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

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

Date 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 school no longer operates an early years foundation stage provision.  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 2023.

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Information about this school

 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

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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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

 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. 1 to 3 October 2025  Inspectors observed pupils’ behaviour in lessons and at social times.  To evaluate the effectiveness of safeguarding, 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.  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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The school’s progress in meeting previously failed standards

During the inspection we checked whether the school now meets the independent school standards that it was judged to have failed at its previous [insert type] inspection on 26 November 2024.  The outcome of this part of the inspection is: the school now meets the previously failed standards.

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Part 1. Quality of education provided

Paragraphs 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(2), 2(2)(h) and 2(2)(i)  Previously, the school had not made sufficient progress in relation to the development of schemes of work to meet these standards. This was particularly in relation to subjects in the wider curriculum. In these subjects, schemes did not take into account pupils’ different aptitudes and needs, including special educational needs and/or disabilities (SEND). The school was not providing teachers with the information needed to meet the needs and aptitudes of all pupils effectively. Although the school had adopted a new PSHE programme, it was not teaching pupils about different types of families.  Since the previous inspection, leaders have strengthened the curriculum and tackled weaknesses in the quality of education. The curriculum is now ambitious, broad and carefully sequenced, and pupils are beginning to benefit. A clear programme of staff development, including subject leadership, supports this

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Part 1. Quality of education provided

work. Regular assessment helps staff spot gaps and plan next steps. Phonics teaching continues into Year 1 and staff are trained.  Leaders have strengthened the PSHE programme so that it teaches pupils about different types of families in an age-appropriate and inclusive way.  The previously unmet standards are now met. 1 to 3 October 2025 Paragraphs 2A(1), 2A(1)(a) and 2A(1)(d)  Previously, the school had consulted with parents about its provision for relationships education. It had produced a written Relationships and Sex Education (RSE) policy, which is available on request to parents. It had also adopted a new PSHE programme. However, the school still did not teach pupils about different kinds of families. At this time, it did not meet the statutory guidance with regard to relationships education.  Leaders have strengthened the PSHE programme so that it teaches pupils about different types of families in an age-appropriate and inclusive way.

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Part 1. Quality of education provided

 The previously unmet standards are now met. Paragraphs 3 and 3(d)  Previously, the school had provided training for staff with regard to teaching and assessment. Teachers demonstrated secure subject knowledge. They presented new information clearly and used questioning well to consolidate and extend pupils’ learning. Teachers assessed pupils’ work regularly which informed their teaching. The school had ensured that teaching at the school was informed by fundamental British values. However, teaching did not take into account pupils’ individual needs and aptitudes well enough. This was largely owing to the school not ensuring that its curriculum plans and schemes of work took into account pupils’ needs and aptitudes.  The school now provides teachers with the information they need to meet the needs and aptitudes of all pupils more effectively.  The previously unmet standards are now met.

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Part 2. Spiritual, moral, social and cultural development of pupils

Paragraphs 5, 5(b), 5(b)(vi)  Previously, the school had adopted a new PSHE curriculum which provided pupils with greater knowledge and understanding of public institutions and different faiths and cultures. Pupils demonstrated a knowledge of other religions and of important public institutions such as the Houses of Parliament. However, pupils did not possess sufficient age-appropriate knowledge about the protected characteristics. The school did not teach pupils about the protected characteristics in an explicit enough way.  The school now offers a well-rounded programme for pupils’ personal development, which leaders have strengthened since the previous inspection. PSHE is carefully woven through the wider curriculum so that pupils learn explicitly about the protected characteristics, alongside relationships education, different faiths, cultures and public institutions. Pupils can talk with increasing

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Part 2. Spiritual, moral, social and cultural development of pupils

confidence about equality, respect and diversity. They also benefit from a rich range of experiences, such as visits, clubs and workshops, which help them apply this learning in real-life contexts.  The previously unmet standards are now met. 1 to 3 October 2025

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Part 3. Welfare, health and safety of pupils

Paragraphs 7, 7(a), 7(b), 16, 16(a)  At the time of the previous inspection, the school did not have a strong enough culture of safeguarding. Staff training was not systematic or rigorous enough. School leaders were not sufficiently aware of their statutory responsibilities with regard to safeguarding. Staff were not sufficiently aware of their statutory responsibilities with regard to reporting safeguarding concerns, including about members of staff. It had completed relevant and appropriate risk assessments to help pupils keep safe.  The school now meets its statutory responsibilities. There is a robust culture of safeguarding and staff are well equipped to deal with any issues.  The previously unmet standards are now met.

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Part 8. Quality of leadership in and management of schools

Paragraphs 34(1), 34(1)(a), 34(1)(b), 34(1)(c)  Previously, the school had acted with appropriate urgency and rigour to address the unmet standards from the previous inspection. It had also improved the quality of teaching and developed some aspects of the curriculum. However, there were several standards that remain unmet in parts 1, 2 and 3. Significantly, the school’s culture of safeguarding was still not strong enough; the school’s curriculum was still not planned with a view to meet different pupils’ needs and aptitudes; and the school still did not meet statutory guidance with regard to relationships education.  The proprietor has secure arrangements to ensure that the school continues to meet the independent school standards, including its duties under the Equality Act 2010. Governors work effectively with the proprietor and have a clear understanding of their responsibilities, which they carry out well. Leaders

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Part 8. Quality of leadership in and management of schools

articulate a clear, ambitious vision for the school’s future.  The previously unmet standards are now met.

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Early years foundation stage

Safeguarding and welfare requirements.  The school does not meet paragraph 3.24 of the Early Years Foundation Stage safeguarding and welfare requirements. This paragraph pertains to safeguarding training of staff.  The school no longer operates an early years foundation stage provision.

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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; and 1 to 3 October 2025  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; and  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; and  2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  2A(1) The standard in this paragraph is met if the proprietor-  2A(1)(a) ensures that every registered pupil who is provided with primary education at the school is provided with relationships education,

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Part 1. Quality of education provided

 2A(1)(d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools,  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school-  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

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Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor-  5(b) ensures that principles are actively promoted which-  5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act.

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Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that-  7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and  7(b) such arrangements have regard to any guidance issued by the Secretary of State.  16 The standard in this paragraph is met if the proprietor ensures that-  16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy.

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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- 1 to 3 October 2025  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; and  34(1)(c) standards are met consistently.

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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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