Al-Furqaan Preparatory School


Name Al-Furqaan Preparatory School
Website http://www.alfurqaanschool.org
Ofsted Inspection Rating Good
Inspection Date 10 December 2019
Address Drill Hall House, Bath Street, Dewsbury, West Yorkshire, WF13 2JR
Phone Number 01924453661
Type Independent
Age Range 2-11
Religious Character None
Gender Mixed
Number of Pupils 129 (44% boys 56% girls)
Local Authority Kirklees
Percentage Free School Meals 0.0%
Pupils with SEN Support 0%
Catchment Area Information Available No, we only have catchment area data for schools in England
Last Distance Offered Information Available No

What is it like to attend this school?

Pupils are exceptionally happy, polite and confident. They want to learn. Parents and carers are also overwhelmingly positive about the school. All those who responded to Ofsted’s online questionnaire would recommend the school to others.

Teachers have remarkably high expectations of behaviour. Pupils’ spiritual and moral development is very well considered. Pupils believe that behaviour is exceptional, and that bullying is not an issue. Pupils get to visit lots of interesting places and large numbers of pupils take part in the wide range of clubs that are available.

Pupils’ learning is well planned so that they achieve well. Some of the planning in the early years is not as good as it could be, which is limiting how well the youngest children get on. Planning for some subjects, such as history and geography, has recently proved to be successful in improving pupils’ knowledge and understanding.

Pupils read well. Phonics is taught effectively, pupils read to adults every day and attendance at the ‘reading enthusiasts’ club is high. Books have been purchased to support learning in lessons but books in the library need updating.

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

Teachers plan activities that support pupils in becoming kind, thoughtful and responsible citizens in modern Britain. Much of the day is devoted to promoting pupils’ personal development, for example through Taleem, citizenship, assemblies and personal, social and health education. Pupils are given lots of opportunities to shine and grow in confidence. Young pupils take on roles such as playground buddies. Older pupils lead prayer and perform in front of others. They take on these roles with confidence and pride. During the inspection, a mock general election took place with a visiting local school. This was a high-quality experience for pupils. It gave them the opportunity to listen to a range of opinions and to take on the role of Ministers of Parliament. It was highly effective in promoting fundamental British values and teaching pupils about the democratic process.

Pupils’ understanding of different types of relationships and beliefs is clear, as is their respect for others. Teachers and teaching assistants act as excellent role models in demonstrating respect, politeness and care. This has helped to forge excellent relationships between adults and pupils. Pupils have the confidence to ask questions. They are not afraid to make mistakes and to seek help if they need it.

Pupils are respectful and kind to each other. The introduction of the new rewards system has been welcomed by pupils and parents. Parents commented on how they appreciate the excellent communication from the school. They particularly like the online system that keeps them up to date with their child’s behaviour.

Pupils’ achieve highly in all subjects. Planning ensures that pupils remember what they have learned. Teachers also recap on previous learning to help pupilsunderstand new things. Teaching assistants are skilled in helping pupils learn. They are good at supporting pupils who need extra help and those with special educational needs and/or disabilities (SEND). Planning for some subjects, such as history and geography, is new. After speaking to pupils, it is obvious that they are remembering what they have learned. However, this new planning needs careful checking to ensure that it continues to be successful. Teachers ensure that the curriculum is carefully planned to make sure that pupils experience a wide range of topics. Pupils visit museums, art galleries and different places of worship.

Even the youngest children in Nursery begin to learn to recognise letters, sounds and how to write them. Teachers take every opportunity to help children learn to read, write and do mathematics. Phonics is extremely well taught across the school. The books that pupils read are well matched to their phonics knowledge. Pupils quickly become fluent readers. They love to read. The proprietor has invested in many books which support pupils in learning to read and in their literacy lessons. However, many of the books in the library are old. Teachers are very aware of any pupils who are not doing as well as others and those with SEND. Different strategies are used successfully to help these children, such as individual targets and small-group interventions.

In Nursery and Reception, children spend a lot of time in adult-led activities, which are well-planned and highly focused on reading, writing and mathematics. Young children achieve very well in these areas. Teachers’ interactions with these young children are excellent. Children do get time to choose activities for themselves. However, these activities are not as well organised or planned as they should be, particularly those that take place outside. This limits children’s learning across other areas of the curriculum.

Senior leaders have requested that they gain authorisation to accept children from two years old. They have ensured that shared areas and a separate room are available to meet the needs of these younger children. A suitable and private changing area has been installed. Written documentation demonstrates that teachers have considered the needs of these younger children. This includes procedures for intimate care such as nappy changing.

Senior leaders and governors are passionate about helping pupils become good and knowledgeable citizens. They meet regularly. Through these meetings and regular evaluations, they have ensured that all the independent school standards, the statutory requirements of the early years foundation stage and schedule 10 of the Equality Act 2010 are consistently met. Risk assessments are completed every day. However, leaders are not always quick enough at responding to minor issues. All staff who commented said that they felt very well supported by senior leaders. Staff professional development is important, with most staff being involved in some form of training.

Safeguarding

The arrangements for safeguarding are effective.The previous headteacher remains a full-time member of staff and has taken on the role of designated safeguarding lead (DSL). His knowledge of the school and its pupils helps him to understand the safeguarding needs of these pupils and their families. He is in constant communication with the local authority and staff to make sure everybody is up to date with current safeguarding issues. One of the governors uses his expertise in safeguarding to support the school. The DSL ensures that the safeguarding policy is up to date and that it is available for parents. Recruitment checks on staff are robustly recorded.

What does the school need to do to improve?

(Information for the school and proprietor)

Child-initiated activities for children in the early years, particularly in Reception, are not consistently well planned. Children are not learning as well as they could during free-choice times and resources are not being used well to further their learning. Teachers need to ensure that planning for free-choice activities clearly identifies the intended learning, for example introducing key vocabulary, and that the resources are adapted effectively to support this learning. . Senior leaders have ensured that planning for all subjects is sequential. Each topic builds on prior learning across all subjects and a system is in place to gather information about what pupils have remembered. However, planning for foundation subjects is new and leaders need to monitor this to ensure that it continues to be successful in helping pupils to embed knowledge in their long-term memory. . Books in the library do not reflect modern authors and British society today. This restricts pupils’ learning and enjoyment of reading. More up-to-date literature is needed in the school library. . Risk assessments are carried out daily by staff. Issues raised are not always immediately addressed and therefore there is the potential for minor accidents to occur, such as splinters from rough wood. The proprietor needs to identify and address these issues with more urgency.