Madani Secondary Girls’ School

About Madani Secondary Girls’ School Browse Features

Madani Secondary Girls’ School


Name Madani Secondary Girls’ School
Ofsted Inspection Rating Good
Inspection Date 14 November 2017
Address Myrdle Street, London, E1 1HL
Phone Number 02073771992
Type Independent
Age Range 11-18
Religious Character None
Gender Girls
Number of Pupils 246 (100% girls)
Local Authority Tower Hamlets
Percentage Free School Meals 0%
Pupils with SEN Support 0%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

Madani Secondary Girls’ School is a Muslim faith school. There are no students in the sixth form. Leaders confirmed that the next planned intake of students will be for September 2018. Most pupils are from a Bangladeshi or Somali background. The school’s last inspection was an emergency inspection in September 2016. This focused on Parts 2, 3, 5, 6 and 8 of the independent school standards and found that the school met all the standards that were checked. Prior to this, the Bridge Schools Inspectorate conducted a full inspection in January 2015. At that time, the overall effectiveness of the school was judged to be good. There are no pupils currently on roll who have special educational needs (SEN) and/or disabilities. There are currently no pupils receiving their education in any alternative provision. The school’s website meets all the requirements of the independent school standards.

Summary of key findings for parents and pupils

This is a good school Senior leaders and governors know the school well. They understand its strengths and weaknesses. Leaders ensure that all the independent school standards are met. Pupils’ spiritual, moral, social and cultural (SMSC) development is very strong. Pupils have a deep understanding of the wider world and their role in making it a better place to live in. They are confident young women who are well prepared for life in modern Britain. Pupils achieve well and secure good outcomes overall, particularly by the end of key stage 4. Pupils’ results from their GCSE examinations, including in English and mathematics, are consistently good. Teachers have good subject knowledge. They use it well to give pupils clear and easy-to-follow explanations. They use a good range of resources and activities to engage pupils in their learning. Pupils behave well, both in and out of lessons. They enjoy learning and take pride in their work. The school is calm and orderly at all times. Attendance is high. Pupils read, write and speak with confidence. They achieve extremely well in English. The curriculum meets the needs, interests and abilities of pupils. It encourages pupils to develop a broad set of knowledge and skills. However, leaders accept that pupils need further planned opportunities to develop and nurture their creativity across the subjects that they study. Leaders’ checks on the impact of their school improvement strategies are not fully effective. Leaders know that they need to sharpen how they use their findings to improve further the training given to teachers. Teachers do not routinely follow the school’s assessment policy. As a result, the quality of guidance given to pupils is not consistently strong across the school. Teaching, particularly for the most able pupils, is not challenging enough. As a result, the most able pupils, particularly in mathematics and key stage 3, are not making the substantial progress of which they are capable. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.