Ayesha Siddiqa Girls School

Inspection of Ayesha Siddiqa Girls School 165-169 The Broadway, Southall, Middlesex UB1 1LS

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Inspection dates: 19 to 21 November 2024

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Overall effectiveness Good

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

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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?

Ayesha Siddiqa Girls School is a caring and close-knit community. The school knows pupils have different experiences of education when they join. It makes sure that everyone feels included. There are small numbers of pupils in the school. Staff take time to get to know pupils and their families well. They genuinely care about pupils and their well-being. Pupils are encouraged to speak to an adult in school if they are worried about anything. Pupils are safe here.

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What is it like to attend this school?

Pupils care about their school and each other. They regularly organise competitions and events for the whole school to enjoy. For example, recently pupils led photography, book cover and baking competitions for their peers to take part in. Pupils are supportive and respectful towards each other. Older pupils regularly help younger pupils with reading. Pupils’ behaviour is exemplary.

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What is it like to attend this school?

The school has high ambition for pupils’ achievement. Pupils meet these high expectations frequently. The school places a high priority on pupils’ personal development. It wants pupils to learn about life and experiences in the wider world. Visiting speakers, such as the police and paramedics, share important messages about personal safety.

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better?

The curriculum prepares pupils well for their future learning. Currently, there are no pupils enrolled in the sixth form. However, leaders have appropriate plans to implement the provision if it resumes in the future. The curriculum is broad and ambitious in line with the national curriculum. The school organises key subject knowledge and skills in a logical order. This enables pupils to build their knowledge of the different subjects cumulatively over time. Teachers revisit important information and essential vocabulary regularly. As a result, pupils connect ideas together from previous learning and across different subjects confidently. For example, in English lessons, pupils analyse historical and modern-day authors’ writing. They draw on this knowledge to understand texts about American civil rights. Pupils connect this information to their previous learning about the transatlantic slave trade with confidence. The school checks that pupils know and

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better?

understand important material securely. It uses this information to make appropriate adjustments to future teaching.

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better?

Typically, pupils have strong knowledge of the subjects they study and achieve well by the time they leave the school. The school quickly spots if pupils struggle, including if they may have special educational needs and/or disabilities. It puts additional help and support in place swiftly. However, sometimes pupils do not receive support that is aimed to help address specific underlying gaps in their knowledge precisely enough. As a result, some pupils do not catch up as quickly as they could. 19 to 21 November 2024 The school makes expectations about behaviour and conduct clear. In lessons, pupils are focused and attentive. The school provides parents with relevant information about the importance of consistent school attendance. It takes appropriate and effective action to ensure that pupils attend school regularly.

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better?

Pupils are well prepared for life beyond the school. They are taught about diverse cultures and religions that are different to their own. The curriculum for personal, social and health education (PSHE) is appropriate. It includes effective messages about the importance of equality, healthy relationships and the dangers of drugs. Pupils receive suitable information about careers and different options for the future. The school uses visiting speakers and visits to careers events to ensure pupils receive a wide range of information. It provides extra-curricular clubs, which are based on pupils’ interests. These include criminology and cake-in-a-mug club. However, opportunities for pupils to pursue physical activities beyond the physical education (PE) curriculum are limited. This means that the school does not provide adequate opportunities for pupils to explore their interests in sports and physical

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better?

The proprietor body know its responsibilities and carries out its role effectively. The proprietor body and leaders ensure the school complies with schedule 10 of the Equality Act 2010 and that the independent school standards (the standards) are met in full. The school engages with staff regularly and effectively about issues that may have an impact on workload.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 Sometimes, teaching is not precisely focused on addressing specific gaps in pupils’ knowledge and skills. As a result, some pupils do not catch up as quickly as they could. The school must ensure that all staff are well trained and address effectively any underlying gaps in pupils’ knowledge and understanding.

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(Information for the school and proprietor)

 The school does not encourage pupils to lead physically active lifestyles sufficiently enough. Opportunities for physical activity beyond the PE curriculum are limited. As a result, pupils do not explore their interests in sports and physical activities. The school must ensure that it encourages pupils to maintain physically active lifestyles and provides opportunities for them to explore their talents and interests in sport and exercise. 19 to 21 November 2024

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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.

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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. 19 to 21 November 2024

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School details

Unique reference number 135155 DfE registration number 307/6338

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School details

Inspection number 10322582 Type of school Other independent school

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School details

Proprietor Islamic Educational and Recreational Institute Trust Chair Hafiz Batti

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School details

Email address admin@ayeshasiddiqa.org.uk

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School details

Dates of previous inspection 12 to 14 October 2021 19 to 21 November 2024

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Information about this school

 This is a secondary school for girls. The school has a Muslim ethos.  There are no pupils on roll in the sixth form.  The previous standard inspection took place in October 2021.  There are fewer pupils on roll than there were at the previous inspection.  The school does not use alternative provision.  The school is situated at 165-169 The Broadway, Southall, Middlesex, UB1 1LS. Abubakr Mosque operates from the ground and first floors of the building. The school is located on the second and third floors. The proprietor manages both organisations.

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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.

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision. 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

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held meetings with representatives of the proprietor body, the headteacher and other senior leaders.  Inspectors carried out deep dives in these subjects: English, science, history and PSHE. For each deep dive, inspectors held discussions about the curriculum, 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 reviewed the curriculum design in some other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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Information about this inspection

 Inspectors had a tour of the premises and accompanied pupils to the outdoor space at lunchtime. This was to check compliance with the standards. 19 to 21 November 2024

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Inspection team

Andrea Bedeau, lead inspector His Majesty’s Inspector

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Inspection team

Katerina Christodoulou Ofsted Inspector 19 to 21 November 2024 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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