Lady Nafisa School Review 2026: Independent Islamic Secondary for Girls in Hillingdon

A small school can feel unusually personal at secondary age, and that is part of the appeal here. With capacity for 100 pupils and fewer than that currently on roll, relationships between year groups and staff can be close, with older pupils taking visible responsibility for younger ones.

The school’s Islamic character is not an add-on, it sits alongside a broad academic curriculum that includes GCSE subjects and a structured personal development programme. The most recent standard inspection graded the school Good overall, with behaviour and attitudes a standout strength.

For families considering an independent girls’ setting with a faith-centred ethos in West London, the key question is fit: a smaller setting with clear expectations can suit students who benefit from structure, familiarity, and a tightly knit peer group.

The school’s ethos is explicitly rooted in Sunni Islamic belief and practice, and the choice of namesake is intentional. The school’s vision materials explain that Lady Nafisa, described as a role model for young women, is central to how the school frames character, knowledge, and service.

A small roll shapes day-to-day culture. External evaluation describes pupils seeing the school as a family, settling quickly, and socialising well across year groups, with older pupils looking out for younger ones. Bullying is described as rare, and the school’s response to issues is presented as prompt.

A structured approach to routines is visible in the timetable and the way expectations are described. The school day starts early, with doors opening at 8:00am and registration at 8:10am. For Key Stage 3, the published finish time is 3:10pm, with some Key Stage 4 days extending to 4:00pm for an additional lesson.

On FindMySchool’s GCSE outcomes ranking (based on official data), the school is ranked 1,891st in England and 16th in Hillingdon. That places outcomes broadly in line with the middle 35% of schools in England (25th to 60th percentile), rather than at the very top of the distribution. This is a useful anchor for parents weighing a small independent setting against other local options.

The underlying dataset shows an Attainment 8 score of 46.2 and an EBacc average point score of 4.18. The EBacc figure is above the England average of 4.08 suggesting a slightly stronger outcome in that component.

One figure families often ask about is the proportion achieving strong passes across the EBacc. Here, 15.8% of pupils achieved grades 5 or above across the EBacc measure. As with many small schools, cohort size can make year-on-year swings more pronounced than in larger secondaries, so it is sensible to look for consistency across multiple years when speaking to the school.

Curriculum breadth is a clear theme in external evaluation. Leaders are described as ensuring pupils study a broad range of subjects in addition to Islamic studies, with curriculum planning that sequences knowledge and skills carefully so pupils can build understanding over time.

A distinctive element is the Life Skills course, referenced as including practical areas such as textiles and food technology. The educational value is straightforward: applied learning can improve engagement for students who learn best when academic content is connected to real tasks and tangible outcomes.

Reading is positioned as a priority. The published inspection evidence describes a dedicated weekly library lesson for Years 7 to 9, with staff and pupils recommending books and sharing recommendations in assemblies. The implication for parents is that literacy is treated as an active, planned strand of the week rather than a passive expectation.

This is an 11 to 16 school, so the immediate destination question is post-16 choice. Careers education is presented as planned and continuous, with dedicated careers lessons for Years 7 to 11 and Year 10 work experience as a formal part of preparation for the next stage.

The school’s alumni reflections, while not statistical, provide a useful picture of possible pathways after GCSEs and subsequent study. Published alumni comments reference progression through local further education routes and then into degrees and professional programmes, including English Literature and International Relations at King’s College London, Dentistry at King’s College London, Pharmacy, Optometry, and Computer Science. The practical implication is that families who value professional routes alongside faith-centred schooling will find examples that align with that ambition.

Because the school does not operate a sixth form, families should discuss which sixth forms and colleges are most commonly used, what guidance is offered on subject choices, and how references and predicted grades are managed across Year 11.

Admissions are handled directly by the school rather than through a local authority coordinated process, which is typical for independent schools. The published approach emphasises a two-part process that includes an entrance exam in English and mathematics pitched around Year 6 level, followed by an interview. The school is clear that its exam is not designed to mirror 11+ selection tests.

Timing is also relatively clear at the pattern level. The school states that entrance exams are held in November, and it typically holds an open day in October, which is useful for families planning autumn term visits.

Given the small scale, families should ask practical questions early: how many places are available in Year 7 each year, how waiting lists operate, and whether the school will consider mid-year entry if places arise. A small intake can mean either close matching of students to the setting, or limited flexibility if a year group fills quickly.

Pastoral strength is most clearly evidenced in the behaviour picture and safeguarding arrangements. The standard inspection evidence presents behaviour as calm and purposeful, with lessons not disrupted by poor behaviour and pupils moving around the building calmly. Attendance is described as high, which often correlates with students feeling settled and expectations being consistent.

A structured student leadership culture also supports wellbeing. External evaluation references pupils taking on responsibility as prefects and anti-bullying ambassadors, which tends to make expectations visible to younger pupils and gives older pupils a real stake in the school’s culture.

The most recent Ofsted material change inspection, focused on a proposed capacity increase, concluded the school was likely to meet the relevant independent school standards if the change was implemented, and it describes safeguarding systems, staff training, and recording processes as consistently applied.

A smaller school still benefits from purposeful enrichment, and the named offer here is practical and specific. The school lists after-school clubs including Karate, Knitting, Writing for Pleasure, Coding, and Film Club. Clubs run in blocks of roughly 6 to 10 weeks, which suggests a rotating programme rather than a fixed timetable year-round.

Trips and wider experiences show up repeatedly in published inspection evidence. Examples given include visits linked to curriculum learning, such as Kew Gardens as part of science and art learning, and trips to museums including the Natural History Museum and the Science Museum. Residential trips are also referenced, including the Isle of Wight and Oxfordshire. The implication for families is that enrichment is not limited to end-of-term treats, it is integrated into curriculum planning.

A house system, launched in September 2021, adds a further layer of belonging and friendly competition. Houses are named Malcolm, Franklin, Banksy, and Montagu, with points awarded for contributions across lessons, homework, extracurricular activities, and conduct, and weekly recognition through visible house flags.

Finally, for older students, the school podcast, LNS Insider, is presented as set up and run by Year 11 students, aimed at discussing school life and issues facing young Muslim women. That kind of student-led project can suit students who gain confidence through structured speaking and editorial responsibility.

For 2025 to 2026, published annual tuition fees are £5,963.64 per student for Years 7 to 10, and the same annual tuition figure is stated for Year 11. For Year 11, the fees policy also lists GCSE exam costs of £500.

One-time charges in the same policy include a £60 registration fee and a £1,000 security deposit for new applicants, with the deposit described as retained on the student’s account and used towards fees in Year 11, subject to the policy conditions.

On financial support, the published fees policy states that parents may seek financial aid through outside agencies, and that this is not something the school can assist with. In practice, families should assume fees are payable in full, aside from any sibling discount that may be available under the policy.

The published day structure is clear: doors open at 8:00am with registration at 8:10am. Key Stage 3 typically finishes at 3:10pm, with Key Stage 4 sometimes extending to 4:00pm for an additional lesson.

Transport planning matters in this part of Hillingdon. West Drayton station, served by the Elizabeth line, is the nearest major rail hub for many families. Local bus links in the area include Transport for London routes such as the 222, which serves stops around Sipson and West Drayton.

Because the school is independent and relatively small, it is sensible to ask directly about drop-off expectations and any guidance on local parking or walking routes, especially at peak times.

• Leadership information can be inconsistent across sources. The most recent Ofsted documentation lists Ms Sanam Saleem as headteacher, while some older pages still reference earlier leadership. Families should confirm the current leadership structure and who will be leading admissions interviews.

• Small cohorts can mean less statistical stability. The benefit is attention and familiarity; the trade-off is that results and subject availability can shift more year to year than in larger schools.

• No sixth form. Students will need to plan a post-16 move, so the strength of careers guidance, subject advice, and references in Year 11 matters more than it would in a school with internal sixth form progression.

• Curriculum development areas are documented. External evaluation highlights that some aspects of technology and creative education needed clearer curriculum progression, and that reading support identification could be more rigorous. Ask what has changed since those findings.

Lady Nafisa School offers a faith-centred girls’ secondary experience on a deliberately small scale, with clear expectations and a culture where students tend to feel known and supported. The most recent standard inspection judgement sits at Good overall, with behaviour and attitudes recognised as a particular strength.

This will suit families who want an independent Islamic setting, value structure and calm, and prefer a small community where pastoral relationships matter. It may be less suitable for those who want a broad in-house sixth form, or for students who need a very wide range of specialist facilities and subject choices that typically come with larger schools.