Imam Muhammad Adam Institute Boys School

Inspection of Imam Muhammad Adam Institute Boys School 372 East Park Road, Leicester LE5 5AY

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Overall effectiveness Outstanding

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

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Overall effectiveness Outstanding

Does the school meet the independent school standards?

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What is it like to attend this school?

This school is a place of ambition and achievement. Staff care deeply about the pupils and have incredibly high expectations about what they can achieve. Pupils appreciate the ways in which the school challenges them to be the best versions of themselves. Their personal and academic achievements are exceptional.

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What is it like to attend this school?

Leaders have created a culture of belonging and respect, which enables pupils to flourish. Pupils are determined to succeed, not only in their studies but in their contributions to school life and to the wider community. They support one another to grow and achieve. Pupils take great pride in their successes and appreciate the time staff take to recognise and celebrate them as individuals. Pupils trust and respect their teachers. They are happy in school and feel ‘at home’.

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What is it like to attend this school?

Pupils are exceptionally well prepared for life in modern Britain. The school has designed a high-quality personal development offer, each element of which reinforces pupils’ opportunities to become well-rounded and confident individuals. For example, pupils in key stage 3 take part in a ‘faith walk’ linked to their learning about major world religions, the notion of respecting difference and to build pride in their local community.

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better?

The quality of education is exceptional. The school’s curriculum is broad and ambitious. It sets out what pupils should learn and is designed so that pupils can access the most complex aspects of the subjects they study. There are no limits to what pupils can achieve. Teachers’ subject knowledge is excellent. They share important knowledge clearly with pupils and are alert to their engagement and understanding. Teachers check pupils’ knowledge carefully and ensure that any gaps or misconceptions are swiftly identified and addressed. They identify pupils’ needs and make appropriate adaptations to ensure that pupils learn successfully. Teachers foster a classroom environment in which pupils are comfortable and willing to participate in lessons. Pupils in a Year 7 Arabic lesson, for example, display their confidence in speaking in front of their peers as well as a sophisticated understanding of tenses, plurals and masculine and feminine suffixes.

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better?

Pupils develop outstanding knowledge. They can recall their prior learning in great depth and explain how it is connected to recent learning. Pupils analyse and compare texts intelligently in English. They become skilled mathematicians and share intelligent explanations of how historians study the past. Pupils in key stage 4 retain detailed knowledge of the subjects they studied prior to beginning their GCSE courses.

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better?

The school has fostered a love of reading among pupils. Pupils in key stage 2, in particular, share their enthusiasm for their visits to the local library to choose the books that they will read independently. These pupils read to their teachers and appreciate the advice they receive about how to improve the fluency and expression 10 to 12 June 2025 of their reading. The school identifies any pupils who need additional support with their reading and provides personalised guidance, which helps them to catch up quickly.

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better?

Pupils place an extremely high value on their education. They take an exceptional level of pride in the work that they produce, which is consistently high quality. The school takes purposeful and effective action so that pupils understand how to behave. Key stage 4 pupils take responsibility and are exemplary role models for their younger peers in demonstrating a commitment to education and treating others with kindness. During social times, secondary-age pupils walk to the local park and take the lead in organising their own football matches. They treat one another and other and members of the local community with respect. Pupils enjoy coming to school each day.

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better?

The school caters exceptionally well for pupils’ personal development. Pupils have a deep understanding of what it means to contribute to their school community and society more widely. For example, they raise money for local charities and contribute to the local foodbank. Pupils understand the relevance and importance of fundamental British values. The school has ensured that pupils become confident and develop their skills of communication through carefully planned opportunities for pupils to engage in public speaking. Pupils complete projects for school presentation events that not only help them demonstrate their learning but also develop their talents and interests. For example, they receive guidance from staff and their peers about how to develop their design and artistic skills in relation to the completion of their science projects. Pupils benefit from high-quality and unbiased advice about

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better?

their careers and next steps. The school helps pupils to identify their goals and then achieve them.

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better?

The proprietor, together with the staff at the school, are relentlessly ambitious about providing the highest quality of education possible to the pupils. Staff engage purposefully with training and constantly look for further opportunities to enhance their practice and the school’s offer. The proprietor understands the independent school standards and ensures that they are met consistently and over time. The school complies with the requirements of schedule 10 of the Equality Act 2010.

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better?

Staff enjoy working at the school. They work hard in the interests of the pupils but do not feel overburdened by their workload. Staff appreciate the efforts of leaders in this regard. The school engages thoughtfully with parents and carers who are overwhelmingly supportive.

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Safeguarding

The arrangements for safeguarding are effective. 10 to 12 June 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. 10 to 12 June 2025

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School details

Unique reference number 147223 DfE registration number 856/6045

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School details

Inspection number 10374824 Type of school Other independent school

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School details

Annual fees (day pupils) £1,920 to £1,980

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School details

Dates of previous inspection 13 to 15 September 2022 10 to 12 June 2025

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Information about this school

 The school’s headteacher is also the proprietor.  The school is an Islamic school.  The school provides education for boys aged nine to 16 years.  The school does not use any alternative provision for 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 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 proprietor, who is also the principal. They met with senior leaders, including the leaders responsible for behaviour, attendance, the special educational needs coordinator and the designated safeguarding leads.  Inspectors carried out deep dives in reading, science, history and computer science. For each deep dive, inspectors met with teachers and curriculum leaders, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors visited a sample of revision lessons, as it was not possible to visit routine lessons during the inspection due to the school’s arrangements for internal and external assessments across all year groups.

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Information about this inspection

 Inspectors reviewed curriculum documentation, samples of pupils’ work and spoke to pupils about their learning in a range of other subjects.  Inspectors spoke with pupils formally and informally about different aspects of school life.  Inspectors scrutinised a range of documents. These included policies related to curriculum, health and safety and complaints.  Inspectors toured the premises to review the suitability of the site.  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. 10 to 12 June 2025  Inspectors considered the responses to the online survey, Ofsted Parent View, and Ofsted’s surveys for school staff and pupils.

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Inspection team

Matthew Fearns-Davies, lead inspector His Majesty’s Inspector

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Inspection team

Julie Sheppard Ofsted Inspector 10 to 12 June 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 looked-after children, 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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