Jamia Al-Hudaa Residential College

About Jamia Al-Hudaa Residential College Browse Features

Jamia Al-Hudaa Residential College

Name Jamia Al-Hudaa Residential College
Website www.jamiaalhudaa.com
Ofsted Inspection Rating Inadequate
Inspection Date 04 December 2018
Address Forest House, Berkeley Avenue, Mapperley Park, Nottingham, Nottinghamshire, NG3 5TT
Phone Number 01159690800
Type Independent
Age Range 11-19
Religious Character None
Gender Girls
Number of Pupils 177 (100% girls)
Local Authority Nottingham
Percentage Free School Meals 0%
Pupils with SEN Support 0%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

Jamia Al-Hudaa is situated in Nottingham and is part of the Madni Trust, a registered charity. Jamia Al-Hudaa is an independent school which is registered to provide day and boarding education for girls aged 11 to 19 years. The boarding provision is housed within a building attached to the school. The school was registered in 1996 and can admit up to 205 pupils. It currently has 187 full-time pupils on roll. The school does not use the services of any alternative organisations as part of the curriculum. Parents make a contribution to the annual fees, according to their ability to pay. There is a separate Nursery on the school site. This was inspected on 2 November 2016 and found to be good. The curriculum enables pupils to complete Islamic studies, and study national curriculum subjects. The school was last inspected in September 2017 and was judged to be good.

Summary of key findings for parents and pupils

This is an inadequate school Since the previous inspection, there has been a steep decline in the school’s effectiveness. Leaders have not ensured that the independent school standards remain met in full. The school’s safeguarding arrangements are not effective. There are numerous failings in the school’s systems to safeguard pupils and promote their health, safety and well-being. Pupils are not taught how to keep themselves safe in a range of situations. They do not know enough about the risks they may face in life. Leaders do not ensure that the school’s policies are implemented effectively. They do not support staff to carry out their roles effectively. The curriculum does not prepare pupils well enough for the opportunities and challenges of British society. There are too few opportunities for pupils to mix with other pupils, contribute to the local community, or to leave the school site. The range of extra-curricular activities on offer is low. Pupils do not develop their skills in creative and aesthetic learning well enough. Leaders do not routinely confirm the destination of pupils who have left the school. They do not do enough to ensure that these pupils are safe. Staff are not alert to the signs that pupils may be at risk. For example, they do not make careful enough checks when pupils miss school. Some parts of the premises are in a poor state of repair and hygiene. This places pupils unnecessarily at risk. Pupils conduct themselves well around school, but too many are late to class. The sixth-form provision is inadequate due to the poor safeguarding arrangements. The curriculum in the sixth form does not teach students the skills they will need when they leave the school. The school has the following strengths Teachers have good subject knowledge and support each other well to develop their practice. Pupils are polite and welcoming. They care for each other well. Pupils are keen to do well, and regularly seek help if they have not understood the learning. Outcomes are good. Pupils achieve well in the qualifications they take. 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 listed in the full report.