Madrasatul Imam Muhammad Zakariya Review 2026: Faith-led girls’ education with a dual curriculum and strong behaviour

This is a small independent Islamic day school for girls aged 11 to 19, operating in central Bolton with a roll of around 120 students and a registered capacity of 123.

The school’s identity is its dual curriculum, a blend of secular subjects alongside structured religious education, with many students choosing to remain into the sixth form to continue that religious pathway.

The February 2024 Ofsted inspection judged overall effectiveness as Good, with Outstanding for behaviour and attitudes and Good across quality of education, personal development, leadership and management, and sixth-form provision.

Parents should be aware that the proprietor reports the school does not operate a public website, and that some information, including policies, is made available on request.

The school describes itself as a place where students learn in an Islamic environment while following a broad academic programme, and the inspection evidence supports a calm, orderly culture built around shared expectations and a clear moral framework.

A notable strength is how students talk about belonging and pride. In the February 2024 inspection evidence, pupils describe the setting as caring and confidence-building, and the personal development programme is positioned as a whole-school thread rather than an add-on. This matters for families seeking a school where faith identity is integrated into daily routines and where students are explicitly taught how to handle wider-world risks, relationships, and online harms.

Leadership continuity is also a defining feature. The headteacher, Amena Sader, is named in the most recent official documentation, and the January 2017 inspection states that the school was established in 2000 and that the same headteacher has been in post since that time. For parents, this often translates into stable culture and consistent standards, although it can also mean that improvement depends heavily on the strength of internal systems rather than external challenge, a point reflected in later inspection commentary about governance expertise.

Faith character is explicit. The school is recorded as Islamic, and families should expect that spiritual and moral education is not peripheral, it is central to how the school defines success and community. The best fit tends to be families who actively want that alignment and who value a girls-only setting through the secondary years and into post-16.

Academic performance data for independent schools can be unevenly published, so the clearest comparable indicators here come from the FindMySchool outcomes dataset provided.

For GCSE outcomes, the school is ranked 2,344th in England and 17th in Bolton (FindMySchool ranking based on official data), which places performance broadly in line with the middle 35% of schools in England (25th to 60th percentile).

On the headline measures available:

• Attainment 8 is 48.8.

• The school’s average EBacc APS is 4.27. England’s average EBacc APS is 4.08.

This profile suggests attainment that is broadly in the typical range on overall GCSE measures, with EBacc APS slightly above the England benchmark on that specific indicator.

A-level performance measures and rankings are not available provided for this school, and the Oxbridge and leavers’ destination measures are also not available here. As a result, families considering post-16 options should treat sixth form choice as a curriculum and pathway decision, and ask directly about subjects offered, outcomes, and typical progression routes.

Parents comparing local options may find it useful to use the FindMySchool local hub comparison view to place the GCSE ranking and the available GCSE indicators alongside nearby schools, because the most reliable benchmarking comes from consistent measures across the same year.

The curriculum is best understood as two interlocking strands: a secular academic core alongside structured Islamic studies and related language learning, with evidence of curriculum breadth and planned complementarity. In earlier inspection documentation, the secular curriculum is described as broad, covering areas such as mathematics, science, English language and literature, and other subjects, with Islamic studies planned to sit alongside rather than displace academic study.

More recent inspection evidence highlights a strength in reading culture, including frequent opportunities to read and a well-stocked library used to support reading for pleasure and literature study. The implication is straightforward: students who benefit from structured literacy work and who enjoy reading will find a setting that takes reading seriously, both as an academic skill and as a habit.

The key teaching and learning development need is assessment precision. The February 2024 inspection evidence points to assessment approaches that do not consistently pinpoint missing knowledge, which can allow gaps or misconceptions to persist, particularly for students who struggle with reading. For families, the practical question to ask is what has changed since that inspection to tighten diagnostic assessment, targeted intervention, and curriculum sequencing, especially at the points where students transition into GCSE courses.

A final note on expectation-setting: the school has historically used additional learning time and structured support for examination preparation, including extra sessions, and a longer school week model has appeared in prior official documentation. Families should ask for the current timetable, homework expectations, and any Saturday provision, since these operational details can significantly shape weekly family routines.

The school’s post-16 profile is distinctive. In the February 2024 inspection evidence, sixth form students are described as choosing to stay specifically to complete their religious education, with the school planning a curriculum that continues careers and personal development themes while building adult-life skills such as financial management, public speaking, and personal safety.

Because destination datasets are not available in the information provided for this school, and because the school is recorded as not having a public website, it is sensible for parents to gather destination evidence directly. Useful questions include:

• Which colleges, apprenticeships, and universities students most commonly progress to.

• Whether students are entering externally assessed A-level courses, vocational pathways, or a primarily faith-based post-16 programme, or a combination.

• How careers guidance is delivered, including employer encounters and work-related learning.

For families, the implication is that “fit” hinges on the purpose of sixth form. Students seeking a conventional large A-level offer with broad subject choice may prefer a sixth form college model. Students seeking continuity of faith-based education alongside carefully structured personal development may find the school’s post-16 approach closely aligned with their goals.

The school sits within Bolton and operates as an independent day school, so admissions are not typically run through local authority coordinated applications in the same way as state secondaries. However, there are two practical constraints that matter in real life: capacity and information availability.

Capacity is small, with a registered maximum of 123 and around 121 students on roll at the time of the February 2024 inspection. This can be positive for those wanting a smaller community, but it can also mean limited spaces in particular year groups.

The second constraint is that key admissions dates and deadlines are not straightforward to verify online, because official documentation states the school does not have a website and provides information to parents on request. For 2026 entry planning, parents should treat open events and deadlines as “confirm directly” items. If you are planning around a tight timeline, ask for the admissions process in writing, including entry points, any assessment or interview steps, and when offers are typically communicated.

Families building a shortlist may also want to use the FindMySchool Saved Schools feature to track which schools require direct application and which run through local authority coordination, because missed deadlines tend to be the single most avoidable admissions mistake.

A consistent thread in the inspection evidence is care, safety education, and structured personal development. Students are taught about healthy relationships, consent, and online misinformation, and the personal development programme includes careers education that consciously highlights strong female role models. That emphasis tends to matter to parents who want both faith alignment and explicit preparation for wider social and professional life.

Safeguarding arrangements are described as effective, with staff training and a culture of vigilance and care. At the same time, the inspection evidence points to record-keeping and premises safety oversight as areas where systems can be strengthened to ensure clarity, consistency, and senior oversight. For parents, the practical implication is to ask how safeguarding records are maintained, how concerns are escalated and reviewed, and what improvements were implemented following the latest inspection.

Extracurricular provision is not presented as a generic list, it shows up in specific examples tied to confidence, service, and creativity.

In the February 2024 inspection evidence, students describe a range of additional opportunities, including calligraphy, community foodbank donations, and visits to a nearby outdoor activity centre. These examples matter because they suggest a programme that prioritises character-building experiences, practical leadership opportunities, and community contribution, which can be especially important in smaller schools where students benefit from visible roles and responsibilities.

Earlier official documentation also references student council involvement and activities such as quizzes, nasheed competitions, and public speaking, alongside wider enrichment experiences. The implication for students is an environment where confidence and oracy are developed through structured opportunities, not only through formal academic work.

Because the school does not run a public website, parents should ask for the current clubs and activities list term-by-term. In smaller settings, the offer can be more responsive, but also more variable depending on staffing and student interest.

As an independent school, this is not a state-funded setting, and families should plan for tuition fees plus the usual additional costs such as uniform, trips, and any optional enrichment.

A current 2025 to 2026 fee schedule is not publicly verifiable through an official school website, because official documentation states the school does not have a website. The most recent publicly available official figure in the February 2024 Ofsted report lists annual fees of £1,600 for day pupils at that time. Parents should confirm the current fee basis, what is included, and whether any bursary support is available, directly with the school, because fee structures can change year to year and may vary by age group.

The school is located centrally in Bolton, which is likely to suit families who want a local day option rather than long travel.

Published operational details can be time-sensitive. In earlier official inspection documentation, the school day is described as starting at 8.20am and finishing at 4.30pm, with a Saturday morning session from 8.20am to midday. Families should confirm current start and finish times, Saturday provision, and any supervised study arrangements directly, particularly if childcare logistics are a deciding factor.

Transport planning is usually straightforward for central Bolton, but parents should ask about pick-up and drop-off routines and any local traffic constraints at peak times.

• Information accessibility: Official sources state the school does not have a public website, and that key information is available to parents on request. This can make admissions planning and day-to-day comparison harder, so families should ask for written confirmation of fees, timetable, and entry steps.

• Assessment development: The latest inspection evidence highlights that assessment practices do not always pinpoint missing knowledge, which can slow academic catch-up for students with gaps, particularly in reading. Ask what changes have been implemented since February 2024 and how progress is monitored.

• Small-school dynamics: With a roll of around 121 and a maximum capacity of 123, year groups are likely to be small. This can be supportive, but it may also mean fewer subject combinations or activity options in some years.

• Faith fit: The Islamic character is central to school identity and curriculum design. Families not seeking that integration may find a different school type a better match.

This is a faith-led, girls-only independent school with a clearly defined dual curriculum, strong behavioural culture, and a personal development programme that aims to prepare students for wider life as well as examinations. The latest inspection evidence supports a positive picture on culture and behaviour, alongside a clear agenda for improving assessment precision and internal oversight.

Best suited to families seeking an Islamic educational environment with small-school familiarity and continuity into post-16 for religious education, and who are comfortable confirming practical details directly rather than relying on online publication.