Islamia Primary School Review 2026: High-attainment faith primary with a disciplined learning culture

A voluntary aided Islamic primary in Queen’s Park (Brent), Islamia Primary School blends National Curriculum study with a clearly defined faith ethos and structured routines. The school is a full primary (ages 4 to 11) with a published capacity of 420 pupils.

Academic outcomes are a headline strength. In 2024, 86.7% of pupils reached the expected standard in reading, writing and maths combined, well above the England average of 62%. More pupils also hit higher standards than is typical nationally, which matters for families looking for stretch as well as support. (Results detail appears in the Academic Performance section.)

Admission is competitive. In the latest available intake data, 162 applications competed for 60 offers, and the last distance offered reached 6.59 miles in 2024, a reminder that faith criteria and application completeness matter alongside geography.

Islamia’s identity is inseparable from its religious character. Daily routines include structured moments of supplication and, for older pupils, a lunch-and-prayer rhythm that sits alongside mainstream lessons. This can be a strong match for families who want faith practice integrated into the school day, rather than treated as an add-on.

Day-to-day culture is defined by calm classrooms and orderly movement. Pupils’ conduct, focus, and the tone of relationships between staff and pupils come through as a practical strength, not just an aspiration. That matters at primary age because it underpins learning time and reduces low-level friction. It also tends to help quieter children, who can otherwise be crowded out in noisier settings.

Leadership has changed since the last published Ofsted report. The current headteacher is Mr Alim Uddin Shaikh. A school-published inspection document also refers to the appointment of a new headteacher in May 2023, which is useful context when weighing how quickly improvement priorities can be embedded after a change at the top.

Heritage is part of the story. Islamia was founded in 1983 by Yusuf Islam, and the school highlights its journey into the state sector, including a 2000 inauguration of its voluntary aided status. For parents, this history is less about nostalgia and more about institutional confidence, the school has had decades to define what “faith school in the state sector” means in practice.

Islamia’s published outcomes place it comfortably above England averages.

In 2024, 86.7% of pupils met the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 22% reached greater depth, compared with 8% across England. These are the two figures most parents use to gauge both overall attainment and genuine stretch.

Subject-level indicators also look strong in 2024. Reading expected standard was 86%, maths was 93%, grammar, punctuation and spelling was 97%, and science was 100%. Scaled scores were 107 in reading, 106 in maths, and 110 in GPS, with a combined total score of 323. High score rates suggest plenty of top-end performance too, including 29% achieving high scores in reading, 25% in maths, and 53% in GPS.

Rankings come from FindMySchool’s methodology using official data. Ranked 2,194th in England and 15th in Brent for primary outcomes (FindMySchool ranking based on official data), this sits above England average and within the top 25% of schools in England. The implication is consistency, not just one good cohort, and a school likely to suit children who respond well to clear expectations.

Parents comparing options in the area can use the FindMySchool Local Hub comparison tool to place these outcomes next to nearby schools, particularly helpful in a borough where results vary widely by intake and admissions route.

Teaching here is built around two parallel priorities: strong mainstream curriculum coverage and purposeful faith-based learning.

On the mainstream side, the curriculum is mapped to the national scope and sequence, with deliberate attention to vocabulary and to spoken language. That emphasis can be especially useful in a community intake where pupils may arrive with varied language exposure, and where confident oracy supports writing quality later.

Early reading is a central feature, with daily reading routines and systematic phonics in the early years and Key Stage 1. The practical implication for families is a school that expects children to become fluent readers early, then uses that fluency to unlock the wider curriculum by Key Stage 2.

Faith learning is not treated as an occasional theme week. The headteacher describes specialist teaching in Islamic Studies, Quran, nasheed, and Arabic. For the right family, that breadth can feel like an integrated “second curriculum” that supports identity and values alongside the usual academic core.

As a primary school, the main transition is into Year 7 elsewhere. The school does not publish a standardised list of “typical” secondary destinations with numbers, so parents should plan on using local authority admissions guidance and visiting likely secondaries during Year 5 and early Year 6.

Location does shape the shortlist. Queen’s Park sits close to boundaries between Brent and neighbouring boroughs, so families often consider a mix of Brent secondaries and options in adjacent areas, depending on sibling links, faith criteria, and transport practicality.

One specific nearby secondary option is Islamia School for Girls, listed by Ofsted as sharing the same postcode. That may be relevant for families prioritising an Islamic secondary pathway, although entry criteria and availability should be checked directly with the relevant school and admissions authority.

Reception entry is coordinated through the local authority route, but Islamia also requires its own supplementary forms. The school is explicit that families must complete both the Common Application Form and the school’s Supplementary Information Form for the application to be considered. This is a crucial practical point, many otherwise strong applications fail on administration rather than suitability.

For September 2026 Reception entry, the school publishes these key dates: applications open 01 October 2025; applications close 15 January 2026; offers released 16 April 2026; acceptance deadline 30 April 2026.

Demand is high. In the latest intake figures available here, there were 162 applications for 60 offers, which is 2.7 applications per place. First preference pressure also looks meaningful, with 1.67 first-preference applications per first-preference offer. The practical implication is that families should treat this as a high-competition admission and have well-chosen backups.

Distance data needs cautious use. In 2024, the last distance offered was 6.59 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Families should also remember that voluntary aided admissions can weight criteria beyond distance, so the “furthest distance admitted” is not the same as a predictable catchment boundary.

For families planning strategically, the FindMySchool Map Search can help you sense-check your home-to-school distance against the last offered distance, but admissions criteria and application completeness remain decisive.

Pupil wellbeing is described in grounded, operational terms rather than slogans. Pupils report that there are adults they can speak to when upset, and that bullying is uncommon and acted on quickly when it occurs. For parents, the key takeaway is a school where supervision, routines, and response systems appear to be taken seriously.

The latest Ofsted inspection, in February 2022, confirmed the school remains Good. The same report judged safeguarding arrangements effective.

Provision for pupils with special educational needs and disabilities is referenced through effective identification and adaptations, with assessment used to target support. That does not mean the school is a specialist setting, but it does indicate that children needing targeted scaffolding can be supported without expectations being lowered.

Extracurricular life is structured and specific, rather than generic. The published Autumn Term 2025 programme includes Handwriting (Key Stage 1), Qur’an clubs (Key Stage 1 and Key Stage 2), Sewing (Key Stage 2), Reading and Spelling, Football (Key Stage 2), Art, and Taekwondo. These are practical options that map to the school’s wider priorities, literacy, discipline, and faith learning.

The school also shares pupil voice and performance through “Student Sounds”, including adhaan competition entries and nasheed-style recitals. For families who value confidence, public performance, and faith expression, this is a distinctive cultural marker.

Trips and enrichment appear purposeful. Recent examples include a Year 6 visit to the Imperial War Museum linked to World War II learning, plus science week activities such as a rocket competition and themed learning experiences. The implication is a school that uses external experiences to deepen curriculum units, rather than treating trips as occasional entertainment.

The school day is clearly timetabled. Gates open at 8:20am, gates close at 8:40am, and home-time is 3:15pm, with extended school clubs listed to 4:15pm. A breakfast provision is also shown in the published club schedule, running 7:40am to 8:20am.

Transport is straightforward for many London commutes. Queen’s Park station is on Salusbury Road and serves both the Bakerloo line and London Overground, making it a practical anchor for public transport planning.

There are no tuition fees, this is a state school. Families should still budget for the usual associated costs (uniform, trips, and optional clubs), which vary year to year.

• Admission complexity. Applications require both local authority submission and school supplementary forms. Missing paperwork can effectively remove you from consideration, even if you meet the criteria.

• Competition and distance volatility. With 2.7 applications per place and a last offered distance of 6.59 miles in 2024, admission is unpredictable. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

• Curriculum consistency. External evaluation highlighted that a few subjects had newer curriculum plans that were not yet implemented consistently, and that reading books sent home were not always matched closely to pupils’ phonics stage.

• Relocation on the horizon. The school states an intention to relocate from September 2027, and Brent has published decision papers about relocation planning. Families with younger children should factor potential travel changes into their longer-term plans.

Islamia Primary School suits families who want a clear Islamic ethos paired with high academic expectations and a tightly managed learning environment. Outcomes at Key Stage 2 are strong by England benchmarks, and the school’s routines and behaviour culture appear to support purposeful learning.

Who it suits: families committed to the faith-based model, comfortable with structured expectations, and willing to engage carefully with a competitive admissions process. The main challenge is securing a place, and, for some families, planning around the school’s stated relocation timeline.