The School of the Islamic Republic of Iran

Inspection of The School of the Islamic Republic of Iran 100 Carlton Vale, London NW6 5HE

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Inspection dates: 26 to 28 November 2024

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Overall effectiveness Requires improvement

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

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Overall effectiveness Requires improvement

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils enjoy coming to school and are very happy here. They like the family atmosphere that it has. Pupils are respectful to one another and to staff. They feel safe. Bullying very rarely happens, but if it does, pupils know that they can speak to any member of staff about it. Adults act quickly to support pupils when they need it and pupils value this.

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What is it like to attend this school?

The school is ambitious for its pupils and wants them to achieve well and progress confidently to the next stage of education or training. Many pupils achieve well in their GCSE examinations. This is particularly true in subjects such as English and mathematics. However, in other subjects, the curriculum does not support pupils’ achievement as well as it should. For example, pupils do not study a technology subject in the secondary phase. This means that older pupils do not study a broad range of subjects as defined by the independent school standards (‘the standards’).

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What is it like to attend this school?

Pupils’ behaviour in lessons and around the school is exemplary. They are keen to learn and enjoy participating in debates in their lessons. Pupils take great care over their work and their enthusiastic attitudes show how eager they are to do well. As a result, they learn without disruption.

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better?

All pupils study English, mathematics and science. The content taught in these subjects is ambitious and prepares pupils well for the next stage of their education. The school has ordered the content of these subjects in a logical sequence, in both the primary and secondary phases. As a result, pupils build on their learning step by step and are ready to learn more complex ideas as they progress through the curriculum. For example, pupils in Years 7 and 8 read and analyse parts of Shakespeare’s ‘A Midsummer Night’s Dream’ and ‘The Tempest’. This prepares pupils well for their study of ‘Macbeth’ at GCSE.

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better?

In some of the other subjects, what pupils are taught does not build on their prior learning. This is because the school has not thought about the sequence of learning in these subjects. This makes it difficult for pupils to understand new subject content and learn new concepts securely. In addition to this, where there are mixed- aged-group classes, the school has not thought precisely enough how to deliver the curriculum so that all pupils learn the appropriate knowledge and skills for their age. As a result, many pupils repeat what they already know well, while others struggle to understand new learning, as they lack the required prior knowledge to access what is being taught. Pupils’ learning in the secondary phase is hindered further because the school has not made sure that the curriculum gives pupils experiences in technological education, as required by the standards.

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better?

Generally, teaching checks what pupils know and remember in lessons. Teachers explain ideas and if they identify any gaps in pupils’ knowledge or misconceptions, they address these. However, the school does not support the development of 26 to 28 November 2024 teaching expertise in subjects well enough. Much teaching does not explain subject content in a way that helps pupils to grasp ideas confidently. As a result, pupils are not able to build their understanding of more complex ideas as well as they should.

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better?

Reading is a priority. The school makes sure that pupils read daily and have suitable reading books. Nevertheless, it is at an early stage of developing approaches to check what needs, knowledge and skills pupils have when they join the school in Year 3. This includes pupils’ reading and phonics knowledge. As a result, some pupils do not get the support they need to embed their phonics knowledge well and become fluent readers.

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better?

The school is proud of its pupils and their attitudes to their education and school life. Pupils have excellent attendance and arrive on time. The school uses its values, for example, respect and responsibility, to teach pupils how to meet its high expectations for behaviour. Pupils are exceptionally keen to meet these exacting standards. Staff are always on hand around school to support pupils. This is rarely needed, as pupils take responsibility for their own behaviour. Boys and girls of all ages socialise well with one another and there is an atmosphere of mutual respect.

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better?

Pupils have a secure understanding of fundamental British values. Pupils learn about the different faiths and beliefs in the United Kingdom. The school has designed the curriculum to include interesting and purposeful educational visits to enhance pupils’ learning. For example, pupils visit the Science Museum and Year 10 pupils go to the Globe Theatre to watch a performance of ‘Macbeth’. Pupils on the school council work with staff to improve their peers’ experience at school.

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better?

Staff enjoy working at the school. They feel supported by leaders in order to manage their workload well.

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better?

The proprietor and governing body know the school well and are supportive of its work and aims. Nevertheless, they have not kept close oversight of whether the school complies with all the standards in relation to the curriculum. As a result, the school does not meet all the requirements of the standards. The proprietor’s track record of securing improvements, for example in safeguarding and pupils’ behaviour and attitudes, shows that it has the capacity to address the unmet standards and develop the quality of education offered.

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better?

The school complies with schedule 10 of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 The school does not offer the full range of subjects as defined by the ‘standards’. This means that pupils do not learn an appropriately broad curriculum. The school 26 to 28 November 2024 should ensure that the curriculum provides pupils with experiences in technological education.  The school does not have helpful approaches to checking pupils’ knowledge when they join the school, including in reading and phonics. This means that pupils who may need help with their learning, including with reading and phonics, are not identified and supported as well as they should be. The school should implement suitable approaches to checking pupils’ knowledge when they join the school and ensure that pupils receive any additional help needed with their learning, including in reading and phonics.  In some subjects, the curriculum is not designed in a way that allows pupils to build on their prior knowledge and attempt more complex ideas over time. This

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(Information for the school and proprietor)

means that pupils do not achieve as well as they should in all subjects. The school should ensure that all subjects are designed to build on pupils’ prior learning step by step.  The school has not thought about how to adapt the organisation and implementation of the curriculum for mixed-age-group classes in all subjects. Consequently, in some lessons, pupils learn the same content, even when they do not have the necessary prior knowledge to do so successfully. The school should think carefully about how it designs the curriculum for mixed-age-group classes, making sure that pupils develop their understanding progressively and have the necessary foundations of knowledge to access what is being taught.  The school does not provide teachers with suitable opportunities to develop their expertise in their subject areas or their subject area pedagogy. In most subjects, subject content is not being taught to pupils in a way that promotes secure

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(Information for the school and proprietor)

understanding. The school should ensure that it improves the delivery of the curriculum, including providing staff with high-quality professional development to continually develop their practice.  The proprietor’s oversight of a few aspects of the school’s compliance with the standards has not been sufficiently strong. As a result, some standards in relation to the curriculum remain unmet. The proprietor should strengthen arrangements for oversight of the school’s work, ensuring that the school meets all the standards and that this is sustained over time.

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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. 26 to 28 November 2024

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School details

Unique reference number 133385 DfE registration number 304/6079

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School details

Inspection number 10342034 Type of school Other Independent School

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School details

Proprietor The Embassy of Iran in London

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School details

Dates of previous inspection 11 to 13 October 2022 26 to 28 November 2024

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Information about this school

 The school is an independent day school with a Muslim ethos. It is located at 100 Carlton Vale, London NW6 5HE.  The school is registered to admit 81 pupils.  The school currently has pupils on roll from Year 4 to Year 11. It does not have any pupils on roll who have an education, health and care plan or other identified special educational needs and/or disabilities.  The school does not use any alternative provision.  The proprietor has appointed a governing body to support its oversight of the school’s work.  The school’s previous standard inspection took place in October 2022. Since this date, the registration authority commissioned two progress monitoring inspections. The first was conducted on 19 September 2023 and the second on 25 June 2024.

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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

The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, the secondary headteacher, other senior leaders and the chair of the governing body. Inspectors reviewed a range of documentation provided by the school to check compliance with the independent school standards. They also toured the school’s premises.  Inspectors carried out deep dives in these subjects: early reading, English, mathematics, history, and personal, social, health and economic education. 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

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Information about this inspection

looked at curriculum plans for some other subjects.  To evaluate the effectiveness of safeguarding, 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 26 to 28 November 2024 culture around safeguarding that puts pupils’ interests first.  Inspectors met with groups of pupils. They also observed pupils’ behaviour in lessons and at breaktimes.  Inspectors spoke to a range of staff about safeguarding, pupils’ behaviour and staff workload. Inspectors looked at parent, pupil and staff responses to Ofsted’s surveys.

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Inspection team

Mark Smith, lead inspector His Majesty’s Inspector

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Inspection team

Bob Hamlyn Ofsted Inspector 26 to 28 November 2024

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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.

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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. 26 to 28 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

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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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