Al Risalah Boys' School Review 2026, faith-led independent secondary in Tooting

A small independent secondary for boys in Tooting, Al Risalah Boys' School serves Years 7 to 11 (ages 11 to 16) and sits within the Al Risalah Education Trust. Official inspection evidence points to a purposeful school where pupils generally behave well and learning typically proceeds without disruption. The latest inspection also highlights a clear curriculum model, with well-qualified staff and strong subject knowledge shaping lessons across subjects.

This is an Islamic faith setting, but its admissions policy frames the school as open to boys from a range of backgrounds who share the school’s vision and are prepared to work with it. For families who want a smaller secondary with explicit faith alignment, and who value structured expectations and a calm tone in classrooms, the fit can be compelling. The trade-offs are also clear: the most recent inspection calls for stronger, more consistent support for pupils with special educational needs and disabilities (SEND), and for extracurricular opportunities to be better developed and coordinated.

A defining feature here is scale. With a published capacity of 130 and around 109 pupils reported by Ofsted, most families will find the school feels closer to a tight-knit secondary than a large comprehensive. In schools of this size, consistency matters more than spectacle, and the inspection evidence points to steady routines and a generally pleasant atmosphere. Pupils are described as keen to learn, with high attendance and behaviour that does not typically disrupt lessons.

The school’s faith character is not an add-on. Governance and leadership are described as aiming to balance pupils’ understanding of faith with strong educational achievement. For many families, that balance is the point: an environment where Islamic values sit alongside mainstream academic expectations, rather than being separated into different parts of life.

The site context is also specific. Ofsted records that the school operates from a converted cinema building and shares the wider building with the associated girls’ school. For physical education and recreation, pupils use Fishponds Playing Fields. The implication for parents is practical: facilities are functional rather than expansive, and sport relies partly on access beyond the building, which can shape how often teams train and how broad the fixtures calendar can realistically be.

Leadership is currently under Headteacher Suhayl Lee, named in the most recent inspection documentation. While publicly accessible sources do not clearly state a start date for the current head, the school’s written materials show a strong emphasis on routines, conduct, and expectations, which tends to be where small secondaries either flourish or falter.

In FindMySchool’s GCSE-focused ranking, Al Risalah Boys' School is ranked 866th in England and 11th within Wandsworth for GCSE outcomes, placing it comfortably within the top 25% of schools in England. This is a proprietary FindMySchool ranking based on official data.

At GCSE level, the school’s Attainment 8 score is 51.2, and its EBacc average point score is 4.95. (Some England-average comparator fields are not consistently available in the provided dataset for all measures, so the safest interpretation is to treat the school’s figures as indicators of current performance rather than forcing a like-for-like comparison where the benchmark is unclear.)

For parents, the practical meaning of the ranking is often more helpful than any single metric: the school is performing above the England average band, at least on the measures captured and it sits ahead of a large share of secondaries nationally. What this does not tell you, and what parents should still test through conversations with staff, is how performance is distributed across ability levels, and how well the school supports pupils who need additional scaffolding, because the latest inspection explicitly identifies SEND identification and support as inconsistent.

Families comparing local options should use FindMySchool’s Local Hub pages and the comparison tools to line up results and context across nearby schools, then sanity-check what is driving differences, cohort size, entry profile, and subject offer can all matter.

The latest inspection describes a curriculum that is well designed, sequenced logically, and built so that pupils can practise and consolidate knowledge over time. Staff are described as well qualified, with strong subject knowledge, and leaders are said to check implementation and give feedback to refine practice.

That “what it looks like day-to-day” question matters. In smaller secondaries, curriculum intent needs to translate into consistent classroom habits, otherwise outcomes swing sharply by teacher. Inspection evidence supports the view that teaching activities typically match the ambition of the curriculum. The implication for pupils is that lessons should feel structured and cumulative, with clear expectations about what counts as secure knowledge in each subject.

Where the school is still developing is around pupils who do not access the curriculum as easily. The latest inspection states that support for pupils with SEND is more haphazard, with needs not consistently well identified, and adaptations not routinely made across subjects. For parents, the EEI pattern is straightforward:

• Example: A pupil needs adapted tasks and consistent scaffolds across subjects.

• Evidence: Adaptations are described as thoughtful in some subjects but not routine across the school.

• Implication: Parents of pupils with additional learning needs should ask for concrete examples of how support is planned, communicated to subject staff, and reviewed.

The subject documentation available through the school’s published materials suggests a conventional secondary model in core subjects, with time allocations and homework expectations that align with a structured approach. For example, the Mathematics overview references up to three hours per fortnight of homework and routine testing, including end-of-topic and end-of-term assessments. That kind of cadence tends to suit pupils who respond well to clear milestones and frequent feedback.

As an 11 to 16 school with no sixth form, the key transition is post-16. The most recent inspection identifies careers education, advice and guidance from Year 7 upwards as meeting requirements, and highlights information about post-16 options as a particular strength.

In practical terms, families should expect structured guidance around GCSE option choices, post-16 pathways, and application processes for sixth forms and colleges. The benefit is clarity: pupils can make informed choices earlier, which is especially helpful where families are balancing faith considerations, travel, and a preferred academic route. The next step is to ask the school how it supports different profiles:

• Academic route: A-level focused sixth forms, including entry criteria and subject suitability.

• Mixed academic and technical: Applied qualifications and blended programmes.

• Apprenticeships and employment: employer exposure, interview preparation, and local partnerships.

The inspection also notes that pupils learn about other faiths and cultures and participate in community activities, including inter-faith events. That wider civic strand can matter for post-16 readiness, particularly for pupils who will move into larger, more mixed settings after Year 11.

Admissions are direct-to-school and selective in practice. The school’s admissions materials describe an entrance examination in English, Mathematics, and Science, with an examination fee of £60 payable on the day. Applicants are expected to achieve a minimum of 60% in each paper to be considered for acceptance.

The published process also points to a waiting list and a structured sequence:

• Applications open in September each year.

• The school contacts families with a date for the entrance examination.

• If a place is offered, it must be accepted by the date in the offer letter, with payment of the first term’s fee and a registration fee of £100.

An Open Evening is described as typically taking place in November each year for parents of accepted pupils, with the explicit note that timing is subject to change. For September 2026 entry, that implies a familiar annual rhythm, registration from September 2025 and open evening typically in November 2025, but families should confirm the exact calendar for that cohort directly with the school.

Selection criteria in published documentation prioritise performance in the entrance examination, then sibling connections. The application materials also note that a child’s previous school report and the family’s commitment to paying fees play a role in acceptance decisions. The implication is that this is not simply “sit the test and wait”; families should present a complete application with the requested documentation and be prepared for a process that weighs conduct, attendance, and overall fit.

Because the dataset does not provide local demand figures, offers, applications, or a last distance offered, parents should treat competitiveness as an open question and ask directly how many applicants typically sit for Year 7 places and how waiting lists are managed across year groups.

The latest inspection describes safeguarding as effective, and notes that leaders follow statutory guidance, manage safer recruitment effectively, and keep safeguarding training up to date. This is one of the most important baseline indicators for any parent.

Pastoral culture is also visible through behaviour and classroom climate. The inspection describes a pleasant atmosphere, high attendance, and behaviour that supports learning. For many boys’ secondaries, especially small ones, consistency is the difference between calm and friction. Here, the available evidence supports a view of classrooms that are generally settled.

Where families may want extra reassurance is around pupils who need additional learning support. Since SEND identification and provision are identified as inconsistent, parents of pupils with known needs should request specifics: who coordinates support, how plans are shared with subject teachers, and what progress review looks like over a term.

The inspection evidence is candid: extracurricular activities and clubs are described as limited, with a recommendation that the range of activities to promote pupils’ personal development is planned and coordinated more consistently across year groups. Parents should treat that as a genuine development area.

That said, the school’s own curriculum documentation indicates some concrete enrichment strands. A published curriculum policy reference points to a Sports Club, with examples such as judo and football, framed as enrichment within the sports curriculum. A separate Arabic curriculum framework references a languages club run by the Modern Languages department, sometimes supported by bilingual classroom input.

There are also hints of broader experiences in subject materials. The History overview references a Docklands Museum trip (subject to arrangement), which is a good example of how a smaller school can add depth without running a huge activities calendar. The implication for families is to ask a very specific question: which clubs and activities are running this term, on which days, and which year groups can access them, because the offer may vary year to year.

For pupils, the best-case scenario is a tight set of activities that run reliably and attract steady participation, rather than a long list that changes constantly. The school appears to be in the process of building that consistency.

Term date information published by the school includes office hours of 8.00 to 16.00. Pupil start and finish times are not clearly set out in the publicly accessible sources reviewed, so families should confirm the school-day timetable directly, especially where travel, prayer times, and after-school commitments are being balanced.

Transport-wise, the school’s Tooting location is well served by public transport, and Tooting Bec is a commonly referenced nearby Tube station for the area. For families travelling by car, Upper Tooting Road can be busy at peak times, so it is worth checking how the school manages drop-off and collection routines.

Fees & Financial Aid

Al Risalah Boys' School is an independent school, so tuition fees apply.

However, publicly accessible documents reviewed did not provide a clearly labelled 2025 to 2026 fee schedule for the boys’ school. The most recent detailed fee schedule available in the school’s published admissions application materials states that, as of September 2023, fees were £4,150 for Years 7 to 9, £4,200 for Year 10, and £4,250 for Year 11. The same document also describes payment options including annual advance payment with a £100 discount, termly advance payment, or monthly payment by standing order, and it states a £100 registration fee for new pupils.

Given that the school explicitly notes that fees are subject to change, parents considering entry in 2026 should treat those figures as historic reference points and request the current 2025 to 2026 schedule directly from the school before making financial assumptions. Information on means-tested bursaries or scholarship structures was not clearly published in the accessible materials reviewed, so families who need financial support should ask what assistance is available and how it is assessed.

• Extracurricular breadth is a stated development area. The latest inspection notes that clubs and activities are limited and need more consistent planning and coordination. If sport, arts, or a wide after-school programme is central for your child, ask for the current term’s timetable rather than relying on general statements.

• SEND support needs careful scrutiny for pupils who require it. The inspection identifies inconsistent identification and provision for pupils with SEND, with adaptations not routine across subjects. Parents of pupils with additional needs should request a clear plan and named responsibility.

• Admissions are selective and process-led. Entry is linked to an entrance examination (English, Mathematics, Science), minimum thresholds, and a structured offer-acceptance timeline with fees payable to secure a place. Families should be comfortable with that level of selectivity.

• Post-16 transition is unavoidable. With education ending at 16, families need a clear plan for sixth form or college. The school’s careers and post-16 guidance is highlighted as a strength, but parents should still explore destination pathways early.

Al Risalah Boys' School offers a small, faith-led independent secondary option in Tooting, with evidence of a calm classroom climate and a well-structured curriculum approach. The latest inspection supports this picture, particularly around curriculum design and safeguarding culture.

It best suits families seeking an Islamic environment alongside mainstream academic expectations, and pupils who respond well to clear routines, a smaller cohort, and structured assessment. The main factors to weigh are the developing extracurricular offer and the need to confirm how consistently the school supports pupils with additional learning needs.