Al Risalah Secondary School

Inspection of Al Risalah Secondary School 145 Upper Tooting Road, London SW17 7TJ

p.1

Inspection dates: 25 to 27 February 2025

p.1

Overall effectiveness Good

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

p.1

Overall effectiveness Good

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils feel a real sense of belonging in this school. They appreciate the shared values and ethos among the small school community. Pupils get to know each other well. They forge trusting relationships with staff. The school takes care of its pupils and provides a nurturing environment. In the Nursery, staff work closely with families to help children settle into new routines. They ensure that children get a strong start to their education.

p.2

What is it like to attend this school?

Pupils are polite and respectful, both to their classmates and to staff. Teachers are quick to help pupils resolve any occasional friendship issues. Pupils conduct themselves well and follow the school rules. This helps to create a harmonious atmosphere around the school. Pupils rise to meet the school’s high expectations and they achieve very well.

p.2

What is it like to attend this school?

Alongside their academic studies, pupils play an active role in school to develop skills such as leadership and teamwork. They take on responsibilities such as ‘subject leaders' to help others. School prefects in Year 11 take their responsibilities seriously and support younger pupils. The school encourages pupils to be aspirational. Older pupils, for example, enjoyed their recent trip to the Supreme Court where they learned about women in the legal profession.

p.2

better?

The school offers a well-balanced and broad curriculum. In the Nursery, staff design activities to support children’s development in all areas of learning. This prepares them well for Reception. In Years 7 to 11, all pupils study a variety of subjects. These include Arabic, art and computer studies, as well as the core subjects of mathematics, science and English. Published GCSE outcomes are exceptionally high, and pupils are prepared well for their next steps. The school ensures that subject content is logically ordered to help pupils develop subject-specific knowledge and skills over time. In a few subject areas, the school has struggled to recruit and retain teaching staff. This has caused some inconsistencies in how well the curriculum is delivered. As a result, pupils’ learning is not as secure as it should be in these subjects.

p.2

better?

All pupils follow the same ambitious curriculum. The school identifies pupils who need additional support, including those with special educational needs and/or disabilities. Staff adapt their teaching effectively to meet pupils' needs. In the Nursery, staff provide targeted support for children, such as through 'talk boost' sessions. Some children are keen to initiate conversations and staff model vocabulary well. At times, however, staff do not maximise opportunities to develop children's language and communication. This slows children’s progress.

p.2

better?

Pupils are keen readers. In English, for example, pupils read a wide range of literature from Year 7 onwards. Nursery staff introduce a variety of stories and rhymes to get pupils used to hearing words and sounds. Secondary-aged pupils 25 to 27 February 2025 have weekly time for independent reading. There are regular library lessons for younger pupils. Pupils who find reading difficult receive effective support in building their fluency and confidence in reading. Pupils use their experience as readers to apply sophisticated writing skills across the curriculum, as well as in their contributions to the school’s newsletter.

p.2

better?

Staff have secure subject knowledge. They use this to explain and model concepts clearly to pupils. They check carefully that pupils have understood what has been taught and use these checks to inform future teaching. For example, in mathematics, staff identify where pupils need more support and give ‘booster classes’ to strengthen learning. Staff revisit previously taught content to help pupils remember important knowledge. They enhance pupils' learning beyond the classroom, for example, through themed weeks and educational trips. Staff are happy to work here and are appreciative of the support they get from leaders and other colleagues.

p.3

better?

Pupils’ personal development underpins much of the school’s work. Pupils are proud to wear the badges they receive for demonstrating the school’s values which include honesty, courage and respect. Subjects such as art and English give pupils a chance to learn about different cultures, as well as events like 'Culture Day'. Pupils listen carefully to others, taking on board different points of view. They understand the importance of challenging inequalities and respecting people's differences. Staff encourage pupils to be empathetic and to help others. For example, pupils take part in charity work and help to organise fundraising events.

p.3

better?

The school offers a variety of after-school clubs to nurture pupils’ interests, for example, football, basketball, cake decorating and Arabic. Pupils receive suitable and impartial careers guidance on the different options available after Year 11 and beyond. This includes visitors from local sixth-form colleges and guest speakers from various careers. In addition, pupils value the opportunity to gain work experience in Year 10.

p.3

better?

Attendance rates are consistently high. Pupils arrive at school promptly and ready to learn. Staff apply the new behaviour policy consistently well. Classrooms are calm and not disturbed by disruptive behaviour. In the Nursery, staff teach children the importance of ‘good listening, good sitting and good looking.’ They help children to get used to class routines, such as by singing songs and reminding them of what they are going to do.

p.3

better?

School leaders and governors have suitable experience and expertise to ensure that the school is led and managed successfully. Governors share staff's pride in the school and carry out their statutory duties well. The proprietor has effective systems in place to ensure that the school meets the independent school standards (the standards) consistently. The school meets all the standards of the early years foundation stage and the requirements of schedule 10 of the Equality Act 2010. 25 to 27 February 2025

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

(Information for the school and proprietor)

 In a few foundation subjects, the curriculum is not implemented fully as leaders intend. This is due to difficulties with recruiting and retaining staff. In these subjects, pupils have not been taught some essential subject content, and their learning is not secure as a result. The school should ensure that staff address gaps in pupils' knowledge and implement the ambitious curriculum as intended in all subjects.  There are some inconsistencies in how well children’s language and communication skills are promoted and supported in the Nursery. This means that, sometimes, children do not learn as well as they could. The school should ensure that children benefit from high-quality interactions with staff which promote their language and communication skills well.

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. 25 to 27 February 2025

p.4

School details

Unique reference number 101090 DfE registration number 212/6396

p.5

School details

Inspection number 10341983 Type of school Other Independent School

p.5

School details

Headteacher Neena Lone (executive principal)

p.5

School details

Annual fees (day pupils) £4,700 to £4,930

p.5

School details

Email address admin@alrisalahschool.co.uk

p.5

School details

Date of previous inspection 8 to 10 March 2022 25 to 27 February 2025

p.5

Information about this school

 Al Risalah Secondary School is an independent day school and is part of the Al- Risalah Education Trust. The school has a Muslim ethos.  The executive principal took up post in September 2024 and also oversees the Al Risalah Boys’ School, which is located on the same premises at 145 Upper Tooting Road SW17 7TJ. The girls’ school is on one side of the building and the boys’ school is on the other.  Pupils use a local park for some aspects of physical education and for social times.  The school has two phases: a secondary phase for girls aged 11 to 16 and a Nursery section for boys and girls aged three to four. The Nursery provision is located at 10 Gatton Road, SW17 0EE and is 10 minutes’ walk from the secondary school.  When the school de-amalgamated from the boys’ school in 2019, the school had a material change approved by the Department for Education to be a single-sex school. The school is operating outside of its registration agreement as a girls-

p.6

Information about this school

only school because the Nursery is mixed. The school intends to re-register the Nursery as a separate provision.  The school’s last standard inspection was in March 2022. The school was judged as good for overall effectiveness and met all the independent school standards.

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

 Inspections are a point-in-time evaluation 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 executive principal, the vice-principal, the nursery manager and other staff. The lead inspector met with the director of education for the trust, the chair of the local governing body and another trustee.  Inspectors did deep dives in these subjects: English, mathematics, art 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 25 to 27 February 2025 and looked at samples of pupils’ work. Inspectors also considered pupils’ learning in other subjects, including mathematics, science and computer science.

p.6

Information about this inspection

 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 children’s interests.  Inspectors reviewed a range of documentation, including school policies and procedures related to the independent school standards, behaviour and attendance records and other information provided by the school.  Inspectors considered responses to the survey, Parent View. There were no responses to the pupil and staff surveys. Inspectors met with different groups of staff, including non-teaching staff and Nursery staff, and held various discussions with pupils.

p.7

Inspection team

Jude Wilson, lead inspector His Majesty's Inspector

p.7

Inspection team

Jennifer Bax Ofsted Inspector 25 to 27 February 2025 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