Bolton Muslim Girls School

Inspection of Bolton Muslim Girls School Swan Lane, Bolton, Greater Manchester BL3 6TQ

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The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Previous inspection grade Requires improvement

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The headteacher of this school is Idrish Patel. This school is part of The Prosper Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Idrish Patel, and overseen by a board of trustees, chaired by Faruk Patel. 11 and 12 March 2025

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What is it like to attend this school?

Pupils are happy and feel safe in this very welcoming school. Staff care deeply for pupils’ well-being and safety. Pupils know who to speak to if they feel worried or upset.

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What is it like to attend this school?

The school wants pupils to succeed. It has high expectations for all pupils’ achievement, which are realised. Pupils value the recent improvements that the school has made to the quality of education that they receive. For example, they appreciate the new subjects offered in key stage 3.

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What is it like to attend this school?

Pupils value their education. This is reflected in their very high rates of attendance. Pupils become independent and thoughtful learners. They want to gain a full understanding of the curriculum. Pupils achieve highly in many subjects.

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What is it like to attend this school?

Pupils behave with maturity and confidence. Their learning is not disrupted by poor behaviour. Pupils appreciate the fair and consistent way that staff handle any behaviour incidents.

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What is it like to attend this school?

Pupils enjoy many extra-curricular activities that enhance their academic learning. The school offers a variety of options, including many sporting activities and the Duke of Edinburgh’s Award scheme. Many pupils enjoy showing their leadership skills in various school activities. Pupils said that the school listens to their suggestions and ideas. This further strengthens the positive relationships between staff and pupils.

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What does the school do well and what does it need to do better?

The school ensures that all pupils benefit from a high quality, broad and aspirational curriculum. It has taken effective action to increase the ambition in the curriculum. In key stage 3, pupils now access a wide range of subjects in line with the national curriculum. This is helping younger pupils to acquire broader knowledge than they did before, in readiness for their learning in key stage 4.

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What does the school do well and what does it need to do better?

In each subject, the school knows what it wants pupils to learn and when this should happen. Teachers know their subjects well. They explain new learning clearly and their checks spot gaps in pupils’ knowledge quickly and effectively. However, in some subjects, teachers do not consistently check how secure pupils are in their learning. Sometimes, they move on to new topics before pupils are ready. This hinders pupils from building a deep and rich body of subject knowledge over time.

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What does the school do well and what does it need to do better?

The school identifies the additional needs of pupils with special educational needs and/or disabilities (SEND) with precision. It has provided teachers with guidance on how to support pupils with SEND in the classroom. Teachers use these strategies, and specialist resources, well to help pupils with SEND learn all that they should.

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What does the school do well and what does it need to do better?

Reading has been prioritised. Pupils across the school like to read many different texts, for example during form time and when they go to the library. Those who are at the early 11 and 12 March 2025

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stage of learning to read quickly gain the knowledge and skills that they need to become confident, fluent readers.

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The school has created a learning environment that is engaging and purposeful. Classrooms are calm, orderly places. Pupils are attentive to their studies and show very positive attitudes towards learning. Staff’s expectations for behaviour are high, and all pupils meet those expectations without fail.

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The school commits to raising pupils’ aspirations and achieving success. Pupils are knowledgeable about future education and training opportunities. They have access to a wide range of impartial careers advice and guidance. This allows them to make informed choices about their futures.

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Pupils’ personal development is at the centre of the school. It helps pupils grow and thrive. Staff help pupils learn about health, well-being and positive relationships in a way that is appropriate for their age. The school wants to help pupils to become active citizens who can flourish in modern life, for example through community projects and faith-based events.

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The trust understands the key priorities for the school. It supports and challenges the school in every part of its work. The school values staff’s well-being. It also considers workload when making changes. Staff are proud to work at the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school’s assessment systems are not used consistently well in some subjects to make sure that pupils’ learning is secure. This means that, at times, pupils move on to new learning before they are ready. The school should ensure that all staff are fully equipped to check that pupils’ knowledge is secure before moving on to new topics.

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How can I feed back my views?

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. 11 and 12 March 2025

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 11 and 12 March 2025

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School details

Dates of previous inspection 13 and 14 December 2022, under section 5 of the Education Act 2005

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Information about this school

 Bolton Muslim Girls’ School is currently the only academy of the Prosper Multi-Academy Trust.  The school meets the requirements of the Baker Clause, which requires schools to provide information for pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.  The school does not make use of any alternative provision.  The school has an Islamic ethos and welcomes girls of all faiths and none.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form 11 and 12 March 2025

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provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors met with the headteacher, senior leaders, subject leaders and members of staff.  Inspectors met with members of the local governing body and some trustees, including the chair of the trust. An inspector also spoke with a representative of the local authority.  Inspectors carried out deep dives in these subjects: art and design, English, mathematics, science, modern foreign languages and geography. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors considered the responses shared through Ofsted Parent View, including the free-text comments. They also considered the responses to Ofsted’s online surveys for pupils and staff.  An inspector met with the leaders for SEND and reviewed samples of documentation

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relating to pupils with SEND.  Inspectors spoke to pupils about their experiences of school and their views on behaviour and bullying. They also observed pupils’ behaviour during lessons and at breaktimes.  Inspectors scrutinised a range of documents, including the minutes of governors’ meetings, the school’s self-evaluation and development plan, and records relating to pupils’ behaviour and attendance.  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 culture around safeguarding that puts pupils’ interests first.

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Inspection team

Kevin Sexton, lead inspector Ofsted Inspector

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Inspection team

Julie Yarwood Ofsted Inspector 11 and 12 March 2025

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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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