Muslim primary schools continue to excel

27th Feb 2015

Elham Asaad Buaras

Muslim primary schools have again exceeded the national average pass rate in the Key Stage 2 (or equivalent) Level 4 and above exams, a level expected for 11-year-olds in their last year in primary school.

For the second consecutive year 91% of students in Muslim schools reached L4+ in Math.

Thirty-six of the 41 Muslim primary schools featured are Independent and seven are Voluntary Aided (some costs are subsidized by the government).

14 of schools featured had a 100 % L4+ pass rate in Math, for English the figure stands at 16.

11 Schools had a 100% pass rate for both English and Math they include Al Muntada Primary (Hammersmith & Fulham); Al-Hudaa Primary (Nottingham); Al-Noor Primary (Redbridge); Ayasofia Primary (Tower Hamlets); Crystal Gardens Primary (Bradford); Fig Tree Primary (Nottingham); Fitrah Sips (Southampton); Palm Tree (Blackburn); Quwwatt Ul Islam Girls School (Newham); Suffah Primary School (Hounslow) and Tayyibah Girls (Hackney).

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One Response to “Muslim primary schools continue to excel”

IftikharMarch 1, 2015

British schools are not doing enough to tackle racism and promote race relations. Many teachers are unaware of racist attitudes amongst pupils. Schools have a responsibility not only to deal with racist incidents but also to prepare pupils for life in a multicultural and multiracial society.

Children from minority groups, especially the Muslims, are exposed to the pressure of racism, multiculturalism and bullying. They suffer academically, culturally and linguistically: a high proportion of children of Pakistani and Bangladeshi origin are leaving British schools with low grades or no qualification.

In the 1980s, the Muslim community in Britain started to set up Muslim schools. The first was the London School of Islamics which I established and which operating from 1981-86. Now there are 188 schools educating approximately 10% Muslim pupils. Very few schools are state funded. I would like to see each and every Muslim child in a state funded Muslim school with Muslim teachers. I hope, one day my dream would come true.

The needs and demands of Muslim children can be met only through Muslim schools, but education is an expensive business and the Muslim community does not have the resources to set up schools for each and every child, and only eight Muslim schools have achieved grant maintained status.

This leaves a majority of children from Muslim families with no choice but to attend state schools. There are hundreds of state schools where Muslim pupils are in majority. In my opinion, all such schools may be designated as Muslim community schools with bilingual Muslim teachers as role models.

Prince Charles, while visiting the first grant maintained Muslim school in north London, said that the pupils would be the future ambassadors of Islam. But what about thousands of others, who attend state schools deemed to be “sink schools”?

The time has come for the Muslim community – in the form of Islamic charities and trusts – to manage and run those state schools where Muslim pupils are in the majority. The Department for Education would be responsible for funding, inspection and maintenance. In the east London borough of Newham, there are at least 10 state schools where Muslim pupils are in the majority. The management would be in the hands of educated professional Muslims. The teaching of Arabic, Islamic studies, Urdu and other community languages by qualified Muslim teachers would help the pupils to develop an Islamic identity, which is crucial for mental, emotional and personality development.

The television newscaster Sir Trevor McDonald is a champion of introducing foreign modern languages even at primary level in schools in Britain. The Muslim community would like to see Arabic, Urdu and other community languages introduced at nursery, primary and secondary schools along with European languages so that Muslim pupils have these options.

In education, there should be a choice and at present it is denied to the Muslim community. In the late 80s and early 90s, when I floated the idea of Muslim community schools, I was declared a “school hijacker” by an editorial in the Newham Recorder newspaper in east London. This clearly shows that the British media does not believe in choice and diversity in the field of education and has no respect for those who are different.

Muslim schools, in spite of meagre resources, have excelled to a further extent this year, with two schools achieving 100% A-C grades for five or more GCSEs. They beat well resourced state and independent schools in Birmingham and Hackney. Muslim schools are doing better because a majority of the teachers are Muslim. The pupils are not exposed to the pressures of racism, multiculturalism and bullying.

A Muslim is a citizen of this tiny global village. He/she does not want to become notoriously monolingual Brit. The whole world belongs to Muslims. He/she must learn and be well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. At the same time, he/she must learn and be well versed in Arabic, Urdu and other community languages to keep in touch with their cultural heritage and enjoy the beauty of their literature and poetry. For a Muslim English is an economic language and Arabic is a religious while Urdu and other community languages are their social and emotional languages.
IA
http://www.londonschoolofislamics.org...

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