Abu Bakr Boys School

Abu Bakr Boys School is an independent Islamic school in Walsall. Inspectors found a welcoming, respectful school where pupils feel safe and cared for. Behaviour is generally good, attendance is strong overall, and the personal development programme, careers education and pastoral support are meaningful strengths. Safeguarding standards are met. However, the school is not meeting all independent school standards, and several areas require attention or urgent improvement. Teaching and the curriculum are inconsistent. Where specialist teachers are effective, pupils learn well and remember key knowledge, but too often staff lack subject expertise, assessment systems are not embedded, and work is not adapted to pupils’ differing starting points. Published outcomes in English and mathematics are broadly in line with national averages, but previously high-attaining pupils do not attain as well as expected. Pupils with SEND and disadvantaged pupils do not receive consistently effective support, gaps in knowledge are not closing quickly enough, and reading, writing and spelling are underdeveloped. Pupils also have too few trips, visits and clubs. Leadership and governance require urgent improvement. Recent unexpected changes have limited leadership capacity, staffing shortages and slow fire-damage repairs have not been resolved quickly enough, staff morale is low, and the proprietor and trustees have not ensured all standards are met. The school must strengthen leadership, address workload and staffing, improve SEND training and progress checking, and expand enrichment opportunities.

Strengths

• Pupils feel safe and cared for in a welcoming school community.
• The school’s Islamic ethos promotes respect and positive relationships.
• Pupils behave well, are polite to visitors and move calmly around school.
• Bullying and discrimination are not tolerated, and pupils trust staff to respond.
• Attendance is strong overall, with rigorous tracking and follow-up of absence.
• Leaders have clear plans to improve low attendance, and some pupils show sustained improvement.
• The personal development programme is well considered and relevant to pupils’ lives.
• Pupils learn about world religions, British values, relationships and online safety.
• The careers programme prepares pupils for education, employment and training.
• Pastoral support helps pupils attend regularly and keep themselves safe.
• Pupils with SEND are included well socially and learn alongside their peers.
• Where specialist teaching is effective, pupils make clear progress and remember key knowledge.

Areas for Improvement

• Published outcomes are broadly national in English and mathematics, but previously high-attaining pupils do not attain as well as expected.
• Pupils with SEND and disadvantaged pupils lack consistently effective support, so gaps do not close quickly enough.
• Reading, writing and spelling are not supported well enough, and pupils have too few opportunities to develop a love of reading.
• Achievement beyond English and mathematics is inconsistent, and some pupils are not prepared for future education, employment or training.
• Leaders have not embedded effective assessment systems to check achievement across all subjects.
• Teaching is variable, and limited subject knowledge leads to inconsistent curriculum delivery.
• Work is often not adapted to pupils’ starting points, so pupils too often complete the same tasks regardless of need.
• Too few foundational skills and reading resources limit pupils’ progress.
• The school lacks an effective step-by-step approach to identifying and meeting pupils’ needs.
• Staff lack training to identify and support pupils with SEND and other barriers to learning.
• Support plans are not reviewed frequently enough to meet pupils’ changing needs.
• Pupils have too few trips, visits and clubs to broaden their experiences and interests.
• Leadership capacity is limited after significant unexpected recent changes.
• Leaders have not taken sufficient action to improve identified weaknesses.
• The proprietor and trustees have not ensured all independent school standards are met.
• Fire damage repairs have been too slow, leaving parts of the site poorly maintained.
• Staffing shortages have not been addressed quickly enough, increasing workload and keeping morale low.
• Teachers are often asked to cover absent colleagues at short notice, reducing preparation time.
• Professional development to strengthen teaching and SEND support is lacking.
• Leaders do not engage sufficiently with the wider professional community to quality assure and improve provision.
• The proprietor does not provide effective oversight, so weaknesses continue.
• Premises standards are not met in relation to maintenance and drinking water facilities.

In 2025–26, 4.0% of pupils at Abu Bakr Boys School 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 Abu Bakr Boys School's Ofsted rating?

The latest Ofsted rating for Abu Bakr Boys School is Urgent improvement, from an inspection in September 2026.

When was Abu Bakr Boys School last inspected by Ofsted?

Abu Bakr Boys School was last inspected in September 2026.

How many pupils does Abu Bakr Boys School have?

Abu Bakr Boys School has 75 pupils on roll.

What age range does Abu Bakr Boys School cover?

Abu Bakr Boys School for pupils aged 11 to 16.

What are Abu Bakr Boys School's GCSE results?

In 2026 its average Attainment 8 score was 35.9, and 40% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is Abu Bakr Boys School?

Abu Bakr Boys School is at 154-156 Wednesbury Road, Walsall, WS1 4JJ.