style="xheight: 650px; background-color: rgba(93, 94, 85, 0.85);">

Al-Falah Primary School

Name Al-Falah Primary School
Ofsted Inspection Rating Requires improvement
Inspection Date 30 October 2018
Address 48 Kenninghall Road, Clapton, London, E5 8BY
Phone Number 02089851059
Type Independent
Age Range 5-11
Religious Character None
Gender Mixed
Number of Pupils 92 (60% boys 40% girls)
Percentage Free School Meals 0%
Percentage English is Not First Language 0%

Information about this school

Al Falah Primary School is an independent Muslim day school, providing full-time education for pupils from Year 1 to Year 6. It is located in a residential area of Clapton, London E5. There are currently 84 pupils on roll. All pupils are of the Muslim faith. The school aims to provide an education which will enable pupils to ‘contribute positively to society as respectful citizens and good ambassadors for the Islamic faith’. Typically, national curriculum subjects are taught in the morning, and the Islamic curriculum is taught in the afternoon. The school has not identified any pupils who have special educational needs and/or disabilities. The school’s last full standard inspection was in July 2017. Its overall effectiveness was judged inadequate. A progress monitoring inspection took place in February 2018. The school did not meet all the regulations that were checked at this inspection, specifically the requirements of Part 3, paragraphs 7 and 7(a) and the standards in Part 8, related to the quality of leadership and management.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders’ improvement plans are not focused on making sure that pupils make good progress, particularly in writing. This has undermined leaders’ efforts to maintain the strengths in teaching and pupils’ outcomes that were identified at the previous inspection. Governors have not checked closely whether leaders are taking effective steps to improve the quality of education. Too few pupils can write at the standard expected for their age. Teachers do not have high-quality information about pupils’ writing outcomes to plan effectively for pupils’ needs. Some teaching does not expect enough from pupils, particularly the most able. Pupils’ progress is uneven because teaching does not routinely challenge them to aim high. Pupils benefit from a broad curriculum. Curriculum plans ensure that pupils are taught age-expected knowledge. However, pupils have insufficient opportunities to practise and apply their learning. This prevents pupils from making strong progress across subjects. Staff want pupils to do well. However, leaders have not provided staff with enough guidance on how to develop their teaching skills. The school has the following strengths Leaders ensure that the requirements of the independent school standards are met. Safeguarding arrangements are effective. Leaders have rectified the weaknesses identified at the previous inspection. Pupils feel safe and are kept safe. Pupils’ behaviour is good. Their attitudes to learning are positive. Pupils work hard and want to be challenged. The school caters well for pupils’ personal development. The curriculum instils pupils with strong moral values. Pupils are respectful and articulate. They are prepared effectively for life in modern Britain. The quality of teaching and pupils’ outcomes is typically stronger in reading, mathematics and Islamic studies than in other subjects. 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.