Suffah Primary School
Independent School
Spiritual, moral, social and cultural development of the pupils
The school’s provision for pupils’ spiritual, moral, social and cultural development is good, as reflected in their good behaviour, positive attitude to learning, self confidence, friendliness and visible well-being. Pupils develop a good spiritual awareness through Qur’anic and Islamic studies, singing nasheeds (Islamic songs) in praise of Allah (God) and Prophet Muhammad, and through opportunities for reflection in lessons. They have very inquisitive minds and do not hesitate to ask questions in lessons, with the assurance that they will be answered. They enjoy receiving individual attention in small classes and appreciate having supportive and understanding teachers. At prayer time, they show a sensitive understanding of the solemnity of the occasion and a high level of self discipline. They work and play in harmony with each other and respect each other’s views.
The citizenship and Islamic studies programmes give pupils a good understanding of what it means to become a responsible citizen. This is enhanced by interaction with a good range of visitors such as the local mayor. Pupils develop leadership skills through classroom and whole school roles such as becoming ‘buddies’ to new pupils or leading class assemblies. They make things which they sell at fairs to raise funds for charities. However, there is nothing in place at present to enable them to show more initiative and take on higher responsibilities. This has been noted by some parents and by some of the older pupils.
Pupils develop satisfactory basic skills in literacy, numeracy and ICT, which prepares them fairly well for their future economic well-being. They have many opportunities to work in pairs and in groups and learn useful team work and problem solving skills. The curriculum prepares pupils for life in a multicultural, multi-faith society. However, pupils’ opportunities to learn about their own culture and that of others are not as developed as they could be, both in art and in Islamic studies.
Welfare, health and safety of the pupils
This aspect of the provision is satisfactory. There are appropriate procedures in place to minimise risks in all circumstances and they are implemented adequately. However, the nominated person for child protection and the staff have yet to receive training at the appropriate levels and the relevant policies and procedures have yet to be updated to comply with the latest guidance. The school is successful in creating a happy family atmosphere in which pupils can flourish. They behave well and instances of bullying are very rare. Despite the school’s effort to promote high levels of attendance and punctuality, a small minority of parents fail to bring their children on time in the morning or do not always provide notes to explain absences. The admission register does not fully comply with legal requirements as discussed during the inspection.Most pupils understand what constitutes healthy eating and this is encouraged by the school’s guidance on healthy packed lunches and provision of cooked meals with healthy options. Although the school makes satisfactory provision for PE, this is not enhanced by the current arrangements for outdoor play. This has been noted by several parents.
The school has planned well to increase accessibility in conformity with the Disability Discrimination Act 2002 and needs to draw a further plan to review the possibility of further improving access to its premises and curriculum.
Suitability of the proprietor and staff
The recruitment procedures have recently been updated to comply with the latest guidance. The school keeps a central register that enables it to monitor easily that all the required checks are carried out before the appointment of all staff is confirmed.
School’s premises and accommodation
The premises provide a pleasant learning environment that includes specialist accommodation. However, most classrooms have already reached full capacity and the present arrangements for outside play are not suitable as discussed during the inspection. The managers are actively looking for alternative premises.
Provision of information for parents, carers and others
The school has recently revised its prospectus to provide up-to-date information to parents and others. It has established good links with the local nursery and secondary schools to prepare pupils’ transition to the next stage of their education. Apart from three opportunities to meet teachers formally to discuss their children’s progress, parents receive detailed annual reports that are of an overall good quality as they show what children can do and cannot do. However, not all teachers’ comments state clearly what the pupils’ next steps of learning are. Not all parents say they are sufficiently well informed of their children’s progress.
Procedures for handling complaints
There are suitable procedures for handling complaints fairly and promptly. However, not all parents understand them.
Compliance with regulatory requirements
The school meets all of the Education (Independent School Standards) (England) Regulations 2003 as amended January 2005, with the exception of those listed below.
The school does not meet all requirements in respect of the curriculum (standard 1) and must:
ensure that information from assessment is utilised to plan teaching so that pupils can make progress (paragraph 1(3)(g)).
The school does not meet all requirements in respect of provision for pupils’ welfare, health and safety (standard 3) and must:
prepare and implement written policies to safeguard and promote the welfare of children who are pupils at the school in compliance with DCSF guidance Safeguarding children and safer recruitment in education (2007) (paragraph 3(2)(b))
maintain an admission register in accordance with the Education (Pupil Registration) (England) Regulations 2006 (paragraph 3(9)).
The school does not meet all requirements in respect of the premises and accommodation (standard 5) and must:
ensure that there are appropriate arrangements for providing outside space for pupils to play safely (paragraph 5(t)).
What the school could do to improve further
While not required by the regulations, the school might wish to consider the following points for development:
provide a rigorous training programme that gives all staff the professional development they need to improve the quality of teaching and learning
ensure that pupils are sufficiently challenged to be able to progress at the fastest rate of which they are capable and give them opportunities to take on responsibilities of a higher order as they move up the school
continue to improve the creative curriculum improve the quality of reporting to parents so that all feel well informed of their children’s progress.
School Details