Jamea Al Kauthar

Inspection of Jamea Al Kauthar Ashton Road, Lancaster, Lancashire LA1 5AJ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Sixth-form provision 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?

Pupils at Jamea Al Kauthar learn a curriculum that meets their needs well. They leave the school as confident and articulate individuals with a strong understanding of the world around them. The school is ambitious for what pupils can achieve. It has high expectations for each pupil and provides them with the support that they need to live out these expectations. Pupils try their hardest across the range of subjects that they study with impressive outcomes.

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What is it like to attend this school?

From the moment they join the school, pupils learn to look out for each other and what it means to show respect to everyone. Pupils carry out these actions without reminders because they develop a strong moral compass and consistently behave maturely. Staff model kind and supportive relationships. Consequently, pupils feel happy and safe.

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What is it like to attend this school?

Pupils access a wide range of opportunities that contribute to the strong offer supporting their personal development. They learn to try things that are out of their comfort zone, to think about others, understand the range of ways that people live differently and how to advocate for themselves. This, along with pupils’ rich understanding of their own faith and other world religions, prepares them very well for their next steps beyond the school.

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better?

Since the previous inspection, the school has supported staff to gain a better understanding of its intentions for how the curriculum should be delivered, including in the sixth form. There is a well-organised programme of professional development for staff that contributes to staff being subject experts. Staff are clear about the key knowledge that pupils need to know and remember. The curriculum design supports pupils to build new knowledge in a way that follows on from what they already know. That said, there are times when the school does not routinely check what pupils have learned and remembered in enough detail. As a result, some errors and misconceptions go unnoticed and persist over time, so limiting pupils from achieving as well as they could.

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better?

Staff receive regular training that enables them to identify any special educational needs and/or disabilities (SEND) that pupils may have. This helps staff to remain vigilant to the support that these pupils may need. The school checks this regularly to make sure that it helps pupils with SEND to achieve well and enables them to access the opportunities on offer. The school keeps a close eye on pupils’ reading ability. Pupils who need it receive the expert guidance that they need to improve.

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better?

Pupils, including those in the sixth form, display exemplary attitudes to learning. They give their best effort and encourage others to do the same. Pupils take responsibility for the school atmosphere being calm and productive. They rise to the challenge when demands are placed on them. They recognise how having such 7 to 9 May 2025 positive attitudes to their studies prepares them well for the world of work. The school keeps a close eye on pupils’ attendance. Pupils’ attendance reflects their extremely positive engagement with learning. That said, the school rigorously monitors attendance to be able to identify any causes for concern, should they occur.

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better?

Pupils have a deep understanding of how the school supports their character development. Through the meticulously well-organised personal, social, health and economic (PSHE) education programme and the religious curriculum, the school creates many opportunities for pupils to learn about themselves and the world around them. Pupils have a thorough understanding of diversity and equality. They are interested and inquisitive about those who follow different world religions. They have the depth of knowledge that they need to confront stereotypes and champion respect for all.

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better?

There is a well-established careers programme in place. This offer supports pupils to have ambitions for their future and set realistic goals to achieve them. Pupils have many real-life opportunities that prepare them well for different career paths. For example, pupils regularly organise projects that raise money for charities and take part in debates where they are expected to present their point of view with clarity.

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better?

Staff feel well supported by leaders to develop in their roles. They value the guidance that they receive and feel that they are part of a strong team with a common goal to provide the best for pupils.

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better?

The proprietor, governing body and school leaders share an ambitious vision for the school. The proprietor and governing body are highly effective in holding the school to account for the quality of education that pupils receive. They make regular checks on compliance with the independent school standards (the standards) and find out how leaders’ actions positively impact the education and care for pupils.

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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 routinely check what pupils have learned and remembered in enough detail. As a result, some errors and misconceptions go unnoticed and persist over time. The school should ensure that staff check pupils’ understanding in enough detail to identify and address misconceptions so that pupils can build on secure prior knowledge. 7 to 9 May 2025

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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. 7 to 9 May 2025

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School details

Unique reference number 131355 DfE registration number 888/6034

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School details

Inspection number 10375128 Type of school Other independent school

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School details

School category Independent boarding school

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School details

Gender of pupils in the sixth form Girls

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School details

Of which, number on roll in the sixth form 106

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School details

Dates of previous inspection 12 to 14 April 2022 7 to 9 May 2025

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Information about this school

 Jamea Al Kauthar is a Muslim boarding school for girls.  The school operates from premises at Ashton Road, Lancaster, Lancashire LA1 5AJ.  The school does not make use of any alternative provision.  The proprietor also operates boarding provision for pupils at this school on the same site.  The school is registered to admit up to 500 pupils.

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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 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

 Inspections are a point-in-time evaluation of 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 spoke with the headteacher and other school leaders. The lead inspector also spoke with the proprietor and representatives of the governing body.  Inspectors carried out deep dives in these subjects: English, mathematics, history and PSHE education. 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 also looked at curriculum plans and spoke to leaders about 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

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Information about this inspection

considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors toured the school premises and checked documentation in relation to the standards.  Inspectors considered the responses to Ofsted’s online survey for parents and carers, Ofsted Parent View. There were no responses to the staff or pupil surveys. However, inspectors spoke to staff and pupils during the inspection.  The inspectors only inspected the education provision at this school. 7 to 9 May 2025

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Inspection team

Jane Dennis, lead inspector His Majesty’s Inspector

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Inspection team

Cleo Cunningham Ofsted Inspector 7 to 9 May 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.

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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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