Rochdale Islamic Academy

Rochdale Islamic Academy, 21 April 2026 1 Rochdale Islamic Academy Greenbank Rd, Rochdale OL12 0HZ

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report:

Overall outcome The school does not meet all of the independent school standards that were checked during this inspection

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report:

At its most recent inspection, the school was judged to not meet all of the independent school standards (the standards) and associated requirements.

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report:

The purpose of this inspection was to monitor the progress the school has made in meeting the standards and other requirements that it was judged to not comply with at its previous inspection. Additionally, the Department for Education (DfE) requested that some of the standards in part 3 were checked, following complaints that were made about the school.

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Part 8. Quality of leadership in and management of schools

When we carry out progress monitoring inspections of independent schools, we report on the school’s likely compliance with part 8 of the standards first. Under part 8, the proprietor is required to ensure that the school meets all of the standards consistently. The standard in part 8 is intended to ensure that the quality of leadership and management at the school is sufficient for that purpose.

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Part 8. Quality of leadership in and management of schools

At the time of the progress monitoring inspection in October 2025, the school had made further progress with its work to improve the quality of education since the previous progress monitoring inspection in May 2025. Staff had received support to improve their subject knowledge and delivery of the curriculum. However, some weaknesses in part 1 of the standards remained. This included curriculum plans and schemes of work that did not meet the needs and aptitudes of all pupils. There were also shortfalls in the effectiveness of assessment information to inform teaching. As a result, pupils did not consistently receive the support that they needed or achieve as well as they were capable of. The proprietor had not ensured that all of the standards were met consistently and securely. Rochdale Islamic Academy, 21 April 2026 2 The school’s subsequent action plan was evaluated as unacceptable in January 2026 and

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Part 8. Quality of leadership in and management of schools

rejected by the DfE. Although the plan provided a clear account of leaders’ intent, it did not capture all aspects of the unmet standards. For instance, it did not clarify how the curriculum would be designed and delivered to meet the additional needs of vulnerable pupils. Nor did it explain how it would ensure that the curriculum met statutory requirements. It was not clear how all pupils would be given the opportunity to learn and achieve as well as they should. As a result, it was judged that the school would be unlikely to meet the standards if the action plan was implemented.

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Part 8. Quality of leadership in and management of schools

This progress monitoring inspection shows that the proprietor has sought to strengthen leadership expertise to help the school to meet the standards, particularly in part 1. This has caused some changes in leadership and staffing since the previous monitoring inspection. For example, there is a recently appointed headteacher. There have also been changes to trustees and governors. These changes have led to a renewed drive to secure rapid school improvement. Following the previous monitoring inspection, the school enlisted the support and expertise of a local independent secondary school for girls. An interim leadership team from this school is providing external support to improve the curriculum and teaching. This includes for pupils with additional needs and those with special educational needs and/or disabilities (SEND). This external support has had a significant impact on the quality of education that the school provides. It has helped to

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Part 8. Quality of leadership in and management of schools

address the weaknesses that were present in the curriculum and its delivery over time.

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Part 8. Quality of leadership in and management of schools

However, the school is overly reliant on this external support. It is benefiting significantly from the guidance of knowledgeable and expert senior leaders from the supporting school. Nonetheless, it does not have the capacity, without this support, to ensure that the standards are met securely and consistently over time. The headteacher is new to role, as are some trustees and governors. Other senior leaders are in the very early stages of their roles. Much of the work to stabilise leadership at all levels is in its infancy. Although capacity is building towards a more sustainable leadership model, there remains a fragility in leadership. This is likely to jeopardise the extent to which the standards remain met, consistently and securely, over time.

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Part 8. Quality of leadership in and management of schools

The previously unmet standards in part 8 remain unmet.

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Curriculum

At the time of the previous progress monitoring inspection, the proprietor’s and leaders’ work to address the weaknesses in the curriculum had begun to have a positive impact. However, the curriculum policy, plans and schemes of work still did not take sufficient account of the learning needs of all pupils, including those with SEND. The school had improved the quality of provision for a small number of pupils by clarifying the support that they received to meet their needs. That work was at an early stage. For some pupils, their needs were not identified early, or precisely, enough. This hampered the ability of these pupils to learn and make progress through the curriculum. Rochdale Islamic Academy, 21 April 2026 3 The school has benefited from external support to improve the curriculum. New curriculum plans and schemes of work are comprehensive and carefully designed to meet the ages, needs and aptitudes of all pupils. This includes those with an education, health and care

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Curriculum

plan. The curriculum sets out the important knowledge pupils need, and the order in which to learn it. Added to that, schemes of work identify the prior knowledge that is required for pupils to be ready for new learning. The curriculum also explains the subject- specific vocabulary to be taught and how common misconceptions might be addressed. Furthermore, curriculum plans provide different learning activities so that teachers can tailor teaching to meet the needs of pupils. This clear curriculum guidance provides teachers with the support they need to deliver the intended curriculum consistently well.

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Curriculum

Furthermore, the school has ensured that pupils with SEND, or other barriers to their learning or wellbeing, can learn well. The school has enlisted the guidance and expertise of external support to improve its provision for pupils with SEND. It precisely identifies the needs of pupils and ensures that they have the support they need to achieve well. Strategies to support pupils are shared with staff so they have the information they need to better support pupils who may be struggling. Targeted and tailored support and interventions help pupils to keep up and catch up.

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Teaching

At the time of the previous progress monitoring inspection, staff had not received sufficient support to help them to improve their delivery of the curriculum. The school was at a very early stage in clarifying what learning needed to be assessed and how those assessments should be used to support pupils. Pupils’ misconceptions and gaps in knowledge were not routinely identified and addressed well enough. Staff did not consistently take into account the needs of pupils who might find learning more difficult, or of pupils who had gaps in their knowledge.

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Teaching

The school has worked closely with external support to develop teaching. Staff teaching English, mathematics and science are qualified teachers. Other staff are well supported to teach outside of their subject areas. For example, teachers have benefited from visits to the supporting school to increase their understanding of how to teach their subject well. They have also gained significantly from the coaching and mentoring from teachers and leaders at the supporting school to help them to improve their practice further. Teachers’ professional development is encouraged and supported by the school. Added to that, clear curriculum guidance helps teachers to know precisely what to teach, the sequence of learning and how to teach the intended curriculum well.

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Teaching

The school has refined its framework to assess pupils’ work regularly and thoroughly. It uses information from assessments to plan teaching so that pupils can progress. This work to drive improvement in teaching has had a positive impact on pupils’ learning and achievement. Teachers better understand pupils’ prior knowledge and what they need to be successful in new learning. Teachers identify gaps in pupils’ knowledge and address them effectively. This helps pupils to build knowledge securely over time. Pupils are prepared well for the next stage of their education. Rochdale Islamic Academy, 21 April 2026 4 The previously unmet standards in part 1 are now met.

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Safeguarding

At the time of the previous progress monitoring inspection, these standards were met. The safeguarding policy followed statutory guidance. It outlined clearly the school’s procedures, supporting staff to enact the policy in school effectively. The policy was published on the school’s website. It explained the school’s arrangements for promoting pupils’ welfare and keeping them safe. The school’s designated safeguarding lead was trained to an appropriate level. Leaders were well supported by governors and trustees. Staff received regular safeguarding training and updates.

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Safeguarding

At this inspection, this remains the case. The school has a suitable safeguarding policy that takes into account statutory guidance. This continues to be available to parents and carers on the school’s website. Staff have the training they need to identify pupils who may be at risk of harm. Staff ensure that pupils are taught how to keep themselves safe, for example online, in relationships and in the community. Staff follow the school’s policy and report any concerns they may have in a timely manner. Leaders take appropriate action in response to any safeguarding concerns. Strong and positive relationships between staff and pupils mean that pupils share their worries and concerns with trusted adults in school. This helps pupils to feel safe.

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Supervision of pupils

At the time of the previous monitoring inspection, this standard was met. This continues to be the case. Pupils are properly supervised throughout the school day, both in lessons and at social times. There are clear expectations, understood by staff and pupils, of where pupils can and cannot go in the school building and premises. A duty rota ensures that staff are on the playground with pupils at breaktimes and lunchtimes. Pupils are not unsupervised at any time during the school day.

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Anti-bullying

At the time of the previous monitoring inspection, this standard was met. This remains the case. The school takes appropriate action to prevent bullying in so far as is reasonably practicable. There is an effective anti-bullying strategy, which sets out different kinds of bullying. It explains how the school teaches pupils about bullying and what to do should it arise. Rare incidents of bullying are recorded. They are dealt with quickly and are not allowed to persist.

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Fire

At the time of the previous monitoring inspection, this standard was met. This continues to be the case. The school complies with the Regulatory Reform (Fire Safety) Order 2005. For Rochdale Islamic Academy, 21 April 2026 5 example, there are ample emergency routes to a place of safety, accessible firefighting equipment and detectors and alarms in classrooms and corridors. The school ensures that it has trained fire officers. It conducts regular fire safety drills.

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Fire

These standards in part 3 continue to be met.

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About this inspection

Inspectors carried out this inspection under sections 109(1) and (2) of the Education and Skills Act 2008, at the request of the registration authority for independent schools.

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About this inspection

Inspectors 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

This inspection was conducted without notice.

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About this inspection

Inspectors spoke with the chair of governors, who is also a trustee, interim senior leaders providing external support, the headteacher, other school leaders, staff and pupils during the inspection.

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About this inspection

This was the school’s third progress monitoring inspection since the school’s last standard inspection in December 2024. Previous progress monitoring inspections took place in May 2025 and October 2025.

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About this inspection

The DfE required the school to submit an action plan to illustrate how it would meet the unmet standards at its previous inspection. The proposed action plan was rejected by the DfE.

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About this inspection

The inspector confirmed the following information about the school:

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About this inspection

Rochdale Islamic Academy is an Islamic faith secondary school for girls.

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About this inspection

The school does not make use of any alternative provision.

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About this inspection

The school operates from Greenbank Road, Rochdale OL12 0HZ.

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Lead inspector

Sally Timmons His Majesty’s Inspector Rochdale Islamic Academy, 21 April 2026 6

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About this school

Proprietor Muslim Education Association Mohammad Saqib Headteacher Mohammed Ashraf Type of school Other independent school Capacity 200

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compulsory school age on roll

Age range of pupils 11 to 16 Gender of pupils Girls Annual fees for day pupils £2,600 Email address admin@riag.org.uk

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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.

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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. – 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. Rochdale Islamic Academy, 21 April 2026 7  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.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of

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Part 1. Quality of education provided

the pupils, and ensures that these are taken into account in the planning of lessons; – 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. Rochdale Islamic Academy, 21 April 2026 8 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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Part 1. Quality of education provided

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Part 1. Quality of education provided

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Part 1. Quality of education provided

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