Darul Hadis Latifiah Northwest Review 2026: Small, faith-led boys’ secondary with strong behaviour culture

A small independent boys’ secondary in Oldham, this school combines the National Curriculum with Islamic and Arabic studies, and keeps its model deliberately focused on Years 7 to 11. Numbers are modest, capacity is 110 and recent roll figures sit below that, which tends to shape daily life: clearer routines, fewer timetable permutations, and staff who know families well.

The most recent standard inspection (late 2023) paints a picture of pupils who feel safe, feel proud of their school, and benefit from calm, consistent expectations. It is also explicit about one standout area, behaviour and attitudes, while signalling where leaders should sharpen curriculum impact evaluation in a small number of subjects.

For families, the core decision is rarely about “whether it is different”, it clearly is. The real question is whether the combination of a faith-centred ethos, single-sex setting, and a relatively small roll matches your child’s temperament, and your expectations around GCSE breadth and post-16 transition.

The school positions itself as an Islamic faith environment, with values framed around faith, truth and fairness, and an ethos that is intended to run through daily routines rather than sit as an add-on.

The latest Ofsted inspection (28 to 30 November 2023) rated the school Good overall, with Behaviour and attitudes Outstanding, and safeguarding judged effective.

Inspectors also noted that pupils are proud to attend, enjoy social time at break, and settle quickly when new to the school.

Leadership visibility matters in a smaller setting, and the headteacher is clearly presented across official records and the school’s own staffing information as Mr Salman Ahmed Chowdhury, supported by a deputy headteacher who also holds the designated safeguarding lead role.

A useful “tell” of day-to-day culture is the way the school talks about conduct outside lessons. Policies reference structured breaktime options and pupil leadership roles that help keep social time orderly and supervised, including an indoor games rota and a designated games space.

This is a non-selective independent school, and the data available for GCSE outcomes indicates that results, on average, sit below England’s typical levels. In FindMySchool’s ranking (based on official data), it is ranked 3820th in England and 17th in Oldham for GCSE outcomes, placing it below England average, in the bottom 40% of schools in England on this measure.

Attainment 8 is reported as 26.3, which aligns with that broader picture.

EBacc data is particularly limited here, with 0% recorded as achieving grades 5 or above in the EBacc measure, and an EBacc average point score of 2.39. For parents, this typically points to one of two realities: either very small entry patterns and subject mix constraints, or cohorts where EBacc subject uptake and outcomes are not yet strong. Either way, it is worth asking directly how the school approaches EBacc entry decisions, and what its language, humanities, and science pathways look like for GCSE.

Two context points help interpret the headline numbers fairly. First, the overall size is small, so year-to-year volatility can be higher than in a large comprehensive. Second, the school’s stated curriculum blend places explicit time and emphasis on Islamic and Arabic studies alongside GCSE subjects, which may be exactly what some families want, and may be a trade-off others prefer not to make.

Parents comparing local options should use the FindMySchool Local Hub pages to view results side-by-side using the Comparison Tool, rather than relying on single-number impressions.

The curriculum messaging is unusually specific for a school of this size. Subject pages outline term-by-term coverage in areas such as English, and the school highlights a structured reading focus, including checks and targeted support for pupils who need it.

In addition to subject teaching, the school references a set of named learning platforms, including MathsWatch, Seneca, KayScience and ReadTheory. Used well, these platforms can support retrieval practice, homework consistency, and gap-filling for pupils who need repeated exposure to core content. The practical question for parents is how these tools are integrated, whether usage is monitored, and how feedback loops work for pupils who fall behind.

Language and faith-linked curriculum strands appear to be a defining feature. Arabic provision is laid out in detail, including topic coverage and GCSE preparation references at Key Stage 4. Families who value bilingual or heritage-language development, alongside religious education, will likely see this as a central advantage.

There is no sixth form on site, so the post-16 pathway is an intentional transition point for every student at the end of Year 11. That makes careers guidance, local college links, and GCSE option planning particularly important from Year 9 onwards.

The school’s news and careers content shows engagement with external pathways, including a visit focused on Oldham College post-16 routes for Year 10 and Year 11 students. This kind of exposure can be especially valuable in a school without an internal sixth form, because it turns “next steps” into concrete choices rather than an abstract plan.

A sensible admissions meeting question is: what proportion typically progress to sixth forms, FE colleges, or apprenticeships, and how the school supports applications, references, and interview preparation. If the school does not publish destination numbers, you can still ask for anonymised destination examples from recent cohorts.

Admissions are handled by the school rather than the local authority, and the stated default intake point is Year 7 for September entry. The admissions policy describes an internal admissions test as the primary allocation mechanism, with sibling priority also referenced. Where applications exceed places, the policy sets out an oversubscription order that includes faith practice criteria and, where relevant, distance as a tie-break mechanism.

Because the policy indicates that offers are made in line with the wider local secondary offers timetable, families should plan early and treat the Year 6 autumn term as a key preparation window. Exact test and interview dates are not consistently presented as a forward calendar in the sources reviewed, so you should confirm the current cycle directly with the school.

One practical detail that will matter to many families is the fee and payment point at acceptance. The admissions documentation references an admission fee of £300 (non-refundable) and first term tuition payment expectations, alongside an admissions test fee.

Parents should use the FindMySchool Map Search to sense-check travel time and daily logistics, especially where attendance patterns rely on longer commutes.

Safeguarding is described as effective in the latest inspection, and the school’s own documentation indicates a structured approach to child protection processes and roles, including a designated safeguarding lead.

In a small school, pastoral support often succeeds or fails on consistency rather than scale. Policies and published materials suggest a focus on behaviour clarity, supervised social time, and predictable routines. That tends to suit pupils who do best with structure, and it can be reassuring for families who want a firm approach to conduct.

A point to clarify at visit is how the school supports pupils who struggle academically, particularly where the inspection points to the importance of identifying barriers to learning accurately in all subjects. Ask what screening tools are used, how teaching is adapted, and what the expectation is for catch-up support.

Extracurricular life is understandably smaller-scale than in a large secondary, but there is evidence of named enrichment activities rather than generic claims. The school publishes posts about its Computing Club, including pupil projects, and has referenced competitions that reward creativity and literacy, such as a “5 Days, 5 Stories” event. These kinds of activities matter because they build confidence and presentation skills, not only technical knowledge.

Public speaking also appears in the inspection narrative as a recent competitive opportunity, which is a useful signal. For many pupils, faith-led schools can sometimes be stereotyped as narrow, so evidence of outward-facing competitions is worth noting, particularly when it links to communication and leadership.

Sport and physical education are described through curriculum coverage rather than a trophy narrative. The published PE outline includes football, basketball, cricket, athletics and fitness, dodgeball, tennis, and swimming. For parents, the practical question is access: where swimming takes place, how often it is timetabled, and whether there are fixtures with other schools beyond occasional events.

Tuition fees are published as £3,150 per year per child, with payment options that include termly payments of £1,050.

The admissions materials also reference additional one-off costs at entry, including an admission fee of £300 (non-refundable) and an admissions test fee. Families should confirm what is included within tuition, and what attracts additional charges, for example textbooks, trips, lunches, and exam fees.

Information on bursaries or scholarships is not clearly set out in the sources reviewed. If affordability is a concern, ask directly whether means-tested support is available, what evidence is required, and whether any hardship arrangements exist for families experiencing a change in circumstances.

Working hours are published as Monday to Friday, 08.15 to 15.00.

Transport and travel planning matters because this is not a large catchment comprehensive with predictable walking routes from a single neighbourhood. Families should assess the day-to-day impact of drop-off, pick-up, and after-school commitments. Details of wraparound care are not clearly published in the sources reviewed, so parents who need early drop-off or later collection should ask directly what is currently offered and whether it operates daily or only by arrangement.

• Small-school trade-offs. A small roll can mean closer relationships and calmer corridors, but it can also limit subject combinations, set sizes, and timetable flexibility at GCSE. Ask what options run every year, and what happens when numbers are low.

• GCSE outcomes are currently below England typical levels. The FindMySchool GCSE ranking places outcomes in the lower tier nationally, so families for whom exam performance is the primary driver should interrogate the school’s improvement plan and evidence of sustained progress over multiple cohorts.

• Post-16 transition is universal. With no sixth form on site, every student moves on after Year 11. This suits families who already plan for college or a different sixth form, but it does mean the school’s guidance and application support are particularly important.

• Faith expectations are explicit. The ethos and admissions approach are faith-centred in published documents, so families should be comfortable with the role that Islamic practice and values play in daily school life.

This is a focused, small independent boys’ secondary where conduct, routines, and a faith-led identity are central to the offer. The strongest evidence point is the behaviour culture recognised in the most recent inspection, alongside a clear sense of community and belonging for pupils.

Best suited to families who want an Islamic educational environment with a structured approach to behaviour, and who are comfortable with a smaller setting and an external move at 16. The key trade-off is that GCSE outcomes, on average, currently sit below England typical levels, so parents should probe academic strategy and subject pathways carefully before committing.