Preston Muslim Girls High School

Highlights from Latest Inspection

Outcome

Preston Muslim Girls High School continues to be an outstanding school.

What is it like to attend this school?

A calm and respectful atmosphere pervades Preston Muslim Girls High School. Pupils' conduct reflects the school's values of patience, modesty, gratitude, humility and sincerity. Pupils are kind to each other and they show respect for staff and visitors to the school.

Leaders' expectations for pupils' academic achievement are unwaveringly high for every pupil. This includes those pupils with special educational needs and/or disabilities (SEND). Pupils, including those who are disadvantaged, achieve exceptionally well.

Similarly, leaders and staff expect the best of... pupils' behaviour. Pupils are proud of the rewards that they receive in recognition of how well they behave. They are supportive of their classmates and they celebrate the successes of their peers.

Pupils learn about different types of bullying and how to report it. Leaders deal with any incidents of bullying swiftly and effectively. This helps pupils to feel safe in school.

For example, some pupils described the school as their 'safe bubble'. Pupils said that they are happy to arrive at school each day.

Leaders place great emphasis on the importance of pupils' wider personal development.

To this end, there is a myriad of leadership roles that pupils are keen to apply for. These include acting as literacy ambassadors, prefects and spiritual leaders. Added to this, pupils value and make the best use of the many lunchtime clubs on offer, such as art for mindfulness.

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

Leaders have ensured that the curriculum is suitably ambitious for pupils. For example, a high proportion of pupils in key stage 4 study the English Baccalaureate suite of subjects. Pupils are incredibly well prepared for the next stage in their education and/or training.

Leaders have thoughtfully designed the curriculum so that pupils' learning builds logically and securely over time. Teachers are clear about the important concepts and knowledge that pupils should learn to deepen their understanding. Teachers use their strong subject knowledge to deliver new content with clarity and considerable expertise.

Teachers are adept at checking whether pupils have understood earlier learning. They use assessment strategies well to identify where pupils' learning is less secure. Teachers address any misconceptions swiftly.

They design appropriate activities to ensure that pupils have sufficient opportunities to revisit and recall prior learning.

Leaders have prioritised reading across the curriculum. For instance, they have ensured that pupils are well informed about wider reading opportunities across subjects.

Staff encourage pupils to read often and pupils make frequent use of the library. Leaders are swift to identify any pupils who have gaps in their reading knowledge. Staff support these pupils well so that they catch up in reading quickly.

Leaders quickly identify the needs of pupils with SEND. Staff receive detailed information on how best to support this group of pupils. Teachers implement these support strategies effectively in lessons.

Pupils' behaviour during lessons is impeccable. They display highly positive attitudes to their learning. Pupils follow teachers' instructions diligently.

Learning is hardly ever disrupted by poor behaviour.

Leaders provide ample opportunities for pupils' wider development. Pupils' experiences are enriched far beyond the classroom.

They partake in, and enjoy, an extensive range of visits. For instance, during a recent trip to Howarth, pupils learned about how the Bronte sisters overcame adversity.

Staff play an integral part in preparing pupils for life in modern Britain.

They cultivate pupils' understanding of the world around them. Leaders have given careful thought to the careers programme. This ensures that all pupils benefit from meaningful experiences of the workplace and successfully prepares pupils for their next steps.

Pupils learn about different faiths and religions. They are compassionate and generous. For example, pupils raised a considerable amount of money last year for charitable causes.

Staff find leaders approachable. They reported that leaders are considerate of their workload. For example, leaders have adjusted some deadlines following consultation with staff.

Staff are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and staff have completed the relevant safeguarding training to enable them to spot the signs that a pupil may be at risk of harm.

Staff work closely with other agencies to secure timely support and help for pupils, when needed.

Leaders have created a culture where pupils are confident to speak out and report any concerns. Pupils know that they will be taken seriously and that they will be supported well.

Through the curriculum, pupils learn how to keep themselves safe. For example, they learn about the features of healthy relationships, sexual harassment and sexual violence in an age-appropriate way.

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in November 2016.