Bolton Muslim Girls School

Highlights from Latest Inspection

What is it like to attend this school?

Senior leaders, trustees and governors are driven to provide equality and high ambition for all pupils at this school. They are determined to overcome any social disadvantage or risk of gender inequality.

Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), experience success across those subjects that they study. However, despite leaders' intentions, the breadth of subjects that pupils study is limited.

Many pupils like attending Bolton Muslim Girls' School.

They told inspectors that they feel happy and secure here. They make friends easily. Pupils are quick to embrace newcomers to their school....r/>
Pupils learn to understand and value people's differences. However, some pupils said that they are reluctant to report incidences of bullying and prejudicial language. Some staff do not resolve such worries quickly or well.

Leaders have high expectations of pupils' behaviour. Most pupils meet these expectations. Classrooms are calm and orderly places.

Pupils settle to their work and behave very well in lessons.

Pupils are confident and sociable. They enjoy the extra-curricular activities that are offered by staff.

Pupils flourish, especially through the rich choice of leadership roles that they take on with pride.

What does the school do well and what does it need to do better?

Senior leaders care deeply about the education and well-being of each girl that attends this school. They greet pupils and speak with them at social times.

Pupils, including those that are disadvantaged and pupils with SEND, achieve very well in those subjects that they study. Many of them move on successfully to academic study linked to these subjects. However, pupils are provided with a too-narrow range of courses and academic experience.

They do not develop a fully broad and deep range of subject knowledge. Leaders' intentions to strengthen pupils' curriculum offer is at an early stage.

Subject leaders map out the important knowledge that pupils need to learn and the order that this information should be taught.

They ensure that pupils build knowledge in a well-ordered way. Teachers deliver the intended subject curriculums well. Staff have a belt and braces approach to check pupils' current understanding and their memory of previous learning.

They revisit knowledge where necessary until they are confident that pupils' learning is secure.

Girls with SEND are identified and supported well at this school. They get to learn the same key curriculum knowledge as other pupils.

Leaders make staff clear of the different requirements of these pupils. Trained adults and teachers work well together in class to help these pupils to succeed.

Leaders help to build pupils' strong reading habits and expertise.

Pupils value reading. The library is a popular place where pupils of all ages read, at breaktimes and lunchtimes. Leaders systematically identify any pupils who find reading more difficult.

They make sure that these pupils catch up and become accurate, confident and fluent readers.

Pupils are exceptionally keen to do well in class. Their concentration in lessons helps them to learn and remember more.

Staff, notably senior leaders, help to maintain the calm and positive atmosphere at social times. Most pupils behave well. However, sometimes pupils fall out.

Some of them are reticent to report their concerns about the behaviour of others to some teachers. They say that they do not trust some adults in school to listen to and resolve these incidents well.

The personal development curriculum is thorough and well designed.

Leaders think of new ways to involve pupils in activities beyond the classroom. These include clubs, such as debating and chess. Pupils also enjoy trips, the Duke of Edinburgh's Award and positions of responsibility.

Pupils are well prepared to understand and participate in modern Britain. The union flag is a centrepiece of the school site. Pupils receive very high-quality, independent careers advice and guidance.

Trustees and governors meet their statutory obligations. They help inform and secure improvement. They understand their role to help secure a broader curriculum for all pupils.

Many staff are proud to work at the school. However, some staff shared concerns with inspectors about workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders keep staff up to date with information about the dangers that pupils may face. Staff are quick to spot the signs that pupils may be at risk of harm. They report any concerns in a timely way.

These concerns are acted upon promptly. Leaders ensure that pupils and their families swiftly get the help that they need.

Through the curriculum, pupils find out how to stay safe.

They learn how to spot and avoid risks to their safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils are not confident to report some of their concerns around behaviour to staff. They feel that some staff do not follow up on their worries about bullying, name-calling and prejudicial language as well as they should.

Accordingly, some of these incidents are not resolved promptly and effectively. Leaders should ensure that staff have additional guidance and training to implement the school's behaviour policy consistently well across the school. They should ensure that pupils have confidence that staff will take effective action to address any concerns.

• The range of subjects that pupils study is limited. This restricts pupils' curriculum experience and knowledge. Leaders must continue to broaden and enrich pupils' academic curriculum.