Institute of Islamic Education

Inspection report for boarding school: Institute of Islamic Education 1 Institute of Islamic Education Society for the Reformation Of Muslims South Street, Savile Town, Dewsbury, West Yorkshire WF12 9NG Inspected under the social care common inspection framework

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Information about this boarding school

The Institute of Islamic Education is an independent boarding and day school for Muslim boys and young men between the age of 11 and 25 years. The school is located within the grounds of the Markazi Mosque in Dewsbury. Pupils aged 16 years and over study a specialist programme in the Islamic sciences, Arabic and Urdu. At the time of the inspection there were 205 pupils on roll, 179 of whom were boarders.

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Overall experiences and progress of

children and young people, taking into account

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good

How well children and young people are helped and protected good

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good

The effectiveness of leaders and managers good

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good

The boarding school provides effective services that meet the requirements for good.

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good

Overall judgement at last inspection: inadequate

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Key findings from this inspection

 The quality of care and support is good. This has a positive impact on the welfare of boarders, who feel happy and safe. Inspection report for boarding school: Institute of Islamic Education 2  Boarders make good all-round progress.  Parents are pleased with the school and how their children develop and mature.  There is a very good enrichment programme.  Any risks are managed well, boarders are safe and their behaviour is excellent.  Leaders manage the school well and have made significant improvements since the last inspection.  The support for boarders is integrated well across the boarding and education parts of school.  There is a strong school community, in which boarders thrive.

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Key findings from this inspection

The boarding school’s areas for development:

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Key findings from this inspection

 Develop a written procedure for staff to follow in the event a boarder should go missing from school. (NMS 6).  Ensure the school’s policies about behaviour and physical restraint have regard for the relevant statutory guidance for the use of reasonable force. (NMS 11)  Develop a system for formal individual staff reviews that consider and record: the achievements of individual staff; an assessment of their areas of responsibility; discussion concerns about any boarders; and training and development needs. (NMS 15)

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Overall experiences and progress of children and young people: good

The boarders benefit from a strong school community where the staff are motivated to help them succeed. The quality of care and support are good, which the boarders are unanimous about.

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Overall experiences and progress of children and young people: good

The relationships between the boarders and the staff are good. The boarders like the staff and the advice and support that staff give them. The boarders are polite, respectful, and there is a friendly, welcoming environment in the school. This helps new boarders quickly settle in and start to enjoy boarding life. The staff are sensitive and observant to anyone who may be homesick and provide them with extra support. This is the same for any boarders who may find it difficult to make friends or to adjust to a new environment.

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Overall experiences and progress of children and young people: good

The school’s leaders have developed an excellent range of enrichment activities and made some really strong links with other parts of the community. This is of great benefit to the boarders in helping their understanding of the world around them and preparing them for life after school. The boarders learn about other faiths, cultures Inspection report for boarding school: Institute of Islamic Education 3 and those who are disadvantaged; they are eager to raise money for charity. The boarders learn practical life skills through the wide variety of clubs, which include woodwork, baking and sewing. Partnership work with a local bank and undertaking vocational courses develop the boarders’ independence and leadership skills.

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Overall experiences and progress of children and young people: good

The punctuality and attendance of boarders in class are good and they make good progress with their academic and religious studies. The staff provide additional support and booster lessons for any boarder who may need extra help. There is a new system in place to track the social, emotional and personal development of the boarders. The levels of pastoral care, enrichment and social activities help the boarders with their personal development and improve their confidence. The boarders become more responsible, trustworthy, self-disciplined and commit to the daily routines of boarding life.

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Overall experiences and progress of children and young people: good

The parents are very pleased with the school and the all-round progress their children make. The parents commented that the school is welcoming, well run and provides good learning experiences for the pupils, helping them mature, develop independence and become well-mannered and disciplined individuals.

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Overall experiences and progress of children and young people: good

Enrichment activities include important learning about health and help to promote the boarders’ healthy lifestyles. There are suitable rooms for those boarders who are feeling unwell and there are good arrangements for providing the boarders with any necessary medication. The school takes good account of any individual dietary needs and caters accordingly.

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Overall experiences and progress of children and young people: good

The daily school routine is organised well and balances academic and religious studies with prayer time and opportunities to have fun. The boarders feel listened to and talked about various things the school has improved, such as trips, clubs, activities, and tournaments. The boarders consider that the adults really care about them and will do their best to help them. Consequently, the boarders feel safe, happy and healthy.

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How well children and young people are helped and protected: good

School leaders have improved how well risks are managed and have addressed the weaknesses in the boarding provision identified at the time of the last inspection.

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How well children and young people are helped and protected: good

There is now a clear risk assessment policy that is being implemented effectively through the separation of boarding accommodation for separate groups of boarders and adults. Consequently, there are good safeguarding arrangements that protect pupils under the age of 16 and older pupils aged 16 to 18 who live among adults up to the age of 25, who also study in the school’s seminary.

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How well children and young people are helped and protected: good

School leaders have ensured that there is a comprehensive summary of all risks and have taken action to reduce these wherever possible.

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How well children and young people are helped and protected: good

The boarders said that they feel safe and that they like the new accommodation Inspection report for boarding school: Institute of Islamic Education 4 arrangements. There is no bullying and they are quick to make friends again if they fall out with any of their peers. The boarders make lasting friendships that continue into adulthood.

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How well children and young people are helped and protected: good

The boarders learn about e-safety and how to keep themselves safe from exploitation. There is a range of professionals who visit and promote the boarders’ understanding of their personal safety. None of the boarders go missing from school and there are no issues relating to smoking or the use of alcohol and drugs. Although there is no written procedure, the staff are aware of what to do in the event of a boarder going missing from school.

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How well children and young people are helped and protected: good

The boarders’ behaviour is exemplary and a credit to themselves and the school. The number of detentions is minimal and there is no need for the staff to use any form of physical intervention. The school’s behaviour and restraint policy does not have regard to statutory guidance about the use of reasonable force. This is not having and effect on the boarders’ welfare but would help underpin staff practice if ever needed.

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How well children and young people are helped and protected: good

The physical environment is safe and secure for the boarders, and appropriate recruitment checks ensure that only suitable staff are employed.

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The effectiveness of leaders and managers: good

Leaders manage the school well and uphold the aims and objectives as set out in the school’s prospectus. For example, borders benefit from a stimulating and safe environment with plenty of enrichment opportunities. Consequently, children are well educated, disciplined, tolerant, responsible and caring.

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The effectiveness of leaders and managers: good

School leaders have developed a culture of aspiration and are ambitious in making a positive impact on the lives of boarders.

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The effectiveness of leaders and managers: good

The staff across the whole school work closely together to promote the individual needs of the boarders. For example, they provide additional support when some boarders are homesick, struggling to make friends or need help with revision.

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The effectiveness of leaders and managers: good

The boarders have a good sense of community and they help each other out. The school will provide individual buddies; older students are good role models and also provide advice and guidance. The boarders have high levels of respect for each other and tolerance of individual differences. This is a strong part of the school ethos that school leaders successfully promote.

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The effectiveness of leaders and managers: good

There are suitable governance arrangements. The governors hold the headteacher and senior leadership team to account, including oversight of the school’s development plan. There are significant improvements in the quality of leadership and management, safeguarding practices, the progress of boarders and provision of an appropriate range of activities. Better clarity of roles and expectation of school leaders, regular monitoring and reviews of practice, a clear vision and effective Inspection report for boarding school: Institute of Islamic Education 5 leadership have made the school a much better place for the boarders.

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The effectiveness of leaders and managers: good

While there is regular group supervision of boarding staff, formal individual staff reviews don’t take place. This limits the opportunity to consider the achievements of individual staff, assess areas of responsibility, discuss concerns about any boarders and consider training and development needs. The day-to-day routines and staffing structure do allow ample opportunity to raise any concerns about the welfare of the boarders.

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The effectiveness of leaders and managers: good

There is an induction process for new staff. Existing staff have worked at the school for a long time and there is extremely low staff turnover. The staff team is cohesive and provides the boarders with consistency and stability. The staff receive training in safeguarding matters and health and safety. Combined with their depth of experience, the staff have the skills and knowledge to meet the needs of the boarders. This is enhanced through the school’s links with the local authority and partnerships with other schools and local agencies. The links help to give the boarders good all-round support with their development and welfare. Inspection report for boarding school: Institute of Islamic Education 6

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Information about this inspection

Inspectors have looked closely at the experiences and progress of children and young people. Inspectors considered the quality of work and the differences made to the lives of children and young people. They watched how professional staff work with children and young people and each other and discussed the effectiveness of help and care provided. Wherever possible, they talked to children and young people and their families. In addition, the inspectors have tried to understand what the school knows about how well it is performing, how well it is doing and what difference it is making for the children and young people whom it is trying to help, protect and look after.

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Information about this inspection

Using the ‘Social care common inspection framework’, this inspection was carried out under the Children Act 1989 to assess the effectiveness of the service, how it meets the core functions of the service as set out in legislation, and to consider how well it complies with the national minimum standards.

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Boarding school details

Social care unique reference number: SC041298

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Boarding school details

Headteacher/teacher in charge: Mohamed Aswat

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Inspector

Simon Morley: social care inspector Inspection report for boarding school: Institute of Islamic Education 7 to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Inspector

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Inspector

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Inspector

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