Tarbiyyah Secondary School for Boys

Inspection of Tarbiyyah Secondary School for Boys 32 New Heston Road, Hounslow TW5 0LJ

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Inspection dates: 23 to 25 September 2025

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not previously inspected

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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?

The school is a happy, tight-knit community, where pupils and staff work together well and pupils like to learn. Pupils know and demonstrate the school’s ‘recipe’ values. These support them to develop their character in the round. They include academic excellence, which the school encourages in pupils through its high expectations.

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What is it like to attend this school?

Pupils understand the clear rules and expectations set out by the school. The school expects pupils to work with focus and they do so. Staff know pupils and respond to any needs that they may have. Teachers provide pupils with effective academic and pastoral support when needed.

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What is it like to attend this school?

The personal development opportunities are well organised. Cooking, debate and Arabic clubs are popular. As part of the incubator club, pupils pitch business ideas and teachers help pupils to develop them. The school encourages pupils’ resilience through residential outings. For example, pupils go camping and learn to hike in the Black Mountains in Wales.

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What is it like to attend this school?

Pupils attend educational outings that bring their learning to life. For example, pupils visit the Houses of Parliament and learn about how to organise a democratic petition. Pupils develop leadership skills through roles, such as sports captains or as members of the school council.

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better?

The school has designed an ambitious and broad curriculum. Pupils study a range of subjects in preparation for GCSE examinations at the end of Year 11. The school ensures that pupils build their curriculum knowledge steadily over time and that new knowledge and skills build on previous learning. For example, across biology and geography, the curriculum develops pupils’ understanding of rocks, weather and erosion steadily. Pupils start with a secure understanding of the rock cycle in Year 7 and connect this learning to glaciers and rivers. Pupils revisit and expand this knowledge in Year 9, when they learn how tectonic plates are formed.

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better?

Teachers are subject specialists. They check that pupils understand what has been previously taught. For example, in mathematics in Year 8, teaching checks and consolidates important concepts, including square numbers and times tables. The school also takes into account the starting points of pupils who join part way through secondary school.

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better?

Typically, teachers design learning activities that help pupils to understand key concepts. Occasionally, activities for learning in class do not enable pupils to make sense of new learning. As a result, pupils’ learning is less deep and they are less able to make important connections within subjects. 23 to 25 September 2025 Pupils’ work is typically of a high quality across subjects. Pupils have high pass rates in their GCSE examinations and are prepared for the next stage in their learning.

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better?

Pupils behave sensibly and respectfully in class and around the school. They show kindness towards one another and are eager to learn. Attendance rates across the school are high. Any pupils who struggle with attendance receive consistent and effective support from the school.

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better?

The school identifies pupils who may have emerging special educational needs and/or disabilities. Teaching usually provides these pupils with appropriate support so that they can access the same ambitious curriculum as their peers.

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better?

The personal development curriculum prepares pupils well for life in modern Britain. There is a clear focus on fundamental British values, including tolerance and respect for others. Pupils learn to keep themselves safe outside the school gates and online. The school supports parents and carers to keep their children safe online by providing them with helpful information. The school provides pupils with helpful information on their career aspirations. This includes visits from professionals, who speak about their careers and provide information on apprenticeships.

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better?

Those responsible for governance know their statutory responsibilities. However, systems for governance and oversight of the school’s leadership are not developed fully. This means that leaders’ actions are not overseen by the proprietor body as thoroughly as they should be. The school has identified this and has plans to expand the capacity of the proprietor body in order to more effectively fulfil its role.

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better?

Staff enjoy working here. They have no concerns about workload or their well-being. Staff receive useful professional learning opportunities. However, there are fewer opportunities for teachers to engage with subject specialists beyond the school.

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better?

The school meets all the independent school standards.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Pupils are safe at school and know who to speak to if they have a concern. Staff are also provided with appropriate safeguarding training and know how to report any concerns that they may have. All key policies are accurate and up to date, and all checks on staff who join the school are completed correctly. The school provides pupils who may be at risk with a range of support.

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Safeguarding

However, the proprietor body has not assured itself as thoroughly as it should that the school is following its policies. The records of the actions that the school takes do not accurately reflect all that it does. The processes to ensure that pupils who leave or join the school mid-year are safe are not as rigorous as they should be. At times, all external organisations, such as the local authority, have not been informed and consulted before pupils are taken off the school’s roll. 23 to 25 September 2025

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(Information for the school and proprietor)

 Processes to check the school’s work, including some minor arrangements for safeguarding, are not as robust as they could be. This prevents the school identifying and addressing areas that could be improved. The school and proprietor body should ensure that there is effective oversight to monitor the performance of the school so necessary action is taken in a timely manner.

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(Information for the school and proprietor)

 Sometimes, activities in class do not support pupils to deepen and strengthen their knowledge of subjects as effectively as they could. Sometimes, pupils find work easy, or pupils move on to challenging work too quickly. As result, pupils do not develop their understanding as well as they might. The school should continue to develop teachers’ pedagogical content knowledge sufficiently, so that they can teach their subjects as effectively as possible.

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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. 23 to 25 September 2025

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School details

Unique reference number 150312 DfE registration number 313/6011

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School details

Inspection number 10342222 Type of school Other Independent School

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School details

Proprietor Heathrow Community Initiative

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School details

Website www.tarbiyyahsecondaryboys.co.uk

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School details

Date of previous inspection Not previously inspected 23 to 25 September 2025

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Information about this school

 This is the first standard inspection since the school was registered in July 2023.  The school does not currently make use of any alternative provision.  The school is located within the same premises as Tarbiyyah Primary School, which is also run by Heathrow Community Initiative. The building is also used as a tuition centre, providing part-time tuition to secondary-age pupils during the evenings and at weekends.  The school is operating outside its registration agreement. It has exceeded its capacity by four 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 about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other staff. Inspectors met with the chair of the proprietor board.  Inspectors carried out deep dives in these subjects: English, mathematics and geography. 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 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 premises and reviewed documentation to check compliance with the relevant independent school standards. 23 to 25 September 2025

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Inspection team

Guy Forbat, lead inspector His Majesty’s Inspector

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Inspection team

Matea Marcinko His Majesty’s Inspector 23 to 25 September 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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