Avicenna School

Avicenna School

Address: Fraser Noble Building, London Road, Leicester, LE1 7RA Unique reference number (URN): 152162

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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 progress well through the curriculum in each subject. Over time, pupils build knowledge securely, and this is typically reflected in the work that they produce. Pupils with additional barriers to their learning benefit from effective support to help them to learn the curriculum successfully alongside their peers.

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Achievement Expected standard

As the school is newly opened, there are currently only key stage 3 pupils in the school. The key stage 3 curriculum prepares pupils well for taking their options at the end of Year 9, and their key stage 4 progression routes are clear. Leaders have taken thoughtful action to ensure that staff have the expertise needed to prepare these pupils for success in their GCSE examinations. Leaders are ambitious for some pupils to take GCSE mathematics in Year 10 due to the rapid progress they are making.

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Achievement Expected standard

Pupils are well prepared for their next steps. Leaders prioritise pupils’ foundational knowledge, giving pupils the important skills they need to succeed in all subjects.

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Attendance and behaviour Expected standard

Leaders have taken positive action to improve pupils' attendance. They use effective systems to identify concerns and remove barriers to attendance. Leaders work effectively with parents and carers to help pupils to attend. They closely monitor pupils’ attendance and behaviour. Leaders use this information to praise and celebrate success. Pupils want to be in school as they enjoy their learning. As a result, they attend well and relish earning positive points for their high attendance.

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Attendance and behaviour Expected standard

Leaders establish a culture of positive relationships. The school has a welcoming ethos. Behaviour is calm and purposeful as a result of clear expectations. Pupils are polite and kind to each other. They greet visitors with a cheery smile and demonstrate respectful behaviours, for example by holding doors open for each other and for staff. Bullying is not seen as an issue in this school. Staff and pupils do not tolerate any form of discrimination or harassment. Staff know pupils well and provide effective support, including where needed for pupils with special educational needs and/or disabilities. In assemblies, pupils' respectful behaviour is celebrated. Pupils wait with eager anticipation to see if their name is on the 'spinning wheel of success'. This provides pupils with an incentive to earn 'THRIVE' points for modelling the school's values, which they do well.

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Curriculum and teaching Expected standard

The curriculum is well sequenced across subjects. It is designed so that pupils learn more over time. Teachers have the subject knowledge that they need to teach the curriculum well. They model and explain new content clearly. Teachers promote discussion during lessons. This helps pupils to contribute confidently and strengthen their understanding. Typically, teachers use subject-specific language and strategies that support effective teaching. Activities at the start of lessons help pupils recall their prior learning. Teachers adapt their teaching approaches for pupils with special educational needs and/or disabilities to help them access the curriculum.

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Curriculum and teaching Expected standard

Leaders make frequent checks on the quality of teaching. They are taking sensible steps to reduce any variation. For example, although pupils build knowledge securely, leaders are working on strengthening assessment approaches so that teaching consistently supports pupils to know how to improve their work and what they need to do next.

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Curriculum and teaching Expected standard

Leaders provide effective support to help all pupils develop secure foundations in reading, mathematics and writing. They have rightly prioritised refining their approach to pupils' writing. Their work on this is already having a positive impact on the standard of many pupils’ handwriting and composition. However, leaders know that they need a continued focus on writing to embed these improvements across the school.

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Inclusion Expected standard

The school has created an inclusive culture where all pupils are treated as unique individuals. Leaders' vision of 'providing transformative education for a changing world' means that the school has high expectations of every pupil, including those who face barriers to their learning. Staff know pupils well and have created an environment where all pupils belong. They identify pupils' needs quickly. This includes pupils who are new to the school. As a result, pupils with special educational needs and/or disabilities receive timely support to help them access the curriculum in the classroom. This helps them to feel part of the school community and learn successfully. Pupils' one-page profiles inform teachers of pupils' needs. They use this information to shape their teaching well. Leaders assess pupils' progress. They are working to strengthen their systems to add further precision to their knowledge of pupils' progress.

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Inclusion Expected standard

Leaders work closely with parents and carers and take into account their views and knowledge that they have about their children. They also work with external professionals. This collaborative approach ensures that pupils' needs are met. Pastoral support is readily available to pupils who need it. This enables pupils to have time to talk and be ready to learn.

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Leadership and governance Expected standard

The current leadership team was established at the start of this school year. During this short time, they have enhanced a unique school culture underpinned by clear values and expectations. Staff do all they can to support pupils and enable them to be the best versions of themselves. Leaders, governors and the proprietor body have pupils' social, emotional and academic achievement at the heart of all they do. Every decision is made in the pupils' best interests.

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Leadership and governance Expected standard

Leaders, including the proprietor body and those responsible for governance, know the school's strengths and areas for development clearly. The proprietor and governing body provide a high degree of support and ensure that leaders have the skills and capacity to do their jobs effectively. Alongside this support, they hold leaders to account for the education and standards in the school. This cohesive approach is having a positive impact on all aspects of the provision. The proprietor has ensured that the school consistently meets the independent school standards.

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Leadership and governance Expected standard

Staff are proud of the school and of the young people who attend. They work together as part of a close team. Staff share ideas, knowledge and expertise to help make the school a better place. They appreciate the professional learning programme that supports them to fulfil their roles. Staff also value that leaders frequently check on their wellbeing and workload, and make adjustments where necessary. Staff’s collective view is summed up with the comment, 'It is a joy coming to work at this school each day.' Parents and carers equally praise the school, describing it as 'warm, welcoming and highly recommended'.

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Personal development and wellbeing Expected standard

Leaders place a sharp emphasis on pupils’ personal development and wellbeing. They have created a structured programme that supports pupils’ spiritual, moral, social and cultural development effectively. Through personal, social and health education lessons, pupils learn to reflect on their experiences, understand right from wrong and respect the views of others. Staff encourage discussion and help pupils explore important themes such as relationships, equality and online safety. As a result, pupils develop increasing awareness of how to keep themselves safe and make informed choices.

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Personal development and wellbeing Expected standard

Daily Madrasah lessons give pupils opportunities to reflect on their beliefs. Pupils speak with great maturity and respect for a range of faiths and beliefs. They value each other as individuals and treat everyone equally. Pupils show an increasing understanding of important British values. They know the importance of serving others, such as through charitable fundraising.

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Personal development and wellbeing Expected standard

Staff use their knowledge of each pupil to plan pastoral support that helps to reduce any barriers to learning or wellbeing. This is effective because of the warm and nurturing relationships between staff and pupils that exist across the school. Staff help pupils to understand what makes them special and unique, as well as wider differences that exist across society.

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Personal development and wellbeing Expected standard

The school provides a growing range of extra-curricular and enrichment opportunities, including theatre visits, trips abroad, outdoor pursuits and community media projects. Leaders take appropriate action to remove barriers to participation, including by providing financial support where necessary. Opportunities to develop pupils' talents and interests are a priority that leaders want to develop.

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Personal development and wellbeing Expected standard

Careers education, information and guidance are developed well and help pupils plan realistic next steps. For pupils with special educational needs and/or disabilities, there is a clear focus on preparation for adulthood, including independence, participation in society and future employment. Pupils are well prepared for their next stage of education, training or employment, and adult life.

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

Pupils are polite, happy and ambitious at this welcoming Islamic school. They soon develop a real sense of belonging and form respectful friendships. Pupils are cared for well by dedicated and friendly staff. Pupils feel safe and valued. They are confident that if they have any concerns a member of staff will support them.

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

Pupils have beautiful manners. They behave well in lessons and work hard to achieve their best and please their teachers. Pupils understand and model the school's 'THRIVE' values. They are thoughtful, respectful and innovative. Pupils say that there is no bullying in this school and are confident that if an incident did occur, staff would deal with it quickly. Pupils want to be in school, meaning their attendance is high.

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

Pupils learn a broad curriculum. They value the effective teaching and learning they experience. Pupils with special educational needs and/or disabilities and those who face other barriers to learning get the support they need. Pupils achieve well from their starting points.

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

Preparation for adulthood is well aligned to pupils' needs and the school's context. Pupils learn about a range of careers and have high aspirations for their futures. They benefit from a range of cultural experiences. Trips to Rome and China broaden pupils' horizons and develop their understanding of the wider world. Their resilience is developed through ski trips and trying out new activities. Pupils show great respect for difference and diversity. They are unanimous in their views that: 'Everyone is treated equally and we respect them for who they are as an individual.' Pupils have some opportunities to develop their talents and interests and leaders are looking to develop this offer further. Pupils are great role models and demonstrate the Islamic virtues of 'Sabr, Itqan and Amanah' in all they do. They are proud members of the school family.

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Next steps

Leaders should continue to focus on pupils' handwriting and composition so that all pupils write with an even higher standard of fluency and accuracy. Leaders should ensure that highly effective teaching strategies, including effective use of assessment, are consistently embedded across the curriculum so that all pupils progress and achieve to the highest standards of which they are capable. Leaders should develop the enrichment offer further so there is a wider range of opportunities available to develop pupils' talents and interests.

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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

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Independent school standards

Independent school standards are either met or not met for each category. school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Independent school standards

The Department for Education (DfE) commissioned Ofsted to carry out the standard inspection earlier in the cycle than previously planned. This was due to concerns raised with the DfE about safeguarding at the school.

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Independent school standards

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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Independent school standards

Inspectors spoke with the headteacher, senior leaders, staff and pupils. They also spoke with governors and the chair of the proprietor body.

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Independent school standards

The inspectors confirmed the following information about the school:

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Independent school standards

The school does not currently use any alternative provision.

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Independent school standards

The headteacher took up post in August 2026.

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Independent school standards

The chair of the proprietor body is Hussein Suleman.

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Independent school standards

The email address of the school is: office@avicenna.school.

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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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Facts and figures used on inspection

3. Welfare, health and safety of pupils Standards met

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Facts and figures used on inspection

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

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Facts and figures used on inspection

5. Premises of and accommodation at schools Standards met

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Facts and figures used on inspection

6. Provision of information Standards met

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Facts and figures used on inspection

7. Manner in which complaints are handled Standards met

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Facts and figures used on inspection

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

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Facts and figures used on inspection

All standards have been met. 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

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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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