Muslim schools

Muslim schools are rarely co-educational except at primary level, and can be boarding or day, or cater for both boys and girls.

These schools are consciously Muslim and seek throughout the curriculum to promote an Islamic ethos.
although most pupils are British Muslims originally from the Indian sub-continent, a significant number are converts or from abroad.
Schools are typically mixed gender at primary age and single sex subsequently.
There are a number of boarding schools for boys or girls, often called Darul Uloom, which offer theological degrees, often to become Hafiz (memorising the Qur'an) or religious teachers. The secular curriculum can be narrow and is usually taught in the afternoons. Islamic studies may be in Urdu or Arabic.
Modern foreign languages (MFL) provision is usually an Indian language or Arabic.
Art is often restricted and music is not usually taught.
For PE, older girls will tend to wear track suits and cover their heads.
Daily prayers (Salat) five times a day will often dictate the shape of the school day.
Some traditional schools adhere to the practice of sitting on the floor or on low benches, and thus appear sparsely furnished.
Many schools belong to the Association of Muslim Schools in the United Kingdom (AMSUK).
The Muslim greeting is As-salamu or Alaykum with a reply of Wa Alaykum or As-Salam.
In a mosque or at a prayer room, shoes need to be removed (slippers can be worn). Female inspectors may find it advisable to cover their arms and legs, and have a scarf to cover their head. Inspectors should be prepared to remove their shoes in more traditional schools.
There is usually no physical contact between males and females. Some girls' schools can only be visited by women.
Inspectors could refer to recent reports of Muslim schools such as: Darul Uloom Al Arabiya Al Islamiya School (351/6007); Islamia Girls' High School (101575); Al-Sadiq and Al-Zahra Schools (101576).

Background

Currently there are around 120 independent Muslim schools in England. Five Islamic schools have received funding as voluntary aided schools within the last few years.

Islamic independent schools have existed since the 1970s and were set up to serve the needs of the various Muslim communities in the UK. They are mainly located in London, Manchester, Birmingham and Luton and northern towns and cities such as Bolton, Blackburn, Dewsbury, Bradford, Rochdale, Nelson and Lancaster. More recently others have opened in several shire counties. The number of schools has increased significantly over the last decade. Islamic schools are a diverse group of institutions. They grow out of the communities' and parents' demand for an Islamic education for the next generation. Parents often voice the opinion that the local maintained school does not provide moral guidance for their children. Pupils often express the view that they feel safe in an environment where they can practise their religion without fear.

Most pupils are British Muslims with a heritage from India, Bangladesh or Pakistan. The vast majority of the pupils are second or third generation UK nationals. A significant minority are children of converts to Islam. More recently, Muslims from Africa, particularly Somalia, and Eastern Europe are attending these schools. A few pupils from Western Europe and the USA or Canada attend the boarding schools.

Muslim independent schools cover the full age range, including day and boarding. They range in size from around 20 to nearly 600 pupils. The day schools are mainly primary, mixed gender up to eight years old, or secondary, which are single sex. However, some have the full age range, but will separate boys and girls at the beginning of Key Stage 2. The boarding schools, of which there are about a dozen, include four that are girls' schools. The main focus in these schools is on the religious curriculum, with some National Curriculum subjects taught.

Muslim independent schools represent a wide range of Islamic theological thought. Well-known groups include Sunni or Shia Muslims. Most of the boarding schools follow the Deo Bandi tradition, considered by some to be more liberal. A few are founded by overseas governments, for example Saudi Arabia (King Fahed Academy, London) and teach the curriculum of the country of origin. Recently, Nation of Islam groups have opened primary schools, and follow the American leader Louis Farrakhan.

The boarding schools, or 'Darul Uloom', have a major focus on Islamic theology. Students study for a 'theological degree', lasting about six years, and intend to become either Hafiz (that is, to have memorised the Qur'an) or religious teachers or leaders within their communities. Some boys go on to to further study overseas (for example in Egypt or Saudi Arabia) in order to become Imam or 'priests'. In these schools the 'secular' curriculum, i.e. subjects other than the directly religious, is often narrow and given limited time. There are, however, a few boarding schools that have broadened the range of subjects.

Curriculum

The curriculum varies according to the views of the Trustees and the Islamic tradition followed. English is usually the medium of instruction, except in some Islamic studies lessons where Urdu or Arabic may be used.
The well-established day schools generally follow much of the English National Curriculum, and enter pupils for end of key stage assessment tests and GCSE. However, even in these schools, some subjects, such as art, will adhere to the teachings of Islam and figurative representation will be absent. In most schools music will not be taught.
In theory the 'religious' and the 'secular' are not divided. In practice, in many schools these are taught separately. The balance of the curriculum, even in some day schools, may be weighted towards religious studies and Arabic from the primary age. The traditional pattern in boarding schools is for Islamic studies to be taught in the mornings and 'secular subjects' in the afternoon.
Usually the modern foreign languages (MFL) taught are Urdu, Arabic and Bengali or Gujarati depending on the predominant group within the school. Very few schools teach a European foreign language. Arabic is most often learnt through memorisation of the Qur'an, but pupils may not be able to translate the text into English.
Art is restricted. Figurative art is not allowed.
Music is not usually taught. The use of the drum, an un-tuned instrument, and chanting of prayers and other religious 'songs' are allowed in some traditions. The traditionally creative aesthetic subjects are often under-represented, so inspectors must look carefully at what the school provides in its total curriculum to ensure that creative and aesthetic experiences overall are being provided that meet the regulations.
Health and sex education will be routinely taught within Islamic studies unless required by an examination syllabus such as GCSE science. Some schools require it to be taught only by Muslim teachers of the same gender as the pupils.
For PE, older girls will be covered, changing into a tracksuit with headscarf. Boys too will usually cover legs rather than wear shorts.
Religious education is usually confined to a study of Islam. A few established schools include elements of multi-faith education. More day schools are looking to the citizenship curriculum to provide a broader base. This is also looked upon to provide aspects of history and geography, two subjects that are often lacking in many schools. Islamic studies include aspects of Islamic world history, personal conduct and procedures for religious obligation and daily prayers 'Salat'. The obligatory five daily prayers will dictate the organisation in boarding schools, but to a lesser extent in day schools. Day pupils often do the afternoon prayer when they get home. The Islamic year is based on a lunar calendar, so holidays can vary from other schools. This is turn dictates the timing of the daily prayers.

Premises and accommodation

Apart from very few schools, the premises are not purpose built and can be terraced housing. As many of the premises have dual use, the use of display and facilities for learning can be restricted.
Limited resources often mean that the standard of accommodation in some schools is unsatisfactory. Specialist facilities for science, PE and technology are often absent or very restricted. ICT facilities are usually better.
Some school adhere to the tradition of sitting on the floor at low benches for lessons and meals. The low benches are used for Qur'an lessons.
The accommodation will include facilities for 'wadu', the required ritual washing before prayers and meals. This is done by sitting on a fixed stool before a tap, so that feet, hands and parts of the head can be washed under running water. These ablution areas may be separate from WCs that may be 'western' style or 'eastern' style. In boarding schools no baths are used, only showers, so that the body is not immersed in water.
Most schools have a uniform for boys and girls. Most often it is the traditional Asian style dress of loose trousers, long over-dress or shirt. Girls will cover their head with the 'hijab' or scarf after puberty. Boys often wear a small cap. Female staff often cover their heads; some wear the full face covering.
About two thirds of the schools belong to the Association of Muslim Schools (AMS), now based in Birmingham. The AMS is setting up a regional base for meetings and in-service training.
Etiquette for inspectors:

Schools are often part of a mosque; if so, visitors should remove their shoes at the door. This does not always apply in schools that are not part of a mosque, but some schools will adhere to this convention. However, in the prayer room shoes must always be removed. Some school staff change into slippers. Inspectors are advised to bring slippers or wear thicker socks. Shoes that are easily removed are the most practical.
It is important for inspectors to be aware of and respect religious sensitivities.
Muslim greet each other with 'As-salamu ' Alaykum' Đ 'peace be on you'. The reply is 'Wa' Alaykum As-Salam' Đ 'peace be also on you'. If used respectfully on entering a class, the children will respond.
Female inspectors are advised to wear a trouser suit or longer skirt and jacket to cover their arms. This is to show respect but is also for practical purposes. In some Muslim schools pupils sit on the floor for lessons and meals. A chair will often be provided for visitors, but it is not always practical when sharing a meal, talking to children and looking at their work. Female inspectors are also recommended to carry a scarf in case they enter the prayer room or a mosque when they will need to cover their head.
There is usually no physical contact between males and females who are not part of the same family. Muslim men do not usually shake hands with women, or women with men, so the best policy is not to offer your hand unless one is offered first to you.
The hospitality for visitors is usually very generous and an important part of Islam. It is good to eat with pupils, which can, in some schools, be 'traditional style' on the floor, without cutlery, but this is less usual in day schools. School staff will invariably provide a spoon. Food will be Halal (animals killed according to Muslim law).
In some all-girls' schools, men are usually not employed as teachers, nor do they go into areas of the school used by women. This is certainly the case in girls' boarding schools. Such schools should only be visited by female inspectors. It is possible for female inspectors to visit boys' boarding schools, but it is advisable for them to be accompanied by a male colleague.
Schools are often pleased if an inspector expresses a wish to attend the daily prayer. It is good to see pupils on these occasions. It is sensitive to sit at the back. Female inspectors should cover their head in the prayer room. If the school is in a mosque, and this is used for the prayer, there will be a separate women's area, often upstairs. In these cases, often the local community will be attending.

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