Institute of Islamic Education

Inspection report for boarding school: Institute of Islamic Education 1 Institute of Islamic Education Society for the Reformation of Muslims Institute of Islamic Education, South Street, Savile Town, Dewsbury, West Yorkshire WF12 9NG

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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 244 pupils on roll, 174 of whom were boarders.

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Overall experiences and progress of

children and young people, taking into account

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requires improvement to be good

How well children and young people are helped and protected requires improvement to be good

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requires improvement to be good

The effectiveness of leaders and managers inadequate

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requires improvement to be good

The boarding school is not yet delivering good help and care for children and young people. However, there are no serious or widespread failures that result in their welfare not being safeguarded or promoted.

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requires improvement to be good

Overall judgement at last inspection: good

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requires improvement to be good

Date of last inspection: 1 May 2018 Inspection report for boarding school: Institute of Islamic Education 2

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improvement to be good

The boarders enjoy their time at the school. They say that they like the staff, who are fun, friendly and look after them well. The boarders consider that they learn a lot, not just academically but also with their religious studies and about being a responsible citizen when they leave school.

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improvement to be good

There is good support for new boarders to help them to settle in and overcome feelings of homesickness. New boarders are given a buddy to help them to get accustomed to the school routines and expectations of boarding life.

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improvement to be good

The boarders learn about respect and tolerance and they reflect these values in their behaviour and attitudes. They are accepting of others regardless of their differences, such as race, gender and sexuality.

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improvement to be good

There is a good range of activities that the boarders enjoy. They like to play table tennis and football, and there is a variety of clubs, such as sewing, baking and archery clubs. Involvement in extra-curricular activities helps them to make friends. Several boarders referred to themselves as ‘brothers’, in recognition of their strong friendship and community spirit in the school.

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improvement to be good

The boarding experience helps the boarders to develop their confidence and social skills. They learn to become responsible and increase their independence, as they have to do more for themselves than when living at home. They start to identify future career paths, such as teaching, engineering and becoming a doctor. There is suitable careers guidance, especially for post-16 education, as the school offers a narrow range of A-level subjects.

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improvement to be good

The boarders enjoy the school food. There is plenty to eat. The school meals are varied, with a mixture of English and Asian foods. The amount of fresh fruit on offer is limited and reduces the overall nutritional value of the boarders’ diet. The boarders like using the new vending machines and going to the local shops.

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improvement to be good

There was a leak in the main entrance and some other maintenance issues, such as a cracked window in one of the dormitory doors. In the grounds and on the playing field were items of litter, some of which were cleaned up during the inspection.

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improvement to be good

Not all the required background checks on staff employed to work in the school are in place, such as a full employment history. Likewise, not all the required checks are in place for those adult students who are prefects and who undertake supervision of the younger pupils. There are missing references and, in one case, a missing Inspection report for boarding school: Institute of Islamic Education 3 overseas criminal background check. There had been no background checks on an adult student recently admitted as a boarder and who had spent some time abroad in the previous year, and no risk assessment process to ensure that he is not a risk to younger pupils. These are potential risks to the younger and more vulnerable boarders.

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improvement to be good

During the inspection, at least one adult male unknown to the school was working in the school grounds in close proximity to pupils. The access to the school building was insecure at several times during the inspection, and it was possible to gain access without using the main entrance, which is the only entrance where suitable checks are made on a person’s identity before they are allowed into the school. This is a risk to boarders’ welfare from potential unwarranted intruders.

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improvement to be good

A significant fire hazard was posed by a huge pile of cardboard close to the school building. People had been smoking close to this and there was a danger of fire. This had been overlooked by the senior staff responsible for health and safety checks. School leaders took action during the inspection to remedy this by removing the cardboard.

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improvement to be good

The boarders report that they feel safe and there is little, if any, bullying. If they do fall out with each other, this is resolved by the prefects and staff. The school has undertaken recent consultation with the boarders and taken action to address any concerns about bullying and poor behaviour.

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improvement to be good

The staff have developed a successful reward system that promotes good moral conduct. Consequently, the boarders’ behaviour is good and they are polite, well- mannered and punctual. Their attendance levels at school are good. All the staff are authorised by the school to use physical intervention if needed, in the event of any pupil’s behaviour being a risk. None of the staff have had training on the safe techniques to use. This is a potential risk to the safety of the pupils.

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improvement to be good

The boarders learn about a range of safeguarding issues so that, as they grow up, they understand about internet safety and the risks of exploitation. External agencies, such as the police, visit the school and raise awareness of these issues. Older pupils have undertaken online safeguarding training. If the boarders have any concerns, then there are staff whom they can go to for help and the school has an independent person whom the boarders can talk to.

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improvement to be good

The staff undertake a range of safeguarding training and know what action to take if they are concerned about a pupil’s welfare. The school reports that there are no current safeguarding issues and that it has not had to contact the local authority since the last inspection regarding any safeguarding concerns. Inspection report for boarding school: Institute of Islamic Education 4

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The effectiveness of leaders and managers: inadequate

The school’s leaders and managers have limited understanding of the progress that the boarders are making with their health, education, emotional, social and psychological well-being. There is no formal system of assessment and review to show what progress is made. Senior staff were only able to verbally report on boarders’ progress.

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The effectiveness of leaders and managers: inadequate

The governors’ responsibilities are set out in the school’s policies. The level of monitoring by the governors, the quality of governors’ meeting minutes and how the governors hold the school to account are not good enough. Consequently, there has been a decline in standards and there are significant shortfalls in safeguarding practices. The quality of governance is not helping the school to improve.

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The effectiveness of leaders and managers: inadequate

The headteacher’s last report on the school’s performance does not identify the weaknesses in the school or its failure to meet national minimum standards. Although the school’s strengths are known, the weaknesses are not. The school’s development plan is poor, with no clear specific and measurable targets that will assist improvement. As a result, school leaders are not preventing shortfalls in practice and are not taking steps to make improvements. There is a growing number of unmet national minimum standards.

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The effectiveness of leaders and managers: inadequate

Two of the recommendations from the last inspection have been met. There is now a written procedure in place for staff to follow in the event that a boarder is missing from the school. The school’s policies now have regard for statutory guidance. The third recommendation, about the staff appraisal system, is not met. Staff appraisals are still inadequate. The revised appraisal system still does not review the quality of staff practice sufficiently and it does not address the training and development needs of the staff.

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The effectiveness of leaders and managers: inadequate

The morale of staff and school leaders is good, and they work long hours to support the boarders. They have a shared vision and values for the school that are embedded in the Islamic faith. Inspection report for boarding school: Institute of Islamic Education 5

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Recommendations

 School leaders must ensure that the boarding accommodation is reserved for the use of those children designated to use it, and is protected from access by unauthorised persons. (NMS 5.7)  The school premises, accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practical, the health, safety and welfare of pupils are ensure. (NMS 6.2) In particular, fix the leak to the roof of the reception area.  All boarders, including those with special dietary, medical or religious needs, are provided with meals which are adequate in nutrition, quantity, quality, choice and variety. (NMS 8.1) In particular, provide the boarders with and encourage their consumption of fruit on a daily basis.  Ensure that staff authorised by the school to use reasonable force are trained to use safe methods of physical restraint (NMS 12)  The school’s governing body and/or proprietor monitors the effectiveness of the

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Recommendations

leadership, management and delivery of the boarding and welfare provision in the school, and takes appropriate action where necessary. (NMS 13.1)  The school’s leadership and management consistently fulfil their responsibilities effectively so that the standards are met. (NMS 13.4)  The school’s leadership and management and governance actively promote the wellbeing of pupils. (NMS 13.5) In particular, ensure there are suitable background checks and risk assessments in place for the admission of adult students to the school.  Schools must operate a safe recruitment and adopt recruitment procedures in line with the regulatory requirements and having regard to Keeping Children Safe in Education (DfE September 2019) statutory guidance. (NMS 14.1)  Implement a system for formal individual staff reviews that consider and record: the achievements of individual staff; an assessment of their areas of responsibility;

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Recommendations

discussion of concerns about any boarders; and training and development needs. (NMS 15) 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 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. Inspection report for boarding school: Institute of Islamic Education 7

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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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Inspectors

Simon Morley, social care inspector (lead) Jamie Richardson, social care inspector Inspection report for boarding school: Institute of Islamic Education 8 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 children looked after, safeguarding and child protection.

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Inspectors

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Inspectors

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Inspectors

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