Iqra Slough Islamic Primary School

About Iqra Slough Islamic Primary School Browse Features

Iqra Slough Islamic Primary School

Name Iqra Slough Islamic Primary School
Ofsted Inspections
Address Fernside, Wexham Road, Slough, SL2 5FF
Phone Number 01753520018
Type Primary
Age Range 4-11
Religious Character Muslim
Gender Mixed
Number of Pupils 619 (49.9% boys 50.1% girls)
Number of Pupils per Teacher 21.5
Local Authority Slough
Percentage Free School Meals 14.7%
Percentage English is Not First Language 66.1%
Persistent Absence 8.3%
Pupils with SEN Support 13.6%%
Highlights from Latest Inspection


Iqra Slough Islamic Primary School continues to be a good school.

There is enough evidence of improved performance to suggest that the school could be judged outstanding if we were to carry out a section 5 inspection now. The school's next inspection will be a section 5 inspection.

What is it like to attend this school?

Leaders and pupils make sure that the values of 'we learn, we lead, we inspire' shine brightly throughout this school.

As one pupil said, 'I love coming to this school because we learn lots of knowledge.' Pupils love to talk about all that they have learned, both with each other and with adults.

Pupils are very happy at school.

Leaders hav...e created a strong community that cares about everyone and values each member as an individual. Pupils love school and feel safe. Pupil leaders are rightly proud of the help they give on the playground, including being buddies to those who are upset or lonely.

Bullying is not tolerated. Incidents of bullying are extremely rare and adults deal with any incidents quickly if they happen.

Leaders make sure that pupils develop into responsible, articulate and impressive young people.

They encourage pupils to contribute to the wider community. Every week, pupils donate food to the local food bank. The Eco Warriors organise litter picking in the local park and have been asked to plant shrubs there as part of the upcoming jubilee celebrations.

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

Leaders have designed a broad and highly ambitious curriculum. They have ensured that the curriculum exceeds the breadth of the National Curriculum. Leaders have made sure that knowledge is developed in a sensible sequence from Reception to Year 6.

All pupils, including those with special educational needs and/or disabilities (SEND), learn the full curriculum. They remember their learning over time and achieve exceptionally well. For example, pupils in Year 6 could explain in detail about how greenhouse gasses contribute to climate change and pupils in Year 5 could talk in depth about crime and punishment in the Victorian era.

Leaders' work to build pupils' vocabulary is strong. Teachers develop pupils' subject-specific vocabulary in all subjects. They expect all pupils to use this vocabulary when explaining their thinking.

Pupils, including those with SEND, use clear, technically accurate vocabulary when explaining concepts they have studied. Pupils also use subject-specific vocabulary very well in their written work.

Leaders clearly prioritise reading.

They are highly ambitious for all children to learn to read right from the start of Reception. Leaders have ensured that children and pupils experience a consistent, highly effective approach to learning to read. Adult support is used appropriately to ensure that those who are struggling with reading get the help they need quickly.

This means that almost all pupils learn to read fluently by the end of Year 1. Teachers promote a love of books. They read high-quality texts to pupils regularly.

Storytime is a joy to watch. Pupils clearly love listening to and joining in with the stories that are read to them.

Pupils behave exceptionally well.

Relationships between adults and pupils are very strong. Pupils show high levels of respect to each other and to adults. They are engrossed in their learning in lessons.

Opportunities to promote pupils' wider development are extensive. Pupils enjoy attending the many after-school clubs, including animation, gardening, drama, cricket and art. Music is an important part of life at Iqra.

The highly successful school choir have been invited to sing at local and national events, including the opening ceremony of the Youth Sports Trust National Conference. Leaders provide wonderful cultural and social experiences for all pupils, including the most disadvantaged. Visits have included historic buildings such as Hampton Court Palace and Winchester Cathedral, the River Thames, a local University and the Houses of Parliament.

Careers education is also built into the curriculum for older pupils. This encourages them to have high aspirations and a motivation to succeed.

Pupils are prepared very well for life in modern Britain.

Leaders promote a highly inclusive environment where everyone is valued for who they are. Pupils learn about laws, government and about the importance of tolerance and inclusion.

Leaders and governors are mindful of staff workload and seek to make this as manageable as they can.

Staff enjoy working at the school and morale is high. Leaders ensure that all staff have access to high-quality training. Staff appreciate this and say it helps them to do their job well.


The arrangements for safeguarding are effective.

Safeguarding practice is strong. Leaders have established a culture of vigilance in order to identify pupils who are at risk of harm.

Leaders make sure that children and families in need of help access this quickly when they need it. Highly effective policies ensure that all adults know what to do to keep children safe.

Pupils feel safe in school and know where to go for help if they need to.

Leaders work closely with outside agencies to support pupils to stay safe out in the community. Pupils have a clear, age-appropriate knowledge of how to keep themselves safe online.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good in October 2016.