Markazul Uloom

What Ofsted said

From the inspection on 19 May 2026

Pupils attend regularly and learn in a calm and supportive environment where they feel safe and valued. They behave respectfully towards each other and staff. Classrooms are orderly so pupils can focus on their work. Pupils say that staff listen to them and help them to resolve any concerns quickly. Incidents of bullying are rare. Pupils are confident that when they do occur, staff deal with them promptly and effectively. Pupils generally enjoy their learning and study a range of subjects. In most subjects, teaching helps pupils to understand new ideas and build their knowledge securely. However, in a small number of areas, particularly where the curriculum is more recently developed, pupils do not always receive the same depth of explanation or support. This can limit how confidently they develop their understanding over time. The school is taking steps to reduce these barriers so that all pupils, including those with special educational needs and/or disabilities (SEND), can access the curriculum successfully. Pupils with SEND are supported to take part fully in lessons and in the wider life of the school. Pupils study a broader range of subjects than previously and can talk about what they have learned, particularly in more established areas of the curriculum. In some newer subjects, pupils’ learning is less secure. Pupils are supported to develop their reading if they need to catch up. While this support is helping many pupils, it is not always sharply focused, meaning that some do not develop reading fluency as quickly as they could. Pupils feel included in school life and have positive relationships with their peers and staff. They learn about different cultures and beliefs and show respect for others. Pupils take part in trips and themed days, such as visits to local museums and universities, careers events and cultural celebration days, which broaden their experiences and raise their aspirations. Pupils develop an understanding of how to keep themselves safe and how to make informed choices. They are prepared for their next steps and receive guidance about future education and career options. Post-16 outcomes show that pupils move on to appropriate destinations, including sixth form, further education, apprenticeships or employment.

What the school should improve

• Leaders should strengthen how they identify, assess and support pupils with special educational needs and/or disabilities, including ensuring that support is reviewed regularly so that pupils with additional needs can access learning consistently well.
• Leaders should ensure that they have clear and consistent systems in place to identify pupils who need support with reading. They should check carefully whether support is helping pupils to improve, so that pupils develop fluency and can access the curriculum fully.
• Leaders should embed the revised curriculum by ensuring that staff have the subject knowledge and expertise they need to teach it consistently well across subjects.

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