Daffodil Grammar School for Girls

Daffodil Grammar School for Girls, 2 July 2026 1 Daffodil Grammar School for Girls 163 Commercial Road, London, E1 2DA

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report:

Overall outcome The school is unlikely to meet all the independent school standards if it is registered

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report:

The purpose of this inspection was to advise the Secretary of State for Education about the proposed school's likely compliance with the independent school standards and associated requirements that are required for registration as an independent school.

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Part 8. Quality of leadership in and management of schools

When we carry out pre-registration inspections of proposed independent schools, we report on the provider's likely compliance with part 8 of the independent school standards first. Under part 8, the proprietor is required to ensure that the school meets all of the independent school standards (ISS)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

Leaders have not ensured that all parts of the premises are safe for pupils and suitable for learning. There are significant discrepancies between leaders’ initial plans for the proposed school and what this inspection visit found on site. Parts of the proposed school site are already used by pupils who currently attend a different school already registered for up to 155 pupils and operating within the same premises. There is insufficient space within the school site to accommodate the existing school for up to 155 pupils and this proposed school for up to 155 pupils.

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Part 8. Quality of leadership in and management of schools

Some classrooms in the proposed school are not ready to be used as learning spaces. Other spaces in the proposed school are not accessible, because the building layout differs from the floor plans submitted to the Department for Education (DfE). Other spaces were found to present potential safety hazards that pose a risk to pupils wellbeing. Daffodil Grammar School for Girls, 2 July 2026 2 Leaders underestimate the depth of curriculum thinking and resourcing needed for teachers to deliver the curriculum successfully. Leaders have unrealistic expectations of teachers, once employed, to create and deliver appropriate schemes of work.

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Part 8. Quality of leadership in and management of schools

Leaders have high ambitions for pupils’ achievement. However, they have not considered the practicalities of implementing their proposed curriculum. As a result, the school is unable to deliver key aspects of the curriculum because the proposed school lacks the facilities, resources and specialist teachers to do so.

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Part 8. Quality of leadership in and management of schools

Leaders have a governing body in place. They have convened meetings to consider the progress that leaders have made towards setting up the school. Members of the governing board have expertise relevant to education that is likely to support leaders to drive improvements. However, leader’s capacity to lead this new school is limited The proprietor and leaders have not demonstrated good skills and knowledge appropriate to their role so that the ISS are likely to be met consistently.

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Part 8. Quality of leadership in and management of schools

Leaders’ knowledge of the protected characteristics set out in the Equalities Act 2010 is limited. This reduces leaders’ ability to ensure that pupils understand and respect others.

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Part 8. Quality of leadership in and management of schools

The proprietor has not ensured that the independent school standards are likely to be met if the Department for Education (DfE) decides to register the provider as an independent school.

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Curriculum

Leaders have set out ambitious subject curriculum overviews alongside a comprehensive curriculum policy. These cover the national curriculum and include English, mathematics, science and Arabic. Leaders have also considered how to integrate the proposed school’s Islamic ethos into the curriculum. For example, in art, it is intended that pupils would study Islamic geometric patterns and tessellations. Other aspects of the proposed curriculum are unconvincing. Leaders have set out plans to teach pupils design and technology, and food technology. However, the proposed school does not have any facilities to teach these subjects. There are no secure plans to enable access to specialist facilities at an alternative site in order to deliver these subjects to pupils. As a result, there is no evidence that the proposed curriculum is likely to be delivered to pupils. Daffodil Grammar School for Girls, 2 July 2026 3

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Curriculum

Plans for proposed personal, social, economic and health (PSHE) education are designed to keep pupils healthy and safe and to teach these topics in line with the school’s religious ethos. However, the proposed school’s plans do not pay particular regard to the protected characteristics. Pupils are therefore unlikely to be fully prepared for life in modern Britain. Leaders have not considered in sufficient detail how they will consult parents and carers on the delivery of a relationships and sex education (RSE) curriculum, including changes to the RSE curriculum that come into force in September 2026.

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Curriculum

Leaders have considered the needs of pupils with special educational needs and/or disabilities (SEND). A staff member responsible for pupils with SEND has been appointed and has received specific training. Leaders have made decisions about the levels of pupils’ needs that they would have the capacity to support effectively if the DfE decides to register the proposed school. They are also aware of their responsibility to identify any emerging special educational needs and/or disabilities that pupils may have.

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Curriculum

The careers curriculum is age-appropriate and ambitious. For example, in Year 7, pupils will reflect on their strengths, personal qualities and interests. Leaders intend to introduce pupils to a wide range of future careers. Leaders are aware of their responsibility to provide impartial careers advice for pupils. They plan to reference careers opportunities throughout the taught curriculum.

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Teaching

In some subjects, leaders have recruited specialist staff and have the necessary resources to teach pupils effectively. This is the case in computing, for example. Here, pupils are likely to receive subject specific teaching and access to hardware that will support them to learn effectively.

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Teaching

However, the curriculum is not fully developed beyond curriculum overviews in many subjects and pupils’ learning experiences in the classroom are likely to be too inconsistent to support their learning and progress effectively.

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Teaching

The proposed school is unlikely to provide the appropriate range of classroom resources for pupils to learn the planned curriculum as leaders intend. For example, Leaders have not ensured that pupils would have access to a wide set of English texts in order to develop their reading skills. The proposed school does not have the equipment required to deliver the proposed physical education curriculum. Leaders have not put formal arrangements in place to provide access to facilities to enable staff to deliver the intended curriculum. Leaders have not considered how pupils would learn physical educational in bad weather. Leaders have begun to recruit teaching staff However, leaders’ recruitment plans do not demonstrate that staff would have the breadth of subject expertise required to deliver the proposed curriculum that leaders have set out. Leaders Daffodil Grammar School for Girls, 2 July 2026 4 have not established with sufficient detail how they plan to identify and address

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Teaching

gaps in staff subject knowledge, especially those staff who will be required to teach several subjects.

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Assessment

Leaders have plan in place to assess pupils’ prior knowledge when they join the school and how pupils’ progress will be assessed as they move through the curriculum. For example, leaders have prepared age-appropriate baseline tests for pupils in English and mathematics. They have established an approach to report pupils’ progress to parents. This is set out in leaders’ assessment policy.

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Assessment

The proprietor has not ensured that the independent school standards are likely to be met if the Department for Education decides to register the provider as an independent school.

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pupils

Leaders have outlined clearly how they intend to teach fundamental British values through the PSHE curriculum, in assemblies and during curriculum subject teaching. However, leaders have excluded statutory content from their proposed curriculum. As a result, pupils attending the proposed school would not have the opportunity to learn about the protected characteristics.

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pupils

Leaders plan to deliver a range of enrichment activities, including debate club, in order to develop pupils’ self -esteem and communication skills. They also plan to organise opportunities for pupils to participate in democratic processes through the election of a student council.

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pupils

The proprietor has not ensured that the independent school standards are likely to be met if the Department for Education decides to register the provider as an independent school.

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Safeguarding

Leaders have an accurate and up-to-date safeguarding policy. They have completed appropriate safeguarding training and demonstrate the knowledge to carry out their duties to keep pupils safe from harm. The proposed school’s processes to identify, record and monitor any concerns about pupils’ safety are sound. This includes processes to respond to children missing in education and relevant work with external agencies. Daffodil Grammar School for Girls, 2 July 2026 5

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Behaviour and supervision of pupils

The proposed behaviour policy is clear and detailed. It outlines actions that staff would take in the classroom to promote high expectations and how they would record and respond to any behaviour concerns. Leaders have also considered the circumstances around reasonable force and restraint, and how this would be recorded in light of the latest guidance. Leaders have determined how they intend to supervise pupils on and off the school’s site. For example, during off-site outings, they intend to ensure that staff carry first-aid equipment and are easily accessible via telephone.

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Anti-bullying

The proposed school has an anti-bullying policy, including strategies for dealing with inappropriate behaviour, were concerns to arise. This includes methods for recording and monitoring bullying incidents.

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Health and safety, fire and first aid

Leaders have appropriate health and safety, fire and first-aid policies. They have placed fire extinguishers on every floor. They have drawn up a fire-evacuation plan following a fire-risk assessment carried out by an external specialist. However, leaders have not ensured that all fire doors have smoke seals or intumescent strips to prevent smoke entering escape routes.

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Admissions and attendance

Leaders have in place admissions and attendance policies. They have set up a school management system to enrol pupils and record pupils’ attendance in line with the latest attendance regulations for schools.

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Risk assessment

Leaders have put in place risk assessments that typically identify the risks that pupils could face. For example, there is a detailed policy for the control of substances hazardous to health regulations. This policy is acted upon, and hazardous chemicals in the science laboratories are securely locked away. However, some other risk assessments overlook potential risks that pupils could face. In other instances, leaders have not taken appropriate action to reduce risks that they have identified in risk assessments. For example, leaders have identified that there are exposed wires in several places on the second and third floors. However, they have not taken effective action to address this. Also, the windows on the upper floors are not fitted with opening restrictors and as a result, they open fully. All these issues left unmitigated issues pose a potential risk to pupils. Daffodil Grammar School for Girls, 2 July 2026 6

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Risk assessment

The proposed school intends to share the premises with a preparatory school that has the same proprietor. Leaders have not sufficiently considered the risks involved in providing education for older and younger pupils on the same site, particularly in relation to behaviour and safeguarding.

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Risk assessment

The proprietor has not ensured that the independent school standards are likely to be met if the Department for Education decides to register the provider as an independent school.

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The recruitment checks made on staff, supply staff and the proprietor

Leaders have had training in order to carry out safer recruitment. Leaders have carried out all checks on recruited staff and those responsible for governance. They have procedures in place to ensure that all checks are carried out on prospective staff, including during recruitment and at interview.

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The single central record of these recruitment checks

During the pre-registration inspection, minor administrative errors were found in the single central record. For example, checks on staff who have lived or worked abroad were not recorded accurately and records of checks on the proprietor were missing. These administrative errors were swiftly corrected during the pre- registration inspection because the school had the missing information readily available.

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The single central record of these recruitment checks

The proprietor has ensured that the independent school standards are likely to be met if the Department for Education decides to register the provider as an independent school.

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and showers

Leaders have ensured they there are suitable toilet facilities for pupils. This includes access to a shower for pupils. However, there are too few toilet facilities for the number of pupils proposed.

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and showers

Leaders’ checks show that the temperature of the hot-water supply to the staff toilet is too hot and poses a scalding risk. However, they have not addressed this issue. Daffodil Grammar School for Girls, 2 July 2026 7

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Medical room and accommodation for pupils' therapy needs

Leaders have not secured exclusive use of equipment for the medical room for the proposed school. During the pre-registration inspection, leaders used equipment borrowed from the medical room belonging to the other school that is operating on the same site.

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Ensuring the health, safety and welfare of pupils

At times, the facilities have not been maintained to an appropriate standard for pupils to learn safely. Exposed wires are present in learning areas. A fuse in a classroom has not been locked. Cleaning materials, such as bleach, are not locked in a secure location. Electric shutters have been installed in some classrooms without safety precautions. Leaders have not considered the risk that all these hazards could pose to pupils and staff.

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Ensuring the health, safety and welfare of pupils

Rooms in the basement of the building are not ready for learning. These rooms have no access to natural light, minimal ventilation, and are damp. These factors combined mean that parts of the premises are not maintained to a standard that would ensure the health, safety and welfare of pupils.

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Lighting and acoustic conditions

Internal lighting is appropriate through the school. Outside areas are sufficiently lit by local street lighting.

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Outdoor space

The school site has no outside space. The plans that leaders have in place to facilitate outside play during break times and to deliver the physical education curriculum are not sufficiently organised or established. Leaders have not formalised their proposed plans to use local gym or sports facilities to deliver the curriculum.

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Outdoor space

The proprietor has not ensured that the independent school standards are likely to be met if the Department for Education decides to register the provider as an independent school.

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Part 6. Provision of information

The school has ensured that all information is available for inspectors and parents. The school’s website is well-designed and informative. This allows parents to find the information that they need easily. Daffodil Grammar School for Girls, 2 July 2026 8 The proprietor has ensured that the independent school standards are likely to be met if the Department for Education decides to register the provider as an independent school.

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Part 7. Manner in which complaints are handled

The school’s policy for handling complaints is set out in the school’s policy. Methods for raising complaints and timelines for responses to complaints are clear.

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Part 7. Manner in which complaints are handled

The proprietor has ensured that the independent school standards are likely to be met if the Department for Education decides to register the provider as an independent school.

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The school's accessibility plan

The proposed school does not have an accessibility plan for the proposed school site. Instead, leaders provided a plan for the school that is already operating on the same site.

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The school's accessibility plan

The proprietor has not ensured that the independent school standards are likely to be met if the Department for Education decides to register the provider as an independent school.

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About this inspection

Inspectors carried out this inspection under section 99 of the Education and Skills Act 2008, at the request of the registration authority for independent schools. Inspectors checked the school's likely 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 inspector met with the headteacher, who is the proprietor. The inspector also met with the proposed headteacher, who is also the acting headteacher of the preparatory school which is based on the same site. The inspector spoke with the proposed designated safeguarding lead virtually via video call. The inspector considered a wide range of evidence to check the likelihood of the proposed school meeting all the relevant standards. This included carrying out a tour of the premises, reviewing key documents and policies and considering the school’s proposed curriculum. Daffodil Grammar School for Girls, 2 July 2026 9 The proposed school will be based at 163 Commercial Road, London, E1 2DA. Daffiodil Preparatory School currently occupies the first floor of the same building. Staff and pupils from the preparatory school occasionally use facilities on floors two and three of the building, which are designated for this proposed school,

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About this inspection

The school proposes to accommodate up to 155 girls aged 11 to 14.

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About this inspection

The proprietary body of Daffodil Grammar School for Girls will be Daffodil Preparatory School Ltd. The proprietor and director of Daffodil Preparatory School is Asm Anisuzzaman.

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About this inspection

The proposed school will not make use of alternative provision.

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About this inspection

The proposed school will have an Islamic religious denomination.

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About this proposed school

Proprietor/Chair of proprietor body Daffodil Preparatory School Ltd/Chair Asm Anisuzzaman Headteacher Stephen Montford

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an education, health and care plan,

Provider's proposal: 0 Daffodil Grammar School for Girls, 2 July 2026 10

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authority

Age range of pupils Provider's proposal: 11-14

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authority

Gender of pupils Provider's proposal: Female

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teaching staff

Number of part-time teaching staff Provider's proposal: 0

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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(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; 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 Daffodil Grammar School for Girls, 2 July 2026 11 gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; – 2(2)(d)(i) reflects the school's aim and ethos; and

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Part 1. Quality of education provided

– 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[9]; – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  2A(1) The standard in this paragraph is met if the proprietor- – 2A(1)(b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2) – 2A(1)(d) in making arrangements for the purposes of paragraphs (a), (b), or (c), has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools, – 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e), and

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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(f) utilises effectively classroom resources of a good quality, quantity and range;

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Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor- – 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; and

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Part 3. Welfare, health and safety of pupils

 12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].  16 The standard in this paragraph is met if the proprietor ensures that– Daffodil Grammar School for Girls, 2 July 2026 12 – 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 – 16(b) appropriate action is taken to reduce risks that are identified.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that- – 23(1)(a) suitable toilet and washing facilities are provided for the sole use of pupils;  24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including- – 24(1)(a) accommodation for the medical examination and treatment of pupils; – 24(1)(b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility; and  25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.  28(1) The standard in this paragraph is met if the proprietor ensures that-

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Part 5. Premises of and accommodation at schools

– 28(1)(d) the temperature of hot water at the point of use does not pose a scalding risk to users. – 29(1)(a) physical education to be provided to pupils in accordance with the school curriculum; and – 29(1)(b) pupils to play outside.

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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 – 34(1)(c) actively promote the well-being of pupils. Daffodil Grammar School for Girls, 2 July 2026 13

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Equality Act 2010

 3(1) The responsible body of a school in England and Wales must prepare- 3(1)(a) an accessibility plan; 3(1)(b) further such plans at such times as may be prescribed. 3(2) An accessibility plan is a plan for, over a prescribed period— 3(2)(a) increasing the extent to which disabled pupils can participate in the school's curriculum, 3(2)(b) improving the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able to take advantage of education and benefits, facilities or services provided or offered by the school, and 3(2)(c) improving the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled. 3(3) The delivery in sub-paragraph (2)(c) must be— 3(3)(a) within a reasonable time; 3(3)(b) in ways which are determined after taking account of the pupils' disabilities and any preferences expressed by them or their parents.

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Equality Act 2010

3(4) An accessibility plan must be in writing. 3(5) The responsible body must keep its accessibility plan under review during the period to which it relates and, if necessary, revise it. 3(6) The responsible body must implement its accessibility plan. 3(7) A relevant inspection may extend to the performance by the responsible body of its functions in relation to the preparation, publication, review, revision and implementation of its accessibility plan. 3(8) A relevant inspection is an inspection under— 3(8)(a) Part 1 of the Education Act 2005, or 3(8)(b) Chapter 1 of Part 4 of the Education and Skills Act 2008 (regulation and inspection of independent education provision in England). 4(1) In preparing an accessibility plan, the responsible body must have regard to the need to allocate adequate resources for implementing the plan. 4(2) The proprietor of an independent educational institution (other than an

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Equality Act 2010

Academy) must, if asked, make a copy of the school's accessibility plan available for inspection at such reasonable times as the proprietor decides.  Daffodil Grammar School for Girls, 2 July 2026 14 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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Equality Act 2010

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Equality Act 2010

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Equality Act 2010

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