Al-Mahad Al-Islami Review 2026: Independent Muslim Girls' School with Strong Community Focus

Founded in 1996 in the heart of Sheffield's Darnall community, Al-Mahad Al-Islami serves approximately 75 girls aged 11-17 in an independent Islamic learning environment. The school was rated Good by Ofsted in October 2024, reflecting recent improvement from its previous Requires Improvement rating. With a committed student body drawn primarily from the local Pakistani and Somali heritage communities, the school operates as a non-selective establishment where Islamic values permeate every aspect of school life. The school ranks 19th among Sheffield secondaries and 2007th in England (FindMySchool ranking), placing it in the national typical performance band at 43.7%ile. Class sizes remain deliberately small, typically six to eight students per form, ensuring personalised attention and close pastoral oversight.

The Islamic ethos forms the genuine heart of this school. Al-Mahad Al-Islami in Darnall, Sheffield has a clear sense of identity shaped by its setting and community. The Ofsted inspectors observed that pupils feel valued, the school is calm and welcoming, and working relationships between teachers and students are remarkably positive. A spirit of togetherness is evident throughout. Ms Juwairiah Khan has led the school with clear vision since her appointment as head teacher, overseeing the improvement from Requires Improvement to Good status within recent years.

The 2008 Ofsted report noted that girls show good attitudes toward school and happily report feeling safe and supported. This sense of safety stems from genuine relationships between staff and pupils, not from institutional structures alone. Islamic studies comprises 40% of the curriculum and is taught throughout the school, creating a cohesive framework where academic subjects are understood through both secular and spiritual lenses. The school conducts daily prayers and maintains practices that reinforce its Muslim identity, including observance of Islamic festivals and teachings woven throughout the academic day.

However, the physical environment reflects the school's modest resources. Space is genuinely tight, particularly in classrooms, and the school occupies a single building on Industry Road that was never purpose-built for education. There is no school hall, library, or formal assembly space, which constrains certain activities. Parents have historically requested increased sports and physical education provision, indicating this remains an area where the school's resources do not fully meet aspirations. The playground is spacious and the school has worked to improve safety markings, yet opportunities for daily fitness programmes remain limited compared to larger institutions.

GCSE Performance

The school's GCSE results reflect modest but improving attainment. In recent years, approximately 43% of students achieved grade 5 or above, which is below the national standard of a pass. The Attainment 8 score stands at 43 compared to the England average of 45.9, indicating students achieve approximately 2.9 points below the national mean across their eight best-graded subjects (FindMySchool data). This places the school in the typical performance band for performance, meaning results sit in the middle 35% of schools in England.

The school's ranking of 2007th in England for GCSE (FindMySchool ranking) reflects these results. Locally, Al-Mahad ranks 19th among Sheffield's 29 secondaries. Only 22.2% of pupils studied the English Baccalaureate, significantly below the national entry figure of 40.5%, suggesting the school steers students toward vocational or alternative qualifications in some cases. Students enter GCSE examinations in eight subjects including English, mathematics, sciences, Arabic, Urdu, and Religious and Islamic Studies examined at GCSE level. The small cohort size means individual results fluctuate significantly year to year, with variations in GCSE performance reflecting the composition of each cohort rather than consistent institutional trends.

A-Level Performance

The sixth form remains very small, with only approximately 2-10 students completing sixth form studies in any given year. This creates both advantages and constraints. A-level results show limited uptake of top grades, with data suggesting that only 0.1% of A-level entries achieved grade A, and no entries achieved A* in recent cohorts. Performance sits well below national averages, placing the school at rank 2511 in England (FindMySchool ranking) and 25th among Sheffield's secondary schools for sixth form results. This places the school in the national lower band (94.79%ile), meaning results fall below average in England.

However, the extremely small sixth form cohort makes statistical interpretation problematic. With single-digit cohort sizes, one or two students' results dominate the headline figures. The school appears to offer a limited number of A-level subjects, though exact subject availability is unclear from published sources. For students considering post-secondary progression, the school provides careers advice and work experience placements, though more structured pathway information would strengthen offer clarity.

The 2024 Ofsted report (Good rating) and earlier inspection findings indicate that teaching is satisfactory to good, with variation across subjects. Teachers demonstrate secure subject knowledge, particularly in Islamic studies where staff expertise is notable. Where teaching is most effective, lessons move at a brisk pace, questioning is challenging, and students are guided toward deep understanding. Teachers know their pupils exceptionally well given small classes, and marking is regular and encouraging.

The curriculum balances secular and Islamic subjects thoughtfully. Key Stage 3 includes English, mathematics, separate sciences, physical education, information and communication technology, citizenship, and geography alongside mandatory Islamic studies. The school recently introduced geography and has expressed intentions to add history, art, and design technology. This phased curriculum expansion suggests ongoing development of breadth, though the absence of certain national curriculum subjects at present means students do not encounter the full scope of study offered by larger secondaries.

One 2008 inspection observation noted that teaching sometimes lacks sufficient practical work and investigative activities, with some lessons appearing overly teacher-directed and book-based. The observation that there tends to be insufficient focus on investigation and research has not been explicitly addressed in recent public reports. The school acquired an ICT suite but connectivity limitations have historically constrained technology integration. Resources for practical science remain limited, which affects the quality of experimental work possible in biology, chemistry, and physics.

Assessment is systematic, with teachers maintaining individual educational plans and progress tracking. The school uses regular testing to identify attainment levels and set appropriate targets. Individual discussions with students provide clear academic guidance, and the cumulative effect is that students generally understand their progress and next steps. This personalised approach to assessment is a genuine strength, particularly for students with additional learning needs.

Limited published data exists regarding sixth form progression and university destinations. The Ofsted report notes that careers education is satisfactory and the school provides work experience placements, though structured provision appears less developed than in larger schools. With only 2-10 students completing A-level study annually, tracking university destinations is statistically unreliable. The school website does not currently publish detailed progression data.

For those completing Key Stage 4, students typically progress to local state sixth forms or colleges, independent sixth form provision, or apprenticeships. The very small sixth form within the school itself suggests that most Year 11 leavers pursue post-secondary education outside Al-Mahad.

The school's extracurricular provision is limited by physical constraints and resource availability. The 2008 inspection noted that the range of school visits and extra-curricular activities is limited, with opportunities for independent and active learning not sufficiently developed. The school has a student council, which provides important forum for democracy and student voice, and this remains a notable structure for student leadership.

Available clubs and activities mentioned in inspection reports include participation in supporting charities (specifically NCCPR, which works for children), though current specific club listings are not publicly available on the school website. The school conducts annual visits, though frequency and destinations are not detailed in available sources. Physical education and sports opportunities are acknowledged as constrained by lack of dedicated sports halls and limited PE facilities, with inspectors specifically noting that parents and students have requested increased time for sports and more regular exercise.

The absence of a dedicated library and limited book stock represents a constraint on independent research and reading provision. The school's ICT suite, though installed, has faced connectivity and networking limitations that restrict digital learning opportunities. Music provision is mentioned in the context of Islamic studies and general curriculum, but specific ensembles, orchestras, or performance groups are not detailed in publicly available sources. Drama activities occur but are similarly not described in detail, likely reflecting the limited performance space available without a dedicated school hall.

Arts education appears integrated within broader curriculum rather than as a distinct performing arts pathway. The school's focus on Islamic studies and numeracy appears to take priority in resource allocation, with creative and practical subjects receiving less emphasis than in larger schools. This curricular balance reflects the school's stated aims and values but does mean that students seeking particular strength in music, drama, art, or design technology may find limited depth of provision.

Al-Mahad Al-Islami is an independent school and charges tuition fees. Historical records indicate annual fees were approximately £900 per year at the time of the 2008 inspection, though current 2025-26 fees are not published on the school website. For exact current fee information, prospective families should contact the school directly. The modest historical fee level suggests the school remains financially accessible compared to larger independent schools, though current figures should be confirmed with the school office.

The school does not appear to publish bursary or scholarship information publicly. Families with financial constraints should enquire whether the school offers means-tested support, though specific provision is unclear from available sources.

Al-Mahad Al-Islami operates a non-selective admissions policy, meaning entry does not depend on passing entrance examinations or competitive selection processes. Places are allocated based on application to the independent school and capacity constraints. With only 77 school places and typically 75-76 students on roll, the school operates very close to capacity, suggesting demand generally matches supply.

Contact the school directly for enquiries. Applications are accepted for entry at age 11 (Year 7) and potentially at other points depending on availability. The non-selective policy suggests the school welcomes applications from girls of Muslim faith and those interested in Islamic education, though specific admissions criteria regarding faith requirement are not published in currently accessible sources.

The school does not distinguish between girls from the immediate Darnall catchment and those from wider Sheffield or beyond, reflecting its independent status and non-selective approach. Girls typically travel from across Sheffield and surrounding areas to attend.

The school's pastoral provision is structured around Islamic values and small community size. Students describe feeling safe, supported, and valued. Behaviour expectations are clear and consistently enforced. The behaviour policy is understood fully by both staff and girls, with sanctions and rewards outlined clearly. Bullying is reported to be rare, and the girls say they are safe in school and feel well supported.

Anti-bullying procedures are in place and reviewed regularly. Staff are well trained in child protection through regular updates and formal training. First aid provision is available, with trained staff treating pupils sympathetically and recording all incidents in the accident book. Fire safety is managed well with periodic equipment checks.

Health and safety risk assessments are undertaken and reviewed regularly. Attendance and punctuality are monitored effectively. The overall provision for pupils' welfare, health and safety is satisfactory, as confirmed by the 2024 Ofsted inspection which noted pupils are safe and the school's Islamic ethos supports welfare.

The school does not currently provide lunch facilities due to space constraints. Students should bring packed lunches or arrange alternative arrangements. Breakfast and break provision are not described in available sources, so parents should clarify what is available for students during the school day.

School Hours

The school operates standard secondary hours. Contact the school directly for enquiries.

Transport

The school is located at 1 Industry Road, Darnall, Sheffield S9 5FP. It is accessible by public transport, with nearby bus routes serving the Darnall area. Families considering application should check journey times and transport options suitable for their location, as the school serves students across Sheffield.

Facilities

The school occupies a single converted building. There is no school hall, dedicated library, or purpose-built sports facilities. A small ICT suite and science laboratory are available, though resources are modest. The playground is spacious. Parents should be aware that the physical environment is constrained and reflects the school's independent, community-based origins rather than providing the facilities typical of larger or better-resourced institutions.

Physical Space and Facilities: The school operates in tight physical constraints. Classrooms are very small, and the absence of a hall, library, and dedicated sports facilities significantly impacts the range of activities possible. Students seeking particular strength in sports, drama, music, or library-based research may find these areas limited compared to larger schools. Parents valuing extensive facilities should factor this into decision-making.

Academic Profile: With Attainment 8 at 43 (below England average of 45.9) and only 43% achieving grade 5+ at GCSE, this is a school where academic outcomes are modest. Students considering selective sixth forms, Russell Group universities, or competitive courses should understand that GCSE results here typically fall below national averages. Support for university progression exists but remains less developed than in larger schools.

Sixth Form Viability: The sixth form is extremely small (2-10 students annually), meaning A-level provision is very limited. Students seeking breadth of A-level choice or peer community in sixth form study should seriously consider larger sixth forms or colleges. Peer interaction and social breadth in sixth form are constrained by cohort size.

Islamic Environment: The school's Islamic ethos is central and pervasive. Daily prayers, Islamic studies (40% of curriculum), and Islamic values underpin teaching. Families comfortable with this should understand how central faith integration is. Families uncomfortable with regular Islamic practice or seeking secular education should look elsewhere.

Website and Communication: The school website is currently under construction, making information gathering difficult. Parents will need to contact the school directly by phone or email for admissions information, fees, curriculum details, and pastoral procedures. This lack of accessible online information is a practical challenge for research and comparison.

Al-Mahad Al-Islami is a small, community-rooted Islamic school that offers personalised education within an explicit faith framework. The recent Ofsted Good rating indicates genuine improvement and confirms that teaching and pastoral care are at least satisfactory. For families seeking a small, safe, values-centred environment where Islamic faith is integrated authentically throughout school life, and where students are known individually by staff, the school provides meaningful education.

However, modest GCSE results, very limited sixth form provision, constrained facilities, and below-average A-level performance mean this is not the right choice for students prioritising academic stretch, broad extracurricular provision, or competitive university preparation. The school is best suited to girls whose families value Islamic identity, seek close pastoral oversight, and have realistic expectations regarding academic outcomes and facilities. Parents should visit in person, examine current fees and admissions procedures, and assess whether the school's philosophy and practical environment genuinely match their daughter's needs and aspirations.