Al Madina School for Girls

What Ofsted said

From the inspection on 17 March 2026

Pupils feel a sense of belonging in this small school, which is like a second family to them. They appreciate the visibility of school leaders and staff who are responsive to pupils' needs and there to help and support them. Pupils trust staff and appreciate how ‘unified’ the school is. Pupils feel safe at school, describing it as a ‘no-judgement zone'. They can talk to any member of staff if they have concerns, including those staff with specific responsibility for looking after wellbeing. Pupils also like how they can put their worries on paper and into the school's worry box if needed. Pupils report that bullying is rare. Teachers deal with it swiftly and effectively if it happens. On the whole, pupils attend school and behave well because they want to learn. Pupils are keen to receive ‘yes please’ tokens and star awards in recognition of positive work and behaviour. The house teams and school council facilitate pupils' collaboration across year groups. This collaboration fosters a culture of friendship and support for each other. Pupils understand and successfully embody the school’s values. Their spiritual development is well catered for, including, for instance, through the dedicated time they have for reflection each day. By the end of their time at school, pupils achieve well. Typically, they enjoy learning. This is because teachers are increasingly adept at meeting the needs of all pupils and removing barriers to learning. Pupils successfully progress to a range of ambitious post-16 destinations, including sixth forms and colleges. Pupils have a say in the running of the school. They value making a positive contribution to their school, the local community and more widely. For example, pupils are proud of their fundraising in support of a charity for vulnerable people across the country. Pupils demonstrate a secure understanding of fundamental British values. The school prepares them well for life in modern Britain.

What the school should improve

• Leaders should continue to provide staff with guidance on how curriculum and teaching can be adapted with greater precision to support the academic progress of pupils with special educational needs and/or disabilities.
• The school should ensure that staff provide well-chosen opportunities for pupils to rehearse and apply their learning, helping to build their confidence to independently tackle activities, including writing in depth about what they know.
• Leaders should ensure that their work continues to improve pupils’ attendance and to further reduce rates of persistent absence.

Read the full Ofsted report (opens in a new tab)