The Imam Muhammad Adam Institute School Review 2026: Values-led independent education for ages 5 to 16 in Leicester

This is an independent, all-through school in Leicester City with a clear dual focus, mainstream academic study alongside an explicitly values-led Islamic ethos. The school is registered as mixed, with boys and girls in Years 1 to 4, then girls only from Years 5 to 11, which is a practical detail families should understand early.

The latest full inspection took place from 12 to 14 November 2024 and graded overall effectiveness as Good, with Behaviour and Attitudes graded Outstanding.

For parents comparing outcomes locally, GCSE performance sits well above England average by FindMySchool measures. The school ranks 398th in England and 5th in Leicester for GCSE outcomes (FindMySchool ranking, based on official data), placing it in the top 10% of schools in England on this measure.

A strong sense of purpose shapes day-to-day school life. Expectations around conduct are not presented as an add-on, they are positioned as a core educational outcome, with language on the school’s own site focusing on good conduct, self-discipline, fairness, honesty, and community contribution.

Relationships are a defining feature. External evidence describes pupils as happy, safe, and well cared for, with older pupils supporting younger pupils, which matters in an all-through setting where a wide age range share routines and spaces.

The school also describes itself as inclusive, with an equality statement that emphasises eliminating discrimination, valuing diversity, and equal access to after-school opportunities and educational experiences. For many families, the combination of strong boundaries and explicit inclusion language can be reassuring, particularly if a child benefits from clear routines and a calm behavioural culture.

One practical nuance is that the school’s “mixed” registration does not mean co-education all the way through. The published structure, boys and girls in Years 1 to 4, then girls only from Years 5 to 11, can be a positive fit for families seeking a girls’ secondary experience while keeping younger siblings in one organisation. It can also be a drawback if a family wants true co-education in later years.

Independent all-through schools are not required to publish the same breadth of primary performance data as state schools, and there is no Key Stage 2 performance set to compare here. The most decision-useful academic signals therefore come at GCSE level.

GCSE outcomes are a clear strength by FindMySchool’s comparative measures. Ranked 398th in England and 5th in Leicester for GCSEs (FindMySchool ranking, based on official data), performance sits well above England average, in the top 10% of schools in England on this measure.

The dataset also reports an Attainment 8 score of 64.5 and an EBacc average point score of 6.26. The school’s EBacc average point score compares favourably with the England comparator figure (4.08).

At subject level, the school’s emphasis on reading is evident in inspection evidence. A structured phonics start is described, with pupils moving into fluency, and older students engaging with complex texts, including Shakespeare, in a way that suggests staff are aiming beyond functional literacy.

What to take from this as a parent: the academic picture is strongest at GCSE, and it is supported by a school culture that prioritises behaviour, routines, and high expectations. That combination often suits students who work best in a structured environment, and it can help children who might otherwise be distracted by low-level disruption elsewhere.

Curriculum intent is described externally as broad and carefully sequenced, with leaders having identified the important knowledge pupils should learn over time. That sequencing matters most in all-through settings, because gaps created in primary years can compound by Key Stage 4 if not addressed early.

Teaching capacity looks like a strength. External evidence describes teachers as subject experts with strong questioning that deepens learning. Computer science is explicitly referenced as one of the curriculum “deep dive” areas in the most recent inspection, which suggests it is not treated as a marginal subject.

Reading is positioned as a priority, with phonics as the starting point. The specific feature to look for, if you visit or speak to staff, is how the school checks understanding before moving on. The most recent inspection evidence indicates that, while teachers routinely identify gaps, they are not consistently effective at resolving those gaps before progressing, which can leave some pupils less secure than they could be in subsequent learning.

For families, the implication is straightforward. If your child tends to nod along but not fully grasp concepts, ask how staff diagnose misconceptions and what “catch-up” looks like in practice, particularly in mathematics and in subjects that build cumulatively.

The school educates pupils to age 16, so the main transition point is after GCSEs. There is no sixth form within this setting, which is often a deliberate choice for families who want a fresh start for post-16 study in a larger college environment.

Careers guidance is described externally as high quality and designed to prepare pupils for next steps in education and future employment. The most useful question for Year 10 and Year 11 families is how the school supports applications and decision-making across different local post-16 routes, including sixth forms, colleges, and vocational pathways.

In the absence of published destination statistics, parents should treat the transition process itself as the key indicator. Ask to see how careers education is structured across Years 7 to 11, how one-to-one guidance is delivered, and whether there is targeted support for competitive routes, such as high-demand sixth forms or specific college programmes.

Admissions are handled directly by the school rather than through a local authority coordinated process, which is typical for the independent sector. The published criteria make clear that academic ability is not the sole determinant. The school asks for a report from the child’s current school, and it also considers whether the child has the aptitude and commitment to cope with the pace of learning, and whether the school can meet the child’s needs.

A practical implication of that approach is that the admissions conversation is likely to be broader than test scores. Families should be prepared to discuss learning habits, attendance patterns, and how a child responds to clear behavioural expectations. If you are moving from another school, ensure you can provide recent reports and, where relevant, any supporting information that explains context around a child’s progress or pastoral history.

The website does not publish a calendar of entry deadlines for 2026 intake. In practice, that usually means applications may be considered as places arise, rather than through one annual cycle, but families should not assume this. It is sensible to contact the school early if you are targeting a specific start date, particularly for entry into the older year groups where timetable and exam-course constraints can reduce flexibility.

For parents shortlisting multiple options, FindMySchool’s Saved Schools feature is a practical way to track what you have requested, what you have submitted, and what follow-ups are outstanding, especially where deadlines are not published clearly on the school site.

Wellbeing appears to be supported through both culture and systems. External evidence describes a strong sense of safety, positive relationships between pupils and adults, and very low incidence of bullying, alongside high levels of respect between pupils.

Behaviour is positioned as a major strength, and that typically has a direct knock-on effect on learning time and classroom calm. For children who are easily distracted, a high-expectations behaviour culture can be a genuine advantage, because they spend more time learning and less time managing peer disruption.

There is also a practical emphasis on safe routines and risk management, including referenced day-to-day routines such as walking to the park with mitigations in place. For parents, this signals a school that takes supervision, transitions, and site safety seriously, rather than treating safeguarding as paperwork.

The most distinctive “beyond lessons” feature is the school’s enrichment model. External evidence describes timetabled enrichment lessons, delivered in collaboration with staff, aimed at building life skills and supporting wider personal development. That matters for parents because it suggests extra time is allocated for character education rather than being left to ad hoc assemblies.

Educational visits are also part of the picture. External evidence references visits to pottery painting studios and visits to places of worship. Used well, these experiences can do more than provide variety. They can support confidence in unfamiliar settings, broaden cultural understanding, and give pupils a reason to apply classroom learning in real contexts, particularly in personal, social and health education and in humanities.

Community contribution is described in concrete terms, including collecting food and clothing for local food and clothing banks. This kind of service activity can build responsibility and empathy, and it often becomes a valuable reference point for older pupils reflecting on values and citizenship.

The main limitation to understand is that extra-curricular options are described as somewhat limited, with pupils asking for more opportunities beyond the classroom. For parents with a child who wants extensive competitive sport, large-scale performing arts, or a wide club menu, it is worth probing what is currently available, how often activities run, and whether provision differs by age group.

Parents comparing schools can use FindMySchool’s Local Hub page and Comparison Tool to set this academic and behavioural profile against nearby options, particularly if you are weighing a smaller school with strong conduct against a larger school with broader extra-curricular breadth.

Term dates are published for the 2025 to 2026 academic year, with the school noting that dates may be subject to change. The same document indicates that the school day during Ramadan is shorter than the usual school day, which is relevant for working families arranging transport and after-school commitments.

Specific daily start and finish times are not clearly published on the main public pages accessed for this review. Wraparound care details, such as breakfast provision or late pick-up, are also not set out publicly, so families who require these should ask directly what is available and whether it varies by key stage.

As an urban Leicester setting, families should plan transport pragmatically and confirm practicalities directly, including drop-off expectations and any local parking constraints, particularly if more than one child will be attending across different year groups.

Fees & Financial Aid

For the academic year 2025 to 2026, published annual fees are £2580 plus £516 VAT for primary pupils, and £2640 plus £528 VAT for secondary pupils. The fee page also presents VAT-inclusive totals of £3096 (primary) and £3168 (secondary).

A notable practical feature is flexibility. The school sets out payment options across 12 monthly instalments (via bank transfer), 10 monthly instalments (cash), and an upfront payment by 1 September for the full year. Families budgeting carefully should read the conditions attached to each option, including the expectation that payments are made by the 1st of each month during the relevant period.

Beyond tuition, the school indicates that additional charges may apply during the year, with examples including trips, swimming sessions, revision guides and workbooks, madrasa textbooks, and GCSE examinations. A registration fee of £200 is also stated as applicable when accepting an offer of a place.

The publicly accessible fee information does not set out bursary or scholarship provision in a way that can be cited confidently here. Families who may need support should ask directly what financial assistance exists, how it is allocated, and what documentation is required.

• Structure of co-education. The school is registered as mixed, but boys are present only through Years 1 to 4, with girls only from Years 5 to 11. This suits some families well, but it will not suit those who want co-education through GCSE years.

• Extra-curricular breadth. External evidence indicates extra-curricular options are currently limited and pupils want more opportunities beyond the classroom. If clubs and wider activities are a high priority, ask for the current programme by year group.

• Checking understanding before moving on. A stated improvement area is ensuring teachers consistently check pupils’ understanding before advancing learning, so gaps are addressed securely. This is worth exploring if your child benefits from slower consolidation or needs targeted correction of misconceptions.

• Published practicalities. Term dates are available and there are notes about Ramadan shortening the school day, but daily start and finish times and wraparound care details are not clearly published on the main pages accessed. Families who need predictable childcare coverage should confirm arrangements early.

The Imam Muhammad Adam Institute School offers a disciplined, values-led education with a notably strong behaviour culture and GCSE outcomes that compare very favourably locally by FindMySchool measures. It appears best suited to families seeking a structured learning environment, a clear Islamic ethos, and a smaller all-through setting that supports younger pupils while guiding older students through GCSEs.

The main trade-offs are the unusual co-education structure across year groups and the currently limited extra-curricular breadth. For the right child, particularly one who thrives on routine and calm classrooms, it can be an excellent fit.