Al Mumin Primary and Secondary School

About Al Mumin Primary and Secondary School Watch Video

Al Mumin Primary and Secondary School


Name Al Mumin Primary and Secondary School
Website http://www.almumin.bradford.sch.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 17 January 2017
Address Clifton Street, Manningham, Bradford, West Yorkshire, BD8 7DA
Phone Number 01274488593
Type Independent
Age Range 3-16
Religious Character None
Gender Mixed
Number of Pupils 185 (30% boys 70% girls)
Percentage Free School Meals 0%
Percentage English is Not First Language 0%

Information about this school

Al Mu’min is registered as an independent day Muslim faith school for up to 460 boys and girls aged from three to 18 years. All pupils are Muslim. The school provides an Islamic and secular education. Pupils are mostly of Asian heritage. Very few do not speak English as their first language. The school’s website describes the school’s aims as being to ‘promote moral and academic excellence in a caring and Islamic environment, providing opportunities for realisation of the children’s fullest potential. Our school aims to provide a rich and rewarding environment within which pupils may benefit from a cross-curricular approach to Islamic education.’ Since the last inspection, all of the pupils have moved into a single building. Primary boys and girls are taught together in mixed classes. Secondary boys and girls are taught separately in different parts of the building. There are no pupils who have a statement of special educational needs or an education, health and care plan. There were no Year 11 pupils on roll in 2015. There are currently no Year 10 boys on roll.

Summary of key findings for parents and pupils

This is a school that requires improvement The proprietor and leaders have not ensured that the school complies with all of the independent school standards. The progress pupils make year on year is uneven. Progress over time is no better than average in most subjects. By the time pupils leave both the primary and secondary years, too many pupils, especially the most able, have not reached the standards of which they are capable. The unevenness in progress is because of variability in the quality of teaching across year groups and subjects. Teaching does not deepen pupils’ knowledge and understanding well enough. Periodic testing of pupils does not take account of how they use and apply their learning from day to day. This sometimes leads to an over-optimistic view of pupils’ progress. Teachers do not make effective use of assessment information to plan learning. Consequently, they give pupils work that is often too easy or too hard. Leaders’ regular checks on the quality of teaching do not identify precisely enough the difference teaching makes to learning, so teaching is not improving quickly enough. Governance arrangements are not effective in holding leaders to account for pupils’ academic achievement. The school has the following strengths The proprietor and leaders have maintained a strong aspirational culture. They uphold high expectations of pupils’ behaviour. Children make good progress in the early years because of effective teaching and assessment. Adults’ provision for pupils’ spiritual, moral, social and cultural development is very effective. This makes a strong contribution to pupils’ personal development. Adults keep pupils safe and pupils feel safe. Compliance with regulatory requirements The school must take action to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 and associated requirements. The details are in the full report.




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