Suffah Primary School

Hounslow Jamia Masjid, Wellington Road South, Hounslow, TW4 5HU

Pupils

151

Ages

3 - 11

Gender

Co-educational

Type

Primary

Head Teacher

Mr Ali Awan

Boarding / Day

Day

Fees

£810 to £1,620

ISC Associations

ISA, ISBA

Religion

Islamic

Bursaries

Check school website

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About Suffah Primary School

Located in Hounslow, Suffah Primary School is a co-educational day boarding school with a strong Islamic affiliation. Catering to children aged three to eleven, the school provides a nurturing environment for both boys and girls. The school is committed to fostering a sense of community and belonging among its pupils, which is evident in its inclusive approach to education.

The curriculum at the school is designed to offer a balanced education, integrating both academic and religious studies. Pupils are encouraged to excel in core subjects such as English, Mathematics, and Science, while also engaging in Islamic studies. This dual focus ensures that students receive a well-rounded education that respects their cultural and religious backgrounds.

One of the notable aspects of the school is its emphasis on character development and moral education. The school places a strong emphasis on instilling values such as respect, responsibility, and compassion in its pupils. This is achieved through various programmes and activities that encourage students to reflect on their actions and develop a strong moral compass.

The school also offers a range of extra-curricular activities that cater to the diverse interests of its pupils. From sports to arts and crafts, these activities provide students with opportunities to explore their talents and develop new skills. The school recognises the importance of a holistic education and strives to provide a supportive environment where pupils can thrive both academically and personally.

The teaching staff at the school are dedicated and experienced, committed to providing high-quality education and support to their pupils. The Head of Learning Support plays a crucial role in ensuring that all students, including those with special educational needs, receive the assistance they require to succeed. This commitment to inclusivity and support is a testament to the school’s dedication to the wellbeing of its pupils.

Parental involvement is highly encouraged, with the school fostering strong partnerships between home and school. Regular communication and collaboration between teachers and parents ensure that pupils receive consistent support and guidance both in and out of the classroom. This collaborative approach is instrumental in creating a positive and supportive learning environment for all students.

The school’s facilities are well-maintained and provide a safe and conducive environment for learning. Classrooms are equipped with modern technology to enhance the learning experience, and the school grounds offer ample space for outdoor activities and play. The emphasis on providing a safe and nurturing environment is evident in the school’s commitment to maintaining high standards of safety and security.

In summary, Suffah Primary School offers a comprehensive education that respects and celebrates the cultural and religious backgrounds of its pupils. With a focus on academic excellence, character development, and inclusivity, the school provides a supportive and nurturing environment where students can thrive. The dedication of the teaching staff, coupled with strong parental involvement, ensures that pupils receive the guidance and support they need to succeed.

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ISI Review

Suffah Primary School, located in Hounslow, West London, is an independent co-educational day school catering for children aged three to eleven. The school operates within the mosque complex of Hounslow Jamia Masjid and is overseen by a board of governors nominated by the charitable trust that runs the mosque. This report summarizes the findings from the first inspection conducted by the Independent Schools Inspectorate (ISI) in July 2021, following a previous inspection by Ofsted in January 2018.

The school aims to create a nurturing environment where children can thrive intellectually, emotionally, socially, and physically, fostering their ability to contribute positively to their community. The student body consists entirely of pupils from Muslim families, with a total enrollment of 184, including 58 in the Early Years Foundation Stage (EYFS). The school has identified a broad average ability level among its pupils, with 29 students recognized as having special educational needs and/or disabilities (SEND). Additionally, all pupils are classified as having English as an additional language, with some receiving extra support.

The inspection revealed that the school does not meet all the required standards set forth in the Education (Independent School Standards) Regulations 2014. The findings are categorized into several key areas, including the quality of education, spiritual and moral development, welfare and safety, staff suitability, premises, information provision, complaints handling, and leadership quality.

In terms of educational quality, the school’s framework for assessment indicates that teaching enables pupils to make good progress. The curriculum is documented and supported by appropriate plans, covering the necessary breadth of material. Pupils receive relationships education, and the standards related to the quality of education are met.

The spiritual, moral, social, and cultural development of pupils is actively promoted, fostering responsible and tolerant citizenship. The relevant standards in this area are also met. However, the welfare, health, and safety of pupils present significant concerns. While suitable provisions for first aid and supervision are in place, the arrangements for safeguarding and promoting pupil welfare are inadequate. The safeguarding policy fails to accurately reflect the management structure and responsibilities, and there is no appropriately trained safeguarding lead for the EYFS. Records of referrals and safeguarding concerns lack sufficient detail, and training outcomes for safeguarding are unsatisfactory, with some staff lacking clarity on their responsibilities.

The inspection highlighted deficiencies in recruitment procedures, with checks on staff not always completed before they commenced work. The central register of appointments is inaccurately recorded, missing essential information regarding qualifications and checks. Consequently, the standards related to the suitability of staff are not met.

Regarding the premises, while the school provides appropriate accommodation for medical needs and suitable outdoor space, the toilet and washing facilities are inadequate for EYFS children. The overall maintenance of the premises does not meet health and safety standards, and there has been no legionella testing conducted for water safety.

The school provides a range of information to parents, including details about the curriculum and policies. However, this information is not readily accessible to many parents, particularly those who do not speak English, which has been a concern raised by parents in pre-inspection questionnaires. Consequently, the standard related to the provision of information is not met.

Complaints are handled in a timely manner, with clear time scales outlined in the published complaints procedure. However, records of complaints are not maintained accurately, leading to inconsistencies in the log regarding the stage of complaints and actions taken.

The leadership and management of the school have been found lacking, with insufficient oversight of safeguarding, health and safety, and other critical areas. The proprietor has not ensured that leadership demonstrates the necessary skills and knowledge to meet the required standards consistently. The report emphasizes the need for immediate action to address the identified deficiencies across various areas.

In summary, while Suffah Primary School has established a framework for education that supports pupil progress and development, significant shortcomings in safeguarding, staff suitability, premises maintenance, and information provision must be addressed. The school is required to take immediate action to remedy these deficiencies to ensure the safety and well-being of its pupils and to comply with the regulatory standards set forth by the Department for Education. The inspection findings underscore the importance of effective leadership and management in fostering a safe and supportive educational environment.

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