Islamic Tarbiyyah Preparatory School

Inspection of Islamic Tarbiyyah Preparatory School Ambler Street, Bradford, West Yorkshire BD8 8AW

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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 Inadequate

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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 provides a broad and ambitious curriculum rooted in Islamic principles and fundamental British values, preparing pupils well for life in modern Britain. Pupils’ strong attendance reflects how much they enjoy coming to school. They show respect for their peers and adults alike. They understand the importance of kindness and acceptance. Pupils have positive and trusting relationships with staff. They know who to talk to if they have any concerns or anxieties.

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What is it like to attend this school?

Pupils achieve well and are well prepared for the next stage of their education. They proudly rise to the school’s high expectations of their achievement and behaviour. They develop maturity and a strong sense of responsibility. Pupils show respect for others and pride in their achievements. They produce high-quality work across the curriculum.

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What is it like to attend this school?

Pupils are encouraged to take an active role in shaping school life and know that their views matter. They elect representatives to the school council, which meets regularly to share pupils’ ideas and influence decisions across the school. Pupils speak positively about the opportunities that the school provides. They enjoy the many visits and outings that support the curriculum. Trips to the seaside are recalled with joy.

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better?

Since the previous inspection, the school has worked hard to strengthen the curriculum and address weaknesses in the quality of education provided to its pupils. The curriculum is now ambitious, well structured and covers a broad range of subjects, with clear progression in pupils’ learning. Pupils are benefitting from these improvements. The school has developed a robust plan for the development of teachers’ continuing professional development, including the development of subject leadership.

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better?

The school conducts regular checks to assess what pupils know and remember. This helps staff to identify gaps in pupils’ knowledge and to plan future learning with increasing precision. However, at times, the work provided does not allow for sufficient opportunities to develop a secure understanding of the most important knowledge and skills that pupils need for future learning. This means that some pupils are not as prepared for new learning as they could be.

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better?

Pupils continue to develop their phonics’ knowledge and understanding when they start the school in Year 1. The school has ensured that staff have been provided with appropriate training to deliver the school’s phonics programme. However, the school does not identify some variation in the teaching of phonics which, on occasion, prevents pupils from learning all that they could.

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better?

Reading and a love of literature is central to the school’s work. This helps pupils to build and sustain positive attitudes towards learning. As they move through the 1 to 3 October 2025 school, pupils access books that develop their skills and love for reading. Where pupils find reading difficult, they receive prompt, considered support to catch up.

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better?

The school has made supporting pupils with special educational needs and/or disabilities (SEND) a priority. Staff are well supported to support these pupils. The school follows a clear and effective process to identify pupils with SEND. Staff make intuitive adaptations in lessons, enabling pupils with SEND to learn alongside their peers.

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better?

Pupils show positive attitudes towards their learning and conduct themselves well. In lessons, they listen attentively and respond promptly to adult’s instructions. At social times, pupils engage well with one another. They share well and are considerate to their friends.

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better?

The school provides a well-rounded programme for pupils’ personal development. This is thoughtfully integrated across the wider curriculum. Pupils develop a strong understanding of relationships education, different faiths and cultures. They learn about important concepts, such as the safe use of technology. Throughout the year, pupils take part in a range of meaningful experiences, such as visits to places of worship, extra-curricular clubs and workshops led by visitors.

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better?

The proprietor has effective systems in place to ensure that the school consistently meets the independent school standards (‘the standards’). This includes in relation to the school’s duties under the Equality Act 2010. Governors support the work of the proprietor well. They understand their roles and discharge them effectively. Leaders share a precise, clear and ambitious vision for the school and its future. There is a positive culture in which staff feel both deeply respected and highly valued.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 Occasionally, the school does not ensure that the work given to pupils enables them to develop secure knowledge to prepare them for new learning. As a result, some pupils do not achieve as strongly as they should. The school should ensure that pupils are provided with activities that deepen their knowledge and better prepares them for future learning.  At times, the school’s phonics programme is not delivered as intended. This hinders pupils’ learning. Some pupils develop misconceptions and have gaps in their phonics knowledge. The school should support staff to implement the school’s phonics programme consistently. well so that pupils are supported to read fluently and confidently. 1 to 3 October 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. 1 to 3 October 2025

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School details

Unique reference number 133453 DfE registration number 380/6113

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School details

Inspection number 10391730 Type of school Other Independent School

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School details

Proprietor Islamic Tarbiyyah Centre Community Interest Company Chair Yasir Patel

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School details

Email address ifsheen.akhtar@itps.org.uk

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School details

Dates of previous inspection 19 to 21 September 2023 1 to 3 October 2025

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Information about this school

 There have been significant changes in the school’s leadership since the last inspection. The school now has an executive headteacher, who is responsible for this school and two others. A deputy headteacher, who has day-to-day responsibility for the running of the school, took up post at the beginning of September 2025.  The school operates on two sites within close proximity to each other. At the time of the inspection, Year 1, Year 2, Year 5 and Year 6 pupils were taught in the main building and Year 3 and Year 4 pupils were taught in the second school site.  The two sites are located on Ambler Street in Manningham, Bradford, West Yorkshire BD8 8AW.  While the school is registered with the Department for Education to admit pupils of Nursery and Reception age, there are currently no children below Reception age on roll.  The school’s previous standard inspection took place on 19 to 21 September

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Information about this school

2023.  The school does not use any alternative provision.  This is a school of Islamic faith.

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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 leaders and have taken that into account in their evaluation of the school.  Inspectors met with the executive headteacher, deputy headteacher, members of the trust’s school improvement team, the chair of the proprietary body and representatives of the governing body.  Inspectors carried out deep dives in these subjects: reading, history, mathematics and personal, social and health 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 and looked at samples of pupils’ work.  Inspectors observed pupils’ behaviour in lessons and at social times. 1 to 3 October 2025  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single

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Information about this inspection

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.  To check for compliance with the standards, inspectors carried out checks on health and safety documentation, including fire safety and risk assessments and checked the maintenance quality of the school site.  Inspectors considered the views of pupils by speaking to pupils in lessons and speaking to unaccompanied groups of pupils.  To evaluate the school’s compliance with the standards, an inspector conducted a tour of the premises and reviewed a range of policies and documentation.  Inspectors considered the views of parents and carers who responded to the Ofsted online survey, Parent View.  Inspectors considered the views of staff through meetings with both teaching and non-teaching staff and responses to the Ofsted online staff survey.

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Inspection team

Marcus Newby, lead inspector His Majesty’s Inspector

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Inspection team

John Linkins His Majesty’s Inspector 1 to 3 October 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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