Al-Madani Girls School Review 2026: Small, values-led girls’ secondary with strong GCSE outcomes in Slough

A small roll can change the feel of a school. With capacity for 80 pupils and 69 on roll at the last inspection, this is an intentionally compact setting where staff can keep a close eye on progress, behaviour and wellbeing.

Academic results, as captured in FindMySchool’s rankings, are a key headline. Ranked 446th in England and 6th in Slough for GCSE outcomes (FindMySchool ranking, based on official data), performance sits well above England average, placing the school within the top 10% of secondary schools in England by this measure. That positions it as a serious option for families seeking a focused education in a girls-only, faith-based environment.

Ofsted’s most recent inspection (September 2025) judged the school Good overall, with Outstanding grades for Behaviour and attitudes and for Personal development, and confirmed that the independent school standards are met.

This is an Islamic secondary for girls aged 11 to 16, where religious ethos is not an add-on but a central organising feature of school life. Pupils develop a strong sense of belonging and community identity, and relationships between year groups are a notable strength, with older pupils actively supporting younger pupils as they settle in.

The school’s small scale matters. In a setting of this size, routines tend to be consistent, expectations can be reinforced quickly, and pupils are more likely to be known as individuals rather than as names on a timetable. That can suit families looking for structure, clarity and close pastoral oversight, particularly for students who thrive when adults notice small changes in confidence or engagement.

The physical context is practical rather than expansive. The school is situated in a former office building close to Slough town centre, and the building is also used for religious instruction for younger pupils outside school hours. This is useful context for parents who picture sports fields and large specialist blocks as a default, here the emphasis is more on efficient use of space and a calm, purposeful learning day.

Leadership is relatively new. The headteacher, Zara Illahi, was appointed in October 2024, so the current direction reflects recent leadership as well as established culture.

For families comparing outcomes across the area, the FindMySchool ranking provides a simple anchor point. Ranked 446th in England and 6th in Slough for GCSE outcomes (FindMySchool ranking, based on official data), the school sits comfortably within the top 10% of secondary schools in England by this measure.

The GCSE profile suggests a broadly academic curriculum and secure performance across a range of subjects. An Attainment 8 score of 59.5 indicates a strong overall outcomes picture for a school of this size. The school’s EBacc average point score is 5.91, which is well above the England average of 4.08 and 54.5% of pupils achieved grade 5 or above across the EBacc.

For parents, the practical implication is that this is not a niche provider with limited academic ambition. Results align with a school that expects pupils to complete a broad GCSE programme and to move on to further study with a secure foundation in English and mathematics alongside a wider set of qualifications.

A note on interpretation: with a small cohort, year-to-year results can shift more than in a large secondary. A single strong or weaker year group can move headline measures, so it is sensible to look for consistency over time in conversations with the school, and to ask how the curriculum and assessment model supports students who need to catch up.

Curriculum intent is explicitly broad. The school’s model is to run a full academic programme alongside Islamic studies, with sequencing set out so that knowledge builds step-by-step through the year groups. For parents, that matters because clarity about what comes next usually correlates with stronger retention and less reliance on last-minute examination preparation.

Reading is treated as a priority across subjects. Pupils are described as fluent and motivated readers, with teaching that includes active modelling of reading and use of varied texts. In practical terms, this supports performance not only in English, but also in humanities and science, where comprehension and extended writing can be decisive at GCSE.

Classroom practice is built around frequent checking for understanding. Teachers recap and revisit key knowledge, then use questioning to probe and extend learning. In a small school, this approach can be especially effective because misconceptions are noticed quickly and corrected before they become habits.

There are, however, clear areas to watch. External evaluation highlights that, in some lessons, tasks are not always aligned tightly enough to the intended learning outcome. There is also mention that staffing changes in a small number of subjects have led to variability in how consistently the curriculum is delivered. These points are not unusual in small schools, but they are worth exploring at an open event or meeting, particularly if your child has specific subject strengths or weaknesses.

Where Students Go Next

This is an 11 to 16 school, so progression planning focuses on post-16 routes. The school’s stated aim is to prepare pupils well for their next educational steps, including ensuring a broad range of academic subjects and recent curriculum choices such as offering separate sciences at GCSE.

The school does not publish destination statistics in the official sources reviewed for this report, and there is no sixth form attached. That means parents should plan to ask direct questions about typical post-16 pathways, support with applications, and how the school advises on sixth form colleges, school sixth forms and vocational options.

A sensible due diligence approach is to ask for examples of how guidance is delivered, for instance, whether there are structured careers sessions, interview preparation, and subject choice support for GCSE options that open or limit particular post-16 programmes.

As an independent school, admission is not driven by a standard catchment system in the way many state schools are. The most important practical step is early contact to check availability in the intended year group and to understand the school’s admissions process, including any assessment, meeting, or documentation requirements.

At the time of research, the school website was displaying a maintenance message, so current admissions dates and deadlines were not available through the official school website. For families aiming for Year 7 entry in September 2026, this makes early, direct confirmation more important than usual.

If you are comparing multiple local options, the FindMySchool Saved Schools feature is a useful way to keep your shortlist organised, and the Comparison Tool can help you view performance measures side-by-side before you commit to visits.

Behaviour and personal development are clear strengths. The 2025 inspection graded Behaviour and attitudes as Outstanding and described behaviour as exemplary, with pupils showing highly positive attitudes to learning and strong focus in lessons. The practical implication is a learning environment where teachers can teach, and students can concentrate, which matters at GCSE when curriculum pace increases.

Pastoral culture is framed around mutual respect and courtesy, and pupils report strong peer relationships. In a girls-only setting with a strong community identity, this can translate into a secure sense of belonging, especially for students who prefer clear routines and consistent expectations.

Safeguarding is reported as effective. Parents should still ask the everyday questions that matter, how concerns are raised, how online safety is taught and reinforced, and how the school communicates with families, particularly as digital risks evolve quickly.

In a small school, extracurricular life often looks different. Instead of dozens of clubs competing for attention, enrichment tends to be built through structured opportunities that develop confidence, responsibility and wider horizons.

Student voice and leadership are treated seriously. Pupils have opportunities to apply for leadership roles, and the school uses election and voting procedures to structure participation. That can be particularly valuable for students who are academically able but need explicit opportunities to practise public speaking, advocacy and decision-making.

Community engagement appears purposeful rather than tokenistic. Pupils take part in activities linked to local community organisations, including interactions with a local care home and hospital. The educational value here is twofold, it supports personal development and civic awareness, and it gives students real contexts to apply communication skills.

Debate and discussion are built into school life, with time allocated for pupils to discuss issues that matter to them and to others. For GCSE preparation, this kind of structured talk can improve extended writing and analytical thinking, especially in English and humanities.

The school is located on Bath Road in Slough, close to the town centre, which may help families balancing school travel with work and sibling logistics. Details such as the precise school day start and finish times, and any supervised pre- or post-school arrangements, were not available through the official school website at the time of research due to the maintenance notice.

If travel time is a key constraint, families should confirm current timings and any expectations around arrival, collection, and after-school supervision directly with the school.

Fees & Financial Aid

Fees are low by independent-sector standards, which will matter for families balancing cost against the benefits of a small, faith-based environment. The most recent Ofsted report lists annual day fees of £3,900.

The official sources reviewed did not set out a detailed schedule of what is included in fees, any one-off charges, or the availability of bursaries or scholarships. Parents should ask specifically about what tuition covers, examination entry fees, educational visits, uniform expectations, and whether any means-tested support is available.

• Very small cohorts. With fewer than 80 places in total, friendship groups, option blocks and subject staffing can be more sensitive to year-to-year changes. This can be positive for individual attention, but families should ask how the school maintains breadth, especially at GCSE.

• Curriculum consistency in some subjects. External evaluation highlights that staffing changes in a small number of subjects have led to variability in curriculum delivery, and that some lesson activities are not always tightly aligned to intended outcomes. Ask what has changed since the last inspection and how quality is monitored.

• Limited published admissions information at present. With the school website showing a maintenance notice during research, parents should not rely on general assumptions about deadlines or process. Direct confirmation is important, particularly for September 2026 entry.

• No sixth form. Families who want a single institution through to A-level will need to plan for a post-16 move, and should ask how the school supports applications and transition at 16.

Al-Madani Girls School combines a close-knit, values-led culture with outcomes that compare strongly in the local and England-wide picture. A Good Ofsted judgement, Outstanding grades for behaviour and personal development, and a top-10% GCSE ranking signal a school where students can learn in a calm, focused environment.

Best suited to families seeking a girls-only Islamic setting with small cohorts, clear expectations, and an academic curriculum through to GCSE. The main decision points are practical rather than philosophical, confirming admissions details while the website is unavailable, understanding subject breadth in a small school, and planning early for post-16 pathways.