Al Madina School for Girls

Al Madina School for Girls

Address: Victoria Road, 2 (Annex Building), Barking, Essex, IG11 8PY Unique reference number (URN): 136746

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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 Expected standard

Pupils achieve well over time. Typically, key stage 3 pupils secure the strong foundations that they need to achieve well by the time they get to GCSE. Pupils make positive progress from their starting points by the end of key stage 4. This includes pupils with barriers to learning. Overall, pupils attain highly in their GCSE examinations, with a high proportion of pupils gaining a grade 5 and above in both English and mathematics. This means that pupils are generally well prepared to progress to academic or vocational study post-16.

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Achievement Expected standard

On the whole, pupils demonstrate proficiency in their recall of prior learning. Their written work is more variable in quality and quantity. Typically, the school does not provide enough opportunities for pupils to independently apply and rehearse their learning in depth, including being able to demonstrate and apply their knowledge in writing.

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Attendance and behaviour Expected standard

The school has a clear and effective system to support pupils' attendance. This takes into account the context of each pupil and family. Leaders take a firm line with attendance while working sensitively with families. They provide effective pastoral support and use a range of strategies, such as home visits, to encourage pupils to attend. As a result of these approaches, attendance is improving incrementally and persistent absenteeism is reducing. Nevertheless, leaders recognise that there is more work to do to reduce persistent absence, particularly for pupils with special educational needs and/or disabilities (SEND).

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Attendance and behaviour Expected standard

The school has consistently high expectations of pupils' behaviour. It is a calm environment. Pupils behave well in lessons and engage with their learning. During un-structured times, pupils socialise well. They show respect for each other and for staff. Bullying is rare, and should it occur, pupils trust staff to resolve it. The behaviour policy is clear and well understood by pupils and staff. Its effective application is leading to a reduction in behaviour incidents over time. Pupils appreciate that sanctions for poor behaviour are balanced by rewards. Leaders ensure that pupils with SEND receive suitable adjustments so that they can meet the school's high expectations of behaviour.

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Curriculum and teaching Expected standard

The school offers a broad curriculum that meets the requirements of the independent school standards. Leaders have strengthened the curriculum by making sure that it covers the important knowledge that pupils need in each subject. They have also reviewed the sequencing of the curriculum in each subject to make sure that there are opportunities for pupils to revisit important knowledge and skills. For example, staff ensure that pupils in younger year groups become accustomed to Shakespeare's use of language. This gives pupils greater confidence in their analysis of texts, for example, when they study 'Macbeth' at GCSE level.

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Curriculum and teaching Expected standard

Teachers are subject experts. They have benefited from training, which has strengthened their teaching practice. Typically, teachers check pupils' understanding regularly and usually pick up any misconceptions. They provide clear guidance to pupils, which helps them to improve their work. Teachers also revisit prior learning, for example, through planned ‘reteach weeks’ to address any gaps that pupils may have.

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Curriculum and teaching Expected standard

Leaders have effective systems in place to check the quality of teaching and its impact, particularly on the learning of pupils with special educational needs and/or disabilities. Staff ensure that they identify weaknesses in foundational knowledge when pupils enter the school. Pupils benefit from additional support both in and out of class, particularly in relation to developing their fluency in handwriting and recalling times tables. Typically, teaching is adapted to meet pupils' needs, although in some instances, it does not consider fully what particular pupils need to learn deeply in a subject.

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Inclusion Expected standard

Leaders prioritise inclusion. They develop and refine the school’s policies with this in mind. As a result, pupils with special educational needs and/or disabilities (SEND) who join the school typically have their needs understood and met well.

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Inclusion Expected standard

On entry, pupils’ needs are assessed using a range of approaches, including, for example, formal assessments and information from pupils’ primary schools. This helps leaders to diagnose and reduce any barriers to learning. Leaders and staff continue to assess and review pupils’ needs and additional support, ensuring that adaptations to lessons are broadly suitable. Leaders make sure that staff are well trained in the implementation of the school's inclusive approaches. Any staff training needs are identified and met appropriately. Leaders regularly evaluate the impact of this work. They share their findings with staff and parents so that further adjustments to each pupil's provision can be made. They also use the services of external professionals, such as occupational therapists when possible.

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Inclusion Expected standard

The school's support for pupils' social and emotional needs and to address any mental health concerns is particularly well developed. However, some aspects of the support for pupils' academic progress are not as precise as they could be. For example, the planned adaptations to support the learning for some pupils with SEND are broad. They do not routinely take into account what would work well in the context of a particular subject.

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Leadership and governance Expected standard

Since the previous inspection, there have been many changes to leadership and governance, including the appointment of new leaders and the formation of a new proprietor body. There is much to celebrate about the collaborative work of school leaders and governors. The proprietor and leaders maintain effective oversight of the independent school standards and ensure that they are consistently met. They determine the school's strategic direction together. There is a shared commitment to the school's high ambitions for all pupils, including those with barriers to learning. The proprietor meets its statutory duties well, providing appropriate levels of challenge where needed. It also supports the school's key priorities and ensures that leaders have the resources that they need to make them happen.

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Leadership and governance Expected standard

Leaders make decisions in the best interests of children. They have focused their priorities well, including improving pupils' experience of curriculum and teaching as well as pupils' achievement, safety and wellbeing. Typically, this work is leading to a more positive experience for pupils. For example, due to leaders' actions, pupils' behaviour and attendance are getting better over time.

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Leadership and governance Expected standard

Staff have access to a programme of continued professional development, both in house and through external training. For example, they have benefited from helpful training to develop their teaching practice, including on inclusive classroom strategies. The school's leadership has also supported staff to complete relevant professional qualifications. Staff enjoy sharing their learning with colleagues. Leaders support staff to manage their workload, for instance, by setting deadlines well in advance. Staff also appreciate the gestures that leaders make to show their appreciation of staff's work, such as providing a weekly breakfast.

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Personal development and wellbeing Expected standard

Pupils benefit from a well-sequenced personal development and wellbeing programme that prioritises physical and mental health. In the younger years, for example, pupils learn about the dangers of smoking, drugs and alcohol. As they grow older, pupils encounter the topic of mental health. Through suitable relationships education, pupils learn about topics, such as misogyny, coercion and grooming. The curriculum also prioritises building pupils' awareness of online and offline safety.

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Personal development and wellbeing Expected standard

Pupils demonstrate an impressive understanding of fundamental British values. They recognise the various ways that they can bring about change through the democratic process. They develop and apply this learning well, for example, through voting by ballot in school and during a visit to the local town hall to meet the mayor. Pupils have detailed knowledge of the protected characteristics and understand why these are written in law.

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Personal development and wellbeing Expected standard

Character development is an important aspect of the school's work. Pupils can apply for leadership positions, such as student ambassador or school council member. They take part in debating opportunities, in order to develop their confidence in public speaking. Pupils are encouraged to have a voice in school and to speak out. Leaders regularly seek and respond to feedback from pupils regarding the school's personal development offer.

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Personal development and wellbeing Expected standard

All pupils benefit from a plethora of outings to places of cultural interest. They also enjoy hearing from a variety of guest speakers on topics, such as personal safety and women's experiences in the world of business. They value hearing from former pupils, who share helpful tips on how to manage exam stress and revision. This wider offer has a highly positive impact on pupils' self-esteem and preparation to take their next steps.

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Personal development and wellbeing Expected standard

The school provides a well-planned careers programme that includes, for instance, work experience, employer visits and outings to careers fayres. Where needed, additional support is provided for pupils with special educational needs and/or disabilities. This assists them with transition to post-16 options, including study and apprenticeships.

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

Pupils feel a sense of belonging in this small school, which is like a second family to them. They appreciate the visibility of school leaders and staff who are responsive to pupils' needs and there to help and support them. Pupils trust staff and appreciate how ‘unified’ the school is. Pupils feel safe at school, describing it as a ‘no-judgement zone'. They can talk to any member of staff if they have concerns, including those staff with specific responsibility for looking after wellbeing. Pupils also like how they can put their worries on paper and into the school's worry box if needed.

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

Pupils report that bullying is rare. Teachers deal with it swiftly and effectively if it happens. On the whole, pupils attend school and behave well because they want to learn. Pupils are keen to receive ‘yes please’ tokens and star awards in recognition of positive work and behaviour. The house teams and school council facilitate pupils' collaboration across year groups. This collaboration fosters a culture of friendship and support for each other. Pupils understand and successfully embody the school’s values. Their spiritual development is well catered for, including, for instance, through the dedicated time they have for reflection each day.

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

By the end of their time at school, pupils achieve well. Typically, they enjoy learning. This is because teachers are increasingly adept at meeting the needs of all pupils and removing barriers to learning. Pupils successfully progress to a range of ambitious post-16 destinations, including sixth forms and colleges.

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

Pupils have a say in the running of the school. They value making a positive contribution to their school, the local community and more widely. For example, pupils are proud of their fundraising in support of a charity for vulnerable people across the country. Pupils demonstrate a secure understanding of fundamental British values. The school prepares them well for life in modern Britain.

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Next steps

Leaders should continue to provide staff with guidance on how curriculum and teaching can be adapted with greater precision to support the academic progress of pupils with special educational needs and/or disabilities. The school should ensure that staff provide well-chosen opportunities for pupils to rehearse and apply their learning, helping to build their confidence to independently tackle activities, including writing in depth about what they know. Leaders should ensure that their work continues to improve pupils’ attendance and to further reduce rates of persistent absence.

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Independent school standards

Independent school standards are either met or not met for each category.

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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

The proprietor is the Barking Muslims Association.

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About this inspection

The chair of governors is Muhammad Abdul Majeed.

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About this inspection

The school's email address is enquiries@asgedu.org.uk

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About this inspection

Inspectors spoke with school leaders, representatives from the proprietorial body, staff and pupils during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

Since the previous inspection, the school has changed its name. It was previously known as Lady Aisha Academy. A new proprietor body has been formed and a new headteacher appointed since the last inspection took place.

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About this inspection

The school has an Islamic religious ethos for girls aged 11 to 16, and operates from its registered address at Victoria Road, 2 (Annex Building), Barking, Essex, IG11 8PY.

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About this inspection

The school does not make use of alternative provision.

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About this inspection

1. Quality of education provided Standards met

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About this inspection

All standards have been met. 2. Spiritual, moral, social and cultural development of pupils Standards met

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About this inspection

3. Welfare, health and safety of pupils Standards met

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About this inspection

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

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About this inspection

5. Premises of and accommodation at schools Standards met

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About this inspection

6. Provision of information Standards met

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About this inspection

7. Manner in which complaints are handled Standards met

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About this inspection

8. Quality of leadership in and management of schools 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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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.

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Insufficient evidence

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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