|Ofsted Inspection Rating||Outstanding|
|Inspection Date||05 October 2010|
|Address||Drummond Road, Bradford, West Yorkshire, BD8 8DA|
|Religious Character||Does Not Apply|
|Number of Pupils||664 (50% boys 50% girls)|
|Number of Pupils per Teacher||23.1|
|Academy Sponsor||Feversham Education Trust|
|Percentage Free School Meals||12.9%|
|Percentage English is Not First Language||90.2%|
Information about the school
Compared to other primary schools, the school is above average in size. The proportion of pupils known to be eligible for free school meals is more than twice the national average. All of the pupils come from minority ethnic groups and the vast majority are in the early stages of learning English. The incidence of pupils arriving new to the school and the country has increased recently, with many of them in the very early stages of learning English. A below-average proportion of pupils have special educational needs and/or disabilities. The school is accredited for its work through the Healthy Schools status. It holds an Every Child Matters award for promoting pupils’ personal development, a Quality award for standards at the school and the Financial Management Standard for financial administration and control. The school was asked to take additional Reception age pupils this year, creating a third class. There are uncertainties as to whether the three-form entry model will become permanent. The governors manage a daily breakfast club and this is commented on within the report.
Iqra Community is an outstanding school. It offers the highest standard of care, alongside excellence in learning. Under the energetic and visionary leadership of the headteacher, this school has gone from strength to strength. Thorough reviews of performance leave no stone unturned and the school sets exceptionally challenging targets for itself. By Year 6, attainment is above average and this represents outstanding progress from pupils’ starting points. Attainment in writing has improved considerably but in some year groups, there remains a small gap between that and reading. The school benefits from a highly-skilled and experienced governing body whose members keep a very close eye on provision and outcomes. Managers, staff and governors are fully committed to the school’s motto of ’Improvement, Quality, Respect and Achievement’. The capacity for sustained improvement is outstanding. Behaviour is excellent and harmonious relationships exist between the different age and ethnic groups. Pupils demonstrate great respect for cultures and beliefs that are different from their own and show care and kindness towards each other. Pupils assert that they feel safe and that adults deal swiftly with any worries they may have. The rate of attendance is high, reflecting pupils’ enjoyment of school. Teaching is outstanding and lessons are challenging. Teachers know their pupils very well and relationships are excellent. Academic and personal development is tracked closely. Pupils who have special educational needs and/or disabilities have personalised programmes and support that are specifically tailored to help them learn. Those who are more able rise to their teachers’ high expectations and relish the challenges presented to them. The curriculum is outstanding and includes some innovative and imaginative links between subjects. These result in excellent opportunities for pupils to practise their basic skills, research, investigate and learn independently. Special teaching groups and booster classes ensure that pupils reach their learning targets; they very successfully underpin the rapid rate of progress. Equipment and materials for the Reception children have been stretched to cover three classes and the Nursery children are now housed in a temporary classroom. As a result, resources and accommodation for the Early Years Foundation Stage are good, but not of the same high quality as in Key Stages 1 and 2. The school takes outstanding care of its pupils and their welfare is at the heart of its work. Exhaustive measures are taken by the pastoral team to provide help or resources to meet pupils’ needs, including links with outside services to support pupils whose circumstances have made them vulnerable.