School etc

Bolton Muslim Girls School

Bolton Muslim Girls School
Swan Lane

phone: 01204 361103

headteacher: Muberuck Ibrahin

school holidays: via Bolton council

579 pupils aged 11—15y girls gender
330 pupils capacity: 175% full

580 girls 100%


Last updated: July 2, 2014

Secondary — Voluntary Aided School

Education phase
Religious character
Establishment type
Voluntary Aided School
Establishment #
Open date
Sept. 1, 2007
Reason open
Former Independent
OSGB coordinates
Easting: 370893, Northing: 407819
GPS coordinates
Latitude: 53.566, Longitude: -2.4409
Accepting pupils
11—16 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 19, 2013
Region › Const. › Ward
North West › Bolton South East › Rumworth
Urban > 10k - less sparse
Admissions policy
Main specialism
Language (Operational)
Free school meals %
Learning provider ref #

rooms to rent in Bolton

Schools nearby

  1. Bolton Muslim Girls' School BL36TQ
  2. 0.1 miles Sunning Hill Primary School BL36TR (422 pupils)
  3. 0.2 miles Alexandra Nursery School BL34AH (124 pupils)
  4. 0.2 miles Clarendon Primary School BL36SN (474 pupils)
  5. 0.2 miles The Olive Tree Primary School Bolton BL33NL (85 pupils)
  6. 0.4 miles The Young Mums Unit BL36HU (3 pupils)
  7. 0.4 miles Brandwood Primary School BL34BG (466 pupils)
  8. 0.4 miles Bishop Bridgeman CofE Primary School BL36PY (459 pupils)
  9. 0.4 miles St Peter and St Paul RC Primary School BL36HP (244 pupils)
  10. 0.5 miles Lever Edge Primary School BL33HP
  11. 0.5 miles St William of York RC Primary School BL33DE (249 pupils)
  12. 0.5 miles Pikes Lane Nursery School BL35EE
  13. 0.5 miles Bolton College BL35BG
  14. 0.5 miles University of Bolton BL35AB
  15. 0.5 miles Lever Edge Primary Academy BL33HP (512 pupils)
  16. 0.6 miles Pikes Lane Primary School BL35HU (478 pupils)
  17. 0.6 miles St Ethelbert's RC Primary School BL35RL (247 pupils)
  18. 0.6 miles Premier Training BL35BL
  19. 0.7 miles Haslam Park Primary School BL35QL (298 pupils)
  20. 0.7 miles Gilnow Primary School BL14LG (240 pupils)
  21. 0.7 miles St Bede CofE Primary School, Morris Green BL33LJ
  22. 0.7 miles Hayward School BL33HH
  23. 0.7 miles St Bede's CofE Infant School BL33LJ
  24. 0.7 miles St Bede's CofE Junior School BL33LJ

List of schools in Bolton

School report

Bolton Muslim Girls School

Swan Lane, Bolton, Lancashire, BL3 6TQ

Inspection dates 19–20 June 2013
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Good 2
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school.

Achievement is outstanding. From broadly
Teaching is outstanding. Lessons are
Behaviour is outstanding and results in a
average starting points when they join the
school in Year 7, all students and groups of
students make exceptional progress across all
years and a wide range of subjects. They
reach standards which are well above
national averages by the time they leave
characterised by high expectations and
ambition for students to achieve. Teachers
work exceptionally hard to ensure that they
provide exciting activities which meet the
needs of all students. Relationships are
excellent, and all students are well supported
to ensure that they achieve extremely well in
each lesson.
community which is totally harmonious and
where all students feel valued. Students say
that they feel very safe because of the high
levels of care which they receive from all
adults. They treat each other with great
respect, and close collaboration and support
for each other underpins everything that they
do. They are very proud of their school,
thoroughly enjoy learning, and this ensures
that attendance is much higher than average.
Leadership is outstanding. Under the skilful
A distinctive feature of this school is the
Some exceptional practice in teachers’ marking
and inspirational guidance of the headteacher,
supported by governors, staff have united in a
determination to provide an educational
experience for students which will ensure that
they achieve their full potential both
academically and personally. All areas for
improvement from the previous inspection
have been fully addressed as a result of
monitoring and evaluation systems which are
extremely effective.
success it achieves in blending the academic
progress of the students with their spiritual,
moral, social and cultural development.
Students are provided with an excellent
curriculum which not only meets their
academic needs but provides them with an
extensive range of enrichment opportunities.
This has created a cohesive and caring society
where students recognise their responsibilities
to those in the school and the wider
is not used in every subject area.

Information about this inspection

  • Inspectors observed teaching and achievement in parts of 25 lessons, taught by 25 teachers.
  • Inspectors observed students’ behaviour around school. They talked to them informally about
    their views and their learning, as well as holding formal meetings with different groups of
  • Inspectors held a number of meetings with senior and middle leaders, and teaching staff. They
    also met with members of the governing body, and with a representative from the local
  • The views of 40 parents who responded to the online questionnaire (Parent View) were taken
    into account, as well as the views expressed in other surveys that had been undertaken by the
    school. Inspectors also met with representatives from the parents’ forum.
  • The inspection team examined a range of documentation, including information about the
    progress of current students from the school’s own tracking data. Inspectors also scrutinised
    leaders’ monitoring records, including the outcomes of lesson observations, as well as
    documentation relating to behaviour, attendance and safety.

Inspection team

Christine Birchall, Lead inspector Additional Inspector
Johan MacKinnon Additional Inspector
Osama Abdul Rahim Additional Inspector

Full report

Information about this school

  • Bolton Muslim Girls School is a much smaller than average secondary school. All students are
    from minority ethnic backgrounds, the majority being of Indian and Pakistani heritage, and most
    speak English as an additional language. Only a very small minority are at the early stages of
    English language acquisition.
  • The proportion of students known to be eligible for the pupil premium is average. Pupil premium
    funding is provided by the government to support students who are eligible for free school
    meals, looked after by the local authority, or who are the children of military personnel. In this
    school the majority of students entitled to the pupil premium are those who are eligible for free
    school meals.
  • The proportion of students who are supported at school action is average. The proportion of
    students supported at school action plus, or with a statement of special educational needs is
    lower than the national average.
  • The school site and facilities are limited. The school makes arrangement to ensure that students
    are not disadvantaged by this by using the facilities of other institutions where necessary, for
    example, by using the local sports arena for physical education and Bolton Technology Centre
    for elements of technology and science.
  • The school meets the government’s current floor standards, which set out the minimum
    expectations for students’ attainment and progress.

What does the school need to do to improve further?

  • Build on the outstanding practice in teachers’ marking, which already exists in some subject
    areas, to ensure that all teachers consistently use marking as an opportunity to engage students
    in a discussion about their progress.

Inspection judgements

The achievement of pupils is outstanding
  • Students make exceptional progress across all five years at school because of the excellent
    teaching and support which they receive. The proportion of students who gain five or more
    GCSEs at grades A* to C including English and mathematics has been significantly higher than
    the national average in recent years, and the school’s own tracking data and inspection evidence
    indicates that this trend will continue.
  • Students who are known to be eligible for pupil premium funding make outstanding progress.
    Although they attain on average half a grade lower than other students in school, they reach
    higher standards than those eligible for pupil premium funding nationally. The gaps in school
    between the attainment of those who are eligible for pupils premium funding and those who are
    not are narrower than the national gaps.
  • Students make outstanding progress in English because they are encouraged to develop their
    ideas through discussion so that they are confident and articulate. Great emphasis is placed on
    the development of literacy skills across the curriculum, and there are ample opportunities in
    lessons for pupils to practise reading. The targeted use of the reading recovery programme
    ensures that students make rapid progress and that they have the necessary reading skills to
    access the curriculum. The support given to learners who speak English as an additional
    language is highly effective in ensuring that they have the literacy and communication skills
    necessary to achieve at GCSE level.
  • In mathematics, students make outstanding progress because teachers use their excellent
    subject knowledge to ensure that they plan systematically for students to develop their
    mathematical understanding. This ensures that students have a secure grasp of mathematical
    concepts, and that they are provided with regular opportunities to apply their skills to real life
    situations and problem solving.
  • Teachers and leaders have extremely rigorous systems for tracking the progress of individuals
    and groups of students, and this allows them to provide additional support at a very early stage
    for any student who may be at risk of underachieving. The school has also refined its curriculum
    at Key Stage 4 to ensure that it now meets the needs of learners of all abilities. This, and the
    first-rate support which they receive from the special needs faculty, ensures that those students
    with disabilities or who have special educational needs make outstanding progress. The majority
    leave with five or more good GCSEs or equivalent qualifications. An indication of their success is
    that every student who left last year secured a place in employment, education or training.
  • The school does not have a consistent approach to entering students early for GCSE exams, but
    uses the opportunities flexibly, varying year on year to meet the needs of the students. This has
    been highly successful and has not limited student achievement in any way.
The quality of teaching is outstanding
  • School leaders have invested very heavily in professional development for all teachers to ensure
    that they have the skills to meet the needs of all students. Teachers have high expectations of
    themselves and the students. As a result teaching over time is outstanding.
  • Teachers’ lesson planning is very thorough and ensures that activities build on each other to
    promote maximum progress. Lessons are supported by a range of practical materials and
    teachers ensure that learning is purposeful, pacey and fun. For example, in an outstanding
    English lesson, students were divided into groups and given a number of cards with key words
    related to the book they were studying. They had to take it in turns to talk for 30 seconds about
    their word. This was a quick but highly effective way of checking students’ understanding,
    developing their speaking skills and engaging them into the lesson. Their responses were
  • Cooperative learning is a particular strength of teaching which makes a significant contribution
    to students’ social skills as well as developing their independence. They are able to reason,
    justify their views and solve problems without being over-reliant on the support of the teacher.
    It is clear when listening to them talk in lessons that they show a depth of understanding of their
    work which has been built up securely over time. Teachers often use creative strategies to
    develop students’ thinking skills. For example, in a life skills lesson the teacher provided a piece
    of art work as a stimulus to learning and shared very explicitly with the students the skills which
    she wanted them to develop. This resulted in a highly engaging and thought provoking
    discussion in which students shared ideas and asked questions.
  • Teaching assistants make very valuable contributions to students’ achievement. Expectations are
    as high for the less-able students as they are for the more able, and there is no loss of emphasis
    on subject specific vocabulary or skills. Evidence in work from these students indicates that high
    levels of challenge are normal. Observations of lessons showed that students develop the skills
    to handle difficult work with confidence because of the very positive relationships and support
    they receive from all adults.
  • There is variation in the quality of written feedback to students. The majority of marking is
    positive and developmental, and provides clear next steps to help students to improve their
    work. However, there are examples of outstanding marking, where students respond to the
    teacher’s comments in different coloured pen and engage in a genuine discussion about their
    work and progress. There is the potential for this very effective approach to be shared amongst
    more teachers in order to further increase the speed of students’ progress.
The behaviour and safety of pupils are outstanding
  • Students’ attitudes to learning and their behaviour around school are exemplary. Respect,
    courtesy, an awareness of their responsibilities to others and an ambition to achieve underpins
    everything that they do. They are very proud of their school, and went out of their way to share
    their positive views with the inspection team.
  • Students feel very safe in school and this was a view which was confirmed by all parents who
    responded to Parent View, as well as those who spoke to inspectors. Students are aware of the
    different forms which bullying can take and know how to protect themselves, for example, from
    cyber bullying. All students feel that bullying is a rarity, and that there is always an adult on
    hand to whom they can express their concerns if any issues arise.
  • Students have a strong sense of right and wrong and are able to discuss challenging or
    controversial issues in a thoughtful and sensitive manner. They are given every opportunity to
    reflect on the importance of their Islamic culture and faith in all lessons, but also have a good
    understanding of different faiths and beliefs.
  • Students all feel highly valued at school and have total confidence that adults will listen to their
    views and act on them. This is confirmed through feedback from the student council, where
    students feel that they have been influential in shaping some of the curriculum and resourcing
    decisions in the school. For example, they now have more sporting opportunities available and
    are helping to develop a library.
  • Students make important contributions to the school and local community. All students have an
    important role to play in supporting younger or vulnerable students within the school, but Year
    11 also take part in weekly community service activities, such as visiting the local hospice.
The leadership and management are outstanding
  • Leaders and governors have a shared and highly ambitious vision for the school and are
    determined to provide the best opportunities for the students. The headteacher has created a
    highly skilled and focused leadership team. Roles and responsibilities are absolutely clear, and
    allow for those who are responsible for improving teaching and raising achievement to focus on
    these priorities without distractions. As a result, the school has made significant improvements
    since the last inspection.
  • Leaders have a very accurate understanding of the strengths and areas for development of the
    school. Processes for monitoring how well the school is performing are highly robust and include
    leaders at all levels. For example, all staff with subject responsibilities have extensive monitoring
    files in which they document a wide range of evidence collected to assess the performance in
    their area. In addition to this they hold detailed tracking files indicating how well students are
    achieving. Their judgements are checked through regular departmental reviews conducted by
    senior leaders. This leads to clear and well planned actions to bring about improvements.
  • Close attention is paid to the progress of students and any possible underachievement is
    addressed very quickly. The leadership of the special educational needs department is a model
    of good practice and ensures that the students who receive this support achieve very well
    indeed. The school also provides a number of targeted programmes aimed at students who are
    more able, including links with universities, and this ensures that they have high aspirations and
    achieve well.
  • Leaders use performance management targets very effectively as a tool to improve teaching.
    Teachers are set targets which are precisely related to the achievement of students, and they
    are provided with high quality training to help them improve their teaching and achieve their
    targets. Teachers report that leaders have high expectations of them, but that they feel
    confident and well supported. Pay progression is closely linked to teacher performance and
    outcomes for students.
  • The well organised curriculum is a strength of the school and students talk excitedly of the range
    of opportunities available to them. There are clear pathways at Key Stage 4 to meet the needs
    of students of all abilities, and there is a programme of extensive weekly enrichment
    opportunities including music, arts, mountain biking and fencing, as well as Enterprise and
    community activities. These make an excellent contribution to the social, moral, spiritual and
    cultural development of the students, as well as ensuring that they are exceptionally well
    prepared for life beyond school. The school’s promotion of equal opportunities is outstanding.
  • The local authority has a good understanding of the school’s strengths and areas for
    development, and adopts a light touch approach to monitoring.
  • The governance of the school:
    Over the last eighteen months governors, with the support of a consultant, have undertaken
    an audit of their role to identify their development needs and have produced an action plan.
    They have undergone training in order to ensure that they provide leaders with appropriate
    levels of challenge and support. They have a good understanding of the school’s performance
    and take steps to collect first-hand evidence, for example, by meeting with students and
    teachers. They ensure that the pupil premium funding is spent effectively and check that
    teachers’ pay progression is linked to their performance. They have provided strong support to
    the headteacher to enable him to make the necessary changes to the curriculum and
    resources. Safeguarding practices are exemplary.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 135096
Local authority Bolton
Inspection number 412529

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Secondary
School category Voluntary aided
Age range of pupils 11–16
Gender of pupils Girls
Number of pupils on the school roll 553
Appropriate authority The governing body
Chair Yakub Patel
Headteacher Mubaaruck Ibrahim
Date of previous school inspection 6 May 2009
Telephone number 01204 361103
Fax number 01204 533220
Email address reveal email: off…


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