Jamiatul-Ilm Wal-Huda UK School

Inspection of Jamiatul-Ilm Wal-Huda UK School 30 Moss Street, Blackburn, Lancashire BB1 5JT

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Sixth-form provision Good Overall effectiveness at previous inspection Outstanding

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils feel very safe in this school and enjoy their time here. Almost all parents and carers agree and would recommend the school to other parents. Many used words in the online survey such as ‘excellent’ and ‘fantastic school’ to express their feelings about it.

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What is it like to attend this school?

Leaders want the very best education for pupils at the school. They have further improved the curriculum to make sure that this happens. Teachers expect all pupils to work hard and to show excellent behaviour. Pupils live up to these expectations. They do very well in almost all subjects across the school. Their behaviour and the way they go about their work are excellent.

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What is it like to attend this school?

Pupils said that bullying is very rare. Staff know how to deal with any behaviour problems well, but few issues come up. Leaders write down any incidents that happen and sort them out quickly.

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What is it like to attend this school?

Pupils get on very well with each other and with their teachers. The Muslim faith, which is at the heart of the school, inspires highly positive relationships. For example, staff teach pupils the importance of stronger people helping those who are weaker. They also make sure that pupils understand and respect other beliefs and cultures.

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better?

The proprietor has made sure that all the independent school standards are met. He keeps a close watch on how well school leaders do their job. Leaders have organised teaching so that pupils take part in Islamic studies in the morning. The curriculum in the afternoon covers the required range of subjects. These include English and mathematics. Almost all these subjects are covered in depth across all year groups.

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better?

Leaders look after pupils’ welfare and safety. They do this through policies that cover things such as health and safety, fire safety and risk assessments. They make sure that everyone sticks to these policies in the school. Parents can access these policies and other information by looking on the website or by contacting the school. A plan is in place to make sure the school can be accessed by disabled pupils.

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better?

The school building is safe and well equipped. There is a place to go if pupils feel ill and need looking after. Toilets and showers are in good condition. Drinking water is always available.

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better?

Leaders are ambitious and have a good curriculum in place. It meets the needs of all pupils well. Leaders are making the curriculum even better, so that pupils get the most out of their learning. In almost all cases, the knowledge that pupils gain builds on what they have learned before.

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better?

Teachers have strong subject knowledge and they help pupils to learn well. They are 19–21 November 2019

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very good at checking pupils have understood so they can move on.

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Pupils do very well in English. Pupils know more and remember more, because their knowledge builds on what they have learned before. For example, they compare new learning, such as how a story is structured, to books they have previously read.

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Leaders organise religious education (RE) very effectively. Pupils make strong progress through the curriculum. They find out about the beliefs of different religions. This helps pupils to learn about British values and the importance of treating all people with respect.

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In mathematics, pupils do very well by the time they reach Year 11. Nearly all pupils reached a GCSE grade 4 or above in 2019. This was better than the national average. However, the curriculum for pupils in Years 7 and 8 is not as well organised as it could be. Leaders have seen that, sometimes, pupils do not get the knowledge they need to help them in Years 9 to 11. Leaders have arranged more lessons in Years 7 and 8 from next term to deal with this.

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Pupils’ work in art in Year 7 to Year 9 is of high quality. Pupils understand how the skills they have learned help them to develop harder skills later. For example, pupils in Year 7 build on what they have learned about drawing and shading flat objects to draw rounded ones. In key stage 4, however, the art curriculum is not as clear as it could be in explaining how pupils will build on earlier knowledge.

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The history curriculum in key stage 3 is sometimes unclear about how knowledge learned in one part will help pupils later on. In science and history, we also saw that teachers sometimes do not provide work that is demanding enough.

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In the sixth form, leaders provide students with a choice of courses to suit their needs. Most students finish their courses. They have high attendance and show excellent behaviour and attitudes. Students do well in examinations in most subjects. Many get high grades at A level in Urdu and Arabic. However, in mathematics, the results in 2019 were not as good as in other subjects. Leaders have decided to change how they teach mathematics. This includes reviewing staffing.

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Pupils’ behaviour and attitudes are excellent. Their attendance is very high. There have been no exclusions. Pupil have the highest respect for each other and for adults. They show exceptional self-discipline.

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There is a wide range of activities that support pupils’ personal development very well. Leaders make sure that respect is at the heart of everything the school does. For example, leaders encourage older pupils to help younger ones. Older pupils also take part in National Citizenship Service and the Duke of Edinburgh’s Award Scheme.

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The arrangements for safeguarding are effective.

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Pupils feel safe in the school. They know that there will always be a member of staff who will help them if they are worried. Leaders make sure that pupils understand how to stay safe on the internet. They also make them aware of the risks of radicalisation.

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Leaders have secure systems for reporting concerns about pupils. Staff and leaders receive regular training in many aspects of safeguarding. Staff know the signs of abuse they must watch out for.

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Leaders thoroughly carry out the checks they need to on members of staff. They record the details carefully on the school’s central record.

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(Information for the school and proprietor)

 Leaders have been reviewing and strengthening the curriculum across all subjects and year groups. In a few subjects, the curriculum does not contain a clear enough structure that indicates how some aspects of earlier learning relate to later knowledge. This means that, occasionally, pupils do not progress through the curriculum as effectively as possible. Leaders need to embed their revised curriculum across all subjects with clear sequences of learning so that they enable all pupils to know more and remember more.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted . 19–21 November 2019

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School details

Unique reference number 131389 DfE registration number 889/6005

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School details

Inspection number 10112065 Type of school Other Independent School

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School details

School category Independent boarding school

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form

Date of previous inspection 7–9 February 2017 19–21 November 2019

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Information about this school

 Jamiatul-Ilm Wal-Huda UK School has a Muslim ethos.  The school has introduced RE as part of its secular curriculum since the last inspection.

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Information about this inspection

We carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection 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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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 We met with the proprietor, who is also the principal, as well as three other senior leaders. We also met with the teacher who is in charge of provision in the sixth form.  We focused deeply on English, mathematics, art and RE during the inspection. In each subject, we met with the subject leader and teachers. We visited lessons, looked at pupils’ work and talked with pupils about their learning.  We took account of 25 responses to Parent View, Ofsted’s online survey, including free-text responses. We also considered 36 responses to the online pupil questionnaire and 14 responses to the online staff questionnaire.  We met with pupils, teachers and other staff. We talked about safeguarding matters, pupils’ personal development and their behaviour and attitudes. We looked at pupils’ behaviour in lessons and around school. We checked the school’s records of the suitability of staff to work with children. We talked with the two

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Information about this inspection

available parents about matters relating to safety. We scrutinised the school’s safeguarding policy and related policies and documentation, and checked records relating to staff and governors’ training. We looked at a range of other policies connected with pupils’ welfare and their education.  The school’s boarding provision was not inspected during this inspection. The most recent inspection of boarding was undertaken by Ofsted in July 2018. Provision for students aged older than 18 was not inspected. 19–21 November 2019

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Inspection team

Mark Quinn, lead inspector Her Majesty’s Inspector

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Inspection team

Emma Gregory Her Majesty’s Inspector 19–21 November 2019

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to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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