Bolton Muslim Girls’ School, located in Bolton, Greater Manchester, underwent its first inspection under section five of the Education Act 2005 in December 2022. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education, behaviour and attitudes, and leadership and management. However, personal development was rated as good. The school, which converted to an academy in September 2016, previously received an outstanding rating before its transition.
The inspection revealed that senior leaders, trustees, and governors are committed to providing equality and high aspirations for all pupils, aiming to address social disadvantages and gender inequalities. Pupils, including those who are disadvantaged or have special educational needs and disabilities, generally experience success in their studies. However, the breadth of subjects offered is limited, which restricts the overall educational experience.
Many pupils expressed satisfaction with their school environment, feeling happy and secure, and they easily make friends. They demonstrate an understanding and appreciation of diversity. Nonetheless, some pupils reported hesitance in reporting bullying or prejudicial language, indicating that certain staff members do not address these issues effectively or promptly. While most pupils meet the high behavioural expectations set by leaders, there are instances of conflict among students, and some are reluctant to voice their concerns to staff.
The school fosters a positive atmosphere where pupils are confident and sociable, engaging in various extracurricular activities and leadership roles. Senior leaders are actively involved in the school community, greeting pupils and promoting a supportive environment. The curriculum is designed to ensure that pupils build knowledge systematically, and teachers effectively deliver the intended subjects. Staff employ strategies to assess pupils’ understanding and revisit concepts as needed.
Pupils with special educational needs receive appropriate support, allowing them to access the same curriculum as their peers. The school promotes strong reading habits, with a popular library that encourages reading during breaks. Leaders identify pupils who struggle with reading and provide necessary interventions to help them improve.
Despite the positive aspects, the school faces challenges in addressing behavioural concerns and expanding the curriculum. Some pupils lack confidence in reporting issues, and there is a need for staff training to ensure consistent implementation of the behaviour policy. Additionally, the limited range of subjects restricts pupils’ academic experiences, necessitating efforts to broaden the curriculum.
The personal development curriculum is well-structured, offering various extracurricular opportunities that prepare pupils for life in modern Britain. The school provides high-quality careers advice, ensuring that pupils are informed about future pathways. Trustees and governors fulfill their responsibilities and contribute to the school’s improvement efforts, although some staff have raised concerns about workload.
The safeguarding arrangements are effective, with staff trained to recognize and respond to potential risks to pupils. Leaders ensure that pupils receive timely support when needed, and the curriculum includes lessons on safety and risk awareness.
In summary, while Bolton Muslim Girls’ School demonstrates strengths in personal development and pupil support, it must address areas for improvement in behaviour management and curriculum breadth to enhance the overall educational experience for its students.
