Abrar Academy

Abrar Academy is a Muslim faith-based day and boarding school located in Preston, Lancashire, catering for male pupils aged 11 to 21. Established in 2009, the school is governed by the Al Badr Islamic Trust and emphasizes a curriculum that integrates both secular and Islamic education. The school aims to provide an academically enriching environment that fosters spiritual growth and personal development, enabling pupils to excel academically while cultivating moral values and a sense of community.

The school has a total enrollment of 101 pupils, with 75 boarders and 26 day students. The boarding facilities are situated close to the main school site, and the school utilizes nearby parks and community facilities for physical education. The school was closed from March to August 2020 due to the COVID-19 pandemic, during which it provided remote learning materials. The inspection process during the pandemic was adapted to minimize contact, with evidence gathered both remotely and on-site.

The regulatory compliance inspection conducted by the Independent Schools Inspectorate revealed that Abrar Academy does not meet all the required standards set forth in the Education (Independent School Standards) Regulations 2014 and the National Minimum Standards for Boarding Schools. Key findings indicated deficiencies in the quality of education provided, particularly in the academic curriculum, which lacks sufficient documentation and breadth. The teaching strategies employed do not adequately support the diverse needs of pupils, particularly those with special educational needs and disabilities (SEND) and those who speak English as an additional language (EAL). The school was found to have insufficient resources to support effective teaching and learning, leading to inadequate progress for many pupils.

The inspection highlighted that while the school provides relationships and sex education, the overall academic curriculum does not cover the required breadth of subjects, particularly in physical, technological, and creative education. The quality of teaching was noted to be inconsistent, with some lessons effectively engaging pupils while others did not encourage active participation or independent learning. The lack of a suitable framework for assessing pupils' performance further complicates the ability to track progress and identify areas for improvement.

In terms of spiritual, moral, social, and cultural development, the school promotes principles and values that foster responsible citizenship. Pupils are encouraged to express their views, and there is a system in place for managing student leadership roles. The standards related to this aspect of education were found to be met.

The welfare, health, and safety of pupils are prioritized, with appropriate measures in place to safeguard students and promote good behavior. The school maintains adequate supervision and has provisions for first aid and health care. However, the absence of a suitable disability action plan was noted as a shortcoming.

The inspection also assessed the suitability of staff, supply staff, and proprietors, confirming that appropriate checks are conducted to ensure the safety of pupils. The premises and accommodation provided for pupils were found to be adequate, meeting health and safety standards.

The school publishes a range of information for parents and stakeholders, including details about its ethos, curriculum, and policies. However, it was noted that information regarding the provision for pupils with education, health, and care plans or those with EAL was not adequately made available.

The complaints handling process is structured and effective, allowing for parental concerns to be addressed through a clear three-stage process. The leadership and management of the school were found to be lacking in certain areas, particularly in ensuring that the required standards are consistently met and that the well-being of pupils is actively promoted.

The educational quality inspection focused on the achievements of pupils and their personal development. It was determined that the quality of academic achievement is unsatisfactory, with pupils performing well in faith education but struggling in the secular curriculum. The lack of effective teaching strategies and support for pupils with SEND and EAL was highlighted as a significant barrier to progress. While pupils demonstrate good spiritual understanding and moral values, their academic achievements do not reflect the same level of success.

Recommendations for improvement include enabling all pupils to achieve their best through effective teaching in both faith and secular education, reviewing the secular curriculum to provide a broader range of opportunities, and enhancing the application of ICT skills in learning. The school is also encouraged to foster greater independence among pupils and to develop their decision-making skills through increased opportunities for participation in school life.

Overall, while Abrar Academy excels in providing a strong foundation in faith education and personal development, significant improvements are needed in the academic curriculum and teaching practices to ensure that all pupils can achieve their full potential. The school must address the identified deficiencies to meet the required standards and enhance the educational experience for all its students.