|Name||Bolton Muslim Girls School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||19 June 2013|
|Address||Swan Lane, Bolton, Greater Manchester, BL3 6TQ|
|Number of Pupils||603 (100% girls)|
|Number of Pupils per Teacher||14.3|
|Academy Sponsor||Prosper Multi Academy Trust|
|Percentage Free School Meals||14.9%|
|Percentage English is Not First Language||83.9%|
|Pupils with SEN Support||8.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Bolton Muslim Girls School is a much smaller than average secondary school. All students are from minority ethnic backgrounds, the majority being of Indian and Pakistani heritage, and most speak English as an additional language. Only a very small minority are at the early stages of English language acquisition. The proportion of students known to be eligible for the pupil premium is average. Pupil premium funding is provided by the government to support students who are eligible for free school meals, looked after by the local authority, or who are the children of military personnel. In this school the majority of students entitled to the pupil premium are those who are eligible for free school meals. The proportion of students who are supported at school action is average. The proportion of students supported at school action plus, or with a statement of special educational needs is lower than the national average. The school site and facilities are limited. The school makes arrangement to ensure that students are not disadvantaged by this by using the facilities of other institutions where necessary, for example, by using the local sports arena for physical education and Bolton Technology Centre for elements of technology and science. The school meets the government’s current floor standards, which set out the minimum expectations for students’ attainment and progress.
Summary of key findings for parents and pupils
This is an outstanding school. Achievement is outstanding. From broadly average starting points when they join the school in Year 7, all students and groups of students make exceptional progress across all years and a wide range of subjects. They reach standards which are well above national averages by the time they leave school. Teaching is outstanding. Lessons are characterised by high expectations and ambition for students to achieve. Teachers work exceptionally hard to ensure that they provide exciting activities which meet the needs of all students. Relationships are excellent, and all students are well supported to ensure that they achieve extremely well in each lesson. Behaviour is outstanding and results in a community which is totally harmonious and where all students feel valued. Students say that they feel very safe because of the high levels of care which they receive from all adults. They treat each other with great respect, and close collaboration and support for each other underpins everything that they do. They are very proud of their school, thoroughly enjoy learning, and this ensures that attendance is much higher than average. Leadership is outstanding. Under the skilful and inspirational guidance of the headteacher, supported by governors, staff have united in a determination to provide an educational experience for students which will ensure that they achieve their full potential both academically and personally. All areas for improvement from the previous inspection have been fully addressed as a result of monitoring and evaluation systems which are extremely effective. A distinctive feature of this school is the success it achieves in blending the academic progress of the students with their spiritual, moral, social and cultural development. Students are provided with an excellent curriculum which not only meets their academic needs but provides them with an extensive range of enrichment opportunities. This has created a cohesive and caring society where students recognise their responsibilities to those in the school and the wider community. Some exceptional practice in teachers’ marking is not used in every subject area.