Al-Islamia Institute for Education

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Al-Islamia Institute for Education.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Al-Islamia Institute for Education.

To see all our data you need to click the blue button at the bottom of this page to view Al-Islamia Institute for Education on our interactive map.

About Al-Islamia Institute for Education

Name Al-Islamia Institute for Education
Ofsted Inspections
Mr Zubair Kola
Address 5-7 Evington Street, Leicester, LE2 0SA
Phone Number 01162515101
Phase Independent
Type Other independent school
Age Range 2-11
Religious Character None
Gender Mixed
Number of Pupils 108
Local Authority Leicester

What is it like to attend this school?

Pupils and staff live out the school’s ‘IKHLAS’ (sincerity) values of inspiration, kindness, healthy living, leadership, aspiration and spirituality. The school has a strong family feel. Pupils have a deep sense of belonging to the school. They are very proud of their school.

Pupils say that they feel safe and are happy at school. They know that adults support them if they have any concerns or worries. They say that there is no bullying. They know that teachers would deal with it quickly and fairly if it happened.

Pupils are well mannered and behave well. They were enthusiastic about dressing up for the World Book Day parade and passionately showed off their creative headwear. They like their regular visits to the local community library. They learn to read well and are eager to read.

Many parents and carers are pleased that their children attend the school. One parent wrote, ‘The school promotes positive Islamic values, as well as teaching pupils to become proud British citizens.’ Overwhelmingly, parents comment positively about the school. They recognise that significant improvements have been made in recent years.

What does the school do well and what does it need to do better?

Senior leaders lead with a clear moral purpose. They have improved the school since the previous inspection. Leaders have high expectations of pupils and teachers.

Leaders have developed an ambitious curriculum. Pupils know more and remember more in a range of subjects. Leaders have sequenced subject curriculums so that pupils build on previous learning. For example, in geography, pupils develop their fieldwork and map skills from one year to the next. Teachers have high expectations of pupils. They provide work that is suitably demanding. They check pupils’ learning and quickly address any errors or misconceptions. Pupils take pride in their work and enjoy learning in a range of subjects, including science, art and English.

Leaders have developed an orderly way to identify pupils with special educational needs and/or disabilities (SEND). They work with parents and external agencies to make sure that pupils get additional support. Teachers value the training and guidance that they have to support pupils’ needs. Pupils with SEND learn the same curriculum as their friends.

Younger pupils get off to a good start with reading. Leaders have improved the teaching of reading since the last inspection. They have introduced new phonics resources. All staff are trained to teach phonics faithfully to the new scheme. Teachers make sure that books are matched to pupils’ reading skills. Pupils enjoy reading the new books. They use their knowledge and skills to improve their reading. They become confident and fluent readers. Older pupils have many opportunities to develop their reading. Pupils have a love for reading. Many are passionate about books. They speak knowledgeably about their favourite authors. They look forward to swapping books at the library.Teachers have high expectations of pupils’ conduct. Pupils mostly have positive attitudes to their learning. They behave well and are respectful of each other. Most pupils attend school regularly. They value their education.

Leaders prioritise pupils’ personal development. Leaders have developed their provision for pupils’ personal, social, health and economic (PSHE) education. They focus on character development and raising pupils’ aspirations. Pupils have opportunities to understand the importance of well-being. For example, in PSHE, they learn about healthy relationships. They learn the importance of physical and mental health. Pupils have opportunities to understand their responsibilities in modern Britain.

Leaders support pupils’ cultural development. For example, pupils value learning about different cultures and countries. They learn about different artists and read a range of literature. Pupils fondly recall visits to a museum, a farm, the local park and the botanical gardens. They learn to respect people who are different to themselves, such as those with different faiths and beliefs. However, they do not learn enough about different religions and faiths. Therefore, they do not fully understand what it is they are respecting.

Trustees, board members and senior leaders ensure that the independent school standards are met. Leaders make sure that policies are up to date and available on the school’s website. These include the curriculum, behaviour and complaints policies. The school complies with schedule 10 of the Equality Act 2010. Leaders make sure that the premises are well maintained. They ensure that pupils’ welfare, health and safety are central to their work. They meet statutory guidance related to relationships and health education.The proprietor board has been strengthened since the previous inspection. Trustees and leaders work well together. They are ambitious for the school and its pupils. They know the school’s strengths and areas for further development. They have taken effective action since the previous inspection to improve the school, despite the pandemic.

All staff feel valued and are proud to be part of the school. Leaders are mindful of staff’s well-being and workload. Staff gain from a range of training opportunities to further improve their practices for the benefit of pupils.


The arrangements for safeguarding are effective.

Leaders have developed a strong culture of safeguarding. The school’s safeguarding policy reflects the latest statutory guidance and is published on the school’s website. All required pre-employment checks are undertaken before an adult starts working with pupils.

Staff receive regular training and know their responsibilities well. They know what to do if they are concerned about a pupil’s welfare. They know pupils well. Safeguarding leaders work well with external agencies to make sure that pupils get extra help when needed.

Pupils learn about risks and how to keep themselves safe in different situations. They learn about online safety and how to be safe in the community.

What does the school need to do to improve?

(Information for the school and proprietor)

? Leaders promote fundamental British values across the school’s curriculum. Pupils know the importance of respect and tolerance, including respecting different people’s religions, faiths and beliefs. However, leaders do not make sure that they develop pupils’ knowledge of different faiths and religions. As a result, pupils do not fully understand what it is they are respecting. Leaders need to make sure that pupils’ spiritual development is further enhanced by enabling pupils to learn about different people’s religions, faiths and values.

Also at this postcode
Al-Islamia Pre-School

  Compare to
nearby schools