Kassim Darwish Grammar School for Boys Review 2026: Faith-led, exam-focused education for Years 7 to 11

FindMySchool’s GCSE outcomes ranking places the school 720th in England and 10th in Manchester, based on official data. This sits above England average overall, placing it comfortably within the top 25% of schools in England for GCSE outcomes.

It is worth reading these numbers in context of what the school is and is not. This is an 11 to 16 setting, so results are the main published end-point and the primary external signal of academic standards. There is no sixth form performance data attached to the school, because students leave after Year 11.

Parents comparing options locally can use the FindMySchool Local Hub pages to line up GCSE performance, rank position, and subject measures side by side, particularly useful when you are weighing several independent and state options across Greater Manchester.

Curriculum intent is set out clearly as a combination of national curriculum coverage and faith-grounded education. The school’s stated approach focuses on strong foundations, with English and mathematics positioned as central, and an expectation that pupils show ambition in their studies.

One practical, measurable detail is how the school structures internal assessment and reporting. It states that it assesses students four times each academic year, tracking performance against individual target grades. Three termly formal assessments are paired with review and parent feedback via data reports sent home. Year 11 uses mock exams in December, with results returned quickly to families, and the school notes that these are often used by colleges when making post-16 offers.

Implication for families: if your child responds well to frequent checkpoints and clear targets, this style can provide momentum and reduce surprises later on; if your child finds repeated grading stressful, it is sensible to ask how feedback is framed and what support is offered when a target grade is missed.

The entrance testing format also gives a clue to learning expectations. For Year 7 entry, the school describes GL Assessment papers delivered digitally, plus a creative writing assessment. The listed components are verbal reasoning (36 minutes), non-verbal reasoning (32 minutes), English (25 minutes), maths (50 minutes), and creative writing (30 minutes). This indicates a school that expects early secondary pupils to handle both structured reasoning and extended writing under timed conditions.

Because the school is 11 to 16, the next step is sixth form or college rather than internal progression. The school does not publish destination statistics in a simple headline format on its public pages, so parents should approach this as a due-diligence question during admissions: which local sixth forms are most common, what GCSE profiles are typical for entry to A-level routes, and how the school supports applications and references.

What is clearly signposted is that careers guidance is treated as a core part of preparation for later stages. Formal reporting highlights careers events and visits from colleges, and a focus on helping pupils make informed choices. That matters in an 11 to 16 model, because the quality of Year 11 guidance can materially affect where a student lands at 16.

Admissions are direct to the school rather than through local authority coordinated allocations, with a clear three-step process: complete the registration form, provide proof of date of birth, and pay a £60 registration fee. The published deadline for registration submissions for the current cycle is 4pm on Friday 12 December 2025.

Selection is a two-stage model. Candidates sit entrance tests and a creative writing assessment, then those who meet the academic threshold are invited to a formal interview with a member of the senior leadership team. The school also requests a confidential report from the current school, and states that places are offered only when the leadership team is satisfied that the pupil meets entrance criteria.

There is also a practical admissions flexibility that will matter to some families: the school describes a rolling admissions process and states that it can accept registrations for intake into Years 7 to 10 throughout the year, subject to availability and meeting conditions.

Implication: this can suit families relocating mid-year or reassessing secondary options, but availability will vary by cohort, so it is sensible to ask about current class sizes in the target year group and how the school supports late joiners academically.

Open events appear to follow a seasonal pattern. The school has recently publicised open evenings in October, and has also held additional open evenings in January. The admissions page notes that the open evening for the current academic year has already taken place, but visits can be arranged.

For families assessing travel feasibility, FindMySchoolMap Search is useful for stress-testing the daily routine, especially when comparing several schools across south Manchester. This is particularly relevant here because the school describes intake drawn from a wide catchment area in earlier formal reporting, rather than a narrow neighbourhood-only model.

Pastoral systems are framed as structured and proactive. The school’s ethos statement prioritises pupils feeling safe and happy, and it describes an approach that links Islamic teaching to behaviour, identity, and daily routines.

A helpful detail is how wellbeing support is described in formal reporting: staff are described as approachable, pupils have mechanisms to raise concerns, and there is mention of trained staff in mental health first aid alongside access to local professional counselling services. A named wellbeing framework is also referenced, Track, Reflect, Adapt, Connect, Kindness (TRACK), introduced to strengthen mental health support.

Implication: parents should ask how TRACK is used in practice, for example in PSHE lessons, tutor time, or targeted support, and how concerns are escalated, particularly around exam anxiety in Years 10 and 11.

Safeguarding culture is a central theme in formal assessments. The latest ISI inspection (13 to 15 February 2024) reports that all relevant standards, including safeguarding standards, are met.

Extracurricular life here is best understood as an extension of the school’s aims, rather than a separate menu of clubs. The house system is used as the organisational backbone for competition, charity events, and cross-year engagement. Pupils are meant to gain belonging, achievement, adventure through leadership and competition, and fulfilment through broader life skills.

Sport is a visible pillar. The physical education programme describes after-school activities including football, fitness, basketball, badminton, table tennis, swimming, and cricket. It also states that football teams participate in the Manchester Boys League, and cricket teams take part in the Manchester schools cup, alongside friendly fixtures in racket sports and basketball. This matters for families who want sport to be a steady weekly routine rather than an occasional enrichment day, and it provides a straightforward way for pupils to build friendships beyond their form group.

Faith-linked enrichment is another strong strand. The school describes Quran competitions and after-school Quran clubs, and positions Jummah as both worship and leadership development through student participation in khutbah delivery. In practice, that gives pupils structured public-speaking opportunities in a context that is meaningful to the school community.

Fees for the 2025 to 2026 academic year are published as £10,420.80 per annum (including VAT). The school states that fees can be paid by direct debit as a single payment, three termly instalments, or ten monthly instalments. It also notes a £200 discount for paying the full year’s fee by 15 September.

Sibling discounts are explicitly set out: the second child receives 15% off, and subsequent siblings receive 25% off. There is also a stated £1000 discount for pupils joining from Manchester Muslim Preparatory School, subject to terms and conditions.

Implication: for families with multiple children, the net cost can be materially different from the headline figure, so it is worth modelling fees over several years rather than treating Year 7 as a one-off decision.

The publicly available fee information focuses on tuition and discounts rather than bursary thresholds or award percentages. Families for whom affordability is borderline should ask directly what means-tested support exists, what evidence is required, and whether awards are annual or reviewed each year.

Term dates for the 2025 to 2026 year are published, including the spring and summer half-term structures. Daily start and finish times are not clearly stated on the school’s public School Day page, which currently does not provide detailed timings, so families should confirm the timetable directly, especially if they are planning wraparound childcare with an external provider.

For meals, the school indicates that a menu is available to download for the current academic year. Travel-wise, the setting is in south Manchester with families often travelling in from a wider area, so it is worth doing a realistic run-time check at drop-off and pick-up times, not just off-peak.

• Leadership role clarity. The school publicly names Mrs F. Bani as headteacher, while also listing Dr D Ghidaoui as Acting Head Teacher. Families may want to clarify who leads admissions interviews, who holds day-to-day operational responsibility, and how escalation works for pastoral issues.

• An exam-plus-interview admissions model. Entry is selective and includes timed assessments plus a formal interview and a report from the current school. This can suit academically ready pupils; it can also feel high-stakes for some 10 and 11-year-olds.

• A strongly faith-shaped week. Weekly assemblies, Jummah, and faith-linked learning are central. Families who want a lighter-touch faith presence should weigh whether the school’s model matches their expectations.

• Some web pages lack detail. A few public pages currently provide limited practical information, for example the School Day page. Expect to confirm operational details directly rather than relying on a single online timetable.

This is a focused 11 to 16 education with a clear Islamic character and a structured approach to both academic tracking and personal development. GCSE performance sits above England average, and the admissions process is explicit about selection and fit. It suits families seeking a faith-centred school day, small-school community structures such as houses, and a clear route through to GCSEs before moving on to sixth form elsewhere. The main hurdle is the entrance process, and the most important practical step is to verify the day-to-day timetable and leadership responsibilities during your visit.