Lady Nafisa School

What Ofsted said

From the inspection on 3 October 2023

Pupils describe their school as a family. They said that they feel safe and can talk to any adult if they have concerns. Pupils are happy, and they are enthusiastic about their learning. When they join the school, they settle in quickly. Pupils of different ages socialise well with one another. Older pupils look out for younger ones. Bullying rarely happens, and any potential issues are addressed swiftly. Leaders have high expectations of pupils. They make sure that pupils study a broad range of subjects in addition to Islamic studies. Pupils enjoy the subjects on offer, including the range of additional subjects in their life skills course, for example textiles and food technology. Leaders plan the curriculum so that pupils experience educational outings to enhance their understanding of the topics that they are learning. For example, pupils visit Kew Gardens as part of their learning for science and art. Pupils achieve well in their learning. Pupils' behaviour is excellent. They are keen to demonstrate the school values, 'The Big 5', in all that they do. For example, they are respectful to one another, and they work well with each other in teams. Pupils are keen to earn merits to become 'star of the week' as well as gaining points for their house.

What the school should improve

• In some aspects of technology and creative education, expectations for what pupils should study are not as ambitious and carefully thought through as they are in other subjects. This means that the breadth and depth of pupils' knowledge do not develop as well as they could. The school should make sure that these areas of education are planned and taught to enable pupils to develop a suitably rich and detailed body of knowledge, with subject content learned in a progressive manner.
• The school's approach to checking pupils' progression in reading is not as purposeful as it could be. This means that, at times, actions taken to support pupils who are struggling with reading are not as timely and precise as is needed. The school should strengthen its approaches to identifying and putting in place extra help for reading when pupils need it.
• The proprietor's and governing body's oversight of the curriculum is not as rigorous as their oversight of other areas of the school's work. This reduces how well leaders are held to account for the curriculum that pupils experience. Those responsible for governance should strengthen their understanding of the quality of education on offer, and check that leaders' work is securing any necessary improvements.

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