Within the Victorian red-brick envelope of a purpose-built school designed a century ago, Madani Secondary Girls' School operates as an independent Muslim day school for girls aged 11 to 18. The building itself carries considerable history; its main structure was created in 1905 by Thomas Jerram Bailey, architect to the London County Council, and features distinctive semicircular staircase towers with copper domes, now a Grade II listed building. Today, 260 girls occupy this historic setting in Whitechapel, Tower Hamlets, where the school has operated since 1991.
Academically, the school ranks in the top 25% of schools in England for GCSE results (FindMySchool ranking), with an average Attainment 8 score of 58.9, well above the England average. The school has been consistently recognised in the top 100 non-selective schools nationally for student progress and sustained improvement. In 2020, the school received an Ofsted judgment of Good with behaviour rated Outstanding. The sixth form remains smaller than the main school, with limited university progression data available publicly, though a growing number of students progress to post-18 study.
Madani is rooted explicitly in Islamic values, though it welcomes students of all faiths and denominations. The school's vision centres on developing girls who are proud of their faith, confident learners, and prepared for life as Muslim citizens in contemporary Britain. This commitment is genuine and pervasive, not decorative. Prayer times structure the school day. Assemblies include Islamic teachings. Qur'anic reflections appear in curriculum contexts across subjects, from science discussions of creation to history explorations of the medieval Islamic world.
The atmosphere is notably purposeful and orderly. Staff and pupils emphasise a family-like environment where respect runs deep. The 2020 Ofsted inspection noted that pupil behaviour is excellent and pupils work with determination to succeed. This collective commitment to both academic achievement and character development appears genuine, shaped by leadership that holds high expectations across both dimensions.
The school is led by Mr M Saifur Rahman, whose vision emphasises academic rigour alongside spiritual and personal development. Teachers are described by inspectors as having good subject knowledge, presenting subjects in motivating and interesting ways. Relationships between staff and pupils are characterised as strong, with teachers maintaining an enthusiastic and encouraging attitude.
The campus itself benefits from recent investment. In 2020, construction began on the Madani Hub, a two-storey annex building designed to expand teaching spaces and create additional facilities for the growing cohort. The school's purpose-built setting offers discrete playground and private parking for staff, providing a contained and secure environment.
The school demonstrates solid academic performance at GCSE level. In recent cohorts, approximately 59 points on the Attainment 8 measure indicates that pupils collectively achieve across eight qualifications at approximately grade 6-7 level. This represents above-average progress for many students entering the school.
The school ranks 819th in England for GCSE outcomes (FindMySchool ranking), placing it in the top 25% nationally. Locally, within Tower Hamlets, it ranks 5th among secondary schools, a strong position in a competitive London borough. The Progress 8 measure, which tracks how much progress pupils make from their starting points at age 11, has historically been positive; the school reported a Progress 8 score of +1.35 in 2020, indicating significantly above-average added value.
In the English Baccalaureate (a measure of breadth across English, mathematics, sciences, languages, and humanities), 23% of pupils achieved grades 5 or above across the full suite, slightly above the England average entry rate. This reflects the school's commitment to broad academic experience rather than narrow specialisation.
The sixth form cohort is smaller and remains developing. Recent A-level data shows students achieving across the grade range, with 7% achieving A* grades, 7% achieving A grades, and 33% achieving B grades. Combined, 40% achieved A*-B, which sits below the England average of 47%. The sixth form ranks 1959th in England (FindMySchool ranking), placing it in the bottom 40% nationally for A-level performance, though the small cohort size means year-to-year variation is significant.
England ranks and key metrics (where available)
A-Level A*-B
40%
% of students achieving grades A*-B
GCSE 9–7
—
% of students achieving grades 9-7
Teaching is structured around explicit subject disciplines, with particular strength noted in English, mathematics, and sciences according to the 2020 inspection. Teachers demonstrate solid command of their subjects and employ varied pedagogies to engage pupils. Classwork emphasises clear explanations, structured note-taking, and opportunities for pupils to develop communication skills.
The curriculum follows the national framework while adding distinctive elements reflecting the school's Islamic context. Arabic calligraphy, Islamic history, and faith-based reflection feature as enrichment rather than replacement of core studies. Science teaching, for instance, explicitly draws connections between scientific discovery and Qur'anic teachings about creation and stewardship. This integration appears to deepen engagement rather than dilute academic rigour.
Schemes of work emphasise developing pupils' ability to distinguish between right and wrong through citizenship and personal development frameworks. Academic work is paired with explicit character education, where resilience, determination, and integrity are cultivated alongside subject knowledge.
For GCSE leavers, the majority progress directly to the school's sixth form or move to other sixth form providers. In 2024, only 17% of the very small sixth form cohort of six leavers progressed to university; a further 17% entered further education. The small cohort size (n=6) means these figures reflect individual student trajectories rather than school-wide patterns, and the data should not be interpreted as representative of typical outcomes.
The school emphasises holistic progression support, with dedicated guidance on careers and study pathways. Work experience and enterprise activities feature prominently in the curriculum from Year 9 onwards. Year 10 and 11 students participate in events such as the National Apprenticeship and Education Event at the Kia Oval, connecting directly with employers, universities, and training providers.
The school provides extensive enrichment opportunities alongside academic study, though data on clubs is limited. Named activities and achievements documented on the school website include:
All pupils are invited to participate in the annual Madani Election, where candidates develop campaign materials, present manifestos, and engage peers in democratic processes. School Prefects and School Council roles provide structured leadership development. Head Girl appointments recognise excellence in academic and personal conduct across the cohort.
Year 7 pupils participate in hands-on STEM experiences at the Science Museum's Wonderlab, exploring coded experiments and interactive exhibits. In 2024, Year 8s visited the London Transport Museum to explore engineering principles with practising engineers. Year 10 students undertook structured STEM challenges at Imperial College, engaging with creative problem-solving in real-world scenarios. Computer Science students have been celebrated for exceptional achievement through rewards trips, reflecting the programme's strength.
Multiple year groups undertake structured field work experiences. Year 11 pupils study ecosystems through workshops at Kew Gardens using quadrat-based ecology methodology, developing practical research skills. Year 7 and 8 students visit various London museums including the Natural History Museum for Mars rover building challenges, the V&A Museum for cultural and historical exploration, and the London Aquarium to observe biodiversity. These visits integrate explicitly with curriculum content rather than functioning as separate activities.
Sports Day events celebrate team competition and physical achievement. Year 10 pupils participate in fitness challenges at outdoor venues including Battersea Park and Go Ape, combining cardio work with teamwork exercises and resilience-building obstacle challenges. Boxercise has been introduced as an extracurricular option, running on Friday afternoons.
The school calendar includes structured spiritual reflection opportunities. Eid workshops and celebrations engage pupils with faith traditions, including Arabic calligraphy, personal reflection, and exploration of Islamic festivals. A Hajj simulation allows pupils to engage with pilgrimage rituals. Students participate in community service activities, including food bank support as part of citizenship projects. Nature Therapy sessions at Queen Elizabeth Olympic Park combine outdoor reflection with creative expression.
World Book Day is celebrated with classroom decorations, creative writing, and whole-school assemblies centred on assigned novels. Year 8 visits to the Charles Dickens Museum integrate biography, Victorian social history, and literary analysis. Year 9 students engaged with Holocaust history at the Imperial War Museum and explored themes of diversity through visits to cultural venues including the Bush Theatre and Kensington Palace.
Year 7 and 8 students participate in Enterprise Day, developing businesses from concept through execution, learning branding, marketing, and project management. Younger pupils explore careers through immersive role-play environments at KidZania, speaking with professionals across multiple sectors. These experiences develop economic awareness and entrepreneurial thinking alongside academic subjects.
High-achieving students are celebrated through reward trips. Computer Science students visited Greenwich Park by Uber Boat; Year 11 GCSE cohorts undertook challenge experiences including ClueQuest logic puzzles and Sherlock Holmes-themed immersive gaming, framing academic success as enabling enriching experiences.
Annual tuition fees for the 2026-27 academic year are £4,020, inclusive of tuition. A non-refundable admission fee of £300 is payable upon acceptance. This positions the school at the lower end of independent school fees nationally, making it accessible to a broader range of families than many private institutions.
The school does not publicly disclose bursary or scholarship information on its main website, though such support may be available. Families seeking information about financial assistance should contact the school directly to discuss individual circumstances.
Fees data coming soon.
The school prioritises pupil wellbeing through structured support systems. Staff create a family-like environment where relationships are strong and consistent. The anti-bullying policy is comprehensive and communicated explicitly to pupils, staff, and families, with clear expectations for managing all forms of bullying.
Mental health support has been formalised through dedicated Mental Health Days where pupils engage in calming activities designed to promote emotional resilience. Year 11 pupils receive targeted wellbeing workshops before mock examinations, focusing on sleep hygiene, stress management, and self-awareness strategies.
Safeguarding is prioritised. Pupils report feeling safe and being able to discuss potential risks, including those related to technology and social media, with confidence. The school has invested in understanding and preventing extreme views, with explicit programming around "Prevent" duty compliance.
Madani Secondary Girls' School is significantly oversubscribed, with demand increasing annually. The school welcomes pupils of all faiths and denominations from Year 7 through Year 11. Admissions are coordinated through the Local Authority's standard application process for each child's home borough; parents must complete both the Common Application Form and a Supplementary Information Form for the school.
The school operates admission criteria that include priority for looked-after children, then siblings, then faith-based considerations, and finally distance. However, detailed application ratios and last distances are not publicly available. Families should contact the Local Authority admissions team for specific guidance on individual circumstances.
Entry to the sixth form is selective, with GCSE results and subject-specific requirements determining progression. The school requires strong performance in intended A-level subjects, with pupils typically needing grade 6 or above in relevant GCSEs.
School day operates from 8:50am to 3:20pm. No wraparound care (breakfast or after-school clubs) is mentioned on the school website; families should contact the school to clarify any such provisions. The school is located at Myrdle Street, Whitechapel, E1 1HL, served by multiple London Underground stations including Aldgate (Metropolitan, Circle, and District lines) and Tower Gateway (DLR).
Islamic Environment: The school's character is explicitly and comprehensively Muslim. Daily prayer, regular religious education, and Islamic frameworks for moral development are central, not peripheral. Families uncomfortable with or not aligned to these values should consider alternatives, even if academically attracted to the school. That said, the school welcomes pupils of all faiths, and pupils report an inclusive atmosphere where diverse backgrounds are respected.
Sixth Form Size and Progression: The sixth form remains small, which creates both intimacy and limitations. University progression data is sparse due to small cohort sizes, making it difficult to assess A-level outcomes trends. Families seeking evidence of strong sixth form to university pipeline may wish to research beyond available public data.
Inspection Age: The most recent substantial Ofsted inspection occurred in 2020, now six years past. School circumstances may have evolved. Families should request recent monitoring reports or updates from the school directly.
Madani Secondary Girls' School provides strong GCSE education rooted in Islamic values, accessible fees, and a coherent approach to character development alongside academic study. The school suits families seeking an explicitly faith-based education within a structured, supportive environment where academic progress is valued and monitored carefully. The top-25% ranking in England for GCSE results, combined with outstanding behaviour judgments, creates an educational experience that balances rigour with pastoral care.
The school is best suited to girls whose families embrace or are comfortable with an Islamic educational environment, value small cohort sizes and close community, and seek accessible independent education in London. The main caveat is that sixth form remains underdeveloped relative to the main school, and families with sixth form aspirations should seek additional universities destination data and A-level progression support evidence directly from the school.
Yes. The school was rated Good by Ofsted in 2020, with behaviour judged as Outstanding. It ranks in the top 25% of schools in England for GCSE results, with an Attainment 8 score of 58.9, well above national averages. The school is recognised nationally as one of the top 100 non-selective schools for student progress.
Annual tuition fees for 2026-27 are £4,020. A one-time admission fee of £300 is payable upon acceptance. This is considerably less expensive than many London independent schools, positioning it as accessible independent education.
Yes. Although the school is explicitly Muslim and Islamic values shape the curriculum, daily life, and ethos, the school states it welcomes pupils of all faiths and denominations. However, pupils will participate in Islamic teachings, prayer times, and religious education. Families should ensure they are comfortable with this environment.
The school is significantly oversubscribed, with demand increasing annually. Exact application ratios are not published, but the volume of demand means many applications are unsuccessful. Families should apply through the standard Local Authority coordinated admissions process and complete the school's Supplementary Information Form to be fully considered.
The school offers a comprehensive range of subjects including core English, mathematics, sciences, and optional subjects. All pupils study the English Baccalaureate suite, providing breadth across humanities, languages, and sciences alongside core subjects.
Students may progress to the school's sixth form (subject to achieving specified GCSE grades) or move to other sixth form providers. A small number progress directly to employment or apprenticeships. University progression data from the sixth form is limited due to small cohort sizes.
The school serves approximately 260 pupils across Years 7-11, making it a small secondary school. Class sizes are not published on the website, but pupils should expect smaller cohorts than in larger comprehensive schools, which can facilitate closer relationships between staff and pupils.
Get in touch with the school directly
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