquiries to ascertain the whereabouts of these pupils before they delete them from the school’s register.  Leaders did not take sufficiently urgent action in relation to a recent safeguarding issue.  Staff do not understand well enough the risks that pupils may be vulnerable to. They do not act quickly enough when pupils do not return after the school holidays, for example, or probe the reasons for pupils’ absence or illness. They do not question their own actions with regard to safeguarding, or review records of absence, illness or injury to identify

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Safeguarding

trends. They show a lack of professional curiosity in failing to see that absence from school, and incidents of poor behaviour, are signs that pupils may need additional support.  Leaders do not ensure that the curriculum teaches pupils well about how to stay safe. Some pupils told inspectors that they were not taught about healthy relationships, for example.  Inspectors found many unmet standards in relation to pupils’ health, safety and welfare. Standards of hygiene are low. Toilets were found to be dirty, with no soap, hot water, paper towels or sanitary bins. In some, mould and damp were present, ceiling tiles were loose and wall tiles peeling away.  The school’s premises pose a risk to pupils’ health. Staff do not routinely report or record health and safety concerns, or act in such a way that pupils’ health and safety is consistently ensured.  Records of safeguarding concerns lack detail and accuracy. Staff have not recorded

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Safeguarding

details of a potentially serious safeguarding matter, for example.  Staff do not follow the school’s procedures for risk management. This has left some parts of the building unclean, and others unsafe. Leaders have not carried out a risk assessment of the challenging behaviour displayed by a minority of pupils or considered that doing so may help staff manage such behaviour safely and effectively.  The school’s safeguarding policy, which reflects the latest guidance, is available on the school’s website.

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Quality of teaching, learning and assessment Good

 Teachers have good subject knowledge. They use this well to plan learning that enables pupils to make good progress.  Teachers’ feedback to pupils helps pupils to improve their work. For example, pupils use the ‘assessment for learning’ sheets to reflect maturely on their work to consider what they have done well, and how they can develop their learning further.  In class, relationships between teachers and pupils are positive. Pupils contribute keenly in class and are confident to seek help when they need it. Teachers willingly give up their own time to help pupils.  Teaching is generally well planned to meet pupils’ needs. Teachers set targets for pupils, based on pupils’ prior knowledge, and ensure that pupils know how to achieve these targets. This is particularly successful in mathematics and English.  Some teachers are expert in using questions to unpick pupils’ understanding. For example,

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Quality of teaching, learning and assessment Good

one teacher deftly anticipated pupils’ misunderstanding in a mathematics lesson when she asked, ‘What might go wrong?’  Not all teachers use questioning well. Some ask questions that elicit only a basic response and fail to promote pupils’ deeper learning. Some teachers do not challenge pupils well enough to explain their answers.  Classrooms are generally well organised, with resources such as dictionaries freely available and displays that promote pupils’ learning. However, some displays are out of date, and some have become tatty and worn.  Some teachers use their subject to promote pupils’ wider learning. For example, in English, pupils have prepared speaking assignments on a range of topics from homelessness to drug taking. However, this approach is far from routine.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is inadequate.  Pupils do not learn well enough about how to live healthy, safe lives. There are significant gaps in their understanding of important safety issues, including female genital mutilation. They do not understand online safety well.  Pupils are not well prepared for life beyond school. They are insufficiently prepared to cope with risk, because they have too little opportunity to learn about risk in the world outside the school building.  The many failings in the school’s systems to keep pupils safe have a negative impact on pupils’ welfare and well-being. Poor hygiene, poor risk assessment and poor attention to basic health and safety pose a health hazard and put pupils unnecessarily at risk.  Pupils told inspectors that they did not like using some of the toilets, because they are dirty. They said that the sanitary bins are often full and sometimes overflowing.

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Personal development and welfare

 The majority of pupils enjoy warm and trusting relationships with their teachers. However, a minority of pupils told inspectors that they would not tell their teachers if they were worried about a friend being drawn into a forced marriage. A small minority of pupils said they were anxious about sharing their concerns with inspectors.  Pupils form strong bonds with each other. One spoke for many when she said, ‘We are all sisters here.’  Pupils receive independent advice on their career choices. They use the resources in the school’s library to undertake their own research and are eagerly looking forward to the annual careers fair. In this regard, they are well prepared for their next steps.  Pupils are confident that there is little bullying in the school and that teachers would respond well to any such issues. The anti-bullying ambassadors work with school leaders to raise awareness of different types of bullying, including racism.

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Personal development and welfare

 After a dormant period, the school council is back up and running. Representatives have been voted in by their peers and are rightly proud of the role they play in bringing matters of concern to the attention of teachers.  Pupils are keen to do well in their work. At breaktime and lunchtime, they eagerly queue up outside the staff room to get help.

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Behaviour

 The behaviour of pupils requires improvement.  Since most pupils live on site, pupils’ overall attendance is good. However, staff do not probe the reasons for pupils’ absence carefully enough. They do not use the correct codes to record absences or follow the school’s systems to routinely record contact with parents.  Too many pupils are late to class. This does not indicate a keenness to start work.  There is a lot of litter on the school’s grounds and on the roofs, which appears to be thrown from upstairs windows. This is unsafe and shows a lack of pride in the school.  A minority of pupils have displayed some quite challenging behaviour, such as swearing and hitting others. These pupils are typically placed on report and given the opportunity to reflect on their behaviour, but they are not taught well enough how to manage their behaviour more effectively.  In general, pupils conduct themselves well around school. They are very friendly and

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Behaviour

polite, greeting inspectors warmly and holding doors open, for example.  Pupils behave well in class. They are interested in their work. They take the opportunity to reflect on their work and seek teachers out at breaktime and lunchtime if they need extra help.  Pupils present their work neatly.  The rewards system is working well. Pupils take pride when they receive a postcard home, are mentioned in assembly or win a prize for their work.

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Outcomes for pupils Good

 Pupils attain highly on their GCSE courses. The proportion who achieve strong passes in English, mathematics, science, Arabic and religious studies is well above that seen nationally.  The differences in attainment in different subjects noted in the previous inspection were not evident in the most recent GCSE results. Pupils achieved just as well in science, for example, as they did in English and mathematics.  Across the school, pupils make good progress in the subjects they study. They use teachers’ guidance well to improve their knowledge and understanding.  Pupils who previously had gaps in their learning have caught up successfully. This is because teachers take time to go over any misunderstandings, and they ensure that pupils fully understand the learning.  The most able pupils achieve well because teachers set them challenging work and enable them to understand what they need to do to achieve their target grades.

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Outcomes for pupils Good

 Pupils are able to read and decipher complex texts in Arabic and explain the significance of the text. They can use and apply their knowledge of Islam in a range of contexts.  Pupils are well prepared for the next stage of their education because they attain relevant qualifications. However, the curriculum does not fully prepare them for other aspects of life.

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Sixth form provision Inadequate

 The sixth-form provision is inadequate. The arrangements for safeguarding affect students in the sixth form and place them at risk.  The curriculum in the sixth form remains narrow. Students are not well prepared for life beyond school. Students themselves are aware of this, with one summing this up precisely: ‘We need to know the basic skills for when we leave.’  Students in the sixth form say that they are taught well about the importance of respecting others. However, they have too little opportunity to go out of school and mix with others. This stunts their personal growth and does not allow them to put the values that the school instils in them into practice.  Leaders made changes to the curriculum following the recommendations in the previous inspection. They introduced a new course in business administration, but this did not prove successful. They continue to look for cost-effective ways to improve students’

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Sixth form provision Inadequate

experiences in the sixth form.  Sixth-form students are extremely courteous and very well behaved. They enjoy the opportunities they have to guide and mentor younger pupils. They generally set a good example for younger pupils, except that they, too, are often late in the morning.  Teaching in the sixth form is effective. Teachers have good subject knowledge of the Islamic courses and provide interesting activities to stimulate students’ interest. For example, in one lesson, the teacher probed students’ understanding successfully, inspired their interest in the topic, and then successfully set them to work in groups.  Students in the sixth form support each other well, pastorally and in their learning. As one said, ‘Our sisterhood and bond is strong.’  Students make good progress and achieve well in their courses.  There is adequate provision for careers education in the sixth form. Students who spoke

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Sixth form provision Inadequate

with inspectors were confident of the steps they needed to take to secure a place at college or university.

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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

School category Independent boarding school

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School details

Gender of pupils in the sixth form Girls

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School details

Of which, number on roll in sixth form 50

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School details

Annual fees (boarding pupils) £0  £3900

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School details

Date of previous inspection 19–21 September 2017

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Information about this school

 Jamia Al-Hudaa is situated in Nottingham and is part of the Madni Trust, a registered charity.  Jamia Al-Hudaa is an independent school which is registered to provide day and boarding education for girls aged 11 to 19 years. The boarding provision is housed within a building attached to the school.  The school was registered in 1996 and can admit up to 205 pupils. It currently has 187 full-time pupils on roll.  The school does not use the services of any alternative organisations as part of the curriculum.  Parents make a contribution to the annual fees, according to their ability to pay.  There is a separate Nursery on the school site. This was inspected on 2 November 2016 and found to be good.  The curriculum enables pupils to complete Islamic studies, and study national curriculum subjects.  The school was last inspected in September 2017 and was judged to be good.

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Information about this inspection

 This inspection was commissioned by the Department for Education following a number of complaints received and concerns about the school’s arrangements for safeguarding. It took place without notice. The inspection was aligned with a one-day monitoring inspection of the school’s boarding provision.  Inspectors observed learning across a range of subjects and year groups and looked at the work in pupils’ books.  Inspectors held meetings with the principal, headteacher, senior and middle leaders and a range of staff.  A range of documentation was considered, including the school’s self-evaluation, and policies and records relating to safeguarding, attendance and behaviour. Inspectors looked at examples of schemes of work and leaders’ work to monitor the quality of teaching. Inspectors met formally with the student council and informally with other pupils and students from all year groups.  Inspectors observed pupils’ behaviour before school, at breaktime and lunchtime. They

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Information about this inspection

looked at behaviour records.  Inspectors took account of the 161 responses to Parent View and the 31 free-text responses. They considered a letter written to the inspectors by a student.

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Inspection team

Deirdre Duignan, lead inspector Her Majesty’s Inspector

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if  – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and  2(2) For the purposes of paragraph (2)(1)(a), the matters are  – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; – 2(2)(d) personal, social, health and economic education which  – 2(2)(d)(i) reflects the school’s aim and ethos; and – 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and

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Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor  – 5(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs; – 5(b) ensures that principles are actively promoted which  – 5(b)(iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely; – 5(b)(iv) enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England; – 5(b)(v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other

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Part 2. Spiritual, moral, social and cultural development of pupils

cultures; – 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; and

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Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that  – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.  9 The standard in this paragraph is met if the proprietor promotes good behaviour among pupils by ensuring that  – 9(b) the policy is implemented effectively; and – 9(c) a record is kept of the sanctions imposed on pupils for serious misbehaviour.  11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.  13 The standard in this paragraph is met if the proprietor ensures that first aid is administered in a timely and competent manner by the drawing up and effective implementation of a written first aid policy.

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Part 3. Welfare, health and safety of pupils

 15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006[13].  16 The standard in this paragraph is met if the proprietor ensures that  – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that  – 23(1)(a) suitable toilet and washing facilities are provided for the sole use of pupils;  24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including  – 24(1)(b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility; and  25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured. – 28(1)(b) toilets and urinals have an adequate supply of cold water and washing facilities have an adequate supply of hot and cold water;

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school  – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and – 34(1)(c) actively promote the well-being of pupils. 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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Part 8. Quality of leadership in and management of schools

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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Part 8. Quality of leadership in and management of schools

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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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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