Jamiatul-Ilm Wal-Huda UK School

Jamiatul-Ilm Wal-Huda UK School

Address: 30 Moss Street, Blackburn, Lancashire, BB1 5JT Unique reference number (URN): 131389

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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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Attendance and behaviour Strong standard

Pupils’ rates of attendance are notably high. Most pupils hardly ever miss a day. However, leaders are not complacent. They keep a close eye on any absences and keep meticulous records. This informs leaders’ highly proactive approach to preventing poor attendance habits from forming. This includes through close partnerships with pupils’ families and the local authority.

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Attendance and behaviour Strong standard

The culture of positive behaviour in the school has a remarkable impact on pupils’ academic and social development. Pupils are mature, courteous and highly motivated. Their deep respect for each other, and for staff, pervades every aspect of the school. Pupils go about their day calmly and with purposeful independence, hardly ever needing to be reminded about leaders’ expectations. Incidents of negative or anti-social behaviour, including bullying, are exceedingly few and far between. This is in part due to how highly attuned staff are to any emerging issues, such as falling out between friends. Leaders also respond sensitively to situations, when pupils become unsettled or emotional. They ensure that the support they offer pupils takes account of any difficulties they may be facing in their lives. This approach helps pupils to very quickly re-engage with their learning.

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Personal development and wellbeing Strong standard

Leaders provide a broad programme, which brings together both planned and informal opportunities for pupils' personal development. The curriculums for personal, social, health and economic (PSHE) education, relationships and sex education (RSE) and citizenship are expertly designed. They ensure that pupils build a secure foundation of knowledge about life in modern British society. For instance, pupils speak with confidence and maturity about important issues, such as democracy, community responsibility and how healthy relationships can take many forms. This learning helps pupils to stay safe and make a positive contribution to society. They learn about online risks, such as those associated with artificial intelligence, and know how to get help if they are worried. Pupils also develop a sound understanding of the risks of extremism, linking this thoughtfully to their knowledge about different faiths, cultures and political viewpoints. The positive values that pupils learn

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Personal development and wellbeing Strong standard

about are evident in their daily interactions, reinforcing the school's atmosphere of mutual respect.

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Personal development and wellbeing Strong standard

In addition to well-taught PSHE and RSE lessons, leaders also make careful choices about the extracurricular activities that they provide. Pupils support their physical and mental health through taking part in sports, they contribute to the community through activities, such as litter-picking, and develop important life skills, such as public speaking when they lead worship for their peers. Pupils also contribute their ideas thoughtfully to the student shura (council), positively influencing aspects of school life.

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Personal development and wellbeing Strong standard

Leaders pay careful attention to pupils' welfare. Pastoral care wraps around each pupil as soon as they join the school. This helps pupils to quickly overcome any loneliness or insecurity. If pupils face more challenging circumstances in their lives, leaders ensure that they have the support and guidance that they need. This helps pupils to thrive in school, knowing that there is always a listening ear should they need it.

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Expected standard

Leaders have strengthened careers guidance. Pupils encounter a comprehensive range of information about the future pathways they can take. This includes university, apprenticeship and employment routes.

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Achievement Expected standard

Overall, pupils achieve well at this school. They build up a deep and interconnected knowledge of the curriculum as a whole. For instance, pupils fluidly connect what they have learned in their religious studies to aspects of their secular subjects and their knowledge of the world around them. Many excel in their GCSE qualifications. They achieve results far above the national average, especially in the core subjects of mathematics and English. That said, pupils do not achieve consistently highly in all of their public examinations. There are distinct variations between subjects, and between GCSEs and A-level qualifications. This means that some pupils' achievement, although high, is uneven. Leaders are aware of this and are taking appropriate steps to secure further improvements.

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Achievement Expected standard

The paths that pupils and post-16 students take when they leave this school are varied. Whether they leave at age 16 to pursue ambitious further education courses elsewhere, take up an apprenticeship or continue with their religious scholarship into adulthood, they are well prepared to do so.

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Curriculum and teaching Expected standard

Leaders have designed a high-quality curriculum. They have carefully considered how the religious and secular aspects of the school's curriculum complement each other. Pupils study a broad range of academic subjects, including those which comprise the English Baccalaureate in key stage 4. This ensures that pupils who choose not to continue with their Islamic studies beyond the age of 16 are well equipped with the knowledge they will need to access ambitious courses of further education elsewhere. Leaders review the curriculum's effectiveness regularly. They make thoughtful changes in response to variations in the quality of learning in some subjects.

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Curriculum and teaching Expected standard

Teachers are highly knowledgeable about their subjects. They generally choose effective teaching methods so that most pupils learn successfully. Teachers use well-established assessment strategies to check how well pupils remember what they have learned. However, at times, teachers do not use this information as expertly as they could. For instance, to support pupils who find learning more difficult, or to deepen learning for pupils who have already grasped what they need to know.

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Curriculum and teaching Expected standard

Reading is a prominent feature of the curriculum. Staff encourage pupils to read for pleasure as well as for study. Leaders have introduced systems to identify which aspects of reading some pupils find more difficult. This is helping these pupils to access support so they can catch up to their peers.

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Inclusion Expected standard

Leaders’ approaches to inclusion are caring and founded in equally high ambitions for all pupils. Their systems for identifying and assessing pupils’ levels of need are increasingly well organised. Added to this, leaders draw on professional expertise when needed. For example, staff regularly consult with a qualified special educational needs and/or disabilities (SEND) coordinator to enhance their understanding of the barriers to learning that pupils might face. Leaders and staff know pupils extremely well. Support for their social, emotional and wellbeing needs is highly personalised. Pupils facing difficult circumstances in their lives benefit from regular check-ins from trusted staff, with whom they have a close bond. This includes pupils who struggle with the transition to a new school, sometimes far from home. They receive effective support, which helps them to settle in very quickly. In recent years,

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Inclusion Expected standard

leaders have become more adept at spotting pupils who may have SEND or who find learning difficult in other ways. They usually get the help that they need to keep pace with their lessons and learn well. The information that staff receive about these pupils’ needs is more sharply focused than it was in the past. However, the systems for sharing this information sometimes do not join together what different staff know about each pupil. This makes it harder for leaders to be sure that their strategies are making as much difference as they could.

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Leadership and governance Expected standard

The proprietor's leadership has, over many years, provided leaders, governors and staff with a steadfast moral compass. This ensures that pupils' best interests are central to leaders' decisions. Leaders have established effective systems and structures that allow pupils to learn well in a safe and supportive environment. Well-informed governors provide a high degree of professional expertise to support and challenge leaders constructively. Their oversight has ensured that the independent school standards are consistently met.

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Leadership and governance Expected standard

Furthermore, governors have helped leaders to identify clear priorities for further development. Together, they have systematically addressed the areas for improvement identified at the last inspection. For example, pupils who struggle with reading are supported more comprehensively than in the past. Leaders have put in place astute action plans to address variations in pupils' achievement between different subjects and qualifications. Governors check the effectiveness of these actions more rigorously than they did, however, some of these improvements are taking longer to bear fruit than they could. In part, this is because leaders' and teachers' understanding of the barriers that may hinder achievement, including special educational needs and/or disabilities, is still developing.

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Leadership and governance Expected standard

The school is highly regarded in its community. Many parents and carers consider it a privilege for their sons to attend. Staff are proud of their school. They reflect the positive values that the proprietor and leaders instil. Staff appreciate the steps that leaders take to support their wellbeing and develop their professional knowledge and skills. In turn, they draw on this expertise to ensure that pupils are well provided for.

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Post-16 provision Expected standard

Students who join, or stay at, this school after the age of 16 do so in order to complete the 'Alimiyyah' programme of Islamic religious study. Leaders have made sound decisions to ensure that students also follow other ambitious post-16 qualifications. For most students, this includes one or more A-level subjects. These are generally well taught and pupils typically complete them successfully. This ensures that students have a wide range of options open to them when they leave the school. When they finish their religious studies, many students successfully move on to prestigious university courses and enter professional careers. Alumni regularly return to the school, contributing their personal experiences to leaders' programme of careers education. Alongside this, leaders also ensure that students experience a wide range of enriching opportunities that help them to be well prepared for adulthood. This includes practical skills, such as learning to wash and iron

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Post-16 provision Expected standard

their own clothes, as well as opportunities to contribute to the community beyond school through charitable acts.

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Post-16 provision Expected standard

Students develop their leadership skills through leading study sessions and extracurricular activities for younger pupils. Students also gain important perspectives on the world around them, for example, by debating moral issues through the viewpoint of faiths different to their own.

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

As soon as pupils join this school, whether at the age of 11 or 16, they are welcomed into a close-knit, nurturing community. Pupils describe this as 'being surrounded by brothers'. Pupils are safe, well cared for and known as individuals. Any barriers to their learning or wellbeing are reduced so all can achieve well. Older pupils and students take pride in their responsibility to look after younger ones, helping to make sure no-one feels left out. Pupils quickly build confidence, for instance they regularly read aloud in front of their classmates. Pupils develop a keen respect for each other and understand that managing their own conduct is key to making everyone's experience at school a positive one. Lessons are hardly ever disrupted by poor behaviour. On the occasions that pupils make poor choices in their behaviour, for instance if they speak unkindly or bully others, staff act swiftly and with

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

compassion. This approach helps pupils to learn from their mistakes.

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

Pupils study a broad range of academic subjects in tandem with a programme of Islamic religious education. These strands combine to provide a rich and ambitious curriculum. Pupils’ religious and secular studies complement each other well. Leaders have also ensured that pupils gain a rounded view of what it means to be part of, and contribute to, a wider community. For example, pupils help out local residents through collecting litter and contributing to a food bank. They regularly hear from representatives of public services, civic leaders and the school's many successful alumni. These visitors help pupils to learn about their rights and duties as citizens of modern Britain, as well as the wealth of opportunities open to them when they leave school. Pupils enjoy school and understand how they benefit from everything it offers. They rarely miss a day of learning. Pupils are well prepared to take their place in society.

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Next steps

Leaders should ensure that information about pupils' needs and the support that they receive is connected together in a comprehensive way, so that they can ensure that their support is consistently helping pupils to overcome barriers to learning. Leaders should ensure that teachers make consistently effective use of what they know about pupils' learning and progress, including any additional needs they may have, to make adjustments to their teaching. Leaders should continue their work to address variations between subjects and phases, so that pupils’ achievement is consistently high across all areas of the curriculum.

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About this inspection

The 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

The inspection took place from 15 to 17 September 2026.

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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 principal, senior leaders, staff and groups of pupils during the inspection. The lead inspector also spoke with members of the governing body, including the chair of governors, and with a representative of the local authority.

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About this inspection

The school’s boarding provision was not inspected during this inspection. The most recent inspection of the boarding provision was carried out by Ofsted in October 2025. Provision for students over the age of 18 was not considered during this inspection.

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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 has an Islamic religious character. It provides both secular and religious education for pupils and students aged 11 to 18. Some students stay on to complete their religious studies until the age of 25.

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About this inspection

The school is registered to admit up to 550 pupils. At the time of this inspection, there were 300 pupils on roll up to the age of 18. In addition, the school currently has 56 adult students.

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About this inspection

The school does not use any alternative provision.

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Independent school standards

Independent school standards are either met or not met for each category. The proprietor of the school, who is also the principal, is Abdul Samad Ahmad.

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Independent school standards

The fees currently charged for day pupils are £2,000 per year.

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Independent school standards

The school's email address is info@jamiah.co.uk

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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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Team inspectors:

Phillip Walmsley, Ofsted Inspector Zarina Connolly, Ofsted Inspector

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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 an education, health and care (EHC) plan

7. Manner in which complaints are handled Standards met

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Pupils with an education, health and care (EHC) plan

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.

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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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