Cambridge Muslim Secondary School

Cambridge Muslim Secondary School

Address: CQC, Radegund Road, Cambridge, CB1 3RH Unique reference number (URN): 151870

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Pupils enjoy learning. As pupils settle into this new school they increasingly become independent learners. Many now are exploring and developing their interests. Pupils progress well from their starting points. They produce much high quality work. Pupils learn how to communicate their ideas on paper accurately and for different audiences. They review and improve their work, such as when drafting and writing stories in English. Pupils read well and often. Pupils develop mathematical knowledge securely. They use correct procedures when calculating and can solve increasingly complex problems. When pupils need help with their literacy and numeracy they get it. This is effective. Often work challenges pupils to extend and deepen their knowledge. Pupils can securely recall the important knowledge they have gained. Pupils speak clearly and confidently about their learning. Pupils develop their knowledge of art, music and physical education well. For

p.2

Achievement Expected standard

instance, they learn how to play the 'duff' drum and play a range of sports, such as athletics and football.

p.2

Attendance and behaviour Expected standard

Pupils thoroughly enjoy coming to school. They attend very well. Pupils are consistently punctual. Staff check pupils' attendance. When necessary, they support them to overcome any barriers to attending well. Pupils work hard throughout the day. They are keen to learn and want to achieve highly. At first, some pupils lacked the self-confidence to work independently at this new school. Staff have addressed this so that pupils are increasingly self-reliant and resilient. As a result, pupils are able to progress through the curriculum at a greater rate and in more depth. Staff have clear expectations of pupils. They model positive behaviour and have established warm, caring relationships with pupils. Secure systems are in place to address any more complex or challenging behaviours if these occur.

p.2

Attendance and behaviour Expected standard

Pupils have established positive relationships and friendships since the school opened. They know the importance of respecting others and treating all as equals. This is reflected in how they interact with each other, staff and visitors. Pupils are courteous and polite. Because pupils respect and look out for each other, they have no concerns about bullying. They know that if there were any issues with unkind behaviour, staff would spot and address them quickly and effectively.

p.2

Curriculum and teaching Expected standard

Leaders have established a well thought out, broad and ambitious curriculum which identifies the important foundational and subject knowledge that pupils need. This knowledge is taught in order so that pupils build on what they have previously learned. Pupils come to this school, in some cases, having missed extended periods of formal schooling. The curriculum is adjusted to close any gaps, for instance in pupils' spelling, punctation and grammar. Staff regularly revisit prior learning. This helps pupils remember more over time. Pupils have opportunities to make links between topics, so they learn the curriculum effectively. Staff typically use their subject knowledge well to introduce new learning. This engages pupils and stimulates their curiosity. Pupils then apply what they have learned. Staff check on how well pupils are learning the intended curriculum. They question pupils and check their work. Staff adjust the content of lessons based on pupils' responses. As leaders know,

p.2

Curriculum and teaching Expected standard

sometimes assessment is insufficiently rigorous and feedback, imprecise. This means that exact adjustments that secure pupils' knowledge or deepen understanding do not consistently take place swiftly enough.

p.3

Curriculum and teaching Expected standard

The curriculum successfully builds secure foundations for pupils' future learning. Leaders are exploring different pathways and qualifications in key stage 4 so that these reflect pupils' interests. Leaders know the importance of ensuring that these are well matched to pupils' needs and that staff have the knowledge to deliver these courses well.

p.3

Inclusion Expected standard

Pupils come to this school with a wide range of educational experiences. When they join, staff take the time to get to know them. They check their previous learning and identify any gaps in their knowledge. When they started at this new school, some pupils were identified as having gaps in their spelling knowledge. The curriculum was swiftly adjusted to improve this aspect of pupils' knowledge. leaders, including the school's special educational needs coordinator know how to identify pupils' needs and how to address them. This means there is the capacity to identify and support pupils with more complex barriers to learning as the school expands. Staff are trained to spot any issues that pupils may have with their learning. They know how to make adaptations in class to help pupils successfully access the curriculum. Teachers regularly check pupils' learning. When necessary, they provide them with additional support, such as with their mathematical knowledge. Leaders know that

p.3

Inclusion Expected standard

further work is needed to strengthen teachers' use of assessment so that precise adaptations are provided which secures and deepens pupils' knowledge and understanding. Leaders work closely with pupils and, parents and carers so they are alert to any changes in pupils' circumstances or behaviour. Leaders know how to work with local authority services if any pupils are identified as needing additional support.

p.3

Leadership and governance Expected standard

The proprietor has established, in the short time that it has been open, a positive and inclusive school. It has ensured that all independent school standards are securely met. Pupils are safe, happy and learn well. They are well prepared for life in modern Britain. Staff teach a coherent curriculum. Despite some recent instability in staffing, staff typically teach it well. There is evident knowledge and capacity as the school expands, to identify and support pupils with more complex barriers to learning. Pupils and staff know the challenges to pupils' safety, such as radicalisation and extremism. These are addressed. Leaders have thought about what the future of the school, including the courses pupils will study in key stage 4, will look like. Staff are trained to carry out their roles. Leaders know there is further work to develop some aspects of staff expertise, such as the use of assessment and to

p.3

Leadership and governance Expected standard

deepen their subject knowledge so they can deliver GCSE and other courses effectively. Staff are happy working here. They feel well-supported with their workload and wellbeing. Governors support and oversee the work of the proprietor. Together, they ensure that the school premises are impeccably maintained and that robust and clear processes, such as risk assessments, reporting progress to parents and carers, or dealing with potential complaints, are in place. They and staff, check and ensure that pupils are safe. Parents and pupils are highly positive about the nurturing and positive ethos seen in the school, and the balanced secular and Islamic education that is provided.

p.3

Personal development and wellbeing Expected standard

At this school, pupils' aspirations are raised. Leaders bring a wide range of engaging visitors into school to augment the taught curriculum. These include an author, an artist and an astronomer. This piques pupils' interests and broadens their horizons. Pupils think about their potential career pathways and the qualifications they need to access them. Pupils learn about faiths other than Islam, learning, for instance about the Hindu festival of Holi. A Methodist minister spoke to pupils about the beliefs and history of Christianity. Pupils, learn, through the curriculum and visits, about how local democracy works. They discuss global issues. Pupils recognise that there are many sources of misinformation, particularly on the internet. They know how to spot these and how to use the internet and social media safely. Pupils learn, through the secular and Islamic curriculum, the importance of decent character

p.4

Personal development and wellbeing Expected standard

and the value of contributing to the community. They know why they should respect others, whatever their differences, as equals.

p.4

Personal development and wellbeing Expected standard

The school's personal, social and health education, and relationships and sex education curriculum is coherently planned and meets statutory expectations. Pupils learn about different types of relationships and the features of healthy and unhealthy ones. They know how their bodies change and how to manage their physical and mental health. This work effectively prepares pupils for adulthood.

p.4

Personal development and wellbeing Expected standard

All pupils take part in visits, such as to a local library. Leaders plan, as the school grows, to broaden the range of these opportunities. Pupils play football and other sports, including matches against another school. If pupils have any worries and need guidance and help, staff ably and swiftly provide this.

p.4

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

Cambridge Muslim Secondary School successfully provides pupils with an effective faith- based and secular curriculum that enables pupils to learn to value themselves and others equally. Pupils are proud of their culture and faith, whilst respecting and learning about others. Pupils treat each other kindly and politely. If they have any minor issues with friendships, staff support them to resolve these quickly and amicably. Pupils treat everyone as equals. They learn about human rights and how to be a positive active citizen. Pupils know what democracy is and why we have elections. Pupils learn about personal space and consent. They know how to keep themselves safe, such as when using the internet. They have a strong sense of right and wrong. Pupils learn about other faiths, for instance when a Christian minister spoke to pupils in school. This helps them understand that while people may be different, they are all equal. Pupils raise their aspirations when they meet visitors

p.4

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

such as architects and astronomers. Consequently, pupils are effectively prepared to contribute positively, as active citizens, in modern Britain.

p.5

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

Pupils enjoy attending this small, happy school. Staff work hard to make them feel part of the school community. Pupils know that staff have their best interests at heart. They know that they are listened to. For instance, when pupils requested a longer lunch break, leaders listened to them and lunchtime was extended.

p.5

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

Pupils learn the broad, ambitious curriculum well. They engage positively with their learning. Pupils are increasingly keen to find out more about the subjects they study. The curriculum is taught effectively. Staff encourage and support pupils if they find work hard. Staff are aware that pupils sometimes come to school with gaps in their learning. Teachers check these and work to close them. When necessary, pupils get additional help, such as with their mathematical knowledge. This helps pupils learn more and do more.

p.5

Next steps

Leaders should ensure their monitoring enables them to identify where to provide staff with the training and guidance they need to develop their subject and pedagogical expertise. Leaders should ensure that their use of assessment provides them with the information they need to identify suitable curriculum pathways for pupils in key stage 4. Leaders should ensure staff understand how to adapt their teaching precisely to help pupils better secure and deepen their understanding of important knowledge. Leaders should broaden the range of extra-curricular opportunities, such as trips, for pupils.

p.5

About this inspection

The proprietor of this school is Cambridge Muslim Secondary School. The chair of the proprietorial body and acting headteacher is Sofia Farooqui.

p.5

About this inspection

The fees currently charged are £6000 per annum.

p.5

About this inspection

The school's e-mail address is info@cambridgemuslimsecondaryschool.co.uk.

p.5

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.

p.5

About this inspection

Cambridge Muslim Secondary School was registered by the DfE on 17 July 2025. This is its first standard inspection.

p.5

Independent school standards

Independent school standards are either met or not met for each category. Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

Independent school standards

The inspection team spoke with school leaders and the proprietor. They also held discussions with a governor. Inspectors spoke to staff and pupils. Inspectors considered the responses of parents and carers to Ofsted Parent View, including the free text responses. They also considered the responses to Ofsted's staff questionnaire. There were no responses to the pupil questionnaire.

p.6

Independent school standards

This school is registered as having an Islamic religious character.

p.6

Independent school standards

The school does not currently make any use of alternative provision for pupils.

p.6

Independent school standards

1. Quality of education provided Standards met

p.6

Independent school standards

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

p.6

Independent school standards

3. Welfare, health and safety of pupils Standards met

p.6

Independent school standards

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

p.6

Independent school standards

5. Premises of and accommodation at schools Standards met

p.6

Team inspector:

Michael Williams, His Majesty's Inspector

p.7

Facts and figures used on inspection

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

p.7

50

6. Provision of information Standards met

p.7

50

7. Manner in which complaints are handled Standards met

p.7

50

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

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

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.

p.8

Insufficient evidence

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Insufficient evidence

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Insufficient evidence

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

p.9