Islamia Primary School

What Ofsted said

From the inspection on 21 April 2026

Pupils are happy and safe at Islamia Primary School. They say this is because there are always adults around who help them when they need it. Bullying is rare. However, pupils are clear that should it happen, staff would deal with it quickly and effectively. There is a well-established sense of belonging that permeates through all aspects of the school day. Pupils are well behaved. They are polite, well-mannered and respectful. Pupils learn respect and acceptance of others through what they learn in lessons and the school's values. This learning starts from their very first days in school in Reception Year. For example, pupils say, 'You don’t think about disability, you just think about it as a different ability.' Pupils demonstrate kindness and consideration for others, such as when they hold a door open for someone or greet them with a warm smile. Pupils enjoy their learning across the school's broad and balanced curriculum. They typically achieve well, especially in reading and mathematics. Overall, pupils are well prepared for the next stages of their education, developing both the knowledge and personal attributes they need to succeed. Additional support for pupils who experience barriers enables them to access learning and do so with confidence. There is a broad range of activities to broaden pupils' experiences and support their personal development. For example, pupils enjoy handwriting, sewing, football, art and taekwondo. Pupils talk with enthusiasm about the range of trips, visits and workshops that enrich their learning further. These activities develop pupils' understanding of citizenship and prepare them for life in modern Britain. This includes pupils who are disadvantaged and those with special educational needs and/or disabilities. Older pupils relish exciting opportunities, such as a trip to Thailand. These special experiences support their understanding of other cultures and ways of life.

What the school should improve

• Leaders and governors should ensure that their improvements to the curriculum are embedded consistently across all subjects so that they have the impact that they intend for all pupils, including those who are disadvantaged, those with special educational needs and/or disabilities and those with any other barriers to their learning and wellbeing.
• Leaders should ensure that expectations for pupils' writing are consistently high across all curriculum subjects.
• Leaders and governors should maintain and build upon the school's more recent work to promote high rates of attendance, including intervening swiftly to support and challenge parents and carers with children whose attendance needs to improve.

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