An early start, clear routines, and a strong Islamic ethos set the tone here. The day begins with dedicated Qur’an and Islamic Studies teaching, and the wider curriculum follows the national framework through Key Stage 1 and Key Stage 2, with Early Years aligned to the Early Years Foundation Stage.
Leadership has stabilised in recent years, with the current headteacher, Mrs Tabassum Jakhura, taking up post in April 2022. The school sits in Stoneygate, with a relatively large site and practical access to major transport routes, which matters on a timetable that includes a morning gate-lock time.
For families, the core question is fit. This is an independent primary with fees, faith practice woven into daily life, and a behaviour and values system explicitly anchored in Islamic teaching. It will suit families who want that integration rather than a lighter-touch faith “add on”.
Daily life is shaped by an Islamic character that is not confined to assemblies or a single lesson. Teaching and learning are described by the school as being underpinned by values such as respect, honesty, compassion, and responsibility, with spiritual development intended to run through routines, prayer, and reflection. That shows up in the structure of the day, as well as the language pupils are expected to use about behaviour and choices.
A practical example is the school’s values and rewards framework. The handbook sets out HEART values (Honesty, Equality, Aspiration, Resilience, Thankfulness) and links behaviour expectations to a hadith about intention and accountability. Pupils also belong to house groups, Rahma, Shukr, Salaam and Maghfirah, with house points accumulating across the term. This combination of values language plus a visible reward structure tends to create clarity for younger pupils, especially those who respond well to consistent routines.
The latest inspection evidence also describes a positive day-to-day climate, highlighting a cohesive feel and relationships between staff and pupils that support calm behaviour.
Comparable performance statistics for independent primaries are not always presented in the same standardised way parents see for state primaries, so the most reliable recent evidence comes from the inspection picture and the curriculum detail the school publishes.
The latest Ofsted inspection in February 2025 judged the school to be Good and confirmed that the independent school standards are met. Teaching expectations are described as high, and the curriculum is designed to connect subject learning to spiritual, moral, social and cultural development alongside fundamental British values and the school’s Islamic ethos.
Where the school is still tightening practice is also clear, which is useful for parents who want an honest picture. The improvement actions in 2025 focus on making the phonics approach more coherent, including better alignment between the sounds taught and the reading books pupils use, and on ensuring classroom adaptation is consistently strong for pupils with SEND.
Teaching is built around a dual curriculum model: National Curriculum coverage for Key Stages 1 and 2, plus dedicated Islamic Studies and Qur’an teaching that shapes the timetable and the school’s sense of purpose. This matters because it affects pacing and homework expectations, and it is also a key part of why some families choose the school.
In Islamic Studies, the school describes a structured pathway that begins with synthetic Arabic phonics and correct articulation (makharij) in Early Years, then builds through vowel and joining rules in Key Stage 1, and develops tajweed and fluency further in Key Stage 2. The implication for parents is straightforward: progress relies on steady practice, and the handbook explicitly frames success as a shared responsibility between pupils, parents, and teachers, with home revision expected.
On the mainstream academic side, the school also uses deliberate naming and organisation structures that can help younger children build identity and belonging. In Key Stage 1, for example, classes are named Pathfinders and Navigators (Year 1), then Inventors and Developers (Year 2). It is a small detail, but it often supports a sense of team and continuity for children moving out of Reception.
Early Years provision is present, with Nursery and Reception following the Early Years Foundation Stage framework. The school also references weekly newsletters and “Show & Tell” style prompts in Nursery and Reception, which signals a home-school link approach that tends to suit families who like clear guidance on how to reinforce learning through conversation and small tasks.
As a primary school through to Year 6, the key transition point is secondary transfer. The school’s published materials focus more on the internal curriculum and ethos than on naming destination secondary schools, so families should treat the Year 5 and Year 6 period as the time to clarify their intended pathway, faith-based independent, faith-based state options, or mainstream state secondaries.
For families considering the state route for Year 7, Leicester City Council publishes a clear 2026/27 admissions timetable: online applications open on 01 September 2025, close on 31 October 2025, and offers are released on 02 March 2026. Even if a family ultimately chooses an independent secondary, these dates are still useful as a planning anchor, because open events and decision-making often cluster in September and October.
A practical way to handle this transition is to build a shortlist early, visit a mix of schools, then keep a simple comparison grid across academics, pastoral expectations, travel time, and faith provision. Parents comparing several Leicester schools can also use FindMySchool’s Local Hub and Comparison Tool to keep the basics consistent across options.
Admissions are handled directly by the school, with an application form available to download, rather than through the local authority coordinated system used by most state primaries. The fee policy also indicates an entrance exam fee for Years 1 to 6, signalling that assessment is part of the entry process.
For 2026 entry planning, there is at least one clearly published engagement point: an Open Day scheduled for Tuesday 14 October 2025, with two session times listed. If you are aiming for a Nursery or Reception start, this kind of event is often when families get the clearest view of routines, expectations, and how faith practice fits into the day.
Because published admissions deadlines are not prominently stated on the admissions page itself, families should treat places as potentially competitive and act early, especially if they need clarity about assessment steps, start dates for different year groups, or availability in-year.
Pastoral expectations are closely linked to conduct, values language, and consistent systems. The handbook’s behaviour section is explicit that good behaviour is considered central to academic progress and personal development, and the school frames behaviour choices through its HEART values and a structured rewards approach.
Safeguarding and welfare processes are also described as embedded through policy, risk assessment, and day-to-day routines, with the school highlighting that effective policies and procedures are in place for areas such as health and safety, behaviour, and bullying. Ofsted also reported that safeguarding arrangements are effective.
Attendance expectations are clearly communicated in school materials, including a stated attendance target and the expectation that holidays in term time are treated as unauthorised except in exceptional circumstances.
Enrichment is not positioned as an occasional add-on. The handbook states that enrichment sessions run on Fridays for Year 1 to Year 6, with classes rotating through different life skills and activities across the year. The school’s enrichment page also frames these sessions as opportunities for pupils to explore interests and engage with wider challenges, which is consistent with the stated aim of building confident, reflective learners.
Sports provision has a distinctive feature: the school uses SFK Multisports both in curriculum delivery and for after-school provision, with specialist coaching and a multi-sport programme that includes football, dodgeball, basketball, cricket, and bench ball. For parents, the implication is that PE and after-school sport have a consistent provider and clear structure, which can suit children who enjoy predictable routines and progression.
There is also a visible environmental strand. The school states it is part of the Eco-Schools programme and runs an Eco-Committee that completes an environmental review and action plan each year, working towards the Green Flag Award. Combined with participation in the Living Streets WOW walking campaign, this indicates a focus on everyday habits, active travel, and responsibility beyond the classroom.
This is an independent school with published fees and related charges for the 2025/26 academic year. The school’s fee policy for 2025/26 states annual school fees of £2,754 for Years 1 to 6, plus an annual resource fee of £132. The same policy sets out payment options, including a full annual payment, termly payments, or monthly instalments.
For Reception, the school states that fees become payable for children the term after the child turns 5, with a monthly figure of £239.40 (August to May) described in the school’s 2025/26 handbook. New admissions charges shown in the 2025/26 fee policy include an admission fee of £120, a refundable fee deposit of £275.40 (subject to terms), and an entrance exam fee of £24 for Years 1 to 6 entry.
The fee policy also notes that a 20% VAT increase applies from January 2025 and that the stated amounts include this.
Financial assistance is not clearly set out in the school’s published fee pages, so families who may need fee support should ask directly what discretionary help, if any, is available, and whether support differs by year group.
Nursery fees are published separately, but specific nursery pricing should be checked directly with the school and nursery provider rather than relying on a single figure, because entitlements and booked hours vary by child and eligibility. The school does state that 15-hour and 30-hour funded places are available in Nursery, subject to availability.
Fees data coming soon.
The school handbook lists Key Stage 1 and 2 as 8.15am to 3.10, and Early Years as 8.25am to 2.40pm. The school also notes a morning gate-lock time of 8.30am.
For Years 1 to 6, SFK Multisports runs an after-school club from 3:15pm to 4:30pm, with late pick-up up to 5pm. Early Years aftercare is more limited and is only available in specific circumstances, for Nursery and Reception pupils with siblings in Key Stage 1 or 2, with a £1 per day charge noted. Additional pre-school and after-school care is referenced via LIA Gems with pre-booked sessions.
Hot lunch and dessert pricing is published in the school handbook and differs slightly by phase, and there are stated replacement charges for certain lost books.
The school describes itself as being on a large site in Stoneygate and close to major transport routes into the city, with walking access to the city centre and universities.
Early start, and punctuality matters. The day begins early, with Key Stage 1 and 2 hours listed from 8.15am, and gates locked at 8.30am. Families with longer commutes should pressure-test the morning routine.
Phonics consistency is still being refined. The most recent inspection highlights that reading books do not always match the sounds pupils have learned, and the school is expected to embed a more aligned approach. This is most relevant for children at the earliest reading stages.
SEND adaptation needs to be consistently strong. The same inspection points to cases where teaching is not adapted well enough for some pupils with SEND. Parents of children who need tailored scaffolding should ask how this is tracked and monitored.
Wraparound is structured, but not universal. After-school provision exists, but Early Years aftercare is limited to Nursery and Reception pupils with siblings in older year groups, and other wraparound options rely on external provision.
A good fit for families who want an Islamic primary where faith practice is integrated into the timetable, behaviour expectations, and the wider curriculum. Leadership has been consistent since April 2022, and the latest inspection evidence supports a cohesive, well-managed school with clear routines.
Who it suits: pupils who respond well to structure, families who value daily Qur’an and Islamic Studies alongside the National Curriculum, and parents who want explicit values teaching and a strong sense of Muslim identity. The main trade-off is the early start and the fee commitment, plus the need to ask detailed questions about reading progression and SEND adaptation.
The most recent inspection outcome is Good, and the school meets the independent school standards. The published evidence points to a cohesive culture, clear expectations, and strong emphasis on values and personal development. Families should still ask how reading books align to the phonics sequence and how SEND adaptation is monitored, as these were identified as improvement priorities.
For 2025/26, the school publishes annual fees of £2,754 for Years 1 to 6 plus an annual resource fee of £132. Reception fees start from the term after a child turns 5 and are described as monthly payments. Nursery fees are published separately and vary by booked hours and funding eligibility, so parents should check the latest nursery schedule and confirm funded entitlement options.
Applications are made directly to the school using its application form, rather than through local authority coordinated admissions. If you are aiming for a start in 2026, note that the school has published an Open Day date in October 2025, which is a useful planning milestone for visiting, asking questions, and understanding assessment expectations.
After-school provision is available through a sports-focused club for older pupils, and there is a limited after-school option for Nursery and Reception pupils who have siblings in older year groups. Additional wraparound is referenced through a nursery provider that shares space with the school for part of the day, with pre-booked sessions.
The school follows the National Curriculum in Key Stages 1 and 2, with Early Years aligned to the Early Years Foundation Stage. Alongside this, the day includes daily Qur’an and Islamic Studies, with a structured approach to Arabic phonics, recitation, and tajweed as children move through the school.
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