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|Name||Darul Uloom Al Arabiya Al Islamiya|
|Headteacher||Mr M Khan|
|Address||Holcombe Hall, Holcombe Old Road, Nr. Bury, BL8 4NG|
|Type||Other independent school|
|Number of Pupils||390 (100% boys)|
What is it like to attend this school?
Pupils enjoy coming to this school. They work hard and are keen to learn. Pupils study a wide range of secular subjects in addition to their Islamic studies. They live up to the high expectations that leaders and teachers have for them and achieve well.
Pupils feel safe in school. They behave well and show great maturity, especially at times of prayer. Pupils move around the school in an orderly manner. They warmly welcome visitors to the school. Pupils say that bullying does occur in school, but it is rare. They are confident that staff will act quickly to stop any such behaviour.
Pupils speak enthusiastically about the varied range of activities they experience beyond the academic curriculum. They enjoy the regular football and table tennis tournaments and coding club. Pupils eagerly anticipate their end of year reward trip to Blackpool. They also benefit from visits to cultural venues, such as museums and local places of worship. Pupils have opportunities to participate in community events such as helping to pick up litter. Pupils from other schools in the locality visit the school to learn about the Islamic faith and culture.
What does the school do well and what does it need to do better?
The school’s curriculum is ambitious and strongly reflects the ethos of the school. Alongside Islamic studies, pupils study a wide range of secular subjects that meets the requirements of the independent school standards (the standards). The curriculum enables pupils in key stage 4 to complete GCSEs or equivalent qualifications. Most of the sixth-form curriculum time is dedicated to advanced Islamic studies. That said, sixth-form students have the opportunity to study a range of secular subjects, such as English, mathematics and languages to A level.
In many subjects, leaders have thought carefully about the knowledge they want pupils to learn and remember. Pupils’ learning in the well-considered schemes of work for these subjects builds on what pupils know and can do. However, on occasions, some schemes of work do not include the key pieces of knowledge which pupils need to learn to develop their understanding of more complex ideas. This hinders some pupils’ achievement.
In lessons, teachers routinely check pupils’ understanding of what is taught. Teachers use this assessment information to adapt the content of their lessons to help pupils to overcome misunderstandings.
Pupils develop a love of literature. They become confident and fluent readers. Pupils study a range of literature that develops their deep understanding of the ways in which authors use different writing techniques. For example, pupils eloquently discussed how Shakespeare’s powerful use of language conveyed Lady Macbeth’s emotions of power and guilt. Pupils confidently talked about the wide range of books they read and appreciate the well-stocked library in school.There are no pupils with special educational needs and/or disabilities (SEND) on roll currently. Leaders have in place appropriate procedures to support annual reviews of any pupils with SEND that the school may admit in the future. Where pupils have difficulty accessing the curriculum, teachers are adept at taking appropriate actions to help them access learning. The proprietor body has ensured a suitable accessibility plan that fulfils the requirements of the Equality Act 2010 is in place.
Leaders expect pupils to behave well. Pupils rise to these expectations and disruptive behaviour in lessons is rare. This means that pupils can get on with their work uninterrupted.
Pupils understand and appreciate the diversity of the world in which they live. Pupils have a secure awareness of fundamental British values. They show mutual tolerance and respect for others, including those identified as having protected characteristics in the Equality Act 2010.
The proprietor body has a written relationships and sex education policy in place. This adheres to national guidance and is available for parents and carers from the school office. Leaders have consulted with parents on the contents of the policy. The policy includes plans for if parents wish to withdraw their child from sex education lessons.
The proprietor body has not ensured that all the standards are met.
All of the un-met standards relate to the management of boarding provision. They do not have any impact on safeguarding or the quality of education that pupils receive. The proprietor body has done much to improve the school. This includes refurbishing the roof to ensure it does not leak. Routine maintenance ensures that classrooms are warm and suitably decorated. Leaders have appropriate risk assessments in place to ensure that contractors work safely at the school. Additionally, the proprietor body has invested in new learning resources. These include new computers that pupils can access during lessons and after school.
While most parents and carers appreciate what the school provides, some have concerns with regard to the quality of education. However, inspectors found no evidence to substantiate these claims.
Nearly all staff feel well supported by the new leadership team. Staff said that leaders were considerate of their workload when introducing improvement actions.
Teachers have secure subject knowledge. However, some teachers have had limited opportunities to update their knowledge of the methods used to teach their subjects. This is because leaders have prioritised training in other aspects of school life following the pandemic, such as strategies to promote mental health and safeguarding.The school does not have a website. Leaders have ensured that copies of the safeguarding policy are available from the school office.
The arrangements for safeguarding are effective.
Staff are vigilant about safeguarding. They know what to look for because of regular training that keeps their knowledge up to date. Staff have a clear understanding of their role in keeping pupils safe and share information with leaders using appropriate procedures. Leaders regularly analyse the information they receive to identify emerging concerns. They know how to manage safeguarding incidents effectively. Leaders share information with appropriate agencies to help keep pupils safe.
The proprietor body has ensured pupils’ risk from harm through their use of the school internet connection is minimised by the use of appropriate filtering and monitoring systems.
What does the school need to do to improve?
(Information for the school and proprietor)
? In a small number of subjects, the curriculum does not include, and order, the key pieces of knowledge that pupils need to learn to understand more complex ideas. This means that, at times, pupils do not build their knowledge on what they already know. Leaders should ensure that all subject curriculums identify and order the essential learning so that pupils know and remember more over time. ? Some teachers have not received recent training in their subjects. As a result, they are unaware of current education research relating to teaching in their subjects. Leaders should ensure that all teachers engage in professional development to enhance their knowledge of up-to-date pedagogy. ? Leaders responsible for boarding have not ensured that their oversight of routine checks and maintenance are strong enough. This means that a small number of national minimum standards for boarding are not met. The proprietor body should ensure that leaders are held to account so that these standards are consistently met.