Al-Ameen Primary School

Name Al-Ameen Primary School
Ofsted Inspection Rating Good
Inspection Date 21 November 2017
Address Stanfield House, 447 Warwick Road, Tyesley, Birmingham, West Midlands, B11 2JR
Phone Number 01217063322
Type Independent
Age Range 3-11
Religious Character Not applicable
Gender Mixed
Number of Pupils 124 (51% boys 49% girls)
Percentage Free School Meals 0%
Percentage English is Not First Language 0%

Information about this school

Al-Ameen Primary School is an independent Muslim day school that provides full-time education for boys and girls aged 3 to 11 years. The school is affiliated to the Association of Muslim Schools UK. The school is registered for 180 pupils and currently has 123 boys and girls aged from three to 11 years on roll. Six children in the nursery attend part time. Currently all the families that send their children to the school are practising Muslims. These families are mainly of British Pakistani and Bangladeshi heritage, although there are an increasing number of pupils from other backgrounds. No pupil has an education, health and care plan. The school’s most recent standard inspection was on 29 September 2015. The school was required to produce an action plan for the Department for Education and this was followed by two unannounced monitoring inspections. The first monitoring inspection was on 20 September 2016 and the second on 25 January 2017.

Summary of key findings for parents and pupils

This is a good school The headteacher and his leadership team have worked with commitment and energy to make a very positive impact on the life of the school. As a result, pupils make good progress. Senior leaders have made significant improvements to the system for assessment and monitoring pupils’ progress. This means that leaders can now identify pupils who are falling behind and help them to improve. Spiritual, moral, social and cultural teaching is strong. As a result, pupils’ understanding of the world is well developed. They are able to reflect on relationships with people who have different perceptions and beliefs. Personal development, behaviour and welfare are outstanding. Caring for everyone is embedded in the pupils’ attitudes to one another. This reflects the school’s Islamic ethos. Leaders use a good lesson monitoring system. Teachers have individual targets to improve their teaching. As a result, pupils benefit from good teaching in most lessons. Teachers and senior leaders know all their pupils well. Because of this, they match tasks well to pupils’ abilities. However, teachers do not always challenge most-able pupils with higher-level tasks from the start of lessons. Strong leadership in the early years foundation stage ensures that the provision for the children is good. As a result, children at this stage make at least good progress. However, provision in the outdoor environment is not as good as provision indoors. Most pupils learn to write well because teachers show them how to write by demonstrating writing themselves. However, some teachers do not give good enough examples that support the pupils to improve quickly. Pupils have opportunities to talk about their learning. This helps them to improve both their work and their relationships. However, teachers do not place enough emphasis on them learning to use more adventurous and technical words. In mathematics, teachers do not give all pupils enough opportunities to develop their spoken reasoning. 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.