Bolton Muslim Girls School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and feel safe in this very welcoming school. Staff care deeply for pupils' well-being and safety. Pupils know who to speak to if they feel worried or upset.

The school wants pupils to succeed. It has high expectations for all pupils' achievement, which are realised. Pupils value the recent improvements that the school has made to the quality of education that they receive.

For example, they appreciate the new subjects offered in key stage 3.

Pupils value their education. This is reflected in their very high rates of attendance.

Pupils become independent and thoughtful learners. They want to gain a full understanding of the curriculum.... Pupils achieve highly in many subjects.

Pupils behave with maturity and confidence. Their learning is not disrupted by poor behaviour. Pupils appreciate the fair and consistent way that staff handle any behaviour incidents.

Pupils enjoy many extra-curricular activities that enhance their academic learning. The school offers a variety of options, including many sporting activities and the Duke of Edinburgh's Award scheme. Many pupils enjoy showing their leadership skills in various school activities.

Pupils said that the school listens to their suggestions and ideas. This further strengthens the positive relationships between staff and pupils.

What does the school do well and what does it need to do better?

The school ensures that all pupils benefit from a high quality, broad and aspirational curriculum.

It has taken effective action to increase the ambition in the curriculum. In key stage 3, pupils now access a wide range of subjects in line with the national curriculum. This is helping younger pupils to acquire broader knowledge than they did before, in readiness for their learning in key stage 4.

In each subject, the school knows what it wants pupils to learn and when this should happen. Teachers know their subjects well. They explain new learning clearly and their checks spot gaps in pupils' knowledge quickly and effectively.

However, in some subjects, teachers do not consistently check how secure pupils are in their learning. Sometimes, they move on to new topics before pupils are ready. This hinders pupils from building a deep and rich body of subject knowledge over time.

The school identifies the additional needs of pupils with special educational needs and/or disabilities (SEND) with precision. It has provided teachers with guidance on how to support pupils with SEND in the classroom. Teachers use these strategies, and specialist resources, well to help pupils with SEND learn all that they should.

Reading has been prioritised. Pupils across the school like to read many different texts, for example during form time and when they go to the library. Those who are at the early stage of learning to read quickly gain the knowledge and skills that they need to become confident, fluent readers.

The school has created a learning environment that is engaging and purposeful. Classrooms are calm, orderly places. Pupils are attentive to their studies and show very positive attitudes towards learning.

Staff's expectations for behaviour are high, and all pupils meet those expectations without fail.

The school commits to raising pupils' aspirations and achieving success. Pupils are knowledgeable about future education and training opportunities.

They have access to a wide range of impartial careers advice and guidance. This allows them to make informed choices about their futures.

Pupils' personal development is at the centre of the school.

It helps pupils grow and thrive. Staff help pupils learn about health, well-being and positive relationships in a way that is appropriate for their age. The school wants to help pupils to become active citizens who can flourish in modern life, for example through community projects and faith-based events.

The trust understands the key priorities for the school. It supports and challenges the school in every part of its work. The school values staff's well-being.

It also considers workload when making changes. Staff are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's assessment systems are not used consistently well in some subjects to make sure that pupils' learning is secure. This means that, at times, pupils move on to new learning before they are ready. The school should ensure that all staff are fully equipped to check that pupils' knowledge is secure before moving on to new topics.