A compact, faith-informed independent setting in Preston, Abrar Academy combines a mainstream GCSE curriculum with a structured Islamic studies programme, alongside full boarding for those who need it. With a roll of around 80 boys across ages 11 to 21, it is closer in scale to a specialist college than a conventional secondary.
Academic performance at GCSE level is a clear strength on paper. The school’s Attainment 8 figure is 53.6, and its FindMySchool ranking places it 624th in England and 3rd locally in Preston for GCSE outcomes (a proprietary FindMySchool ranking based on official data). That equates to performance above the England average, sitting comfortably within the top 25% of schools in England.
The governing and compliance picture, however, is the key context families must weigh. The latest ISI progress monitoring inspection (22 to 23 May 2025) reports that the school does not meet all the relevant Independent School Standards, with safeguarding and leadership capacity central to what was not meeting requirements at that point.
The defining feature here is focus. The curriculum is designed to run in parallel tracks, with the mainstream academic timetable complemented by a Madrasah programme for students who continue beyond compulsory school age. That dual pathway is likely to appeal to families seeking continuity of Islamic education alongside GCSE preparation, and for some, A-level study.
Pastoral dynamics tend to look different in a small school. With cohorts this tight, staff can know individuals well, and the ISI routine inspection describes teachers as having strong awareness of pupils’ needs and delivering well-planned lessons, often drawing on a range of suitable resources. The upside is responsiveness, particularly for boys who benefit from close adult oversight. The trade-off is that a small staff body can expose inconsistency if subject expertise varies by teacher, something the same inspection flags as limiting progress in some lessons.
In boarding, the model is functional and integrated into week-round life rather than an add-on. The boarding provision is described as being nearby, overseen by a head of boarding. Boarders take breakfast and supper in the house, plus weekend meals, with outdoor space used for recreation.
Abrar Academy is ranked for GCSE outcomes, and the headline suggests a stronger-than-expected performance profile given its small size.
Ranked 624th in England and 3rd in Preston for GCSE outcomes (FindMySchool ranking based on official data), placing it above England average, within the top 25% of schools in England.
Attainment 8: 53.6 (England benchmark is approximately 45.9).
EBacc average point score: 5.33 (England average: 4.08).
50% achieved grade 5 or above across EBacc subjects (as reported).
These figures imply a cohort achieving solid breadth across academic subjects, not only focusing on a narrow set of qualifications. Parents comparing local options should use the FindMySchool Local Hub and Comparison Tool to put Attainment 8 and EBacc measures side by side with nearby schools, especially because small cohorts can swing year to year.
A-level performance is not ranked for this school, and no A-level grade breakdown is available here. That does not mean post-16 is weak, but it does mean parents should ask directly how many students are entered for A-levels, which subjects are offered, and how outcomes are tracked for those combining academic and Islamic studies routes.
England ranks and key metrics (where available)
GCSE 9–7
—
% of students achieving grades 9-7
The academic curriculum described in the ISI routine inspection spans the expected core subjects and a range of humanities and languages, including English, mathematics, science, history, geography, computer science and art. Alongside this sits Arabic, Urdu and Islamic Studies, with citizenship and personal, social, health and economic education (PSHE) used explicitly to teach British values and the importance of tolerance and respect.
What does that look like in practice for pupils? The report points to lessons that are planned with individuals in mind, which can be particularly valuable where boys need structure, clarity and short feedback loops. It also indicates a constraint that matters in small schools: if subject knowledge is uneven in pockets, the impact is magnified because there is less capacity to redistribute teaching quickly. For families, the practical implication is to ask specific questions at visit stage, for example who teaches GCSE sciences, which exam boards are used, and how the school supports stretch for higher prior attainers.
Post-16 learning, where students are above compulsory school age, is a central identity point. Inspection evidence indicates that the activity programme for older students has been a focus area for development, because the provision must cover not only teaching but also a suitable programme of activities for those beyond Year 11.
Unlike large independent sixth forms, Abrar Academy does not publish (in readily accessible official sources) a statistical destinations picture that can be verified for this review, and the available dataset does not provide Oxbridge or DfE leavers destination percentages for this school.
Instead, it is more useful to judge “next steps” through what is evidenced about careers education and preparation for life beyond school. The ISI routine inspection notes a careers programme that pupils value, while also indicating it has historically been weighted towards Years 9 to 11 and less developed for Years 7 and 8.
For families considering post-16 here, the key questions are practical rather than reputational: what proportion of students remain after GCSEs, how many pursue A-levels alongside Islamic studies, what external pathways exist (apprenticeships, FE routes, university), and what documentation the school provides for applications.
Admissions at Abrar Academy are not run through a local authority coordinated process in the way most state schools are. As an independent school, applications are typically made directly, and entry is shaped by fit with the school’s educational model, including commitment to the Islamic education programme described in inspection documentation.
Specific application deadlines for September 2026 entry are not reliably published in the official sources accessible for this review. The safest assumption is that admissions follow a rolling pattern, with families encouraged to enquire well ahead of the intended start date, particularly for boarding places which involve additional welfare and suitability considerations. Parents should confirm the current application timeline, assessment steps and start dates directly with the school.
Because this is not a distance-led admissions school, the best “prep” is clarity on expectations. Families should ask for the current admissions process in writing, including whether there is an entrance assessment, how boarding suitability is evaluated, and what documentation is required before a place can be confirmed.
In a school offering boarding, the wellbeing bar is higher because safeguarding and welfare responsibilities extend across the full day and residential time. The school has systems in place that are positive on paper, including pupils being able to name trusted adults, and boarders having access to independent sources of advice.
The critical context is that the most recent official monitoring raised concerns about the effectiveness and consistency of safeguarding and leadership systems at the time of inspection, including record keeping, oversight and staff understanding of certain safeguarding categories. These issues matter because they are not “nice to have” standards, they are the baseline that parents should expect any school, especially a boarding setting, to meet.
The right way to approach this, as a parent, is to ask structured questions: who is the designated safeguarding lead, how are low-level concerns recorded, how are boarders’ safeguarding risks handled differently from day pupils, and what external support or training has been taken up since the most recent inspection.
Extracurricular breadth is an area where a small school must prioritise, and recent inspection evidence suggests this is an active development point.
From the ISI routine inspection, the most consistently referenced organised option is football, alongside an annual sports day. At that time, inspectors reported limited opportunities for organised activities beyond that core offer, including for boarders and for students above compulsory school age.
The ISI progress monitoring inspection in May 2025 points to practical steps taken to widen the activity offer for boarders, including a more comprehensive plan during the week and at weekends, with additions such as board games, outdoor recreation space, and a table tennis table.
Prefects also appear to play a meaningful role in community functioning, particularly supporting younger pupils and helping them settle into routines. In a small setting, structured peer leadership can be more than ceremonial; it can be a stabilising feature, especially for boarders away from home.
Abrar Academy is an independent school, so tuition fees apply.
The most consistently accessible published fee figures list:
Day fees: £600 per term (excluding VAT)
Full boarding fees: £1,200 per term (excluding VAT)
The school’s own fee page (as surfaced in search results) also references an admission fee of £300 in the first year of admission.
These figures are unusually low relative to much of the independent sector, which will be an important practical factor for many families. The sensible next step is to confirm what is included (for example, lunches, books, exam entry fees, boarding laundry, transport to activities), and whether VAT is charged in addition to the stated termly amounts.
On financial support, the Independent Schools Council listing indicates no scholarships or bursaries are available. Families should still ask directly whether hardship support exists, particularly for boarding, but this should not be assumed.
*Bursaries may be available for eligible families.
Basis: per term
Boarding is not peripheral here, it is part of the core offer. The school provides a single boarding house nearby, accommodating pupils across the school’s age range. Meals are integrated into house life, with breakfast and supper in the boarding house, plus weekend meals.
The boarding proposition will suit a specific type of family: those who want a structured residential setting aligned to an Islamic educational environment, and who value continuity and routine. It may be less suited to families looking for the “traditional” independent boarding package with extensive weekend activities, multiple houses, and broad sports or creative programmes.
Given the inspection context, prospective boarders’ families should ask to see (1) boarding routines and supervision structures, (2) how the school separates accommodation and facilities between residential staff and pupils, (3) how overnight safeguarding works in practice, and (4) how the school manages devices and online safety in boarding time.
Operational details such as exact start and finish times, wraparound care, and published term date calendars are not available from accessible official sources for this review. What is evidenced is that the structure of the day has been reviewed previously to include breaks and a longer lunch period, which was intended to reduce fatigue.
For travel planning, the school is located in Preston, and the immediate area is urban and residential rather than rural campus-based.
Families should confirm drop-off arrangements, boarding arrival times, and any expectations around weekend movements, particularly for pupils travelling from outside the local area.
Safeguarding and compliance trajectory. The latest ISI progress monitoring inspection (May 2025) reports that the school does not meet all relevant Standards, with safeguarding effectiveness and leadership capacity among the central concerns at that point. Families should ask for clear evidence of what has changed since then.
Small-school variability. With around 80 pupils on roll, year-to-year outcomes and subject staffing can be more sensitive to individual changes. This can be positive (rapid improvement) or challenging (inconsistency), depending on staffing stability.
Extracurricular range is developing. Football and sports day are referenced as staples, with newer additions like table tennis and structured boarder activities emerging more recently. Families seeking extensive sport, performing arts, or weekend programmes should probe what is currently delivered rather than relying on generic expectations.
Post-16 detail needs checking. GCSE performance is evidenced clearly; post-16 outcomes and destinations are not published in a way that can be verified here. If sixth form is a key priority, ask for subject lists, class sizes, and recent results by subject.
Abrar Academy is a niche proposition: a small boys’ independent day and boarding school combining GCSE study with a structured Islamic education pathway, and delivering GCSE outcomes that sit above the England average in the available data. It is likely to suit families who prioritise that combined model and who value a focused, close-knit setting, including boarding.
The main decision hinge is not academic potential, it is confidence in safeguarding and governance systems, particularly in light of the latest official monitoring. Families considering it should treat due diligence as essential, ask direct questions, and look for clear evidence of improvement and consistency.
Academic outcomes at GCSE level are strong in the available data, with a FindMySchool GCSE ranking of 624th in England and 3rd in Preston. The most recent official monitoring, however, raised serious compliance concerns around safeguarding and leadership systems at the time of inspection, so “good” depends on both results and confidence in the school’s operational standards.
Published figures list £600 per term for day pupils and £1,200 per term for full boarding, both excluding VAT. An admission fee of £300 in the first year is also referenced in published fee information. Families should confirm what is included and whether VAT is charged in addition.
Yes. Boarding is provided in a nearby boarding house, with meals integrated into house routines. Recent monitoring indicates the school has been developing its programme of boarder activities, including structured weekday and weekend options.
Applications are typically made directly to the school rather than through local authority coordinated admissions. Exact deadlines for September 2026 entry are not published in the official sources accessible for this review, so families should confirm timelines, assessment steps, and boarding suitability requirements directly with the school.
In the available dataset, Attainment 8 is 53.6 and the EBacc average point score is 5.33. The school’s GCSE ranking is within the top quarter of schools in England on the FindMySchool measure, and it ranks 3rd locally in Preston for GCSE outcomes.
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