Baytul Ilm Secondary School

School pre-registration inspection report

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Baytul Ilm Secondary School 12a Clarke Road, Milton Keynes MK1 1LG

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1)–2(2)(b), 2(2)(d)–2(2)(e)(iii), 2(2)(h)–2(2)(i), 3–4  The proposed school’s curriculum policy sets out its stated vision of ‘nurturing today’s young people, inspiring tomorrow’s leaders’. Leaders intend to achieve this through a curriculum which is formed of three parts: Islamic studies, where pupils learn to understand the Islamic religion; an ‘academic curriculum’, where pupils study a broad range of subjects, as laid out in the national curriculum; and Hifdh, where those pupils who choose to, memorise the Qur’an.  Subject overviews and schemes of work set out the intended knowledge, skills and understanding that the school intends pupils to gain during their time at the school. There are clear end points for each subject, with guidance for teachers on how and what to teach, and in what order.  The school intends that the Islamic curriculum will be taught at the start of the day.

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Main inspection findings

Pupils who want to will start the day with memorising the Qur’an. All pupils will then learn Islamic studies. The curriculum is intended to emphasise understanding Islamic theology (fiqh) and beliefs (aqeedah).  The academic curriculum is intended to be taught later in the morning and in the afternoon. The school’s stated intention is for pupils to learn the knowledge, skills and understanding of the key stage 3 national curriculum in Years 7 to 9, and then to study towards GCSEs in Years 10 to 11. Subjects at GCSE will include a core of English, mathematics, double or triple science and religious education (RE). Pupils are likely to then choose from a range of other GCSE level qualifications, including art, a modern foreign language, history and geography.  The school intends for pupils to study physical education (PE) at a local leisure centre. Personal, social, health and citizenship education (PSHCE) will be taught through

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Main inspection findings

assemblies and tutor time. Leaders intend that this will prioritise pupils’ well-being, mental health development and the requirements of the sex and relationships education curriculum.  There are plans in place to ensure that regard is paid to the protected characteristics set out in the 2010 Equality Act. For example, PSHCE and the Islamic curriculum will include learning about sex equality. Pupils will be taught to respect others, including those with different religious beliefs or sexual orientations. The headteacher demonstrated his intention to ensure that equalities and British values are not undermined, including by stating that pupils will be taught that, as British citizens, the implementation of British law supersedes all other laws.  Leaders intend that reading will be prioritised throughout the curriculum. For example, pupils will study a range of texts and genres through the English curriculum.

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Main inspection findings

Opportunities to read are likely to be provided during tutor time and through other activities. Leaders intend for those pupils who need support to develop their reading to be provided with extra help.  Pupils are likely to be taught in groups of up to 20. Leaders intend for teachers to be well trained, preferably with Qualified Teacher Status (QTS). The headteacher intends to use a performance management programme to monitor how well the entire curriculum is taught. Leaders intend to provide additional training and support to staff to ensure that teaching is strong. This is likely to include subject-specific training as well as training in the general expectations that the school has for behaviour management and promoting a positive ethos.  Pupils’ knowledge and aptitudes will be assessed on entry to the school. The school intends that teachers will assess pupils’ progress from these starting points and use

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Main inspection findings

this information to inform their teaching. This will be through a combination of low- stakes testing and more formal regular testing. The school intends that pupils will take GCSE examinations in Year 11. Leaders and governors will monitor pupils’ progress and attainment.  The headteacher will be the special educational needs coordinator. He demonstrated a convincing understanding of how to support pupils who need extra help learning.  Careers education is likely to be provided by a local careers organisation. This includes resources for a taught section of the PSHCE curriculum and books for the library detailing a range of career pathways. In addition, leaders aim for the careers organisation to hold careers interviews with pupils.  It is likely that the standards in this part will be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5–5(d)(iii)  Pupils’ spiritual, moral, social and cultural development is intended to be promoted

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Main inspection findings

through the Islamic studies curriculum. This will prioritise pupils’ personal development through the school’s stated values of ‘Ihsan (academic and spiritual perfection), honour, sincerity, aspire, nurture’.  The curriculum is likely to develop pupils’ knowledge and understanding of different cultures and religions. For example, in RE at key stage 3, RE pupils will learn about a range of different religions, and at GCSE they will compare and contrast Islam and Christianity. The history curriculum includes a unit on the Ottoman Empire. The Islamic curriculum and PSHCE curriculum include considering current events across the world. The school assembly rota shows that the festivals and celebrations of various religions will be discussed, including Diwali and Easter.  Leaders intend that the entire curriculum will support pupils to develop character, moral values and habits of effective learning. The positive behaviour policy reflects

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Main inspection findings

this intention.  Leaders’ stated intention is that British values will primarily be taught as part of the PSHCE curriculum. However, they are integral to the school’s ethos as a whole. In particular, respect for others is intended to thread through everything the school does. It is intended to play a large part in the Islamic curriculum, which includes teaching about current events through a religious perspective. The visiting speaker policy clearly states that anyone who attempts to undermine British values or promote partisan views will be stopped from speaking.  It is likely that the standard in this part will be met. Part 3. Welfare, health and safety of pupils Paragraph 7-7(b)  The headteacher, who is also a director, will be the designated safeguarding lead (DSL). The deputy headteacher is the deputy DSL. Both are trained to the appropriate level. In addition, one of the governors is trained as a DSL and delivers DSL training.

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Main inspection findings

 The headteacher has been trained in safer recruitment and has ensured that all the requirements for the checks on the suitability of staff are likely to be met.  The safeguarding policy has been written in line with the relevant government guidance and legislation. It sets out clearly the risks pupils might face in their homes and local community, including county lines, gangs and radicalisation. The types of abuse and indicators of abuse are described well, with a particular focus on peer-on- peer abuse. Requirements for the training of staff, governors and the DSL are in line with statutory guidance. Procedures for reporting concerns are explicit, including when required by the local authority, social services and police. Whistle-blowing procedures are appropriate.  The headteacher explained how he intends for staff to record concerns about pupils’ safety. Helpful proformas, including a chronology sheet of actions and concerns, are

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Main inspection findings

intended to keep files organised. Safeguarding files will be kept in a locked cabinet.  During the inspection, the headteacher displayed his strong commitment to safeguarding. He intends to keep his knowledge up to date by attending local DSL meetings and a local authority ethnic minority support group. Leaders have already started to use the local authority for advice and training in safeguarding. Staff will be trained in safeguarding annually, with regular updates to discuss safeguarding scenarios. The headteacher demonstrated that staff will be encouraged to report seemingly minor concerns in case these form a bigger picture of concern for a child. The NSPCC number is prominent for staff and pupils throughout the school.  Leaders intend that safeguarding will be monitored through trained governors, the local authority and an external company that checks safeguarding in schools. Paragraphs 9-10  The behaviour policy promotes positive, respectful behaviour both in and outside of

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Main inspection findings

school. It states the intention that everyone has the right to work in an environment that is ‘safe, friendly, peaceful and fair’. The policy cites the Islamic tradition of respect between adults and children, and that everyone should take responsibility for their own actions and be responsible citizens. Praise and encouragement are promoted strongly.  The policy sets out a staged approach to sanctions, starting with a verbal warning, then short detention, and moving to internal or external exclusion for more serious misbehaviour. The headteacher reserves the right to permanently exclude. This is all in line with government guidance.  The detailed anti-bullying policy is closely linked to the safeguarding policy. It sets out clearly what constitutes bullying, and how it will be dealt with. There is particular recognition of the additional vulnerabilities of pupils with special educational needs and/or disabilities. Peer-on-peer abuse is prominent within the policy. The policy

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Main inspection findings

focuses on prevention of bullying, but clearly shows that both perpetrator and the person bullied would be supported should it occur.  The headteacher understands that poor behaviour may be an indication of a safeguarding concern. Behaviour concerns will be logged by staff and monitored by leaders. Paragraphs 11-16(b)  Policies for health and safety, first aid, fire safety and risk assessment are all in place and likely to meet requirements if implemented effectively. Staff who are already appointed have been trained as first aiders and fire marshals. There is a lockable cabinet for medicines.  A health and safety officer has been appointed. He has undergone a range of health and safety training. Records show that the required health and safety checks on the building, facilities, procedures and fire equipment are carried out at appropriate intervals. Alterations to the building have been checked professionally. A fire risk

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Main inspection findings

assessment and appropriate certification are in place. Fire exits and a fire muster point are clearly marked.  The proposed staffing arrangements are fit for purpose. Leaders intend to prioritise employing qualified teachers to teach pupils. Pupils will be supervised by school staff at breaktime and lunchtime.  The admission and attendance registers are in place, using an electronic recording system. Registers will be taken twice daily. Leaders understand the need to keep multiple contact numbers for pupils in case of absence. The documents and procedures are likely to meet requirements.  The standards in this part are likely to be met. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2)–18(3), 19(2)–19(3), 20(6)–20(6)(c), 21(1)–21(3)(b), 21(5)–21(6)  Leaders are aware of the required checks that need to be made on adults working in the school. This includes staff, supply staff, leaders, the directors and any contractors.

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Main inspection findings

Leaders understand the need to check and accompany any visitors or volunteers.  There is a single central register (SCR) in place, showing that the required employment checks are being made as staff are appointed. These include identity, management and medical checks, checks on the right to work in the United Kingdom and a barred list check.  The SCR and associated staff files are kept securely. The headteacher oversees the SCR currently. An administrator is undergoing training so that he can administer the register in the future. The headteacher intends to continue to check the register regularly.  The school is likely to meet the requirements of this part. Part 5. Premises of and accommodation at schools Paragraph 23(1)–23(1)(c), 24(1)–24(1)(b), 25–29(1)(b)  The school premises are situated in a business estate. The site has its own access. Once pupils are in the school accommodation, they are secure within the building and

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Main inspection findings

outside space. Premises are fit for purpose, clean and well maintained.  There are five suitable classroom spaces to allow for pupils to learn, including a science lab and computer room. A large hall is set up for assembly and prayer.  There is adequate space for recreation and relaxation, including a small grassed space, outside which is suitable for pupils to use at breaktimes and lunchtimes on a staggered basis. There is also a large indoor area for pupils to socialise, eat and relax in, containing seating, table-tennis tables and library space. The headteacher proposes to take pupils to the local leisure centre for PE.  Internal and external lighting, and internal acoustics are appropriate for a school. Radiators supply heat to rooms. Natural daylight is supplied to every room, including through ceiling windows.  Adequate, labelled drinking water is available from a machine situated at the front of

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Main inspection findings

the school. There are separate toilets and washing facilities for staff and pupils, including a shower and foot washing facilities. Hot and cold water are maintained at suitable temperatures and labelled appropriately.  There is a medical space as part of reception, which is curtained off so that it is private. It contains a bed and sink. A toilet is nearby.  The requirements in this part are likely to be met. Part 6. Provision of information Paragraph 32(1)–32(1)(d), 32(1)(f)–32(1)(j), 32(2)–32(4)(c)  The school website has been populated with the required information and policies that must be made available to parents. This includes the contact details of the school and the proprietor body. Leaders intend for more policies to be put on the website so that parents are clear about the school’s expectations, processes and procedures. Paper copies are to be made available to parents on request.  Leaders are familiar with the requirement to publish other information as it becomes

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Main inspection findings

available, including inspection reports. Plans to produce an annual written report for parents are in place.  The headteacher is aware of the requirement to provide specified information to local authorities, including that relating to any pupil who is looked after by a local authority and any pupil who has an education, health and care (EHC) plan.  The standards in this part are likely to be met. Part 7. Manner in which complaints are handled Paragraph 33(a)–33(k)  The complaints policy is compliant with government legislation. It sets out clear timescales for the management of a complaint. It provides for complaints to be dealt with on an informal basis initially, before being escalated to a formal process.  There is provision for a panel hearing. The policy states that panel members will not be involved in the complaint and one will be independent of the management and running of the school. The policy allows for the complainant to be accompanied to a

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Main inspection findings

panel hearing and that any findings or recommendations must be made available to the complainant.  The policy is available on the school’s website. The headteacher knows to keep copies of complaints information to be available for inspection on the school premises. The school is not yet operating and therefore there have been no complaints made against the school in the last academic year.  The requirements of this part are likely to be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1)–34(1)(c)  The headteacher has a background in education as a teacher and leader. He is familiar with the independent school standards and associated requirements and has followed these closely when making plans for the proposed school. Leaders have ensured that the members of the staff team have appropriate training and experience to be able to fulfil their roles, including in safeguarding and curriculum development. Policies and

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Main inspection findings

the practice described reflect the context and intended nature of the school.  The proprietor body has made sure that there are a range of experienced professionals to oversee the running of the school and to make sure that the standards are met consistently over time. For example, the governing body is made up of experienced education, finance and business professionals. Together, they have plans to oversee the education, finance and health and safety aspects of school leadership. Leaders also have links with the local authority safeguarding leaders, and external consultants who have supported the proposed school in its preparations for opening.  The headteacher has a strong understanding of school’s role in promoting welfare, health and safety. The well-being of pupils is seen as being a key part of the Islamic curriculum that leaders intend for the school and is likely to contribute strongly to the

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Main inspection findings

intended ethos. This is reflected in policies and the school website which describe the school’s intended approach. The headteacher described strong links with the local authority safeguarding team and local DSL groups to ensure that good practice and current knowledge about safeguarding risks are shared.  The standard in this part is likely to be met. Schedule 10 of the Equality Act 2010

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Main inspection findings

 The proprietor has produced an accessibility plan that sets out appropriate steps to ensure that pupils who are disabled have access to information, the curriculum and the physical environment.

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Compliance with regulatory requirements

The school is likely to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.

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Proposed school details

This inspection was carried out under section 99 of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards that are required for registration as an independent school.

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Proposed school details

Date of previous standard inspection Not previously inspected

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recommendation

Age range of pupils Not applicable 11 to 16 11 to 16 Number of pupils on the school roll Not applicable 100 100

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School’s current position School’s proposal

Gender of pupils Not applicable Boys Number of full-time pupils of compulsory school age Not applicable 100

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School’s current position School’s proposal

Number of part-time pupils Not applicable 0

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable unknown

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan Not applicable unknown

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School’s current position School’s proposal

Of which, number of pupils paid for by a local authority with an education, health and care plan Not applicable unknown

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 3 initially, rising to 7 when full Number of part-time teaching staff Not applicable 3 initially, rising to 5 when full

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Information about this proposed school

 The proposed school intends to be an Islamic faith school for boys aged between 11 and 16. It intends to open in September 2021 for 20 pupils in Year 7. The school plans to admit further pupils into Year 7 in each following year, until it reaches a capacity of 100 pupils in Years 7 to 11.  The proposed school’s stated aims are ‘to promote a culture of excellence, underpinned by a caring and secure environment, enriched with an Islamic ethos and the values of discipline, mutual care and respect, that extends beyond the school into the wider community’.  The proposed school building is situated in a business complex in Bletchley, Milton Keynes. There is limited outdoor space on site, so the school intends that PE will take place at a local leisure centre.

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Information about this inspection

 The purpose of this inspection was to check whether the school is likely to meet the Education (Independent School Standards) Regulations 2014, if the DfE decides to register it. It was the school’s first pre-registration inspection since the school decided it wishes to take pupils of compulsory school age.  The inspector held discussions in person with the headteacher, who is also a director of the proprietor body. The inspector also held phone call discussions with two governors, one of whom is also a director, and with the school’s curriculum leader.  The inspector toured the site of the proposed school. She scrutinised a wide range of policies, documents and records presented as evidence towards the school’s likelihood to meet the independent school standards. This included the single central register. The inspector also reviewed the school’s website.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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