Nuqtah Primary School

Nuqtah Primary School

Address: 235 Ashfield Road, Rochdale, OL11 1QH Unique reference number (URN): 151452

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Achievement Strong standard

Pupils achieve very well in this school. They quickly make significant gains across the curriculum. Pupils with special educational needs and/or disabilities make equally impressive gains in their learning. Pupils achieve consistently high standards in their work. In each subject, they acquire a connected body of knowledge that they are able to remember. At the time of the inspection, the school did not have any nationally published test results. However, pupils are very well prepared for the next steps in their education.

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Achievement Strong standard

Many pupils have joined the school part-way through their education. Where this is the case, they are rapidly developing consistent handwriting. However, this varies a little between subjects.

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Attendance and behaviour Strong standard

Leaders have created a school culture that helps pupils to attend regularly. Attendance is high in this school. Pupils relish their education and want to be here. On the rare occasions that pupils struggle to attend well, leaders take compassionate and well-considered action to support them and their families. Attendance improves rapidly as a result.

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Attendance and behaviour Strong standard

Leaders have created a calm and orderly environment for pupils to learn in. When pupils join the school, they quickly adapt to new routines and very high expectations. Pupils behave consistently well. They have highly positive attitudes to their learning. In every classroom, pupils focus and attend to their learning with determination. Pupils rarely struggle to manage their behaviour, but if they do they receive the right help to quickly get back on track.

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Attendance and behaviour Strong standard

Pupils treat each other and the adults that help them with kindness and respect. This never wavers. Every pupil is known and cared for. In classrooms and at breaktimes, pupils care for each other. Older pupils act as wonderful role models for their younger peers. Bullying and discrimination is non-existent. Leaders have established systems to deal with bullying if it did happen. These systems have not been needed.

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Curriculum and teaching Strong standard

Leaders have established a broad and ambitious curriculum for pupils to study. Pupils swiftly acquire the knowledge that they need for the next stages of their learning. Leaders regularly check the consistency and impact of the curriculum for pupils. They take highly effective action to eliminate any weaknesses. Staff quickly develop high levels of expertise across the full range of subjects. Pupils benefit from a consistently well-taught curriculum.

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Curriculum and teaching Strong standard

At the time of the inspection, the school had no children in the early years. However, leaders have made sure that, were this to change, there is a well-designed and ambitious curriculum ready for children to experience. From Year 1 to Year 6, pupils rapidly secure the important foundation of knowledge that they need. Most pupils have joined this newly established school in the last year. Staff quickly assess any gaps in their knowledge and adapt the curriculum accordingly. Pupils with special educational needs and/or disabilities particularly benefit from staff’s well-considered adaptations. Pupils swiftly become fluent readers and mathematicians. Across the curriculum, pupils acquire an impressive and deep body of knowledge.

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Curriculum and teaching Strong standard

Pupils who have been at the school for longer develop consistent handwriting. For some pupils, however, this varies a little between subjects. Where this is the case, staff provide high-quality support to help pupils secure fluent handwriting.

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Inclusion Strong standard

Leaders identify pupils’ needs swiftly and accurately. As soon as pupils are admitted to this recently established school, staff carefully check their wellbeing and learning. Adults use this detailed information to carefully shape support that is tailored precisely to each pupil. If pupils have special educational needs and/or disabilities, staff adapt each subject to their needs so that barriers are rapidly reduced. These adaptations have a significant positive impact on pupils’ readiness to learn. The curriculum meets the needs of all pupils.

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Inclusion Strong standard

In every classroom, pupils benefit from consistent, well-planned help and support. Pupils that face barriers to their learning, including disadvantaged pupils, flourish. Leaders routinely check the impact and quality of the support that pupils receive. If something is not working as well as it could, leaders quickly make changes. In every subject that pupils study, the quality of support that they receive is of a consistently high standard.

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Inclusion Strong standard

Leaders provide staff with high-quality training to help them adapt teaching for all pupils. Staff secure impressive expertise and knowledge quickly. Leaders build highly effective relationships with parents and carers. Parents trust the school and work in partnership to make sure pupils are well supported. Leaders secure the expertise of other professionals so that regardless of need, every pupil receives help that is just right for them.

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Leadership and governance Strong standard

Proprietors have a significant and positive impact on this school. Their ambitious vision extends beyond the pupils and the school to include considerable support for families and the local community. Governors share this ambition. Together, they use their considerable expertise to support and challenge leaders. This is highly effective. Leaders have quickly established high expectations and secured consistently high-quality learning for pupils. Proprietors and leaders alike ensure that their actions directly benefit pupils.

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Leadership and governance Strong standard

Proprietors and leaders are keenly aware of important priorities for further improvement. These are thoughtfully planned for. Together they carefully check the impact of their actions, making adjustments when necessary. Those responsible for governance fulfil their statutory duties with diligence. They help to guide and support leaders by making sure that resources are used carefully to support all pupils. Leaders and governors make sure that pupils facing disadvantage are a priority. The investment that leaders and governors make in supporting families is often pivotal in helping pupils to aspire to their futures.

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Leadership and governance Strong standard

Leaders make the maximum use of the expertise that exists across the senior leadership team. All staff receive extensive and high-quality professional learning that leads to rapid and continuous improvement. Where staff are in the earlier stages of their careers, the impact of professional development is impressive. Staff value and appreciate the support that leaders provide for their wellbeing. Staff are extremely proud to work at this school.

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Personal development and wellbeing Strong standard

Leaders have ensured that there is a detailed, well-sequenced personal, social, health and economic curriculum for pupils to study. Staff have carefully tailored this to reflect pupils’ lived experiences. Pupils secure deep knowledge about safe and positive relationships, how to stay safe online and the importance of consent. Leaders have worked with parents and carers to make sure pupils learn important information about how their bodies change over time. Pupils understand the fundamental British values deeply. They relate these values to their own lives. For example, pupils reflect on the importance of democracy in securing pupil leadership roles. Pupils also develop a well-informed understanding of discrimination. This knowledge informs the deep respect that pupils have for each other and staff. Pupils appreciate the diverse world that they live in.

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Personal development and wellbeing Strong standard

Leaders have made sure that all pupils access a carefully designed programme of activities that expand their interests. Pupils regularly engage with art, yoga and baking. They frequently take part in debates about important topics. This helps pupils to reflect on their own ideas and beliefs. Many pupils contribute to their school by adopting leadership roles. Pupils are proud of their contributions. Some represent their peers by petitioning for changes to the school uniform. Others work with leaders to establish regular swimming lessons. All of these opportunities are helping pupils to become influential citizens of the future.

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Personal development and wellbeing Strong standard

As a result of the school’s well-considered personal development programme, pupils become confident and independent. They behave with integrity and cooperate consistently well with others. They are very well prepared for life beyond school. Pupils are inspired by the wide range of possible careers that leaders introduce to them. Pupils are beginning to learn what they need to do to achieve their ambitions.

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What it's like to be a pupil at this school

Pupils thrive in this school. Leaders’ vision to inspire young minds and build bright futures is brought to life for pupils. Pupils take joy in the ambitious curriculum that they study. They rapidly secure an impressive body of knowledge across a wide range of subjects. Leaders enhance the curriculum with an array of other activities. From learning yoga and origami, to baking and art, pupils benefit from well-considered activities that help them to flourish. From the moment that pupils join the school, they receive carefully tailored support that is just right for them. Because staff know pupils and their families so well, any barriers that pupils face to their learning or wellbeing reduce quickly. Pupils with special educational needs and /or disabilities benefit enormously from this help. They make swift progress in their learning as a result.

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What it's like to be a pupil at this school

This school is a family. Older pupils support their younger peers. Leaders support pupils and their families. Leaders have established a deep culture of care that helps all pupils to know that they belong. Pupils contribute to this culture by helping each other and treating those around them with the utmost kindness and respect. Many pupils contribute as leaders in school. They take these roles very seriously and are proud of the difference that they make.

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What it's like to be a pupil at this school

Pupils’ behaviour is exemplary. Lessons are highly focused. Pupils know that their learning matters. Bullying rarely happens. In lessons and at breaktimes, there is a harmonious atmosphere. Pupils trust the adults that care for them. If pupils struggle with any aspect of their wellbeing, staff rapidly wrap support around pupils. Pupils feel safe and well cared for. Their attendance is high. Parents and carers speak highly of the school, and say it is instrumental in developing pupils’ personal growth and confidence.

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Next steps

Leaders should continue to refine and develop their approach to teaching handwriting, so that pupils secure consistent handwriting across all subjects as swiftly as possible.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school’s compliance with 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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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the executive headteacher, the deputy headteacher and other senior leaders. Inspectors also spoke with staff and pupils in the school during the inspection and met with a group of parents and carers. The lead inspector spoke with the chair of the proprietor body and a group of governors, including the chair of governors.

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About this inspection

The school is registered to admit 116 pupils.

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About this inspection

The name of the chair of the proprietor body is Yasir Patel.

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About this inspection

The email address of the school is info@nuqtahprimaryschool.com

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not make use of alternative provision.

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About this inspection

This school is registered as having an Islamic religious ethos.

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About this inspection

This is the school's first standard inspection since it was registered by the DFE in December 2024.

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Independent school standards

Independent school standards are either met or not met for each category. Executive headteacher: Ifsheen Akhtar

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Independent school standards

1. Quality of education provided Standards met

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Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

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Independent school standards

3. Welfare, health and safety of pupils Standards met

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Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards met

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Independent school standards

5. Premises of and accommodation at schools Standards met

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Independent school standards

6. Provision of information Standards met

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Pupils with special educational needs (SEN) support

7. Manner in which complaints are handled Standards met

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Pupils with special educational needs (SEN) support

8. Quality of leadership in and management of schools Standards met

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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