Madinatul Uloom Al Islamiya School

What Ofsted said

From the inspection on 10 February 2026

Pupils experience a deep sense of belonging at Madinatul Uloom. They describe the school as a close community where they feel known, understood and safe. Staff form warm, respectful relationships with pupils and act promptly when pupils seek advice or support. This trust helps pupils feel secure during lessons and social times. Pupils know who to approach if they are worried about something, and they are confident that staff will respond appropriately. Leaders' clear, relational approach ensures that any concerns about unkindness or bullying are dealt with quickly and effectively, so that pupils feel protected and able to focus on learning. Pupils behave with consistent maturity and courtesy. The school's calm routines help them stay focused, work purposefully and contribute positively to the learning of others. They understand how their behaviour influences the wider school environment and rise to the expectations set for them. Attendance is high, reflecting pupils' commitment to their education and the importance that families and leaders place on regular attendance. Leaders identify patterns swiftly and intervene effectively when a pupil's attendance dips, ensuring that pupils benefit from stability and continuity in their learning. In lessons, pupils engage attentively and take pride in producing thoughtful, well-presented work. They build confidence over time, drawing on teachers' clear modelling and subject expertise. Classrooms are settled and purposeful, and pupils demonstrate readiness to discuss, collaborate and improve. Beyond the classroom, pupils benefit from experiences that broaden their moral, social and cultural understanding. Assemblies, enrichment opportunities and personal development sessions encourage them to think carefully about their responsibilities, healthy relationships, consent, respect for others and how to stay safe online. These opportunities help pupils understand themselves and contribute positively to their communities. The school shapes pupils' character, confidence and aspirations. Pupils leave the school well prepared for their next steps, with a clear sense of identity, purpose and belonging.

What the school should improve

• Leaders should improve the consistency and effectiveness with which teachers check pupils' understanding and address misconceptions across all subjects to ensure that pupils, including those with literacy needs, secure the essential knowledge that they need.
• Leaders should ensure that staff consistently use information about pupils' specific learning needs to adapt teaching to meet their needs.
• Leaders should ensure that their evaluation of school provision leads to more precise identification of school improvement priorities. They should also ensure that the actions they take are implemented with greater rigour so that they have the intended impact.

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