Jamia Islamia (Birmingham) Trust Limited
Charity 1124320
Overview
Summary
Jamia Islamia (Birmingham) Trust Limited appears to combine faith-based educational provision with broader charitable support for young people. Its stated activity suggests a role closer to an education-setting or education-supporting institution than a purely grant-making charity, while its objects allow it to connect religious learning with mainstream secondary education. The available record indicates a potentially distinctive hybrid model, but provides little evidence about scale, governance, delivery setting or local partnerships.
Operational geography
Evidence and reasoning
Supporting evidence
Sparkbrook and Balsall Heath East
Confidence: medium
The trust is the proprietor of Jamia Islamia Birmingham, an open independent day school. Ofsted's May 2026 inspection states that the school operates from a single site in Sparkbrook. This is direct evidence of ongoing service delivery in Sparkbrook, but the available evidence does not directly establish the ward assignment without relying on unnecessarily precise location information.
- Ofsted, Jamia Islamia Birmingham standard inspection report, 12 May 2026
Identifies Jamia Islamia (Birmingham) Trust Limited as the proprietor and states that the school operates from a single site in Sparkbrook. It also records 103 pupils at the time of inspection and that the school does not use alternative provision. - Jamia Islamia Birmingham official website, Home and Contact pages
The organisation presents an active school offering national-curriculum secondary education, Islamic education and sixth-form courses, and identifies Sparkbrook, Birmingham as its location. - Birmingham City Council, SHLAA Schedule East
Lists a location in Sparkbrook within the Sparkbrook and Balsall Heath East ward.
Remaining uncertainties
- The Charity Commission record reports that the charity operates in Birmingham City and throughout England, while its governing document gives a national area of benefit. Neither the current school website nor the May 2026 Ofsted inspection provides evidence of active delivery sites, projects or services outside the school site. These broader register entries therefore do not justify classifying its evidenced operational footprint as citywide or national.
- The available evidence does not establish where pupils live or whether the school draws substantially from multiple Birmingham districts; beneficiary origins should not be treated as additional operational areas.
- No material partnership extending the trust's geographic reach is evidenced. Ofsted notes that some sixth-form students access work experience through companies known to the proprietor, but does not identify those companies or show that they amount to ongoing operational delivery by the trust.
- Ofsted reported in February 2026 that the school had applied to add boarding provision in adjacent premises, but this was a proposed material change rather than evidence of an additional current operational site; the May 2026 report continues to describe the school as an independent day school operating from a single site.
Additional evidence needed
- The trustees' annual report or a current operational/impact report identifying any grants, staff deployment, outreach activity or services delivered beyond the school site.
- A current list of formal delivery partners, work-experience providers and any off-site programmes, including their locations and the trust's operational role.
- Admissions or anonymised pupil-origin data sufficient to assess whether the school's effective service catchment is predominantly local, district-wide or citywide.
Areas of work
- Education/training
- General Charitable Purposes
Who they help
- Children/young People
How they help
- Makes Grants To Individuals
- Provides Human Resources
Discoveries involving this organisation
The Atlas has not published any Discoveries involving this organisation yet.
Observations
A hybrid religious and mainstream education role
The organisation appears to position religious studies alongside the secondary National Curriculum, suggesting that faith formation and formal educational progression may be intended to reinforce one another.
Why it matters
This helps distinguish the trust from organisations focused only on supplementary religious teaching or only on general education. Its potential value may lie in bridging two educational expectations for young people.
Show evidence
“The charity's objects include the advancement of education and the advancement of religion.”
Source:Charity Commission“Teaching Secondary Education National Curriculum and Religous Studies.”
Source:Organisation
Direct capacity-building may sit alongside financial support
The recorded methods suggest the trust may support young people both through grants and through people-based provision, rather than relying on a single delivery model.
Why it matters
This may indicate flexibility: the organisation could potentially respond to need through direct staffing or practical support as well as individual funding. It would be useful to understand which approach is central in practice.
Show evidence
“How the charity helps: Makes Grants To Individuals, Provides Human Resources.”
Source:Charity Commission“Who the charity helps: Children/young People.”
Source:Charity Commission
A broad mandate could enable activity beyond teaching
Although education is the only specified activity, the wide charitable objects and general charitable purposes classification may allow the trust to develop related support where it advances its educational or religious aims.
Why it matters
This suggests potential for collaboration with youth, family or community organisations, but the evidence does not show whether such relationships or activities currently exist.
Show evidence
“The charity's objects include doing things incidental or conducive to the advancement of all charitable purposes.”
Source:Charity Commission“What the charity does: General Charitable Purposes, Education/training.”
Source:Charity Commission
- Whether teaching is delivered directly, through a school, or through another provider.
- How grants and human resources are used in practice.
- Which communities, areas and partner organisations the trust works with.
Remaining uncertainties
- Annual reports or accounts describing programmes, expenditure and beneficiary numbers.
- Information on delivery locations, staffing, governance and partnerships.
Additional evidence needed
Charity Commission profile
Activities
Teaching Secondary Education National Curriculum and Religous Studies
Charity objects
A) THE ADVANCEMENT OF EDUCATION B) THE ADVANCEMENT OF RELIGION C) TO DO ALL SUCH THING AS ARE INCIDENTAL OR CONDUCIVE TO THE ADVANCEMENT OF ALL CHARITABLE PURPOSES.