Andalusia Academy Bristol
phone: 0117 9291661
headteacher: Dr Dawud Bone
289 pupils capacity: 95% full
75 boys 27%
200 girls 73%
Last updated: June 20, 2014
— Other Independent School
- Religious character
- Establishment type
- Other Independent School
- Establishment #
- Open date
- Sept. 28, 2005
- Reason open
- New Provision
- OSGB coordinates
- Easting: 359617, Northing: 173233
- GPS coordinates
- Latitude: 51.457, Longitude: -2.5826
- Accepting pupils
- 4—16 years old
- Census date
- Jan. 16, 2014
- Region › Const. › Ward
- South West › Bristol West › Lawrence Hill
- Urban > 10k - less sparse
- Learning provider ref #
- 0.1 miles Rosemary Early Years Centre BS20DT (93 pupils)
- 0.2 miles Hannah More Primary School BS20LT (311 pupils)
- 0.3 miles St Nicholas of Tolentine Catholic Primary School BS50TJ
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- 0.4 miles St Pauls Nursery School & Children's Centre BS29JF (119 pupils)
- 0.4 miles Cabot Primary School BS29JE (191 pupils)
- 0.5 miles Easton CofE VA Junior School BS50SQ
- 0.5 miles Easton CofE VA Infant School BS50SQ
- 0.5 miles Easton Church of England Primary School BS50SQ (459 pupils)
- 0.5 miles Easton Church of England Primary School BS50SQ
- 0.6 miles LPW Independent School BS14ST (33 pupils)
- 0.7 miles St Barnabas Church of England VC Primary School BS65LQ (226 pupils)
- 0.7 miles St Michael's on the Mount Church of England Primary School BS28BE (201 pupils)
- 0.7 miles St Mary Redcliffe and Temple School BS16RT (1581 pupils)
- 0.7 miles Barton Hill Nursery and Infant School BS59TU
- 0.7 miles Mount Zion School BS65UD
- 0.8 miles Redcliffe Childrens Centre and Maintained Nursery School BS16RR (97 pupils)
- 0.8 miles Cashmore Nursery School BS59PR
- 0.8 miles Barton Hill Primary School BS59TX
- 0.8 miles Millpond Primary School BS50YR (351 pupils)
- 0.8 miles Baptist Mills Junior School BS50YR
- 0.8 miles Baptist Mills Infant School BS50YR
- 0.8 miles Barton Hill Primary BS59TX (494 pupils)
- 0.8 miles Barton Hill Primary BS59TX
Old School Building, St Matthias Park, St Phillips, Bristol, BS2 0BA
|Inspection dates||2–4 October 2013|
|Pupils’ behaviour and personal development||Outstanding||1|
|Quality of teaching||Good||2|
|Quality of curriculum||Good||2|
|Pupils’ welfare, health and safety||Adequate||3|
|Leadership and management||Good||2|
Summary of key findings
This school is good because
It is not yet outstanding because
Compliance with regulatory requirements
| Pupils achieve well and make good progress |
Pupils’ behaviour and personal development
from their starting points, including those in
the Early Years Foundation Stage, and the
primary and secondary age groups. Their
attainment is broadly average in English and
are outstanding due to very high expectations
for behaviour set by the senior leaders and
| Teaching is good as teachers productively |
The curriculum is good and it provides good
Leaders and managers ensure that the school
involve pupils in lessons to ensure they make
opportunities for pupils to gain relevant
qualifications to prepare them for the next
stage of their lives.
is constantly improving. The quality of
teaching is improving and the good
achievement is due to the consistent support
provided by the senior leaders.
| Occasionally, some teachers do not mark |
A very few routine health and safety checks
pupils’ work consistently to a high standard.
are not completed and recorded with sufficient
| Senior leaders do not effectively evaluate the |
Trustees are not always sufficiently well
progress of pupils over time.
informed about the school’s performance. The
school’s self-evaluation does not provide a
sufficient overview of all aspects of the
The school meets schedule 1 of The Education (Independent School Standards) (England)
Regulations 2010, as amended by The Education (Independent School Standards) (England)
(Amendment) Regulations 2012 (‘the independent school standards’) and associated requirements.
Information about this inspection
- This inspection was carried out with one day's notice. The inspectors observed 17 part lessons
taught by 17 teachers.
- The inspectors looked at pupils’ work and held meetings with the trustees, headteacher, primary
and secondary deputy headteachers and subject leaders.
- Inspectors scrutinised a range of the school’s documentation including schemes of work,
teachers’ planning, pupils’ work, policies and procedures, schemes of work and assessment
records. Joint observations were conducted with senior leaders.
- Parents’ and carers' views were gathered through the Ofsted website and through personal
meetings with parents and carers. Additional information was collected through staff
questionnaires and discussions with the students.
|Lubna Aziz, Lead inspector||Additional Inspector|
|John Anthony||Additional Inspector|
|Helen Griffiths||Additional Inspector|
Information about this school
- Andalusia Academy is an independent day school of Islamic ethos. The school is located in a
Victorian building in the centre of Bristol. The school opened in 2005 for boys and girls aged
from four to 11 years and for girls aged from 11 to 16 years. It seeks to provide an Islamic
environment with a view to helping children of that faith achieve better results. It also welcomes
children of any faith to enrol
- The school presently has 275 pupils on roll, including 181 pupils in the primary department.
There are no pupils with a statement of special educational needs. Pupils are mainly from Somali
and Pakistani heritages. A small number of pupils come from other ethnic groups. Pupils travel
from Bristol and surrounding areas.
- The school aims to create a centre of excellence where children are nurtured both spiritually and
intellectually and go forward to become proud, aspiring and confident Muslims who are
respectful and tolerant of others.
- The school uses additional provision and pupils engage in physical education at a local sports
- The school had its last inspection in May 2010. Since the last inspection the number of pupils
has increased. The school has not applied for a material change but as part of the inspection a
check was made on the school’s capacity to accommodate these increased numbers. It was
agreed that the school’s present facilities and arrangements are sufficient for up to 289 pupils.
What does the school need to do to improve further?
- Improve the quality of teaching so that all is outstanding by:
– ensuring all teachers consistently mark pupils’ work to a high standard.
- Improve the quality of leadership and management by:
evaluating effectively the progress pupils make over time from their starting points
throughout the school
further developing the school’s self-evaluation by assessing the school’s performance in all
areas of its work
ensuring trustees are more fully informed about the school’s performance over time and
provide appropriate performance targets for the senior leaders.
- Improve the provision for pupils' welfare health and safety by:
ensuring that more routine fire risk assessments are undertaken and recorded.
Pupils’ achievements are good and they make good progress throughout all sections of the school
due to good teaching and a good curriculum. Pupils’ attainment is broadly average but it is rather
better in mathematics than English at both Key Stages 2 and 4. Pupils do well in the English
Baccalaureate subjects. The evidence from lesson observations and checks of pupils’ work over
time indicates that all pupils, including those with special educational needs and English as an
additional language, make good progress. On entry to the school, most pupils’ starting points in
English and mathematics are below expectations for their age. By the time they leave at the end of
Year 11, their achievements are broadly average and overall they make good progress.
Achievement in GCSE science subjects, French, Arabic and Islamic studies are exceptionally good.
However, pupils’ achievement overall is not outstanding as their progress is not evaluated
effectively as it might be over time from their starting points. The school is using an electronic
system to check pupils’ progress in English, mathematics and other subjects. This is a recently
established electronic system and the school is working to embed this practice to provide an exact
picture of pupils’ progress over time.
Pupils’ standards of reading are good overall; in the primary classes, pupils read well and
demonstrate accuracy in pronouncing words and the correct use of the sounds that letters make.
Pupils’ speaking and listening skills are strong throughout the school. There are good opportunities
for all pupils to extend their numeracy and literacy skills across other subjects, for example, in
Islamic studies pupils make good use of words from letter puzzles and learn numbers in Arabic
Pupils’ learning of the Qur’an is outstanding and they make excellent progress, including those who
are given extra support in their Islamic studies. This is due to correct pronunciation of Arabic
letters and sounds (
) and the meaning of the verses from the Qur’an that are well taught
by the teacher. The school provides extra support after school to further consolidate pupils’
learning. The school supports well the youngest children in Reception, pupils with special
educational needs and those learning English as an additional language in the primary classes,
enabling them to make a similar rate of progress to their peers.
|Pupils’ behaviour and personal development||Outstanding|
Pupils’ behaviour and personal development are outstanding. They are confident, courteous and
very respectful towards their peers and adults. Behaviour observed in classrooms and around the
school is excellent and pupils are keen to learn. They display extremely high social, moral, spiritual
and cultural attitudes and values. Students report they feel safe and incidents of bullying are very
rare. This is due to the strong emphasis placed by the senior leaders and the effective teaching of
Islamic studies covering all aspects of personal, social and health education. They learn about their
own religion and the beliefs of others and, hence develop a respect for all. They visit religious
places of the different faiths found in Bristol. They gain knowledge of public institutions and
services by visiting places such as a museum and listening to speakers, for example, a local mayor.
The school effectively meets the requirement to support students’ understanding and tolerance of
other cultures and religions. For example, other local schools are invited to the school's Ramadan
exhibition and workshop and this provides opportunities for all pupils to meet others from different
cultures and religions. Pupils enjoy learning about ‘inspirational leaders’ from their own and other
cultures in religious studies lessons. Pupils’ exemplary behaviour, high personal standards,
punctuality and high levels of attendance contribute considerably to their good academic progress.
As a result, they achieve qualifications at a broadly average level and have been successful in
securing places at institutions of further education.
Teaching is good and sometimes outstanding. This results in pupils progressing well in their
learning. Teachers have good subject knowledge and engage pupils well in their lessons. Teachers
check that all pupils participate in classroom activities. The best lessons involve a good range of
activities, effective questioning techniques and good teacher support for individual pupils. In these
lessons, pupils are enthusiastic and their thirst for knowledge is palpable. Teachers make good use
of resources such as a projector and small whiteboards to enhance the learning of pupils. Teachers
know their students well and good relationships, coupled with high expectations, ensure pupils
make good progress.
All lessons are well planned and linked to the good schemes of work. Teachers place a good
emphasis on the teaching of basic skills. Consequently, students make good progress in their
speaking, listening, reading and writing skills and in mathematics. Pupils enjoy learning especially
when they can participate in group discussions.
|Quality of teaching||Good|
Group sizes are small and pupils benefit from specialist subject teachers in the secondary classes.
Younger pupils have good opportunities to make use of indoor and outdoor resources. This
supports their learning well. In the primary department, teaching support is provided for those who
need extra help. Work is marked regularly and pupils are aware of their ‘next step’ in learning.
Occasionally, some teachers do not always mark pupils’ work to a high standard to accelerate their
The good quality curriculum provides opportunities for all pupils, including those with special
educational needs and English as an additional language, to learn, be successful and achieve well
in all areas of their learning. There are good schemes of work in English, mathematics, science,
French, Arabic, Islamic studies, information and communication technology, and design and
technology. Pupils make good progress in English and mathematics through each stage of their
school life due to good emphasis on basic skills which are taught across subjects. This prepares
pupils well for moving on to the next stage of their education. The school has an appropriate
programme of activities, both those selected by the children and those directed by the teacher, for
its youngest children in Reception and caters well for their needs in covering the required areas of
learning and development.
|Quality of curriculum||Good|
The curriculum meets pupils’ needs, although discussions with pupils revealed they would
appreciate more classroom equipment and a wider choice of GCSE subjects. Pupils are well
prepared for assessments at Key Stage 2 and for GCSE at Key Stage 4. Personal, social and health
education is incorporated into the Islamic curriculum and all aspects are covered well. A good
example was seen in an Islamic studies lesson where the teacher used passages from the Qur’an
on ways of controlling anger. Careers guidance is provided for secondary pupils through visiting
career advisers and a careers fair; this prepares pupils effectively for work experience in their
chosen areas of work. Pupils are taught physical education in a local sports centre. The school
provides extra-curricular activities through regular educational visits and after-school clubs such as
(Islamic songs), skipping and examination preparation clubs.
|Pupils’ welfare, health and safety||Adequate|
The school makes adequate provision for pupils’ welfare, health and safety and, as a result, pupils
are taught in a safe environment and all regulations are met. The school has devised an
appropriate policy for safeguarding children which clearly describes any signs and symptoms of
child abuse. All staff members have received the necessary level of training in safeguarding
children, including the senior designated officer for child protection. The anti-bullying policy is
suitable and it is effectively implemented. There are suitable policies for health and safety and first
aid. The school has trained staff in first aid, including those with paediatric first-aid training. First-
aid procedures are appropriately implemented and include the recording of all incidents. The fire
policy and procedures are appropriate and there are regular fire drills but although fire risk
assessments are undertaken they are not carried out and logged as regularly as they should be.
The procedures for educational trips are suitable and the school carries out risk assessments for
visits as well as for the premises and aspects of the curriculum.
The school meets all regulations regarding safe recruitment practices and vetting procedures.
Checks are made on the suitability of all staff to work with children and are duly recorded as
required in the single central register. The electronic admission and attendance registers meet
The quality of leadership and management is good. Leaders and managers have high expectations
|Leadership and management||Good|
for staff and pupils and a strong and successful focus on pupils’ achievement. This has resulted in
outstanding behaviour, a good standard of teaching and pupils making good progress. The senior
leaders and teachers have worked hard to improve the school. There are regular checks on the
quality of teaching and appropriate training has supported teachers to develop their skills further.
As a result, the quality of teaching is improving. There are effective systems to assess students’
learning. However, leaders and managers are yet to fully evaluate the extent of pupils’ progress
over time from their starting points to gain a clearer picture of rates of progress.
The school meets all the regulations for independent schools. Leaders are aware that that they
need to ensure routine fire risk assessments are completed more regularly. The premises and
accommodation meet pupils and provide a safe and suitable environment for learning. The school’s
current accommodation and facilities are sufficient for up to 289 pupils. The school provides the
required information for parents and carers and meets the regulations for the complaints
procedure. Staff questionnaires, parents’ and carers’ views and pupils’ responses show high levels
of satisfaction with the school.
Priorities in the school’s development plan are identified and the leaders and senior managers
know the school well. However, the school knows that it needs to work further on its self-
evaluation so that it fully reflects all areas of the school's activities. Although trustees have an
ambitious vision, they do not always look for suitable evidence about pupils’ achievement over time
to evaluate the school’s current performance. As a result, they do not always provide appropriate
performance targets over time to the senior leaders.
What inspection judgements mean
|Grade 1||Outstanding||A school which provides an exceptional quality of education and |
significantly exceeds minimum requirements.
|Grade 2||Good||A school which provides a high quality of education that exceeds |
|Grade 3||Adequate||A school which meets minimum requirements but needs to |
improve the quality of education it provides.
|Grade 4||Inadequate||A school where minimum requirements are not met and/or the |
quality of education has serious weaknesses.
|Unique reference number||130391|
|DfE registration number||801/6130|
This inspection was carried out under section 162A of the Education Act 2002, as amended by
schedule 8 of the Education Act 2005, the purpose of which is to advise the Secretary of State for
Education about the school’s suitability for continued registration as an independent school.
|Type of school||Islamic faith day school|
|Age range of pupils||4–16|
|Gender of pupils||Primary: mixed |
|Number of pupils on the school roll||275|
|Number of part time pupils||0|
|Proprietor||Bristol Islamic Schools Trust (BIST)|
|Chair||Dr Ghassan Nounu|
|Headteacher||Dr Dawud Bone|
|Date of previous school inspection||25 May 2010|
|Annual fees (day pupils)||Primary £2,600 |
|Telephone number||01179 291661|
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