Ayesha Siddiqa Girls School

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About Ayesha Siddiqa Girls School

Name Ayesha Siddiqa Girls School
Ofsted Inspections
Executive Headteacher Mrs Azraa Qureshi
Address 165-169 The Broadway, Southall, UB1 1LS
Phone Number 02088679284
Phase Independent
Type Other independent school
Age Range 11-19
Religious Character None
Gender Girls
Number of Pupils 87
Local Authority Ealing

What is it like to attend this school?

Pupils appreciate the respectful and supportive school environment. They have built good relationships with staff. They feel safe and know that bullying is not tolerated. They know that they will be listened to by teachers. They are happy to ask for help if they need it.

Behaviour in school is excellent. In lessons, pupils are focused on their learning. Routines are well understood by pupils. At lunchtime, they take themselves off to pray in a quiet and orderly way. Pupils are welcoming and friendly. They are keen to discuss their learning and life in school. Careful thought is given to their personal development. Pupils and staff value the ‘Four Os’ in school life: To be an outstanding Muslimah and British citizen, and to achieve outstanding behaviour and results.

Pupils are well prepared for life in modern Britain. They are supported to prepare for their next steps after school. A personalised approach is given to each pupil. Some pupils take part in voluntary enrichment activities. Pupils are encouraged to come up with ideas for clubs. For example, older pupils ran a criminology club for the younger pupils.

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

Leaders deliver a well-balanced curriculum that meets the independent school standards. It provides pupils with an opportunity to study a range of subjects. Pupils study most of these to GCSE level. Leaders have a clear curriculum vision, reflected in subject-specific curriculum plans. Most subjects provide a well-sequenced programme of study. Because of this, pupils are able to make links to their prior learning. For example, in mathematics, older pupils refer confidently to their learning in Year 7 when undertaking more advanced work with coordinates and graphs.

Curriculum planning is not as secure in all subjects, however. In history, for example, the 20th century is not covered in key stage 3. In computing, curriculum plans are not sufficiently detailed or organised. Leaders have plans in place to revise the curriculum in these subjects so that they are as strong, for example, as they are in mathematics.

Clear assessment routines help pupils know what they need to improve. Pupils complete three assessments a year and these are reported to parents and carers. Regular, informal feedback is given in lessons. Teachers’ good subject knowledge helps them to present new information clearly. Well-planned activities mean that the work is accessible for all pupils, including for those with special educational needs and/or disabilities (SEND). Behaviour in lessons is very good. Learning is not disrupted, allowing pupils to complete the work set. They have a positive attitude to their learning and will ask for help if they need it.

Leaders provide support for those pupils who need help. They put individual support plans in place for those pupils with SEND. This includes one-to-one reading support for targeted pupils. This has helped those readers improve their reading fluency. Pupils talk confidently about the books they read as part of the curriculum, and about the books they are reading in their own time. Leaders have introduced new strategies to help further raise the profile of reading.

Pupils receive a well-planned personal, social and health education. The curriculum is well sequenced. It is built up logically from Year 7 onwards. Leaders have been effective in implementing relationship and sex education (RSE). They have consulted with parents. Leaders attended training and then passed this on to teachers. This was to help them feel confident with all aspects of this curriculum. Pupils have a clear understanding of different groups in society. They can discuss them in detail and understand that these groups can be at risk of discrimination. This is preparing pupils well for life in modern Britain.

Leaders provide a good range of opportunities for pupils’ spiritual, moral, social and cultural development. For example, during the inspection, pupils in Year 9 and Year 10 visited Shakespeare’s Globe Theatre to watch a performance of ‘The merchant of Venice’. Pupils study a range of different religions. During the pandemic, they completed remote visits to a church, a mosque and a synagogue. Pupils help to fundraise for charities, including recently for mental health awareness week. Leaders provide enrichment opportunities, but attendance to these is not monitored. As a consequence, pupils’ engagement is inconsistent. Leaders have a clear plan for careers education. They provide a range of information and personalised support. This includes information about apprenticeships.

Staff feel well supported. Leaders have supported staff to obtain qualified teacher status. They have provided opportunities for subject-specific professional development, although access to this training has been affected by national restrictions.

The proprietor works in close collaboration with the school. They hold regular meetings with school leaders. They are clear about their responsibilities, including around finance, health and safety, and compliance with the independent school standards. Although the school does not have a website, it does provide all necessary information to parents on request. The proprietor provides appropriate support to school leaders, and is aware of which subjects are being taught and the academic outcomes. However, they are not as confident about the detail of curriculum planning.


The arrangements for safeguarding are effective.

Leaders know their pupils very well. They are conscious that just because something may not have been reported does not mean that it isn’t happening. Careful consideration has been given to ensuring that safeguarding forms part of the curriculum that the pupils receive. Pupils are aware of how to keep themselves safe online.Staff are clear about how to refer any concerns and can discuss their safeguarding training with confidence. For example, they are clear about potential risks of peer-on-peer abuse. Leaders use additional agencies where it is appropriate and required. They are happy to seek advice and guidance when needed.

What does the school need to do to improve?

(Information for the school and proprietor)

? Almost but not all subjects are sequenced well. For example, while planning in mathematics is strong, it is not as ambitious in history. For this reason, the transition arrangements have been applied. Leaders need to ensure that the curriculum offer is effective in all subject areas. This will help to ensure that pupils have the key knowledge they need to support their future learning. ? Leaders have planned a variety of enrichment activities that are available to pupils. Pupils attend these if they wish. However, leaders do not record who is attending each enrichment opportunity. This means that attendance in these activities can be inconsistent. Leaders need to carefully consider the enrichment they want to offer pupils, tracking who is attending and ensuring that all pupils are able to benefit.

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