|Ofsted Inspection Rating||Good|
|Inspection Date||05 February 2019|
|Address||40-42 Scarborough Street, Savile Town, Dewsbury, West Yorkshire, WF12 9AY|
|Number of Pupils||235 (2% boys 98% girls)|
|Percentage Free School Meals||0%|
|Pupils with SEN Support||5.1%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Madni Academy is an all-through Muslim independent day school. The school has an open admissions policy and admits pupils from all faiths. The school educates boys up to the age of seven and girls up to the age of 16. The school is registered on the government.s website, „Get information about schools., for girls. However, the school admits a small number of boys in the primary phase. In 2017, the school changed its name from Madni Muslim Girls. High School to Madni Academy to reflect the school.s all-through provision. The previous standard inspection took place in October 2016. The school does not use any alternative education provision. There are no pupils who have an education, health and care plan. At the time of the inspection, the school was in the process of recruiting a new chair of the governing body. The headteacher is currently carrying out this role until a new chair is appointed.
Summary of key findings for parents and pupils
This is a good school Leaders have high aspirations for all pupils. They have created a culture of high expectations. They ensure that the independent school standards are met. Leaders ensure that staff receive bespoke professional development. Staff are enthusiastic to improve their practice. Most pupils make good progress from their different starting points because of effective teaching, particularly in secondary lessons. Pupils are well cared for. Leaders ensure a comprehensive programme to support pupils. well-being and personal development. Pupils are extremely polite and well-mannered. They show respectful and tolerant attitudes. They enjoy learning about other religions and faiths. Leaders foster British values exceptionally well. Pupils have a clear understanding of the importance of British values. Pupils are proud of their school. Most pupils attend school well. However, persistent absence by some secondary pupils has recently increased. Leaders have created a strong culture of reading. Pupils enjoy reading regularly. However, the development of pupils. literacy skills is not consistent across the all-through school, particularly in key stages 1 and 2 in subjects other than English. Leaders ensure that the curriculum is well considered. There is a wide range of extra-curricular activities, trips and visits. However, the quality and delivery of schemes of learning in key stages 1 and 2 is more variable and teachers do not consistently address pupils. misconceptions Teaching is consistently strong in key stages 3 and 4. However, there is some variability in the quality of teaching across the all-through school. Children in the early years make good progress. However, there are more limited opportunities for children to enhance their basic skills outdoors. Governors are committed and have high expectations. Despite this, governors do not consistently challenge leaders. 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.