Iqra Slough Islamic Primary School Review 2026: Faith-led primary with elite KS2 performance in Slough

A three-form entry Muslim faith primary in Wexham, Iqra combines a clear Islamic ethos with a highly structured approach to learning and leadership. The scale matters here, with around 630 pupils on roll and a full breadth of provision from Reception through Year 6. Academic outcomes are exceptional by any benchmark, with results that place it among the strongest primaries in England.

Daily life is shaped by four published values, respect, honesty, cooperation, compassion, alongside a strong focus on vocabulary, reading, and pupils holding responsibility roles. Families who want a school where faith and achievement sit side by side, and who can manage a competitive admissions process, will find this a compelling option.

The school presents itself as a place where achievement is expected and responsibility is normalised early. Pupils are taught explicit learning behaviours from Reception, and they take on structured roles as they move through the school, including digital leaders, learning ambassadors and junior leaders. Those responsibilities are not decorative, they are designed to build confidence, model behaviour, and give pupils a public-facing role within the community.

Faith is not an add-on. The school’s admissions policy makes the expectation clear that families should support its Islamic values and education, and the wider school narrative consistently connects ethos, behaviour and community contribution. For parents, the practical implication is that day-to-day routines, assemblies and the wider culture are shaped by an Islamic worldview, while also being explicitly aligned with fundamental British values.

There is also a modern, media-aware thread running through the school’s identity. The curriculum and enrichment described in official reports and the school’s own materials emphasise digital learning, with pupils using specialist spaces and equipment to produce content and deepen understanding. It is an approach that tends to suit pupils who enjoy explaining ideas, presenting, and taking pride in polished work, rather than simply completing tasks.

Outcomes at the end of Key Stage 2 are exceptional. In 2024, 95.67% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 49.33% achieved greater depth in reading, writing and mathematics, compared with an England average of 8%. Reading and mathematics scaled scores were also very strong at 110 and 111 respectively, with grammar, punctuation and spelling at 114.

Rankings reinforce that picture. Ranked 100th in England and 1st in Slough for primary outcomes (FindMySchool ranking, based on official data), the school sits among the highest-performing in England (top 2%). For parents comparing options locally, this is the kind of profile where a “good local school” comparison can understate the gap. The FindMySchool Local Hub and Comparison Tool can be useful for viewing nearby results side-by-side, particularly where choices are between several Slough primaries with different admissions rules.

The more interesting question is what sits behind the numbers. The school’s documentation and inspection evidence repeatedly highlight vocabulary development, sequencing of knowledge and rapid intervention when misconceptions arise. That combination usually leads to two practical outcomes: pupils are quicker to articulate answers in class, and teachers can move a cohort forward without leaving quieter pupils behind.

Curriculum design is a stated strength. Formal review evidence describes a well-sequenced curriculum that starts in early years with a deliberate focus on language, then builds knowledge in a clear order through to Year 6. The emphasis is not only on covering content, but also on remembering it, with regular checking for understanding and additional sessions when gaps appear. For families, this tends to mean fewer surprises at the end of Year 6, because learning is revisited and secured rather than treated as “done” once taught.

Technology is used as a core tool rather than occasional enrichment. The school’s published STEAM information describes one computer per child in class, a class set of tablets, and the use of virtual reality headsets to support immersion in curriculum contexts. At its best, that approach makes abstract content more concrete, for example, using virtual settings to support descriptive writing or historical understanding. It also requires strong digital safeguarding and clear expectations around online conduct, which the school explicitly addresses through its approach to online safety and structured teaching.

Creative curriculum strands are positioned as purposeful. Music is presented as specialist-led, with opportunities for pupils to record songs in a professional recording studio using Logic Pro, and the choir described as performing at public events including Voice in a Million at the SSE Arena, Wembley. Drama is also connected to learning goals, including themed event days where pupils use performance to explore historical periods.

As a primary school, the main “destination” decision is secondary transfer at 11. Slough offers a wide range of routes, including non-selective secondaries, faith-based schools, and selective grammar options that operate a shared 11-plus examination. The Slough Borough Council secondary admissions booklet for 2026/27 lists a broad set of local secondaries, including Baylis Court School, Beechwood School, Ditton Park Academy, Eden Girls School, Grove Academy, Lynch Hill Enterprise Academy, Slough and Eton CofE College, St Joseph’s Catholic High School, The Langley Academy, The Westgate School and Wexham School, alongside the Slough grammar schools.

For families considering selective routes, the same booklet explains the Year 7 admissions window and the reality that there is no automatic transfer from a primary into a secondary school. It also sets out the on-time application deadline for September 2026 entry as 31 October 2025 for secondary applications, which is useful context for parents planning ahead for younger children.

What Iqra appears to do well, based on official evidence, is prepare pupils for transition by developing confident communication, strong reading and a high level of curriculum knowledge by the end of Year 6. That tends to widen choice at 11, because pupils can meet the demands of both selective and non-selective secondary curricula without needing a major “catch-up” phase.

This is an oversubscribed school. In the most recent available admissions demand figures, there were 235 applications for 89 offers, which equates to 2.64 applications per place. First-preference demand is also strong, with a 1.76 ratio of first preferences to first-preference offers. The practical implication is that families should treat admission as competitive, even before factoring in faith criteria and other priorities.

Reception admission is coordinated by Slough Borough Council, and the school’s determined admissions arrangements for 2026/27 set a Published Admission Number of 90 for Reception. The same document sets out two main categories: Category A faith places (80 places for children from Muslim families) and Category B open places (up to 10 places, 12% of the total) for children from non-Muslim families whose parents wish them to be educated in a school with an Islamic ethos, with any unfilled open places converting back into faith places.

Oversubscription is then resolved through published criteria, including children with an Education, Health and Care Plan naming the school, looked after children, children of staff, and children with exceptional medical or social circumstances supported by professional evidence. For families, the key takeaway is that faith alignment matters, but so does careful paperwork and timing. Parents who want to understand how their home address compares to likely allocation patterns can use FindMySchool’s Map Search to estimate distance-to-school-gates, while remembering that priorities and available places depend on the full criteria rather than distance alone.

Pastoral work here is strongly connected to culture and routines. External evidence describes exemplary behaviour, consistent mutual respect, and pupils knowing trusted adults to speak to if they are worried. That kind of clarity tends to reduce low-level disruption and supports pupils who need predictable boundaries.

Support for pupils with additional needs is framed as “full curriculum access” rather than separation. Official inspection evidence describes early identification of special educational needs and disabilities, rapid help, and staff adapting learning so pupils can keep up with their peers. The pastoral implication is important: children are less likely to be permanently labelled as “behind”, because intervention is positioned as normal and immediate, not exceptional.

Safeguarding is treated as a non-negotiable foundation. The latest Ofsted report confirms safeguarding arrangements are effective, and the report narrative also indicates that pupils learn about keeping safe through the curriculum.

The clearest enrichment “signature” is the intersection of media, music and pupil leadership. A standout example is the way pupils use specialist media space, including a green screen, to create short videos connected to learning. That is more than a fun add-on, it trains pupils to plan, edit, explain and present, which transfers into writing quality and spoken confidence.

The school’s own STEAM information adds depth. Music is described as specialist-led with strong external links, and pupils are offered the chance to record songs in a professional recording studio using Logic Pro. Choir performance opportunities are positioned as genuine public-facing experiences, which can be a powerful motivator for pupils who respond to real audiences rather than internal reward systems.

Pupil contribution to community is another concrete strand. Examples in formal inspection evidence include a weekly food bank donation initiative and an Eco Warriors group organising litter picking in a local park. Those are practical service activities rather than abstract values lessons, and they tend to resonate with families who want character education to look like actions, not slogans.

The published school day structure is clear. Gates open at 8.30, registration is at 8.35, and the day ends at 2.50 for Reception and 3.00 for Years 1 to 6.

Wraparound care is offered through a partnership model rather than being directly run by the school. The school describes breakfast provision, drop-off and collection support, after-school care, and holiday clubs delivered by a partner provider, including Holiday Activities and Food programme camps during school holidays. Families should treat availability and booking requirements as provider-led and check arrangements early if wraparound care is essential to work patterns.

• Competitive entry. Demand materially exceeds places, with 235 applications for 89 offers in the most recent available figures. Families should plan for alternatives and keep paperwork and deadlines tight.

• Faith expectations are real. The admissions framework is designed primarily for Muslim families, with a defined minority of open places for families seeking an Islamic ethos. Families who want a broadly secular school culture should think carefully before applying.

• A structured culture can feel intense for some children. High expectations, leadership roles and a strong focus on vocabulary and knowledge suit many pupils, but children who need a looser pace may do better in a smaller, less tightly organised setting.

Iqra Slough Islamic Primary School combines a clear faith-based identity with top-tier academic outcomes and a modern approach to media, technology and leadership. The challenge lies in admission rather than what follows. Best suited to families who actively want an Islamic ethos, value a highly structured learning culture, and are prepared to engage early with Slough’s coordinated admissions process and supplementary requirements.