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|Jamiatul-Ilm Wal-Huda UK School
|Mr Abdus Samad Ahmed
|30 Moss Street, Blackburn, BB1 5JT
|Other independent school
|Number of Pupils
|Blackburn with Darwen
What is it like to attend this school?
Pupils flourish at this school. They embody the school’s values of striving to be exemplary citizens. Pupils, including students in the sixth form, are encouraged to be active members of society and to make a positive difference to their community. This is because leaders and staff create a culture where respect for others is valued.
Leaders have the highest expectations of behaviour and academic achievement for all pupils, including students in the sixth form. Pupils are ambitious. They want to succeed. Pupils study a broad academic curriculum and achieve highly.
Pupils behave in an exemplary manner. Their highly positive attitudes contribute strongly to their learning. Lessons are rarely, if ever, disrupted by poor behaviour. Pupils show kindness and mutual respect to their peers and their teachers. When pupils report bullying, leaders address it effectively. This helps pupils to feel happy and safe in school.
Pupils relish taking on leadership roles, such as on the student shura (council). They know that their opinion matters and they feel listened to by staff. For example, at the pupils’ request, leaders installed additional lighting for the school’s football pitch so that pupils could continue to play safely in the winter months.
What does the school do well and what does it need to do better?
Leaders, including governors, are deeply committed to providing an excellent quality of education for pupils. They make sure that pupils study a broad range of subjects. For example, in Years 10 and 11, all pupils study the English Baccalaureate suite of subjects. Students in the sixth form are prepared well for the next stage of their education, employment or training.
Leaders have constructed a high-quality curriculum. The curriculum is logically ordered to enable pupils to build successfully on their prior learning. Pupils develop strong foundations of subject-specific knowledge and vocabulary in key stage 3. This equips them well to be highly successful in Years 10 and 11. Over time, pupils, including students in the sixth form, develop a deep and rich body of subject knowledge.
Teachers have secure subject knowledge that enables them to deliver the content of subject curriculums consistently well. Purposeful checks on pupils’ learning enable teachers to identify misconceptions, as well as the knowledge that pupils may need to revisit. Teachers use assessment information successfully to inform their teaching and, in turn, to improve pupils’ understanding of what has been taught.
Pupils, including students in the sixth form, read widely and often. Staff encourage them to read for pleasure. The school library provides a wide range of books for pupils to choose from. When pupils join the school, leaders quickly assess their reading knowledge. However, leaders’ systems to identify and support pupils who find reading more difficult do not identify the precise deficits in pupils’ reading or phonic knowledge. This means that some pupils do not receive appropriate additional support to help them to catch up with their peers.
Currently, no pupils with special educational needs and/or disabilities have been identified. However, leaders are not complacent. They have suitable strategies in place to identify pupils’ additional needs and to provide pupils with support when necessary.
Pupils’ excellent behaviour and attitudes towards school have a deep impact on their learning. They are fully focused during lessons and highly motivated to learn. Relationships between staff and pupils are warm and respectful. Students in the sixth form are mature and courteous. Their commendable conduct adds to the calm atmosphere in the school.
Leaders ensure that the statutory requirements for relationships and sex education are met. All pupils study a well-designed personal, social, health and economic (PSHE) education programme, complemented by plentiful enrichment activities. From the start, leaders strive to instil in pupils the need to respect all members of society and to act with integrity. Pupils understand, respect and celebrate the differences between people.
Leaders are determined to support pupils to develop into confident and resilient young people who have empathy for others. Pupils experience a variety of educational and extra-curricular visits and trips. They also hear from a range of visiting speakers to the school.
Leaders provide helpful careers education and guidance for pupils and students. This includes information about apprenticeships. Pupils are well supported to make ambitious choices for their future lives.
The proprietor has a strong understanding of his role and responsibilities. Leaders have set out clear priorities for school development. However, the proprietor and members of the governing body do not have sufficient oversight of the progress that leaders have made against these priorities. This hinders how effectively they can support and challenge school leaders to ensure ongoing improvements to the quality of education that pupils receive.
Staff enjoy working at the school. They appreciate the steps that leaders take to look after their well-being and workload.
The proprietor, together with leaders, ensures that the school meets all the independent school standards (the standards) and the requirements of schedule 10 of the Equality Act 2010.
The arrangements for safeguarding are effective.Leaders have ensured that there is an effective safeguarding policy. The policy is published on the school’s website and follows the latest government guidance.
Leaders have established a strong culture of vigilance. They have clear procedures for making sure that pupils are cared for properly and kept healthy and safe. Staff receive regular safeguarding training and are alert to the risks that pupils may face. Staff report concerns about pupils immediately. Leaders work closely with the local authority to follow up concerns when necessary.
Pupils learn about the potential risks that could cause them harm, including online risks. Pupils know that any concerns that they share with staff will be taken seriously. They know whom they can speak to if they are feeling anxious or worried.
What does the school need to do to improve?
(Information for the school and proprietor)
? Leaders’ systems to identify and support pupils who find reading more difficult do not identify the precise deficits in pupils’ reading knowledge. This means that some pupils do not receive the most appropriate reading support that they need to catch up with their peers. Leaders should ensure that teachers are fully equipped to identify and remedy the gaps in pupils’ reading knowledge. ? The proprietor and governors do not have a clear oversight of the progress that leaders have made against school priorities. This hinders how effectively they can support and challenge school leaders to continue to improve the quality of education for pupils. The proprietor and governors should ensure that they have appropriate systems in place to check the effectiveness of leaders’ actions.
Also at this postcodeRawdhatul Ilm Wal Huda