Tauheedul Islam Girls’ High School

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About Tauheedul Islam Girls’ High School

Name Tauheedul Islam Girls’ High School
Website http://www.tighs.com/
Ofsted Inspections
Mrs Shahnaz Akhtar
Address Preston New Road, Blackburn, BB2 7AD
Phone Number 0125454021
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Muslim
Gender Girls
Number of Pupils 885
Local Authority Blackburn with Darwen
Highlights from Latest Inspection

What is it like to attend this school?

Pupils, and students in the sixth form, are very proud to attend this all-girls school.

They told inspectors that the school is a place where they thrive. Pupils feel highly valued. They told inspectors that they are extremely happy and that they feel safe in school.

Leaders are dedicated to overcoming any social disadvantage or gender inequality that pupils may face. Adults' commitment to equality underpins all aspects of pupils' learning experiences. Leaders have unwaveringly high expectations for excellence, which permeate all aspects of school life.

In return, pupils work tirelessly and achieve excellent academic outcomes. This includes those who are disa...dvantaged and those with special educational needs and/or disabilities (SEND). Pupils, and students in the sixth form, leave this school full of ambition for their future.

Pupils' behaviour is exemplary at all times. They embrace learning and embody the finest academic attitudes to study when in class. Leaders ensure that there is no disruption to learning.

Pupils relish spending time with each other at social times. Staff resolve any rare incidents of bullying quickly.

Pupils enjoy the vast array of clubs and activities that take place at lunchtimes.

They make regular use of the well-stocked libraries. Pupils understand and fully respect people's differences. They experience an exemplary wider programme of personal development.

As a result, pupils are well equipped to take their place in modern Britain.

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

Senior leaders, trustees and governors have created a culture of scholastic excellence at Tauheedul Islam Girls' High School, including in the sixth form. They provide all pupils, and students in the sixth form, with a fantastic all-round education.

Leaders ensure that all pupils, and students in the sixth form, study a carefully thought out and ambitious range of subjects. For example, almost all key stage 4 pupils successfully study the English Baccalaureate suite of subjects. This includes those pupils who are disadvantaged and almost all of those with SEND.

Many pupils move into the school's sixth form to study carefully designed academic A-level programmes or appropriate vocational courses.

Leaders ensure that pupils gain all the important knowledge that they need to be successful across the full range of subjects. They have clarified exactly what topics and concepts pupils must learn and when these will be taught.

Moreover, leaders and subject staff have pinpointed the important subject-specific knowledge and vocabulary that pupils, and students in the sixth form, need to learn.

Teachers right across the school are subject experts. They deliver subject curriculums exceptionally well, including in key stage 5.

They prepare activities that link seamlessly to the curriculum content and they present knowledge very clearly. This makes sure that all pupils, and students in the sixth form, can access and understand new topics and concepts with ease.

Teachers are highly skilled in spotting when pupils, and students in the sixth form, do not fully grasp new knowledge the first time around.

They are also quick to notice when pupils have forgotten elements of their prior learning. Teachers skilfully reteach important information. They continue to check pupils' knowledge until they are confident that it is fully secure.

As a result, pupils' learning is exceptional.

Pupils' and students' behaviour in class is exemplary. They are curious and confident, always striving to produce the highest quality of work.

Indeed, pupils' exceptional attitudes to learning help them to gain a deep and rich body of subject knowledge over time.

Pupils are avid readers. Leaders foster and cultivate a real thirst for literature and non-fiction in pupils.

For example, sixth-form students have a dedicated library to match their academic and wider interests. Pupils are confident and fluent readers. Leaders identify any pupils who find reading more difficult.

Leaders provide timely support so that these pupils catch up quickly with their peers.

Leaders identify the needs of pupils with SEND accurately and in a timely manner. These pupils are well known and well supported by teachers.

Pupils' achievement is consistently excellent.

Pupils' personal development is worthy of celebration. Pupils thrive through the state-of-the-art personal development education that they receive.

Their wider character development is exemplary. For example, pupils learn the fundamental importance of tolerance, respect and equality of opportunity for all.

Leadership opportunities are interwoven into all aspects of learning.

For example, pupils lead and organise a vast array of charity events. These events are welcomed by the communities that the school serves. Pupils receive very high-quality independent careers advice and guidance.

Trustees and governors meet their statutory obligations. They expertly hold leaders to account for the quality of education that pupils receive. Staff recognise leaders' efforts to support their well-being.

Leaders ensure that staff have a reasonable workload.


The arrangements for safeguarding are effective.

Leaders keep staff fully up to date with information about the dangers that pupils may face in their everyday lives.

Staff are quick to spot the signs that pupils may be at risk of harm. They report any concerns in a timely way. These concerns are acted upon promptly.

Leaders ensure that pupils and their families swiftly get the help that they need.

Pupils learn a great deal about risks to their safety, and how to spot and avoid them. They seek help from adults in school when they need it.

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