Zakariya Primary School

Zakariya Primary School 447-451 Romford Road, Forest Gate, London, E7 8AB

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Effectiveness of leadership and management Inadequate

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Quality of teaching, learning and assessment Requires improvement

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Personal development, behaviour and welfare Inadequate

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Outcomes for pupils Requires improvement

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Overall effectiveness at previous inspection Inadequate

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Summary of key findings for parents and pupils

 Leaders have not taken effective steps to protect pupils from extreme views. Inspectors found examples of inappropriate materials in the school’s library. The materials’ contents promote disrespect for women and gay people, contrary to the Equality Act 2010. In addition, leaders have not made sure that content on the school’s social media platforms is consistent with the school’s aims. These failings seriously undermine leaders’ work to promote pupils’ personal development.  The leadership team has not established a culture of safeguarding. The recruitment of staff is not carried out in accordance with statutory guidance. Inconsistent record-keeping means that leaders are unable to acquire a comprehensive picture of pupils’ well-being.  Leaders fail to ensure that health and safety policies are followed. Disorganised records prevent leaders from knowing if the premises are safe. This places pupils’ welfare at risk.

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Summary of key findings for parents and pupils

 Roles and responsibilities of leaders and governors are not clearly defined. Systems to support leaders to check and improve the school’s work are absent. As a result, leaders are unable to evaluate the school’s effectiveness accurately. In turn, this limits their capacity to make the urgent improvements needed.  The quality of teaching is too variable between different year groups and subjects. Often, pupils complete activities that do not cater well for their needs and abilities. Consequently, pupils’ progress is not good.  Teachers do not expect enough from pupils, particularly the most able. Sometimes, pupils’ work is scruffy. Pupils repeat basic punctuation errors in their writing. Teaching does not help them to learn from their mistakes.  As at the time of the previous inspection, the proprietor has not ensured that the independent school standards are met. The school has the following strengths

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Summary of key findings for parents and pupils

 Pupils are polite, well-mannered and behave well. They enjoy school and attend regularly.  Parents and carers praise the levels of care their children receive from staff.  Pupils have opportunities to take on leadership roles and contribute positively to school life. Leaders ensure that pupils learn about topics such as e-safety, bullying and healthy eating.

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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?

 As a matter of urgency, leaders must ensure that pupils’ welfare and personal development are safeguarded by: – making suitable arrangements to oversee school resources, including those in the library, so that pupils are not at risk of accessing extreme views – ensure that all staff recognise inappropriate literature, and understand the reasons why it is unacceptable and their responsibility to report its presence and remove it immediately – overseeing information published on the school’s social media outlets, and conducting due diligence on any speakers or events that these outlets are linked to or endorse – implementing appropriate systems to assess and manage any risks that arise from other organisations using the building – implementing effective procedures for checking that the premises are well maintained and safe and keeping accurate records of the checks carried out – using records to identify and address any health and safety concerns at the earliest

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What does the school need to do to improve further?

possible stage – following statutory guidance for the recruitment of staff – keeping appropriately detailed and well-organised records of concerns regarding pupils’ welfare so that leaders and external agencies have sufficient information to inform their decision-making.  Improve the quality of leadership and management by making sure that: – leaders and governors have well-defined roles and responsibilities – systems are in place for leaders to obtain a reliable understanding of the school’s effectiveness and identify appropriate priorities – well-focused improvement planning enables leaders to take prompt and effective action to address any weaknesses identified, including in safeguarding arrangements and the quality of pupils’ learning – the proprietor and governors hold leaders to account for the impact of their work.  Improve the quality of teaching, learning and assessment by ensuring that: – staff are aware of pupils’ starting points and set work that challenges pupils to make

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What does the school need to do to improve further?

good progress, particularly the most able pupils – staff expect more from pupils and ensure that pupils take pride in the presentation of their written work – teaching enables pupils to develop a neat handwriting style and correct basic errors in their writing.  The proprietor must ensure that all the independent school standards are met, as set out in the annex to this report.

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Effectiveness of leadership and management Inadequate

 Leaders do not check the school’s work effectively. Many of the weaknesses identified at this inspection were brought to leaders’ attention at previous inspections. Inadequate leadership means that little progress has been made towards ensuring that the independent school standards are consistently met.  The school’s work to promote pupils’ personal development and welfare is inadequate. Leaders were unable to provide satisfactory reasons why inappropriate resources were available to pupils in the school library or the steps they took to prevent this. Inspectors found books that were not appropriate for pupils. These resources contained text that is counter to British values. One book promoted intolerance and hatred towards homosexuality. An excerpt from the book states: ‘Many so-called wise people are committing it, but sodomy is such an awful thing that even animals abhor it except the pigs.’ Another book contained misogynistic views on the role of woman. An excerpt from

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Effectiveness of leadership and management Inadequate

the book states that: ‘A wife must not deny herself to her husband… Moreover, the wife is not permitted to do anything that may render her companionship less desirable or less gratifying. If she does any such thing or neglects herself, the husband has the right to interfere with her freedom and to rectify the situation.’  Although leaders said that these views were unacceptable, they told inspectors that they were unaware that the books were there or if pupils had seen them. Leaders stated that pupils did not use the library. Therefore, they were confident that there was little likelihood of pupils being adversely affected by the content of these books. Inspection evidence does not support this view. Discussions with pupils indicated that pupils use the library on a regular basis.  The school operates several social media pages. Leaders have not applied responsible oversight of what is published on these pages. Inspectors found content, including the

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Effectiveness of leadership and management Inadequate

promotion of an event, which conflicts with the requirement for the school to encourage respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010.  Leaders’ improvement planning is not fit for purpose. Plans contain minimal information on the changes leaders aim to bring about and how they will measure success. Although leaders use a range of strategies to check how well pupils learn, they do not use this information systematically to improve pupils’ outcomes. As at the time of the previous inspection, teaching does not enable pupils to make good progress across the curriculum. Important aspects of the school’s work, including arrangements for safeguarding and the safety of the premises, continue to be neglected.  Recently appointed leaders are keen to make a difference to the quality of education pupils receive. However, the proprietor has not made sure they benefit from suitable

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Effectiveness of leadership and management Inadequate

support and training so that they can fulfil their responsibilities effectively.  The curriculum is broad and enables pupils to learn about a range of stimulating topics. For example, Year 5 pupils spoke enthusiastically about designing their own websites in technology classes. Year 6 pupils explained in depth about what they had learned about the ancient Aztecs in a recent history topic. Outings and visits, including to museums and places of worship, enhance pupils’ enjoyment of their learning. Parents are pleased with how the curriculum balances opportunities for pupils to learn about their faith with the study of other subjects.  While, overall, the provision for pupils’ personal development and welfare is inadequate, there are some successful aspects. Through the school’s emphasis on good manners and kind deeds, pupils learn to take responsibility for their behaviour and are keen to help others, for instance by raising money for local charities. The atmosphere in school is calm

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Effectiveness of leadership and management Inadequate

and orderly because pupils are considerate of their peers and adults.  Parents are overwhelmingly supportive of the school. All parents who responded to Parent View would recommend the school. Parents particularly value how leaders keep them well informed about school life and seek their views on what could be improved about their children’s learning.

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Governance

 Those responsible for governance do not have a reliable understanding of the school’s strengths and weaknesses. The work of the proprietor and governors has not been sharply focused on rectifying the weaknesses identified at the previous inspection. The books found in the library demonstrate a complacency in holding leaders to account regarding inappropriate materials.  The proprietor has delegated strategic oversight of the school’s work to a governing body. However, governors’ involvement is mostly concerned with operational matters. Boundaries between the roles and responsibilities of leaders and governors are muddled. This has diminished the proprietor’s ability to challenge leaders and hold them to account.  Governors articulate a commitment to making sure pupils are prepared well for life in modern Britain. Nevertheless, their failure to oversee the library and social media pages means pupils’ personal development is at risk.

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Safeguarding

 The arrangements for safeguarding are not effective.  The proprietor has not made sure that leaders follow statutory guidance for the safer recruitment of staff. For instance, leaders have not obtained sufficient information on candidates’ employment history, including the reasons for any gaps. The school’s policy for seeking references is not followed consistently. Leaders do not keep appropriate records of appointment decisions. These issues prevent leaders from knowing if those they appoint to work in the school are suitable to do so.  Leaders’ approach to recording concerns about pupils’ welfare is disorganised and inconsistent. This hinders leaders from obtaining a comprehensive picture of pupils’ needs and reaching well-informed decisions about whether pupils might need extra help.  Since the previous inspection, leaders have revised the way they check the safety of the premises. These changes have not been effective in supporting leaders to assess and

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Safeguarding

minimise potential hazards around the site. For instance, inspectors found building materials stored unsafely in the playground and a packet of medication left in a teaching area, within easy reach of pupils. Health and safety records are often incomplete. Inspectors found long gaps between the different checks that school policies indicate should happen on a weekly and daily basis. In addition, fire drills are not recorded in accordance with school policies and the fire risk assessment is out of date. These issues represent an unacceptable risk to the safety of pupils, staff and visitors.  Staff receive appropriate training on safeguarding matters, including the risks associated with female genital mutilation and child sexual exploitation. Leaders and staff have a secure knowledge of the signs that can indicate a pupil is vulnerable to abuse and what they must do if they have concerns.  Pupils learn about different ways they can keep themselves safe, including keeping safe

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Safeguarding

online and when outside of school. For example, leaders work effectively with external agencies to develop pupils’ awareness of the risks related to gang activity and how to avoid them.  The safeguarding policy includes the most recent statutory guidance and is made available to parents on the website.

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previous inspection

 At the previous full inspection and subsequent progress monitoring visit, inspectors found that routines and systems for checks on the premises were not rigorous enough. As reported above, leaders’ actions have still failed to rectify these issues.  The previous inspection found that the procedure for vetting speakers to the school was not systematic. No one had a clear overview. Leaders have subsequently implemented a suitable approach to ascertain the suitability of visitors who deliver assemblies and workshops for pupils. However, it is unclear who is responsible for checking that material published on the school’s social media sites, including links to external speakers, is consistent with the school’s values.  Some aspects of the arrangements for sharing the premises with other organisations are managed effectively by leaders. Appropriate procedures are in place to safeguard pupils when members of the public attend prayers at the mosque at lunchtimes. Leaders have

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previous inspection

installed additional toilets to ensure that boys and girls have suitable facilities for their sole use. Toilets and washing facilities are now separate from those used by adults and visitors. All facilities are clearly labelled, clean and well maintained. Staff supervise pupils carefully to make sure that pupils and visitors follow arrangements consistently.  The school’s website contains the required information on the school’s academic performance as well as previous inspection reports. Leaders ensure that parents are kept well informed about the school’s work through regular newsletters and meetings. This includes ensuring that parents know that they can request hard copies of policies from the school office should they wish to.  The proprietor has not made sure that leaders fulfil their responsibilities effectively so that the independent school standards are met. The following requirements of the independent school standards remain unmet: Part 3,

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previous inspection

paragraphs 7, 7(a) and (b), 11 and 16, 16(a) and (b); Part 5, paragraph 25 and Part 8, paragraphs 34(1), 34(1)(a), 34(1)(b) and 34(1)(c). The school now meets the following requirements of the independent school standards: Part 5, 23(1) and 23(1)(a) and Part 6, 32(1)(e) and (g).

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Quality of teaching, learning and assessment Requires improvement

 Teachers use curriculum plans effectively to ensure that pupils study a broad range of topics and concepts. However, when setting tasks, teachers do not routinely take account of what pupils already know or can do well. Pupils complete activities that do not take account of their different needs and abilities. This prevents pupils from learning as well as they could.  Teaching does not do enough to stretch the knowledge and understanding of the most able pupils. These pupils are held back in their learning by having to complete work which is too easy.  Mathematics teaching is effective in developing pupils’ calculation skills and fluency in using number. However, in some year groups, pupils have too few opportunities to deepen their knowledge by solving problems and reasoning mathematically. This is particularly the case for the most able pupils.  Teaching provides numerous opportunities for pupils to practise their writing skills, both in

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Quality of teaching, learning and assessment Requires improvement

English and in subjects such as history and geography. However, teachers do not make sure that pupils use their knowledge of grammar and punctuation when they are writing. Equally, teaching does not help pupils to develop a fluent handwriting style. As a result, pupils struggle to present their work neatly.  Pupils are enthusiastic learners. They listen attentively in classrooms and try hard with their work. Sometimes, however, teachers do not provide pupils with enough guidance on how to present their work. Poorly presented or poor-quality work is left unchallenged. Teaching does not do enough to help pupils learn from their mistakes.  In Islamic studies, teachers assess pupils’ learning regularly, including their ability to read Arabic accurately and fluently. Teachers use assessment information effectively to set work that caters for pupils’ needs. This contributes to pupils’ positive attitudes to Islamic

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Quality of teaching, learning and assessment Requires improvement

studies.  Homework is used successfully to encourage pupils to continue their learning beyond the classroom. Parents appreciate how teachers set clear expectations and guidance for the quality and frequency of homework.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is inadequate.  Leaders have failed to identify that pupils may have access to materials that are contrary to British values and to the requirements of the Equality Act 2010. This, together with the serious failings in safeguarding arrangements, poses a considerable risk to pupils’ welfare and personal development.  Through the curriculum, pupils learn about cultures and faiths that are different from their own. Pupils told inspectors that this helps them to understand that ‘everyone is equal and unique’. For instance, pupils recently took part in a ‘multi-cultural’ day, which included finding out information on different cultures and preparing a presentation for their peers.  Pupils know about different types of bullying. They told inspectors that bullying is not a problem in school, but if it did occur, adults ‘would always sort it out’. Pupils are confident

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Personal development and welfare

that adults listen carefully to any worries they may have and will help them to resolve any problems.  Relationships between pupils and staff are warm and respectful. This contributes to the harmonious and friendly atmosphere in classrooms and playtimes.  Leaders and staff promote pupils’ understanding of how to lead healthy lifestyles. Pupils enjoy running their own ‘tuck shop’, with healthy options on offer. Parents are particularly pleased with the way the school encourages pupils to understand the importance of eating a balanced diet.

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Behaviour

 The behaviour of pupils is good.  Adults supervise pupils effectively at playtimes and provide clear guidance, so pupils know what is expected of them. Pupils interact well with one another and return to classrooms swiftly to continue their learning once playtime has finished. Leaders ensure there are plenty of adults available to deal with any issues that arise. Incidents of misbehaviour are unusual and managed effectively by leaders and staff. Pupils appreciate this.  Pupils enjoy school and want to do well. This is reflected in their attendance, which is broadly similar to that of other schools nationally. However, sometimes pupils doodle on their work or on the front covers of their workbooks. Leaders and teachers have not made it clear to pupils that they view this as unacceptable.  In classrooms, pupils typically work hard and follow teachers’ instructions without a fuss. Even when activities are not demanding enough, pupils maintain concentration on the

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Behaviour

tasks set. Pupils’ learning is rarely disrupted by poor behaviour.

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Outcomes for pupils Requires improvement

 Pupils’ progress is a mixed picture. Too much variation exists between year groups and subjects. This links directly to weaknesses in the quality of teaching.  Pupils do not make as much progress as they should because, often, they have to complete work that does not contribute well to the development of their knowledge and skills. Work in books shows that pupils are capable of more. This is particularly the case for the most able pupils.  By the end of key stage 2, a high proportion of Year 6 pupils attain the age-expected standard in mathematics. Nevertheless, mathematics teaching limits pupils’ ability to apply and deepen their understanding of important concepts.  Pupils know how to write for different purposes. They can include features and vocabulary that are appropriate to the style they are writing in. However, in some year groups, pupils’ writing contains repeated errors in basic punctuation and grammar. Pupils’

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Outcomes for pupils Requires improvement

handwriting skills are underdeveloped. Sometimes, pupils do not take enough care with how they present their work. This means the standard of pupils’ writing is not as high as it could be.  Pupils enjoy reading and spoke enthusiastically about the different types of books they like to read. Effective phonics teaching means that pupils acquire the skills and knowledge they need to read fluently and with confidence. Pupils’ phonics knowledge also has a positive impact on their spelling skills. Pupils’ work shows that they can spell words correctly at an age-appropriate standard.

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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

Date of previous inspection 4–6 July 2017

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Information about this school

 Zakariya Primary School is an independent day school with an Islamic ethos. The school is located in Newham local authority and operates from within the premises of Forest Gate Mosque.  The school is registered for up to 120 boys and girls between the ages of five and 11. There are currently 91 pupils on roll. No pupils have special educational needs and/or disabilities. The school does not make use of any alternative or off-site provision.  Since the last full inspection, there have been several changes in leadership arrangements. A new proprietor has taken over responsibility for the school. The headteacher is now the chair of governors. The previous deputy headteacher is now the substantive headteacher and a new deputy headteacher has been appointed.  The last full inspection took place in July 2017. The school’s effectiveness was judged inadequate. The school subsequently submitted an action plan in September 2017, which

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Information about this school

was evaluated as unacceptable. The school received a monitoring inspection in March 2018. This inspection found that the school did not comply with all of the standards that were checked during the inspection.

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Information about this inspection

 This full standard inspection was conducted without notice and at the request of the school’s registration authority, the Department for Education (DfE).  The DfE also requested that a progress monitoring inspection be incorporated into the full standard inspection. Inspectors were asked to check the progress the school had made in meeting the standards in Part 3, Part 5, Part 6 and Part 8 that remained unmet at the time of the progress monitoring inspection in March 2018.  Following the progress monitoring inspection in March 2018, the school submitted an action plan to the registration authority. This action plan was deemed acceptable.  Inspectors toured the premises, looked at documentation and reviewed the school’s website to check the school’s compliance with the independent school standards.  Meetings were held with the headteacher, senior leaders, staff and members of the governing body. These meetings included a review of policies and record-keeping related

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Information about this inspection

to safeguarding, behaviour, attendance and health and safety.  Inspectors visited classrooms in all year groups and looked at samples of pupils’ work in different curriculum subjects.  Inspectors met with groups of pupils from Year 4 and Year 6 as well as members of the school council. Pupils from Year 2 and Year 5 read to inspectors. Inspectors also spoke to pupils informally during visits to classrooms and at breaktimes. No responses were received to Ofsted’s survey for pupils.  The views of parents were considered through a discussion with a group of parents and the 14 responses to Parent View, including written comments. Inspectors also reviewed the school’s own survey of parents’ views.  Inspectors held telephone discussions with external professionals from the local authority regarding the school’s work to safeguard pupils.  A meeting was held with a group of teachers. No responses were received to Ofsted’s

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Information about this inspection

survey for staff.  The inappropriate books found were entitled ‘Abuses of the People of Lut’ by Shaykh-e- Tariqat Amir-e-Ahl-e-Sunnat, published by Maktaba tul Madinah, Karachi, Pakistan and ‘Islam in Focus’ by Hammudah Abd al Ati, published by Amana Publications, Maryland, USA, 1997.

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Inspection team

Sarah Murphy-Dutton, lead inspector Her Majesty’s Inspector

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Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school-

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Part 1. Quality of education provided

– 3(d) 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.

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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-

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

– 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;

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

– 5(b) ensures that principles are actively promoted which-

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

– 5(b)(ii) enable pupils to distinguish right from wrong and to respect the civil and criminal law of England;

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

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

– 5(d) takes such steps as are reasonably practicable to ensure that where political issues are brought to the attention of pupils-

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

– 5(d)(iii) in the promotion at the school, including through the distribution of promotional material, of extra-curricular activities taking place at the school or elsewhere, they are offered a balanced presentation of opposing views.

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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-

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Part 3. Welfare, health and safety of pupils

– 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and

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Part 3. Welfare, health and safety of pupils

– 7(b) such arrangements have regard to any guidance issued by the Secretary of State.

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Part 3. Welfare, health and safety of pupils

 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.  12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].

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Part 3. Welfare, health and safety of pupils

 16 The standard in this paragraph is met if the proprietor ensures that-

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Part 3. Welfare, health and safety of pupils

– 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

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Part 3. Welfare, health and safety of pupils

– 16(b) appropriate action is taken to reduce risks that are identified.

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Part 5. Premises of and accommodation at schools

 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.

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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-

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Part 8. Quality of leadership in and management of schools

– 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently;

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Part 8. Quality of leadership in and management of schools

– 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and

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Part 8. Quality of leadership in and management of schools

– 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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