Rochdale Islamic Academy

School progress monitoring inspection report

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Rochdale Islamic Academy Greenbank Rd, Rochdale OL12 0HZ

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(2), 2(2)(h)  At the school’s standard inspection in December 2024, these independent school standards (the standards) were found to be unmet. Inspectors found the curriculum to be underdeveloped in some subjects. Key knowledge had not been identified and the order in which pupils should learn knowledge was unclear. The school had not ensured that the curriculum took sufficient account of the needs of pupils with special educational needs and/or disabilities (SEND). These weaknesses in the curriculum hampered pupils’ achievement.  Inspectors found that staff did not check routinely that pupils’ learning was secure before moving on to the next learning. Staff were also found to lack the necessary expertise to identify gaps in pupils’ reading knowledge. This prevented staff from taking effective action to remedy any missing knowledge, including in reading, so that pupils

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Main inspection findings

could progress as they should.  The school did not submit an action plan by the date that the Department for Education (DfE) required.  At this progress monitoring inspection, the proprietor’s and leaders’ work to address the weaknesses in the curriculum is at a very early stage. The curriculum remains underdeveloped in some subjects. There is considerable variability in the extent to which staff check pupils’ understanding effectively, including in reading. Where this happens, pupils’ progress is hampered. Paragraphs 3(a), 3(c), 3(d), 3(e), 3(g)  When the school was inspected in December 2024, it was found that staff did not have sufficient expertise to teach the curriculum effectively. Some pupils, including those with SEND, did not benefit from well-designed activities that helped them to learn well and to achieve as well as they should.  At this progress monitoring inspection, staff have received very little support to help

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Main inspection findings

them to improve their delivery of the curriculum. Consequently, pupils continue to suffer from weaknesses similar to those identified at the standard inspection. For instance, the teaching that pupils receive, on occasions, does not make clear what is expected of them. When this happens, they make mistakes or develop misconceptions. Pupils who struggle with reading do not typically receive the expert support that they need to help them to overcome difficulties. This continues to hamper the progress that these pupils make.  These standards remain unmet. Part 3. Welfare, health and safety of pupils Paragraphs 7(a) and 7(b), 32(1)(c)  The proprietor has put in place a suitable safeguarding policy that follows current statutory guidance. This is published on the school’s website. The safeguarding policy explains the school’s arrangements for keeping pupils safe and for promoting their welfare.  The school’s designated safeguarding lead is trained to an appropriate level. Those staff

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Main inspection findings

deputising for the designated lead have also been trained to the same level.  Staff receive regular safeguarding training and updates on aspects such as radicalisation and extremism. Filtering and monitoring systems support the school’s work to keep pupils safe when they work online.  These standards remain met. Part 8. Quality of leadership in and management of schools Paragraphs 34(1)(a), 34(1)(b)  A number of qualitative weaknesses were identified at the last standard inspection. These related to the quality of education that pupils received. For example, the school did not identify quickly enough any pupils who may have SEND. The school did not routinely identify the specific difficulties that some pupils experienced with reading. The curriculum in some subjects did not contain information about all of the knowledge that pupils should learn and the order in which they should learn it. Staff were found to lack

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Main inspection findings

the expertise that they needed to deliver the curriculum consistently and effectively. These qualitative weaknesses had a negative impact on pupils’ achievement and resulted in a number of unmet standards.  At this progress monitoring inspection, the school has made limited progress with its work to improve the quality of education. Despite a review of the curriculum, a number of subjects remain underdeveloped. Staff have received very little support to improve their delivery of the curriculum. On occasions, pupils receive learning that is poorly designed. This impairs their understanding and sometimes leads to misconceptions. There has been little improvement in the support for pupils who find reading difficult. Overall, pupils’ experiences remain variable and they do not learn as well as they should in some subjects.  The school has taken steps to improve the way in which pupils with SEND are identified.

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Main inspection findings

However, this work is at too early a stage to see any impact on the achievement of these pupils over time.  The proprietor has not taken sufficient or effective action to ensure that all of the standards are now met securely and consistently.  The standards in this part remain unmet.

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Compliance with regulatory requirements

The school does not meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements that were checked during this inspection, as set out in the annex of this report. This included the standards and requirements that the school was judged to not comply with at the previous inspection. Not all of the standards and associated requirements were checked during this inspection.

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School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which 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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School details

Date of previous standard inspection 3 to 5 December 2024

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Information about this school

 The previous standard inspection took place from 3 to 5 December 2024.  Rochdale Islamic Academy is an Islamic faith school and operates from premises at Greenbank Road, Rochdale OL12 0HZ.  The school is registered to admit up to 200 pupils.  The school does not use any alternative provision.

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Information about this inspection

 This inspection was carried out at the request of the registration authority for independent schools. The purpose of the inspection was to monitor the progress the school has made in meeting the independent school standards and other requirements that it was judged to not comply with at its previous inspection.  The school was judged not to comply with the independent school standards at the standard inspection which took place from 3 to 5 December 2024.  This was the first progress monitoring inspection.  Following the last standard inspection, the DfE required the school to prepare a statutory action plan. The school failed to submit this plan by the date specified.  The inspection was conducted without notice.  The inspector met with representatives of the proprietor body, one of whom is the school’s executive headteacher. The inspector also met with the deputy headteacher.  The inspector met with some teachers and some pupils.

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Information about this inspection

 The inspector reviewed some policies and some documentation relating to the curriculum.  The inspector reviewed a range of documentation in relation to safeguarding. This included records of concerns, the safeguarding policy and the single central record.

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Inspection team

Mavis Smith, lead inspector His Majesty’s Inspector

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The school does not meet the following independent school standards

Standards that were not met at the previous inspection and remain un-met at this inspection

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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. – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan.  2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(h) that all pupils have the opportunity to learn and make progress.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(c) involves well planned lessons and effective teaching methods, activities and

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Part 1. Quality of education provided

management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress.

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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. guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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Part 8. Quality of leadership in and management of schools

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