Pupils are friendly and well mannered. They are happy to attend Rochdale Islamic Academy for Girls and are well equipped to make a valuable contribution to British society. Adults have high expectations of pupils. Pupils thrive and most achieve well, both personally and academically. Many go on to further education and professional careers. Behaviour around school is a strength. Pupils are polite, thoughtful and hardworking. They are considerate and caring towards each other. Pupils say bullying is extremely rare. If it should happen, pupils know that adults will deal with any issues immediately. Pupils feel very safe in school. They know adults look after and care for them. Pupils learn how to keep themselves safe in a range of situations. This includes when using the internet or social media. The Islamic ethos is a golden thread woven through all aspects of school life. Pupils are confident to talk about diversity and the importance of respect and tolerance for different people, cultures and religions. Teachers act as role models for pupils and make sure that pupils learn about other successful women in our society. Parents and carers are pleased with the work of the school. They say that their children are happy. Many feel that the positive and encouraging atmosphere created in school helps their children to flourish. What does the school do well and what does it need to do better? Leaders have high expectations of pupils. They have thought carefully about what they want pupils to learn. Staff think about the knowledge, skills and understanding that pupils need to succeed academically. They have thought about the order of learning so that it helps pupils remember important information. Staff have created a curriculum which prepares pupils well for the future. The curriculum is well planned in most subjects, including English, mathematics, science, Urdu, physical education (PE) and art and design. However, a small number of subjects, such as geography and computing, are slightly less well-developed than others. In these subjects, leaders have not planned the curriculum as well as they should do to reflect pupils’ starting points. This is hindering some pupils’ ability to get the most out of the ambitious curriculum offered. Teachers are knowledgeable. Their passion and commitment are evident in their daily teaching. Teachers explain things clearly. In most subjects, pupils revisit and recap important learning. Teachers help pupils to remember important information and to make connections between different concepts and topics. For example, in Inspection report: Rochdale Islamic Academy for Girls 29 June–1 July 2021 2 English, pupils confidently explore themes within novels and correctly interpret the text for meaning. Reading is a priority for the school. Pupils can choose books to read from a varied and high-quality supply of texts. Leaders have identified a small number of pupils that are struggling with their reading. This means that these pupils are not learning all the subjects in the curriculum as well as they could do. Teachers do not have enough knowledge about early reading to support those struggling with their reading to catch up. Leaders want everyone to achieve their very best. Teachers are quick to notice any pupils who struggle with their learning. They adapt their teaching to support these pupils. Leaders have identified pupils with special educational needs and/or disabilities (SEND). The majority of these pupils are being supported in their learning. However, there are a few pupils with SEND who are not being assessed precisely enough to allow leaders to fully understand their specific needs and help them to learn better. Pupils are polite, courteous and very respectful toward each other and adults. They are studious and hard-working. Overall, pupils have a positive attitude towards their studies. A few are slightly hesitant in their engagement and lack confidence in contributing in lessons. Pupils know how to spot bullying. They said it is very unusual in school. If it does occur, adults act to stop it straight away. Pupils receive comprehensive support for their mental health. Pupils speak very positively about how adults help them with their well-being. They also like the opportunities that they have to develop personally and physically. For example, pupils benefit from participating in the Duke of Edinburgh’s Award. Many pupils enjoy joining yoga and self-defence classes. Pupils receive a wide range of information, careers advice and guidance. This builds over time so that pupils are well prepared, by Year 11, to make informed decisions about their future. Many pupils go on to further education and careers in teaching, medicine, the law or science. The building is well maintained, clean and well resourced. There is outdoor space for pupils to get fresh air at breaktimes. The outdoor space is also suitable for the twice-weekly PE sessions. Leaders ensure that they follow all health and safety requirements, including fire regulations and risk assessments. Leaders keep parents well informed about the work of the school. Policies are available to parents and others on the school’s website. The complaints policy is fully compliant. The school has a suitable plan that describes how pupils with a disability can fully take part in the school’s curriculum. The chair of the board of trustees and the governing body ensure that the independent school standards are met. Trustees and governors play an effective part in ensuring that school leaders are held to account for the quality of the curriculum. Inspection report: Rochdale Islamic Academy for Girls 29 June–1 July 2021 3 Staff are proud to work at the school. They feel they are well supported by leaders, governors and trustees.