Islamia School for Girls'

Inspection of Islamia School for Girls 129 Salusbury Road, London NW6 6PE

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Inadequate

p.1

Overall effectiveness Good

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils here are kind, considerate and respectful. They form trusting relationships with each other and with staff. Pupils know that staff will do all they can to help them achieve. This is a school with a true community spirit. Pupils enjoy school life and thrive here.

p.2

What is it like to attend this school?

Leaders have high expectations for pupils. They want pupils to aspire to great things, both at school and in their future lives and careers. Pupils rise to these expectations. They work hard in lessons and develop confidence in their own abilities. Indeed, pupils achieve highly and are well prepared for further academic study.

p.2

What is it like to attend this school?

Pupils behave exceptionally well. They conduct themselves in a polite and friendly manner and take responsibility for their own actions. Leaders have established a culture which promotes discussion and debate. Pupils are articulate in expressing their opinions and respect the views of others.

p.2

What is it like to attend this school?

Leaders provide pupils with many opportunities to develop their talents and interests. Pupils benefit from taking part in residential trips to activity centres. They enjoy clubs, ranging from kickboxing and basketball to textiles and drama. Pupils’ involvement in charity work is significant. Pupils here make a positive contribution to school life and wider society.

p.2

better?

Leaders have designed an ambitious academic curriculum. In Years 7 to 9, pupils study a wide range of subjects including art and design, computer science and food technology. At GCSE, most pupils study the three separate sciences, biology, chemistry and physics. They also study either history or geography, and some pupils study two languages, Arabic and French. Pupils achieve high standards at GCSE, including in English and mathematics. The curriculum prepares pupils well for the next stage of their education.

p.2

better?

Leaders have recently developed the curriculum to ensure that pupils gain a broad and deep body of knowledge in all subjects. They have consulted with subject experts to help with this curriculum development work. The curriculum is well sequenced. Pupils can build up their knowledge and subject-specific skills in a logical and progressive manner. However, the curriculum changes are not yet fully embedded. Some pupils, particularly in older year groups, do not benefit from the changes made.

p.2

better?

Pupils read a wide range of texts, including fiction, non-fiction and poetry. From Year 7, pupils read whole texts as part of their English studies. They enjoy reading and exploring different genres such as gothic and science fiction. Pupils read with fluency. They develop a range of reading skills as they move through the school. Leaders provide pupils with a diverse range of texts. They are increasing pupils’ access to such texts through e-books and the development of the school library. 4 to 6 July 2023 Pupils with special educational needs and/or disabilities (SEND) access the same curriculum as their peers. Leaders identify their needs and provide appropriate support. Teachers have good subject knowledge. They revisit what pupils have learned before and build on that learning. They use questioning well to consolidate and extend pupils’ knowledge and understanding. Pupils enjoy class discussions. They show

p.2

better?

confidence when contributing their thoughts and ideas. Teachers provide pupils with frequent feedback. This helps pupils to improve their work. Indeed, pupils in all year groups produce work of high quality.

p.3

better?

Pupils show highly positive attitudes to learning. They listen with intent to their teachers and focus on the work they are set. They also cooperate well with each other. They share ideas and support each other’s learning. Pupils learn without disruption.

p.3

better?

Leaders have established a comprehensive personal development programme. Pupils learn about important issues such as equality and diversity and physical and mental health. Leaders have implemented the statutory guidance on relationships and sex education with appropriate rigour. Teachers teach pupils about these aspects in an age-appropriate way.

p.3

better?

The school’s ethos is central to the development of pupils’ morality and spirituality. Pupils learn about different faiths and take part in daily prayer time. They understand the difference between right and wrong. Also, pupils experience the world of work and are given appropriate careers advice and guidance. This helps them to make well- informed choices about the next stage of their education. Pupils enjoy many trips and visits to places of cultural interest, such as museums and art galleries. These events enrich their education.

p.3

better?

Leaders show commitment to providing a high-quality education for all pupils. Leaders share this commitment with trustees. They want pupils to leave the school with the knowledge, values and skills that will allow them to play a positive role in society. Trustees fulfil their statutory responsibilities well. They carry out their role in setting strategy and holding leaders to account effectively. Staff enjoy working here. Leaders ensure that staff workload is manageable and they prioritise staff well-being.

p.3

better?

The school meets all the independent school standards and fulfils the requirements of schedule 10 of the Equality Act 2010. Leaders show that they have both the capability and capacity to meet the independent school standards over time.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders have established a strong culture of safeguarding. They provide regular training for staff. Staff are alert to the signs of risk for pupils. They report any concerns about pupils swiftly. Leaders meet weekly to discuss and review safeguarding risks. They provide appropriate support for pupils’ mental health needs. Also, leaders work 4 to 6 July 2023 well with external agencies to secure the help pupils need. Pupils are taught how to keep themselves safe, including online.

p.3

Safeguarding

Leaders complete all relevant pre-recruitment checks on staff. They publish the school safeguarding policy on the school’s website. The policy reflects current government guidance.

p.4

(Information for the school and proprietor)

 Leaders have not yet implemented all aspects of the revised curriculum. They are planning to implement these aspects of the curriculum at the start of the next school year. This means that some pupils, particularly in older year groups, have not acquired a broad and deep knowledge in some subjects. Leaders should ensure that the new curriculum is implemented effectively so that pupils from Year 7 onwards learn about subjects in sufficient breadth and depth.

p.4

How can I feed back my views?

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

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 4 to 6 July 2023

p.4

School details

Date of previous inspection 28 to 30 September 2021 4 to 6 July 2023

p.5

Information about this school

 The school’s previous standard inspection was on 28 to 30 September 2021. The school had a progress monitoring inspection on 12 July 2022.  The school uses no alternative provision.  The school operates from 129 Salusbury Road, London, NW6 6PE.  The school is a faith school with a Muslim ethos.  The school is registered to admit 180 pupils.

p.6

Information about this inspection

Inspectors 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.

p.6

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.

p.6

Information about this inspection

Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.

p.6

Information about this inspection

 The inspection was brought forward following an additional inspection on 12 July 2022. All independent school standards that were checked on this additional inspection were met.  Inspectors met with the chair of the trustees, the headteacher and the deputy headteacher.  Inspectors carried out deep dives in these subjects: English, geography, art and design and personal, social and health education. For each deep dive, inspectors met with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also spoke to subject leaders about mathematics and history. They visited lessons in mathematics and spoke to pupils about their learning.  Inspectors met with the school’s designated safeguarding lead and members of the school’s safeguarding team. They looked at safeguarding documentation and

p.6

Information about this inspection

record-keeping, including the single central record. Inspectors also spoke with staff and pupils about safeguarding.  Inspectors considered responses to Ofsted’s surveys for pupils and staff. They also considered responses to Ofsted Parent View, Ofsted’s online survey for parents.  Inspectors toured the school site and scrutinised a wide range of documentary evidence to check on the statutory requirements of the independent school 4 to 6 July 2023 standards.

p.6

Inspection team

Ian Rawstorne, lead inspector His Majesty’s Inspector

p.7

Inspection team

Luke Stubbles His Majesty’s Inspector 4 to 6 July 2023 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.

p.7

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 .

p.8

Inspection team

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Inspection team

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

p.8

Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8