|Name||Jamiatul-Ilm Wal-Huda UK School|
|Ofsted Inspection Rating||Good|
|Inspection Date||19 November 2019|
|Address||30 Moss Street, Blackburn, Lancashire, BB1 5JT|
|Number of Pupils||420 (100% boys)|
|Local Authority||Blackburn with Darwen|
|Percentage Free School Meals||0%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
What is it like to attend this school?
Pupils feel very safe in this school and enjoy their time here. Almost all parents and carers agree and would recommend the school to other parents. Many used words in the online survey such as ‘excellent’ and ‘fantastic school’ to express their feelings about it.
Leaders want the very best education for pupils at the school. They have further improved the curriculum to make sure that this happens. Teachers expect all pupils to work hard and to show excellent behaviour. Pupils live up to these expectations. They do very well in almost all subjects across the school. Their behaviour and the way they go about their work are excellent.
Pupils said that bullying is very rare. Staff know how to deal with any behaviour problems well, but few issues come up. Leaders write down any incidents that happen and sort them out quickly.
Pupils get on very well with each other and with their teachers. The Muslim faith, which is at the heart of the school, inspires highly positive relationships. For example, staff teach pupils the importance of stronger people helping those who are weaker. They also make sure that pupils understand and respect other beliefs and cultures.
What does the school do well and what does it need to do better?
The proprietor has made sure that all the independent school standards are met. He keeps a close watch on how well school leaders do their job. Leaders have organised teaching so that pupils take part in Islamic studies in the morning. The curriculum in the afternoon covers the required range of subjects. These include English and mathematics. Almost all these subjects are covered in depth across all year groups.
Leaders look after pupils’ welfare and safety. They do this through policies that cover things such as health and safety, fire safety and risk assessments. They make sure that everyone sticks to these policies in the school. Parents can access these policies and other information by looking on the website or by contacting the school. A plan is in place to make sure the school can be accessed by disabled pupils.
The school building is safe and well equipped. There is a place to go if pupils feel ill and need looking after. Toilets and showers are in good condition. Drinking water is always available.
Leaders are ambitious and have a good curriculum in place. It meets the needs of all pupils well. Leaders are making the curriculum even better, so that pupils get the most out of their learning. In almost all cases, the knowledge that pupils gain builds on what they have learned before.
Teachers have strong subject knowledge and they help pupils to learn well. They arevery good at checking pupils have understood so they can move on.
Pupils do very well in English. Pupils know more and remember more, because their knowledge builds on what they have learned before. For example, they compare new learning, such as how a story is structured, to books they have previously read.
Leaders organise religious education (RE) very effectively. Pupils make strong progress through the curriculum. They find out about the beliefs of different religions. This helps pupils to learn about British values and the importance of treating all people with respect.
In mathematics, pupils do very well by the time they reach Year 11. Nearly all pupils reached a GCSE grade 4 or above in 2019. This was better than the national average. However, the curriculum for pupils in Years 7 and 8 is not as well organised as it could be. Leaders have seen that, sometimes, pupils do not get the knowledge they need to help them in Years 9 to 11. Leaders have arranged more lessons in Years 7 and 8 from next term to deal with this.
Pupils’ work in art in Year 7 to Year 9 is of high quality. Pupils understand how the skills they have learned help them to develop harder skills later. For example, pupils in Year 7 build on what they have learned about drawing and shading flat objects to draw rounded ones. In key stage 4, however, the art curriculum is not as clear as it could be in explaining how pupils will build on earlier knowledge.
The history curriculum in key stage 3 is sometimes unclear about how knowledge learned in one part will help pupils later on. In science and history, we also saw that teachers sometimes do not provide work that is demanding enough.
In the sixth form, leaders provide students with a choice of courses to suit their needs. Most students finish their courses. They have high attendance and show excellent behaviour and attitudes. Students do well in examinations in most subjects. Many get high grades at A level in Urdu and Arabic. However, in mathematics, the results in 2019 were not as good as in other subjects. Leaders have decided to change how they teach mathematics. This includes reviewing staffing.
Pupils’ behaviour and attitudes are excellent. Their attendance is very high. There have been no exclusions. Pupil have the highest respect for each other and for adults. They show exceptional self-discipline.
There is a wide range of activities that support pupils’ personal development very well. Leaders make sure that respect is at the heart of everything the school does. For example, leaders encourage older pupils to help younger ones. Older pupils also take part in National Citizenship Service and the Duke of Edinburgh’s Award Scheme.
The arrangements for safeguarding are effective.
Pupils feel safe in the school. They know that there will always be a member of staff who will help them if they are worried. Leaders make sure that pupils understand how to stay safe on the internet. They also make them aware of the risks of radicalisation.
Leaders have secure systems for reporting concerns about pupils. Staff and leaders receive regular training in many aspects of safeguarding. Staff know the signs of abuse they must watch out for.
Leaders thoroughly carry out the checks they need to on members of staff. They record the details carefully on the school’s central record.
What does the school need to do to improve?
(Information for the school and proprietor)
Leaders have been reviewing and strengthening the curriculum across all subjects and year groups. In a few subjects, the curriculum does not contain a clear enough structure that indicates how some aspects of earlier learning relate to later knowledge. This means that, occasionally, pupils do not progress through the curriculum as effectively as possible. Leaders need to embed their revised curriculum across all subjects with clear sequences of learning so that they enable all pupils to know more and remember more.