Jamia Islamia Birmingham

Jamia Islamia Birmingham is an independent Islamic day school for 103 pupils, inspected in May 2026. It is not currently meeting several independent school standards, and safeguarding is judged not met. Leaders have not created an open, positive safeguarding culture; staff lack training and clarity on raising concerns, responses are not timely, and persistent absence is not treated as a potential safeguarding issue. The proprietor does not provide sufficient oversight, and required policies such as restrictive physical intervention are missing. Achievement, curriculum and inclusion require attention. Pupils do not achieve as well as they could because curriculum delivery varies, misconceptions are not routinely addressed, and support for pupils with SEND is underdeveloped. Attendance and behaviour, leadership and governance, personal development and wellbeing, and post-16 provision all require urgent improvement. Too many pupils are persistently absent, and leaders do not meet statutory attendance duties. Pupils' personal development is weak, with gaps in relationships and sex education, careers education and enrichment, leaving them underprepared for life in modern Britain. There are positives. Pupils generally behave well, bullying is rare and handled effectively, and pupils report positive relationships and a sense of belonging. Staff speak positively about leaders, workload and wellbeing, and some standards, including SMSC, staff suitability, premises and complaints, are met. Leaders have begun some appropriate improvements, such as appointing subject specialists in English and mathematics, monitoring progress more closely and sharpening SEND identification, but these are at an early stage and have not yet had measurable impact.

Strengths

• Pupils generally behave well in lessons and at social times, and the school is typically calm and happy.
• Bullying is not tolerated; incidents are rare and dealt with quickly and effectively.
• Pupils develop positive, respectful relationships with staff and peers and a real sense of belonging.
• Staff speak positively about leaders, workload and wellbeing, describing the school as one big family.
• Pupils develop a sound understanding of fundamental British values.
• The school makes required checks on staff suitability.
• SMSC provision, premises, suitability of staff and complaints handling meet the independent school standards.
• Leaders have appointed subject specialists in English and mathematics and begun monitoring pupil progress more closely.
• Leaders have started to sharpen their approach to identifying and monitoring pupils with SEND.
• Some pupils receive helpful pastoral support and some staff make suitable adaptations to the curriculum.

Areas for Improvement

• Safeguarding standards are not met and leaders have not established an open, positive safeguarding culture.
• Staff have not received suitable safeguarding training and do not recognise key indicators of harm.
• Staff are unclear how to raise welfare concerns, and leaders do not respond in a timely manner.
• Persistent absence is high and leaders do not recognise it as a possible safeguarding concern.
• The proprietor provides insufficient oversight of safeguarding and required policies, including on restrictive physical intervention, are missing.
• Pupils do not achieve as well as they could because curriculum delivery is inconsistent and errors in work are not routinely addressed.
• Curriculum and teaching need attention; teachers do not consistently check understanding or address misconceptions.
• Leaders do not routinely monitor curriculum quality or support staff subject knowledge well enough.
• Support for pupils with SEND is underdeveloped and not consistently matched to need.
• Attendance oversight is poor; registers are inaccurate and statutory duties are not met.
• Leaders' expectations of attendance are too low and they do not challenge absence or support pupils back into school.
• Leadership and governance require urgent improvement; the proprietor lacks understanding of independent school responsibilities.
• Personal development and wellbeing require urgent improvement, with gaps in statutory RSE and health education.
• Careers education is inadequate and many pupils lack impartial advice about their next steps.
• Enrichment and educational visits are very limited, hindering pupils' broader development.
• Post-16 provision requires urgent improvement; sixth-form students do not achieve well and attendance is poor.
• Sixth-form study programmes are not suitable, with insufficient support in English and mathematics and poor work-experience matching and safeguarding checks.

In 2025–26, 0.0% of pupils at Jamia Islamia Birmingham were on SEN support (nationally 18.4%) and 0.0% had an education, health and care (EHC) plan (nationally 7.9%).

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded independent school schools. Counts are as published, with small numbers not hidden.

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What is Jamia Islamia Birmingham's Ofsted rating?

The latest Ofsted rating for Jamia Islamia Birmingham is Urgent improvement, from an inspection in July 2026.

When was Jamia Islamia Birmingham last inspected by Ofsted?

Jamia Islamia Birmingham was last inspected in July 2026.

How many pupils does Jamia Islamia Birmingham have?

Jamia Islamia Birmingham has 103 pupils on roll.

What age range does Jamia Islamia Birmingham cover?

Jamia Islamia Birmingham for pupils aged 11 to 19.

What are Jamia Islamia Birmingham's GCSE results?

In 2026 its average Attainment 8 score was 31.9, and 27% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is Jamia Islamia Birmingham?

Jamia Islamia Birmingham is at Fallows Road, Sparkbrook, Birmingham, West Midlands, B11 1PL.