Darul Uloom London School

School progress monitoring inspection report

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Darul Uloom London School Foxbury Avenue, Chislehurst BR7 6SD

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Main inspection findings

Part 1. Quality of education provided Paragraph 3, 3(a), 3(c), 3(e), 3(g)  At the previous inspection in February 2025, inspectors found that the quality of education, including in the sixth form, was inconsistent. Inspectors identified concerns that pupils do not develop the foundational knowledge and skills needed for their future education. Teachers’ assessment of learning was not used well to ensure that pupils understand important knowledge before they move on in their learning. The curriculum offer in the sixth form was narrow and lacked ambition.  At this progress monitoring inspection, the quality of education remains inconsistent. Curriculum design and implementation are in the process of being developed to ensure that pupils develop foundational knowledge and skills.  Pupils are in the process of learning a richer body of knowledge. Plans to develop pupils’ reading, development of knowledge and skills, and love of learning, are well underway.

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Main inspection findings

 The school’s assessment system is being increasingly well used by teachers to check that pupils understand important knowledge before they move on in their learning. However, not all curriculum subjects are taught consistently well. There remains a continued weakness in the sixth-form offer, which is limited and unclear.  The independent school standards (the standards) continue to be unmet. Paragraph 2(1), 2(1)(a), 2(2), 2(2)(a)  There is no creative education offer. Some pupils participate in an art project in the summer term, but this is not a coherently planned curriculum subject and is not for pupils in all year groups. Not all the areas of learning required for compliance with the standards are being taught.  These previously met standards are now unmet. Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b), 10, 13, 16, 16(a) and 16(b)  At the time of the previous standard inspection, inspectors found the school’s

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Main inspection findings

safeguarding arrangements to be effective.  At this progress monitoring inspection, inspectors found safeguarding arrangements to be ineffective.  The inspection found some administrative errors with the school’s single central record. Leaders rectified these quickly. However, these errors contribute to inspectors’ overall concerns about leaders’ and staff’s awareness and understanding of their statutory duties.  The school’s risk assessment policy lacks detail and useful information about the purpose of risk assessments and the school’s processes and procedures. Although specific risk assessments were suitable, inspectors found concerns about how leaders ensure that staff understand and follow agreed arrangements for keeping pupils safe. For example, the school’s expectations for overseeing contractors working on site were not being followed. Although the school’s risk assessment expects that contractors should be

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Main inspection findings

accompanied by a staff member, inspectors observed a contractor working without the supervision the school expects.  The school’s safeguarding records lack rigour. They are not always kept up to date and, on occasion, lack detail and key information about when and how incidents occur and what actions have been taken. This means that information-sharing is not always clear. This is particularly crucial in this setting where school and boarding staff may not be on site at the same time.  The school’s first-aid policy and record-keeping lack rigour and precision. There is no clear guidance or instruction about when parents and carers should be informed of first- aid incidents. Similarly, in regard to head injuries, records indicate that due process has not been followed. This includes not informing parents or demonstrating suitable rigour in actions taken following an accident. This raises serious concerns about staff’s

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Main inspection findings

understanding of the importance of first-aid procedures and, in particular, their response to head injuries.  The school’s approach to address bullying has no strategic oversight, and the anti- bullying policy does not make expectations for reporting concerns raised clear enough. Currently, staff are ‘encouraged’ to report concerns raised, and can do this, to three different people. This means that leaders are not able to closely track and monitor concerns raised or incidents that occur. There is a risk that information is held in three different places and not shared to connect information and look at the bigger picture. This does not support the school to reflect on its practice, learn from incidents or plan future provision to prevent incidents happening again.  These previously met standards are now unmet. Paragraph 9, 9(a), 9(b), 9(c)  At the previous standard inspection, inspectors found that pupils behave well. Pupils

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Main inspection findings

were attentive and motivated to learn. Classrooms were quiet and calm with no low-level disruption. Pupils knew and followed the behaviour systems.  At this progress monitoring inspection, inspectors found the positive culture for behaviour continues. Staff and pupils know and understand the school’s expectations for their behaviour. In lessons, pupils are focused on their learning. Leaders log and track behaviour incidents appropriately. Pupils value the recognition they are given for positive behaviour, such as awards and rewards.  These standards continue to be met.

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Main inspection findings

Part 6. Provision of information Paragraph 32(1)(c)  The school’s safeguarding policy is suitable. It meets the statutory requirements and is made available to parents on the school’s website.  This standard continues to be met. Paragraph 32(1)(e)  In contrast, the report from the school’s most recent social care inspection about the school’s boarding provision is not available on the school’s website as required.  This standard is now unmet.

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Main inspection findings

Part 4. Suitability of staff, supply staff and proprietors Part 8. Quality of leadership in and management of schools Paragraphs 20(6) to 20(6)(b)(iii), 21(1), 21(6), 34(1) to 34(1)(b)  At the time of the previous standard inspection, inspectors found the proprietor did not have effective systems in place to ensure the school meets the independent school standards consistently.  At this progress monitoring inspection, inspectors found that the proprietor has made changes to school leadership to match staff expertise to their roles. These changes are very recent and leaders are still settling into their new roles. The weaknesses in leaders’ oversight of the school’s work and their focus on ensuring compliance with the independent school standards remain.  The school has not taken appropriate action in regard to changes in the governance of the school. There has been a change to the chair of the proprietor body. However, the

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Main inspection findings

school has not informed the Department for Education (DfE) of the proposed change as the process requires. In addition, the school has recruited three new trustees and two of these trustees have not had the required safer recruitment checks completed. The relevant information for these checks has not been put on the school’s single central record. Furthermore, the current trustees have not had relevant safeguarding training.  These standards continue to be unmet. Paragraph 34(1)(c)  At the time of the previous inspection, inspectors found that the school promoted pupils’ wellbeing effectively.  At this progress monitoring inspection, inspectors found that the school is not taking its safeguarding responsibilities seriously enough. Although pupils say they feel safe in school and they know who to turn to for support, there are weaknesses in the school’s approaches to safeguarding, first aid, bullying and record-keeping. The proprietor’s

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Main inspection findings

checks on the school’s work are not ensuring statutory duties are met that promote pupils’ wellbeing.  This standard is now unmet.

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Compliance with regulatory requirements

The school does not meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements that were checked during this inspection, as set out in the annex of this report. This included the standards and requirements that the school was judged to not comply with at the previous inspection. Not all of the standards and associated requirements were checked during this inspection.

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School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which 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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School details

School status Independent boarding school

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School details

Of which, number on roll in sixth form 15

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School details

Date of previous standard inspection 4 to 6 February 2025

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Information about this school

 Darul Uloom London is an independent boarding school for boys. It is registered for up to 155 pupils aged 11 to 19 years. The school has a Muslim ethos.  The school does not use any alternative provision.  All pupils board at the school. The boarding premises are located at the same site at Foxbury Avenue, Chislehurst BR7 6SD. The boarding provision was last inspected in January 2023 and did not meet all the national minimum standards for boarding.  Pupils study a secular curriculum in the afternoon of each school day. Islamic studies are taught in the morning.  The current principal was appointed in October 2025.  The school’s last standard inspection was in February 2025. The school was judged as requires improvement for overall effectiveness. The independent school standards were not all met.  The school is operating beyond its registration agreement with the DfE as there has been a change to the chair of the proprietor body who was appointed on 25 September 2025.

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Information about this inspection

 This inspection was carried out at the request of the registration authority for independent schools. The purpose of the inspection was to monitor the progress the school has made in meeting the independent school standards and other requirements that it was judged to not comply with at its previous inspection.  At the request of the DfE, the inspection also considered independent school standards relating to pupils’ welfare, health and safety because of concerns raised. Inspectors were asked to report on the school’s compliance with the standards for independent schools referenced in the main body of the report.  The school’s previous standard inspection took place in February 2025. This was the school’s first progress monitoring inspection since the school’s last standard inspection.  The DfE required the school to submit an action plan to illustrate how it would meet the unmet standards at its previous inspection. This action plan was evaluated in July 2025,

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Information about this inspection

and the proposed action plan was not acceptable.  The inspection was conducted with no notice.  This inspection took place at the same time as a social care inspection of the boarding provision.  Inspections are a point-in-time evaluation about the quality of a school’s education provision.  During the inspection, inspectors visited lessons, looked at pupils’ books and spoke to pupils. Inspectors spoke with school leaders, trustees and met with staff. Inspectors scrutinised school documentation and checked the single central record. All of the activities were to check compliance with the unmet standards from the school’s previous standard inspection.

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Inspection team

Julie Wright, lead inspector His Majesty’s Inspector

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The school does not meet the following independent school standards

Standards that were not met at the previous inspection and remain un-met at this inspection

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Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress;

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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- – 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

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Part 8. Quality of leadership in and management of schools

Standards that were met at the previous inspection, but are now judged to not be met at this inspection

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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  2(2) For the purposes of paragraph 2(1)(a), the matters are- -2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education;

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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.  10 The standard in this paragraph is met if the proprietor ensures that bullying at the school is prevented in so far as reasonably practicable, by the drawing up and implementation of an effective anti-bullying strategy.  13 The standard in this paragraph is met if the proprietor ensures that first aid is administered in a timely and competent manner by the drawing up and effective implementation of a written first aid policy.  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; and

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Part 3. Welfare, health and safety of pupils

– 16(b) appropriate action is taken to reduce risks that are identified.

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Part 4. Suitability of staff, supply staff, and proprietors

 20(6) The standard in this paragraph is met in relation to an individual ("MB"), not being the Chair of the school, who is a member of a body of persons corporate or unincorporate named as the proprietor of the school in the register or in an application to enter the school in the register, if- – 20(6)(a) MB- – 20(6)(a)(i) is not barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act where that individual is or will be engaging in activity which is regulated activity within the meaning of Part 1 of Schedule 4 of that Act; and – 20(6)(a)(ii) does not carry out work, or intend to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in either such direction;

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Part 4. Suitability of staff, supply staff, and proprietors

– 20(6)(b) subject to sub-paragraphs (7) to (8), the Chair of the school makes the following checks relating to MB- – 20(6)(b)(i) where relevant to the individual, an enhanced criminal record check; – 20(6)(b)(ii) checks confirming MB’s identity and MB’s right to work in the United Kingdom; and – 20(6)(b)(iii) where, by reason of MB’s living or having lived outside the United Kingdom, obtaining an enhanced criminal record certificate is not sufficient to establish MB’s suitability to work in a school, such further checks as the Chair of the school considers appropriate, having regard to any guidance issued by the Secretary of State;  21(1) The standard in this paragraph is met if the proprietor keeps a register which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question.  21(6) The information referred to in this sub-paragraph is, in relation each member

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Part 4. Suitability of staff, supply staff, and proprietors

("MB") of a body of persons named as the proprietor appointed on or after 1st May 2007, whether the checks referred to in paragraph 20(6)(b) were made, the date they were made and the date on which the resulting certificate was obtained.

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Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that- – 32(1)(e) following an inspection under section 87(1) of the 1989 Act, a copy of the report of the inspection (if it has been sent to the proprietor) is published and maintained on the school’s internet website, and provided to the parents of each boarder;

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Part 8. Quality of leadership in and management of schools

 34(1)(c) actively promote the wellbeing of pupils. guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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