|Name||Al-Hijrah School Closed|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||28 March 2017|
|Address||Burbidge Road, Bordesley Green, Birmingham, West Midlands, B9 4US|
|Number of Pupils||727 (47% boys 53% girls)|
|Number of Pupils per Teacher||17.7|
|Percentage Free School Meals||22.4%|
|Percentage English is Not First Language||93%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
This school is smaller than the average-sized all-through school. It is an Islamic voluntary-aided school. The vast majority of pupils are from minority ethnic groups and most are of Asian or Asian British heritage, with others from a range of backgrounds. The proportion of pupils who speak English as an additional language is much higher than the national average. About two-fifths of pupils are supported by pupil premium funding, which is higher than average. There are small numbers of pupils who have special educational needs and/or disabilities. From Year 5, girls and boys are taught separately and are separate at social times. A very small number of pupils in key stage 4 attend Solihull College for several days a week. The school meets the government’s current floor standards. These are the minimum expectations for pupils’ attainment and progress by the end of key stage 2 and key stage 4. The school does not meet requirements on the publication of information on its website about: how the pupil premium funding made a difference to the attainment of disadvantaged pupils; the early years pupil premium; how the Year 7 catch-up premium made a difference to Year 7 pupils’ progress; all of the subjects that pupils follow in each year group; the names of any phonics or reading schemes used at key stage 1; and details about the governing body.
Summary of key findings for parents and pupils
This is an inadequate school Pupils are not as safe as they should be at Al-Hijrah. At breaktimes and lunchtimes, the playgrounds are chaotic. Supervision for pupils of all ages, including those in early years, is poor. There is little for pupils to do. Younger pupils tear around wildly, sometimes resulting in accidents. The single central record of checks on staff’s suitability to work with children is not complete. Senior leaders were unaware of this. Procedures to support pupils who have medical needs are not clear. Staff are not sufficiently aware of what to do in medical emergencies. Pupils do not show enough respect for staff or for each other. Many pupils say that they are bullied in school and that little action is taken. Pupils do not take enough responsibility for their own behaviour. Pupils’ behaviour disrupts learning. At times, pupils are openly rude to teachers and refuse to listen to instructions. Teachers’ expectations of behaviour in lessons are sometimes too low. The quality of teaching is inconsistent in key stages 1 to 4. The best is highly effective; the worst is weak. Misconceptions and errors in pupils’ work are not noticed and addressed consistently or quickly enough. Pupils do not apply their English and mathematical skills across the curriculum sufficiently. Pupils who have special educational needs and/or disabilities are often not well taught and do not make enough progress. The headteacher and senior leaders do not have an accurate understanding of the school’s weaknesses. They do not challenge or support staff effectively. Board members have not been aware of the extent of the issues that exist with behaviour and safeguarding. The school has the following strengths Children in early years make good progress. By the end of Year 11, pupils make good progress in most subjects. A much higher than average proportion of pupils gain good GCSE grades, including in English and mathematics. Reading is well taught. Pupils develop a good understanding of phonics and then apply their knowledge to read for pleasure and to extend their learning.