The British Muslim School

The British Muslim School, 8 to 9 June 2026 1 The British Muslim School Latifiah Fultali Complex, Lodge Road, West Bromwich, West Midlands B70 8NX

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Emergency inspection report: 8 to 9 June 2026

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Overall outcome The school does not meet all of the independent school standards that were checked during this inspection Boarding provision The school does not meet all of the national minimum standards that were checked during this inspection

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This inspection was commissioned by the Department for Education (DfE), which is the registration authority for independent schools. It was commissioned because of concerns raised with the DfE about safeguarding at the school.

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Part 8. Quality of leadership in and management of schools

When we carry out emergency inspections of independent schools, we report on the school’s likely compliance with part 8 of the independent school standards (ISS) first. Under part 8, the proprietor is required to ensure that the school consistently meets all ISS. The standard in part 8 is intended to ensure that the quality of leadership and management at the school is sufficient for that purpose.

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Part 8. Quality of leadership in and management of schools

The proprietor does not ensure that the ISS are met consistently. They do not have a secure understanding of safeguarding and health and safety risks. This limits their ability to keep pupils safe.

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Part 8. Quality of leadership in and management of schools

Leaders have established policies and procedures, and staff can describe safeguarding processes. However, these are not implemented consistently.

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Part 8. Quality of leadership in and management of schools

There are discrepancies between leaders’ accounts of safeguarding incidents, written records and pupils’ experiences. For example, information about serious incidents, including a medication-related concern, does not align across these sources. This undermines confidence in the reliability of safeguarding systems. The British Muslim School, 8 to 9 June 2026 2 The proprietor does not ensure that statutory safeguarding requirements are applied consistently and effectively. Leaders do not always refer concerns to external agencies when required, but instead rely too heavily on internal decision- making. This weakens accountability and means that concerns may not be escalated appropriately, potentially leaving pupils at risk of harm.

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Part 8. Quality of leadership in and management of schools

Oversight of important aspects of the school’s provision is weak. Leaders do not ensure that essential health and safety checks, equipment maintenance and medication arrangements are carried out consistently. These weaknesses have developed over time and have only been addressed when identified during the inspection. This reflects leaders’ reactive approach and lack of understanding of their responsibilities to keep pupils safe.

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Part 8. Quality of leadership in and management of schools

Leaders’ evaluation of the school’s effectiveness is not accurate. They describe concerns identified on inspection as isolated or the result of misunderstanding, rather than recognising patterns or systemic weaknesses. As a result, they do not recognise or address weaknesses in the school’s safeguarding culture, including pupils’ reluctance to report concerns.

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Part 8. Quality of leadership in and management of schools

Governance of the school is not effective. The proprietor does not provide sufficient oversight or challenge. Although concerns were acknowledged when raised by inspectors, the proprietor was not aware of the multitude of issues prior to inspectors sharing inspection findings.

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Part 8. Quality of leadership in and management of schools

The proprietor and leaders do not demonstrate the capacity to ensure that the standards are met consistently. Systems are not implemented reliably, oversight is weak and safeguarding is not effective. As a result, pupils are not consistently kept safe.

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Part 8. Quality of leadership in and management of schools

The standards for this part are not met.

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Safeguarding

Safeguarding arrangements are ineffective. Weaknesses are systemic and longstanding. Policies exist but are not implemented reliably, and leaders do not ensure consistent practice. This leaves pupils at risk of harm.

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Safeguarding

Pupils report feeling unsafe and lack confidence that their concerns will be taken seriously or acted on. Some pupils state that they would not approach any adult in The British Muslim School, 8 to 9 June 2026 3 the school if they had a worry or concern. This indicates a weak safeguarding culture.

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Safeguarding

Leaders do not identify, record or respond to concerns consistently and effectively. Records are poor quality, incomplete and do not align with pupils’ accounts. This prevents leaders from demonstrating that risks are recognised and sufficiently addressed.

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Safeguarding

Leaders do not consistently follow statutory procedures, including referral to external agencies. This delays action and weakens safeguarding arrangements. There are serious concerns about staff conduct toward pupils. Evidence, including pupils’ accounts, indicates the use of inappropriate language and threatening behaviour. Leaders do not apply sufficient professional curiosity or challenge. Concerns are not addressed effectively and risks to pupils remain.

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Safeguarding

As a result, safeguarding is ineffective and pupils are not kept safe.

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Behaviour, anti-bullying and supervision of pupils

The standards relating to behaviour, anti-bullying and supervision are not met. Behaviour and bullying are not managed effectively, and supervision does not ensure pupils’ safety and positive wellbeing.

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Behaviour, anti-bullying and supervision of pupils

Pupils’ behaviour across the school is inconsistent. While some pupils report positive experiences, others describe ongoing disruption and intimidation by older pupils. Leaders do not ensure that behaviour expectations are applied consistently well. This allows poor behaviour to continue and undermines pupils’ sense of safety.

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Behaviour, anti-bullying and supervision of pupils

Leaders do not have effective processes to prevent bullying. The school has an anti-bullying policy, but staff do not implement this effectively. Pupils report ongoing experiences of bullying, including threats, coercion and, in some cases, retaliation after reporting concerns. Staff responses do not prevent recurrence. Some pupils choose not to report incidents to staff because they lack confidence in how these will be handled. As a result, bullying continues, and pupils do not experience living and learning in a supportive or safe environment.

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Behaviour, anti-bullying and supervision of pupils

Supervision of pupils is not effective. Leaders have established expectations and staffing rotas, including for boarding provision. However, these arrangements are not always implemented in practice. Pupils across different year groups report The British Muslim School, 8 to 9 June 2026 4 gaps in supervision, particularly in boarding provision and during less structured times, including overnight.

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Behaviour, anti-bullying and supervision of pupils

Weak supervision contributes to unsafe areas within the school. Pupils identify specific locations where they feel vulnerable. In some cases, pupils who report concerns are not protected from further harm.

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Health and safety, fire and first aid

The standards relating to health and safety, fire safety and first aid are not met. Leaders have not established effective health and safety systems. Routine checks, maintenance and record-keeping are inconsistent or incomplete. Oversight of risk management is poor.

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Health and safety, fire and first aid

Fire safety arrangements are ineffective. Required checks are not completed consistently, records are incomplete and some firefighting equipment is out of date or condemned. Leaders do not demonstrate that staff are appropriately trained in safety procedures.

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Health and safety, fire and first aid

Leaders respond reactively to issues but have not established reliable systems. Documentation, including risk assessments, is incomplete and not kept up to date.

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Health and safety, fire and first aid

Arrangements for first aid and pupils’ medical needs are unsafe. Medication is not managed appropriately and records lack clarity. Staff’s knowledge of the school’s medical procedures is inconsistent and, at times, insecure. As a result, pupils’ medical needs are not met safely.

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Risk assessment

The standard relating to risk assessment is not met. The proprietor does not ensure that risks are identified, assessed and mitigated effectively. Risk assessment processes are not implemented consistently. Potential risks are not identified systematically, and risk assessments do not adequately inform practice and reduce risk. Significant risks, including those relating to safeguarding, supervision and health and safety, are not addressed effectively. Where risks are known, leaders’ actions are not sufficient to reduce them.

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Risk assessment

Leaders have not established structured risk assessment processes. There is limited evidence that risks are reviewed following incidents or that learning informs future practice. As a result, risks to pupils’ safety and welfare are not reduced effectively. The British Muslim School, 8 to 9 June 2026 5 The standards checked in this part are not met.

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The recruitment checks made on staff, supply staff and the proprietor

Leaders have established appropriate procedures for carrying out pre-employment checks on staff, including those working in the boarding provision. Inspection evidence indicates that the required checks are undertaken and recorded on the single central record. This includes checks to confirm identity, suitability to work with children and relevant employment history.

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The recruitment checks made on staff, supply staff and the proprietor

Leaders understand recruitment processes and apply them appropriately. Staff show a secure understanding of safeguarding expectations, including the importance of appropriate vetting and safer recruitment practices.

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The single central record of these recruitment checks

Leaders maintain a single central record that includes the required checks for staff working at the school. The record is sufficiently detailed to demonstrate that required checks have been undertaken. It supports leaders’ oversight of recruitment processes and contributes to the school’s overall safeguarding framework.

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The single central record of these recruitment checks

The inspection did not identify any systemic weaknesses in the maintenance of the single central record or in recruitment checks. Where minor administrative issues were identified, these do not undermine the overall effectiveness of recruitment checks.

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and showers

Leaders do not ensure that facilities are maintained to a standard that protects pupils’ health, safety and welfare. The British Muslim School, 8 to 9 June 2026 6 The school’s toilet and washing facilities are not sufficiently clean or well maintained. Pupils report concerns about hygiene, including a lack of basic supplies, such as soap. There are unhygienic conditions and pest activity in parts of the school. This creates an environment that does not support pupils’ welfare or dignity.

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and showers

Leaders’ arrangements for maintaining facilities are not effective. Leaders rely on limited staffing and, in some cases, pupils’ involvement in cleaning. This does not ensure that high standards for health and safety are applied; pupils’ health, safety and welfare are compromised.

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Medical room and accommodation for pupils’ therapy needs

Leaders do not ensure that facilities and arrangements meet pupils’ medical needs safely. The medical room is not maintained to an appropriate standard, and hygiene is poor. This includes concerns about bedding and cleanliness.

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Medical room and accommodation for pupils’ therapy needs

The medical room is not fit for purpose. Arrangements for pupils’ short-term medical care lack clarity, and staff do not demonstrate a secure understanding of the procedures they should follow. These weaknesses are compounded by unsatisfactory systems for medical administration across the school. Leaders do not ensure that these arrangements are organised or monitored effectively. As a result, pupils who are unwell or require treatment may not be cared for safely.

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Ensuring the health, safety and welfare of pupils

Leaders do not ensure that pupils are safe. They do not maintain effective systems to monitor and manage health and safety. Checks are not carried out consistently, and records do not provide reliable oversight. This results in delays in identifying and addressing risks.

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Ensuring the health, safety and welfare of pupils

The school environment is not managed effectively to keep pupils safe and protect their welfare. Staff knowledge of health and safety requirements is variable. Some staff do not demonstrate a secure understanding of their responsibilities, including fire safety checks and risk assessment.

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Ensuring the health, safety and welfare of pupils

The standards checked in this part are not met. The British Muslim School, 8 to 9 June 2026 7

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Part 6. Provision of information

Information available on the school’s website is mostly compliant, including arrangements for handling complaints, admissions and attendance. During the inspection, leaders provided the current safeguarding and child protection policy, which replaced a previously out-of-date version published on the website.

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Part 6. Provision of information

Leaders provide the required information to the relevant authorities. During the inspection, they responded to requests for documentation, including attendance records and notifications to local authorities for pupils who have left the school. Evidence shows that these notifications were made appropriately and can be verified through records.

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Part 6. Provision of information

However, there are inconsistencies in how information is organised and presented. On occasion, documentation is not readily accessible and requires repeated requests before being provided. This reflects weaknesses in administrative systems rather than a failure to meet the standard.

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Part 6. Provision of information

The standards checked in this part are met.

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Management and development of boarding

The standard relating to the management and development of boarding is not met.

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Management and development of boarding

Leaders’ monitoring systems for the boarding provision are ineffective. They do not have effective systems to monitor the experiences of boarders. Their oversight is weak. This means that concerns about boarders’ experiences are not sufficiently identified or addressed. The British Muslim School, 8 to 9 June 2026 8

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preparation of food and drinks

The standard relating to boarding accommodation, boarders’ possessions and the provision and preparation of food and drinks is not met.

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preparation of food and drinks

Leaders do not ensure that the boarding environment is maintained to an appropriate standard. Facilities, including shower rooms and toilets, are poorly maintained. Boarders report a lack of basic hygiene supplies that they want to have access to. Cleaning and maintenance are not carried out systematically.

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preparation of food and drinks

Boarders’ bedrooms are in poor condition. Furniture is damaged, including beds that are taped to hold them together. Some bedrooms are poorly ventilated and do not meet acceptable hygiene standards. This does not support boarders’ wellbeing or comfort.

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preparation of food and drinks

Arrangements for cleaning the environment are not effective. Leaders rely on a small number of staff and, in some cases, boarders themselves, to maintain the environment. This does not ensure that appropriate hygiene standards are applied consistently, leaving boarders living in unhygienic conditions

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preparation of food and drinks

Changing arrangements in bedrooms do not promote privacy or dignity. Beds are positioned close to the curtained changing spaces. Children said that other children could open the curtains while they are changing. This makes boarders feel uncomfortable and unsafe.

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preparation of food and drinks

Food provision is limited in quality and variety. Boarders report repetitive meals and limited choice. This does not support a balanced or varied diet.

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preparation of food and drinks

Dining areas are not maintained to a hygienic standard. Boarders report pest activity near eating areas. As a result, some boarders do not feel comfortable eating in these areas. Leaders’ lack of attention to maintaining the boarding environment undermines boarders’ wellbeing and contributes to some feeling unsafe. The British Muslim School, 8 to 9 June 2026 9

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Part D: Safeguarding

The standard relating to safeguarding is not met.

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Part D: Safeguarding

Safeguarding arrangements in the boarding provision are not effective. Systems to safeguard boarders are not consistently implemented. As a result, boarders are not kept safe.

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Part D: Safeguarding

Significant concerns have been raised about staff conduct. Boarders report staff using threatening behaviour, use of inappropriate language and staff throwing objects. Leaders do not respond appropriately to these concerns. They do not liaise effectively with external agencies and do not challenge poor staff practice. This increases the risk of harm to boarders, and boarders feel fearful and unsafe.

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Part D: Safeguarding

Concerns about staff conduct are not addressed effectively by leaders. As a result, risks have not reduced, and boarders remain vulnerable. The safeguarding processes to protect boarders are weak. Leaders do not demonstrate effective oversight or provide an appropriate response to concerns. As a result, boarders are not kept safe.

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Boarders’ health and wellbeing

The standard relating to boarders’ health and wellbeing is not met.

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Boarders’ health and wellbeing

Leaders do not have effective systems to monitor and manage boarders’ health needs, including allergies. There are inconsistencies between care plans for boarders and practice. In one case, a boarder’s allergy was not clearly understood by staff when the boarder experienced a reaction. Records were unclear and did not accurately reflect the incident.

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Boarders’ health and wellbeing

Leaders and staff do not demonstrate a secure understanding of medication procedures. During the inspection, a boarder’s regular medication was missing, and staff were unable to account for it. The arrangements for the safe keeping and administration of medication are ineffective.

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Boarders’ health and wellbeing

Medication records are not consistently accurate. Medication plans do not always reflect current practice. In one case, a boarder was recorded as requiring medication that they were not receiving. Leaders and staff do not demonstrate The British Muslim School, 8 to 9 June 2026 10 accurate understanding of all boarders’ health needs. This places boarders’ health and safety at risk.

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Safety of boarders and fire precautions and drills

The standard relating to safety of children and fire precautions and drills is not met.

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Safety of boarders and fire precautions and drills

Fire safety arrangements in the boarding provision are not effective. Leaders do not ensure that fire equipment is in date or that statutory checks, including fire alarms and emergency lighting, are completed. Leaders have not ensured that staff receive appropriate training. This places boarders at risk of harm in the event of a fire.

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Complaints

The standard relating to complaints is not met.

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Complaints

Some boarders report that they do not know who to speak to if they have concerns. Leaders state that this information is shared during induction, but they cannot demonstrate that boarders understand the process.

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Complaints

Leaders do not respond consistently or effectively to concerns. As a result, some boarders lack confidence in reporting issues and do not feel safe doing so.

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Promoting positive behaviour

The standard relating to promoting positive behaviour is not met.

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Promoting positive behaviour

Children are fearful of consequences of breaking the rules of the school. This led to a child leaving the school without permission. Staff did not use their relationship with the child to encourage the child back to the school. Instead, they called the police immediately for assistance in returning them to the boarding provision. This course of action demonstrates that staff do not consistently respond proportionately to boarders’ behaviour. The British Muslim School, 8 to 9 June 2026 11 Prefects support staff in managing behavioural incidents. This is not appropriate to the prefect role and demonstrates that staff do not consistently manage behaviour effectively. This also makes younger boarders feel fearful.

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Promoting good relationships

The standard relating to promoting good relationships is not met.

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Promoting good relationships

Relationships between boarders are not managed effectively. While some boarders report positive experiences, younger boarders report negative interactions with older pupils. Leaders have not provided assurance that staff prevent this. This means that younger children feel unsafe in boarding as they feel intimidated by older boarders.

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Promoting good relationships

Leaders describe separating boarders by year group as a strategy to manage relationships. This approach does not actively promote positive relationships or social development.

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Educational guardians and staff recruitment and checks on other adults

The standards relating to educational guardians and staff recruitment and checks on other adults are not met.

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Educational guardians and staff recruitment and checks on other adults

Concerns have been raised regarding the number of boarding staff. Some boarders said that on occasion there has only been one member of boarding staff.

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Staffing and supervision

There are significant weaknesses in staffing and supervision, meaning this standard is not met.

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Staffing and supervision

Boarders report that, at times, only one member of the boarding staff is available. Although leaders state that additional staff are available, boarders are not always aware of this. This does not provide assurance that boarders can access support when needed, particularly at night, and contributes to some feeling unsafe.

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Staffing and supervision

Staff training is not sufficient. Mandatory training, including training about fire safety and medication, is not up to date for all staff. For example, only a small The British Muslim School, 8 to 9 June 2026 12 number of staff have been trained to administer adrenaline auto-injectors, despite some boarders having this medical need.

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Staffing and supervision

The review of boarding practice with staff is weak. Leaders do not use this review effectively to support staff development or identify areas for improvement. This contributes to inconsistent practice.

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About this inspection

Inspectors carried out this inspection under sections 109(1) and (2) of the Education and Skills Act 2008, at the request of the registration authority for independent schools. Inspectors checked the school’s compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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About this inspection

The inspection of residential provision was carried out under the Children Act 1989, as amended by the Care Standards Act 2000, having regard to the national minimum standards for boarding schools.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

As part of this emergency inspection, the Department for Education had commissioned Ofsted to look at the arrangements for safeguarding, behaviour and bullying, safer recruitment and the suitability of premises.

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About this inspection

The inspection was conducted without notice.

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About this inspection

Inspectors spoke with the chair of the proprietor body, the headteacher, the head of boarding and other members of staff. They spoke with groups of pupils without a member of staff from the school present.

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Team inspector

Chanel Bryant Social Care Inspector The British Muslim School, 8 to 9 June 2026 13

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Headteacher

Misbhaur Rahman Mr Muhammad Kadir Al Hasan Type of school Other independent school Capacity 150

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compulsory school age on roll

Number of residential pupils on roll 35 Age range of pupils 11 to 16 Gender of pupils Boys Annual fees for day pupils £2,700 Annual fees for residential pupils £5,000

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number

Email address principal@thebritishmuslimschool.co.uk

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Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.  8 Where section 87(1) of the 1989 Act[11] applies in relation to a school the standard in this paragraph is met if the proprietor ensures that- – 8(a) arrangements are made to safeguard and promote the welfare of boarders while they are accommodated at the school; and The British Muslim School, 8 to 9 June 2026 14 – 8(b) such arrangements have regard to the National Minimum Standards for Boarding Schools or, where applicable, the National Minimum Standards for Residential Special Schools.  9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that- – 9(a) a written behaviour policy is drawn up that, amongst other matters, sets

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Part 3. Welfare, health and safety of pupils

out the sanctions to be adopted in the event of pupil misbehaviour; – 9(b) the policy is implemented effectively; and – 9(c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.  10 The standard in this paragraph is met if the proprietor ensures that bullying at the school is prevented in so far as reasonably practicable, by the drawing up and implementation of an effective anti-bullying strategy.  11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.  12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].  13 The standard in this paragraph is met if the proprietor ensures that first aid is administered in a timely and competent manner by the drawing up and

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Part 3. Welfare, health and safety of pupils

effective implementation of a written first aid policy.  14 The standard in this paragraph is met if the proprietor ensures that pupils are properly supervised through the appropriate deployment of school staff.  16 The standard in this paragraph is met if the proprietor ensures that – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified.

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Part 5. Premises of and accommodation at schools

 24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including- – 24(1)(a) accommodation for the medical examination and treatment of pupils; The British Muslim School, 8 to 9 June 2026 15 – 24(1)(b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility; and  25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.  28(1) The standard in this paragraph is met if the proprietor ensures that- – 28(1)(a) suitable drinking water facilities are provided; – 28(1)(b) toilets and urinals have an adequate supply of cold water and washing

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Part 5. Premises of and accommodation at schools

facilities have an adequate supply of hot and cold water;  30 The standard in this paragraph is met if the proprietor ensures that, where the school provides accommodation, regard is had to Standard 4 of the National Minimum Standards for Boarding Schools or, where applicable, Standard 9 of the National Minimum Standards for Residential Special Schools.

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and – 34(1)(c) actively promote the well-being of pupils.

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Standard 2 – Management and development of boarding

 2.1 The school’s governing body and/or proprietor monitor the effectiveness of the leadership, management and delivery of the boarding and welfare provision in the school and take appropriate action where necessary.

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Standard 2 – Management and development of boarding

 2.2 The school’s leadership and management, including its governing body where appropriate, demonstrate good skills and knowledge, appropriate to their role and undertake appropriate training as required. The British Muslim School, 8 to 9 June 2026 16  2.3 There is clear leadership and management of the practice and development of boarding in the school, and effective links are made between academic and residential staff.

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Standard 2 – Management and development of boarding

 2.4 The school’s leadership and management fulfil their responsibilities consistently and effectively so that the standards are met.

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Standard 2 – Management and development of boarding

 2.5 The school’s leadership and management and governance actively promote the wellbeing of pupils.

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Standard 4 – Boarding accommodation

 4.1 Good quality sleeping accommodation is provided for boarders. It is well organised and managed with ongoing assessments of risk (which should be documented) and findings acted upon to reduce risk for all boarders. Accommodation gives boarders appropriate privacy, taking into account sex, age and any special requirements. Where children share a bedroom, they are able to express a preference about whom they share with.

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Standard 4 – Boarding accommodation

 4.2 Good quality living accommodation and equipment, including appropriate internet access, is provided for boarders for the purposes of organised and private study outside school hours and for social purposes.

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Standard 4 – Boarding accommodation

 4.3 Sufficient toilet and washing facilities with good quality fixtures and fittings and access to hot water are provided for boarders, are readily accessible from the sleeping accommodation and take into account sex, age and any special requirements.9

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Standard 4 – Boarding accommodation

 4.4 Boarding houses and other accommodation provided for boarders are well lit, heated and ventilated, cleaned, and maintained, and reasonable adjustments are made to provide accessible accommodation for any boarders with disabilities.

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Standard 4 – Boarding accommodation

 4.5 Accommodation is well furnished and of sufficient size for the number, needs and ages of boarders accommodated, with appropriate protection and separation between boarder accommodation and staff accommodation. Bedding is warm, clean, and comfortable.

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Standard 4 – Boarding accommodation

 4.6 Boarders can personalise an area of their accommodation with suitable posters and personal items if they wish. The British Muslim School, 8 to 9 June 2026 17

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Standard 6 – Provision and preparation of food and drinks

 6.1 All boarders, including those with special dietary, medical or religious needs, are provided with good quality, nutritionally balanced meals with choice and variety and of sufficient quantity - School food standards: resources for schools - GOV.UK (www.gov.uk).

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Standard 6 – Provision and preparation of food and drinks

 6.2 Good quality facilities are provided for the hygienic preparation, serving and consumption of boarders’ main meals. These may be situated in the main school building provided it is adjacent to, or reasonably accessible from the boarding accommodation.

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Standard 7 – Boarders’ health and wellbeing

 7.1 The school has, and implements effectively, appropriate policies for the care of boarders who have medical conditions and/or are unwell, ensures that the physical and mental health and emotional wellbeing of boarders are promoted and prompt action is taken when health concerns are identified. The policies include first aid, care of those with chronic conditions and disabilities, dealing with medical emergencies and the use of both prescription and non-prescription medication (including controlled drugs). Policies for administration of medication should reflect, where appropriate, guidance provided by the Royal Pharmaceutical Society and the Royal College of Nursing.

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Standard 7 – Boarders’ health and wellbeing

 7.2 Boarders are supported and educated to understand their health needs, how to develop and maintain a healthy lifestyle and to make informed decisions about their own health.

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Standard 7 – Boarders’ health and wellbeing

 7.6 All medication is stored safely and securely, and accurate records are kept of its administration. Staff are properly trained to provide the support that pupils need when administrating medicines. Prescribed medicines are given only to the boarders to whom they are prescribed. Boarders allowed to self- medicate are assessed as being sufficiently responsible to do so. Where applicable, schools have regard to government guidance16.

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Standard 7 – Boarders’ health and wellbeing

 7.7 Boarders’ confidentiality, rights, privacy, and dignity as patients is fundamental and is appropriately protected. This includes the right of a boarder deemed to be ‘Gillick Competent’ to give or withhold consent for their own treatment. The British Muslim School, 8 to 9 June 2026 18

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Standard 8 – Safeguarding

 8.1 The school should ensure that: • arrangements are made to safeguard and promote the welfare of pupils at the school; and • such arrangements have regard to any guidance issued by the Secretary of State.

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Standard 8 – Safeguarding

 8.2 The school should ensure that all staff are aware that safeguarding and promoting the welfare of children is everyone’s responsibility throughout the school and the boarding facilities.

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Standard 8 – Safeguarding

 8.3 It is essential that children are safeguarded from potentially harmful and inappropriate online material. The school’s approach to online safety should be reflected in the child protection policy, having regard to the Department’s Keeping children safe in education guidance.

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Standard 8 – Safeguarding

 8.4 Keeping children safe in education sets out that boarding schools have additional factors to consider with regard to safeguarding. As such it will be important that the boarding school’s child protection policy (and/or other policies if appropriate) reflect:  the school’s policy on sexual relationships between children (and importance of boarders understanding this policy);  the school’s approach to child-on-child abuse, reflecting the unique nature of boarding accommodation and the risks associated with children sharing overnight accommodation;  the approach to protecting children where there is a significant gender imbalance in the school; and  the approach to harmful online content and how boarders’ devices are managed in terms of bringing a device into the school, and harmful content that may already be downloaded on to them, and the opportunity to download harmful content via 3,4 and 5G that will bypass the school’s

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Standard 9 – Safety of boarders

 9.1 The school ensures compliance with relevant health and safety laws by drawing up and effectively implementing a written health and safety policy. Staff undertake sufficient training to ensure the policy is followed in practice.

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Standard 9 – Safety of boarders

 9.2 The school premises, accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the The British Muslim School, 8 to 9 June 2026 19 health, safety and welfare of pupils are ensured, and they are provided a safe environment in which they can live and learn.

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Standard 9 – Safety of boarders

 9.3 The school ensures that the welfare of boarders at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy and appropriate action is taken to reduce risks that are identified.

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Standard 9 – Safety of boarders

 9.4 The school, as part of its health and safety policy, has written procedures setting out the contingency arrangements in case of a major incident, including what happens in the case of an overnight emergency where the premises need to be evacuated.

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Standard 11 – Boarders’ induction and individual

 11.1 There is an appropriate process of induction and guidance for new boarders and that process includes information covering the standards

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Standard 11 – Boarders’ induction and individual

 11.2 The school should make arrangements, with parents and carers, which are clear about who is responsible for the collection and transport of boarders (including arrangements for international pupils) at the start and end of the school term and where there is any temporary absence from school.

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Standard 11 – Boarders’ induction and individual

 11.3 Boarders are able to contact any member of staff with personal, academic or welfare concerns. All staff should know what to do if a boarder approaches them with a concern.

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Standard 11 – Boarders’ induction and individual

 11.5 Boarders are also provided with details of two or more child specific support services, such as Childline or the Children’s Commissioner’s Help at Hand service, to contact in case of problems or distress.

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Standard 11 – Boarders’ induction and individual

 11.6 Boarders are provided with appropriate advocacy support where necessary and are made aware of what advocacy services are available, how they may access such support and any entitlement they may have to advocacy provision, and that advocacy provision adheres to the National Standards 20. The British Muslim School, 8 to 9 June 2026 20

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Standard 14 – Complaints

 14.1 The school has and follows an effective policy on recording and responding to parental complaints that is compliant with the following relevant regulatory standards - The Education (Independent School Standards) Regulations 2014. The policy is clear on how to make a complaint, how it will be dealt with and the timescales for a response.

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Standard 14 – Complaints

 14.2 The school should also have a clear and easily accessible process for boarders to raise their own complaints about boarding provision. The school’s procedures should be clear about how it will respond to complaints from boarders. Boarders are not penalised for raising a complaint in good faith.

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Standard 14 – Complaints

 14.3 The school’s written record of complaints identifies those complaints relating to boarding provision, and action taken by the school as a result of those complaints (regardless of whether they are upheld). The school should keep a record of complaints made but later withdrawn. The school should keep under review any emerging patterns arising from complaints.

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Standard 15 – Promoting positive behaviour

 15.1 The school has and consistently implements a written policy to promote good behaviour amongst pupils, including boarders. The school’s approach to behaviour is easily apparent to anyone joining or visiting the school and is evident in the actions and messages from all staff and pupils, including boarders. The school behaviour policy includes detail on:

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Standard 15 – Promoting positive behaviour

 the underlying objective to create a safe environment in which all pupils, including boarders, can learn and reach their full potential and to reflect the values and ethos of the school;  the role of designated staff in maintaining consistent behaviour expectations, including the responsibilities of school leaders, any resources allocated, and the involvement of governors or trustees;  the behaviour expected of pupils (including boarders), including treating others with dignity, kindness and respect, and the measures to promote positive behaviour, including positive reinforcement and reward and consequence systems;  how the needs of all pupils, including boarders, and staff are met so members of the school community feel safe knowing that bullying, physical threats or abuse are not tolerated, and that they belong; The British Muslim School, 8 to 9 June 2026 21  school systems and social norms, including rules, routines and

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Standard 15 – Promoting positive behaviour

consequences systems for pupils, including boarders’ behaviour when in the charge of the school and including when outside of the school premises and online;  pupil (including boarder) support, including the roles and responsibilities of designated staff and the support provided to pupils with additional needs where those needs might affect behaviour;  measures to prevent child-on-child abuse and the response to incidents of such abuse, including disciplinary action;  when restraint, including reasonable force, is to be used and other physical contact and how this will be managed; and  arrangements for searching and screening children and their possessions and how this relates to safeguarding policies. Any search of boarders’ personal belongings should be carried out in accordance with section 550ZA of the Education Act 1996 and with regard to any guidance issued by the Secretary of State.

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Standard 15 – Promoting positive behaviour

 15.2 The policy complies with relevant legislation and has regard to guidance, and is accessible, clear, and easily understood by staff, pupils, parents, and carers.

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Standard 15 – Promoting positive behaviour

 15.3 Senior leaders should monitor the use of restraint, take appropriate action to prevent the inappropriate use of restraint, and take effective action when inappropriate restraint has been used.

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Standard 17 – promoting positive relationships

 17.1 Boarders are supported to develop good relationships with fellow pupils and staff which are based on mutual trust and respect. Through regulations made under section 34 of the Children and Social Work Act 2017, boarding schools are required to teach relationships education to primary school pupils and relationships and sex education to secondary school pupils.

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Standard 17 – promoting positive relationships

 17.2 In schools with both day pupils and boarders, boarders are encouraged and enabled to make and sustain respectful friendships within and outside the boarding community.

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Standard 17 – promoting positive relationships

 17.3 Staff understand and help boarders to understand what makes a healthy, nurturing relationship. Staff are trained to think curiously about and recognise the signs of children at risk of or involved in damaging relationships with The British Muslim School, 8 to 9 June 2026 22 others, including teenage relationship abuse, criminal exploitation, sexual exploitation, and child-on-child abuse, and take appropriate action when they have a concern.

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Standard 20 – Staffing and supervision

 20.1 Any staff member or volunteer employed or volunteering in a position working with boarders has a job description reflecting their duties, receives induction training in boarding when newly appointed, and receives regular reviews of their boarding practice, with opportunities for training and continual professional development in boarding.

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Standard 20 – Staffing and supervision

 20.2 Any role of spouses, partners and/or other adult members of staff households within boarding houses is made clear.

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Standard 20 – Staffing and supervision

 20.3 The staff supervising boarders outside teaching time are sufficient in number, training and experience for the age, number and individual needs of boarders, and the locations and activities involved.

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Standard 20 – Staffing and supervision

 20.4 Boarders are at all times under the responsibility of an identified member of staff who is suitably qualified and experienced. There is continuity of staff, as far as is reasonably possible, such that boarders’ relationships with staff are not overly disrupted.

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Standard 20 – Staffing and supervision

 20.5 Staff know the whereabouts of boarders (or know how to find their whereabouts) in their charge at all times.

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Standard 20 – Staffing and supervision

 20.6 Staff working within the school know and implement the school’s policy, and any local protocols, in relation to boarders going missing and understand their role in implementing that policy. Staff actively search for boarders who are missing, including working with police where appropriate.

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Standard 20 – Staffing and supervision

 20.7 Schools should ensure that they have a suitable number of staff (and at least one) sleeping or on duty in each building, who is responsible for the boarders and available to meet boarders’ needs during the night.

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Standard 20 – Staffing and supervision

 20.8 Boarders are able to contact a member of staff easily in each building at night and know how to do this. The British Muslim School, 8 to 9 June 2026 23

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Standard 21 – Prefects

 21.1 Any prefect system (or equivalent) gives prefects (or equivalent) appropriate specific duties and responsibilities that are appropriate for them, with adequate staff supervision, training, and measures to counter possible abuses of the role. The British Muslim School, 8 to 9 June 2026 24 providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Standard 21 – Prefects

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Standard 21 – Prefects

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Standard 21 – Prefects

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