Iqra Primary School Review 2026: High-Ambition Primary with a Clear Islamic Ethos

Morning recitation starts at 8.20am, followed by a formal 8.30am start, which sets the tone for a school day that is structured, purposeful, and rooted in faith. The school combines a full National Curriculum offer with dedicated Arabic and Islamic Studies, alongside a wider programme that includes Philosophy and World Faiths.

The latest Ofsted inspection (5 and 6 June 2024) confirmed the school continues to be Outstanding, and that safeguarding arrangements are effective.

Academically, outcomes sit among the strongest in England for primary schools. At the end of key stage 2, 95% of pupils met the expected standard in reading, writing and mathematics in 2024, compared with an England average of 62%. That headline figure aligns with strong scaled scores in reading (110), mathematics (110), and grammar, punctuation and spelling (113).

The school’s identity is unambiguous. It is a voluntary aided school, and its admissions policy explains that the school exists primarily to serve the Muslim community, while also making a defined proportion of places available for families of other faiths who actively support the school’s religious ethos.

Daily routines reinforce that clarity. Morning recitation and punctuality expectations are explicitly framed as “a skill for life”, and the day ends with clear, child-safety focused handover procedures, including face-to-face contact with the collecting adult.

The staff structure is also presented transparently. Humaira Saleem is listed as headteacher, supported by assistant headteachers Hamidah Cassim and Muzamil Sayed, with named specialist and additional educators for areas such as Logic and Reasoning, Arabic and Islamic Studies, Music, and Physical Education.

Performance data indicates a consistently high-attaining cohort by the end of key stage 2. In 2024:

• 95% met the expected standard in reading, writing and mathematics combined (England average: 62%).

• 38% achieved the higher standard in reading, writing and mathematics combined (England average: 8%).

• Reading scaled score: 110; mathematics: 110; grammar, punctuation and spelling: 113.

Rankings add further context. Ranked 187th in England and 3rd in Lambeth for primary outcomes (FindMySchool ranking, based on official data), results place the school among the highest-performing in England (top 2%).

For parents comparing local options, FindMySchool’s Local Hub pages and Comparison Tool are useful for viewing these outcomes alongside nearby schools on a like-for-like basis.

Teaching is positioned around systematic knowledge-building, with clear routines for recall and vocabulary development. External evidence highlights the use of short, regular retrieval practice at the start of lessons, and an emphasis on subject vocabulary to help pupils handle increasing complexity as they progress through the school.

Early reading is treated as a core priority from Nursery and Reception onwards. A structured phonics approach is described alongside timely identification and support for pupils who fall behind expected milestones, which matters because high attainment at key stage 2 is rarely sustained without secure early reading foundations.

Faith-based learning is explicit rather than incidental. The school publishes that pupils receive three Islamic Studies lessons each week, giving the curriculum a predictable rhythm for families who specifically want this integrated with the mainstream primary offer.

This is a school where transition is treated as more than an administrative handover. Official evaluation notes that pupils are very well prepared for the next stage of education, supported by strong curriculum sequencing, consistent expectations, and mature learning behaviours.

Beyond academics, the school’s wider programme includes practical preparation for London secondary travel and independence. A recent Year 6 workshop focused on journey planning and safe public transport use, which is a sensible, age-appropriate bridge between a primary setting and the greater independence of secondary school life.

Because secondary destinations vary significantly by family preference and coordinated admissions outcomes, families should use Lambeth’s secondary admissions guidance and attend open events for prospective secondary schools early in Year 5 and Year 6.

Demand is strong. For the primary entry route reflected in the most recent admissions dataset, there were 121 applications for 30 offers, which equates to just over four applications per place. Subscription status is recorded as oversubscribed.

Reception entry is part of the Pan-London coordinated admissions process. Lambeth confirms that applications for September 2026 Reception places open from 1 September 2025 and close on 15 January 2026, with National Offer Day on 16 April 2026.

As a voluntary aided faith school, the governing body is the admissions authority and requires additional paperwork beyond the Common Application Form. The school’s admissions policy states that applicants must complete the local authority Common Application Form and also return the school’s supplementary form, with an Imam or mosque endorsement relevant to faith-based criteria when oversubscription applies.

Oversubscription criteria include looked-after children, siblings, professionally supported medical or social need, and then proximity to the school.

Nursery places are offered, and the school uses a separate nursery request process. Specific entry deadlines are not clearly published on the nursery request page, so families should contact the school directly and ask about timing, availability, and the progression pathway into Reception.

Parents considering Iqra should use FindMySchoolMap Search to understand their precise distance position relative to the school, but also remember that faith and supplementary criteria can be decisive here, not just geography.

Behaviour expectations are described as calm, respectful, and self-managed through clear routines. The official picture places strong emphasis on pupils’ maturity and self-discipline, and links this to high attendance and a sense of belonging.

Support for pupils with special educational needs and/or disabilities is described as fully integrated into classroom practice. Staff training and teaching adaptations are referenced as routine rather than exceptional, which matters in a one-form-entry setting where inclusion typically depends on consistency across every classroom.

Policies and daily procedures also reflect safeguarding-minded practice, particularly around end-of-day handovers and attendance follow-up.

After-school clubs are clearly published and run on a structured schedule by year group. Current examples include Gymnastics, Football, Arts and Craft, Cookery, and Multi Sports, generally operating 3.40pm to 4.40pm on set weekdays.

The wider enrichment offer extends beyond clubs. External evaluation highlights trips, community-focused activities, and choir performance at national events, plus theatre visits, which suggests that cultural education is not treated as an optional extra.

For children who respond well to routine, the balance here is attractive. Pupils get predictable daily structures, while still accessing wider experiences that develop confidence, citizenship, and public-facing skills.

The formal school day starts at 8.30am, with morning recitation from 8.20am, and ends at 3.30pm.

After-school clubs typically begin at 3.40pm and run to 4.40pm for specific year groups. Dedicated wraparound childcare (breakfast club or later after-school care beyond club times) is not clearly set out on the published clubs and school-day pages, so families should check directly with the school office if they need care outside standard hours.

Term dates and key faith and calendar events are published on the school website calendar, which is useful for planning around closures and observance periods.

• Faith commitment is central. The admissions policy is explicit that families must fully support the Islamic character of the school, and oversubscription criteria include faith-related evidence when demand exceeds places. This will suit many families strongly; it will not suit everyone.

• Reception entry is competitive. Recent demand data indicates more than four applications per place for the main entry route. Families should plan on naming realistic alternatives alongside Iqra on the Common Application Form.

• More than one form is required. In addition to the local authority application, the school requires its supplementary paperwork for Reception entry, and incomplete paperwork can weaken an otherwise strong application.

• Wraparound care is not clearly published. Clubs are listed and timed, but childcare provision outside club hours is not set out in the same place. If wraparound is essential, confirm what is available before committing.

Iqra Primary School combines a clearly defined Islamic ethos with exceptionally strong academic outcomes at key stage 2, and a structured school day that many pupils find grounding. It is best suited to families who actively want faith to be integrated into daily school life, and who value high expectations, routines, and a disciplined learning culture. Entry remains the limiting factor, and families should treat admissions as a process that requires both the Common Application Form and the school’s supplementary requirements.