Grammar School

Student achievement has improved across the school in Islamic education and in Arabic as an additional language. Improvements are evident in students' performance in mathematics in the secondary phase. Improvements are noticeable in students' learning skills in Post 16 where they take increased responsibility for their own learning and collaborate well in their study groups. Critical thinking and problem solving remain areas for development.

Students are deeply appreciative of the supportive environment provided and generally demonstrate self-discipline and a positive attitude toward the school and its rules. They express their appreciation and understanding of Islamic values in showing acceptance, kindness, and tolerance. Students willingly participate in activities that have positive effects on the school and the wider community.

Teachers across the school generally show strong subject knowledge and their lesson plans tend to meet student needs effectively. However, classroom management can sometimes be inconsistent, leading to inefficient use of time, as some classes lack established routines. While internal assessments are aligned with the curriculum, teacher feedback doesn't consistently identify student strengths and areas for improvement, necessitating further development in this area.

There is a sense of well-being around the school from the way leaders, students, teachers and support staff interact with each other. The development of well-being and leadership is a strong feature and is listed as a key priority. There is a counsellor available during the school day for personal and academic support. Most students care for each other, look out for each other and help out when they can.

Governors and leaders foster an inclusive ethos through effective school's policies. School leaders use a selection of internal and external assessment tools to identify accurately all students of determination and those who are gifted and talented. Interventions are matched to the type and level of special educational need demonstrating an accurate understanding of the range of barriers to learning experienced by students. The school keeps all parents fully informed of their child’s progress through formal and informal reporting methods, including personalised feedback.

The highly approachable principal, with a new leadership group, is establishing a learning community that provides a caring environment which values inclusivity and wellbeing. Leaders are fully aware of the urgent need to improve students’ performance across all core subject areas. Governance has responded to the last inspection report to improve capacity to offer constructive critical advice.