Birmingham, England, Local Education Authority

Official Guidelines on meeting the
Religious and Cultural Needs of Muslim Children

1.0  INTRODUCTION

1.1 In response to many requests, in June 1984 the LEA, after some consultation with Headteachers and the Muslim Liaison Committee (MLC), the LEA established a working group to formulate a set of guidelines for schools to assist them in their efforts to meet the needs of the Muslim pupils. The working group concluded its work with the formulation of a document entitled ‘Guidelines on Meeting the Religious and Cultural Needs of Muslim Pupils’.

1.2     Although the document focuses upon the needs of Muslim pupils, its underlying principles have a much wider application. It should be seen as instrument which guides our provision and response to the needs of other religious minorities, since the principles, which guide this document – those of tolerance, respect and recognition of other cultural and religious groups are universally applicable.

 1.3     In view of legislative change, in particular in the Education Act 1988, it has become necessary to review certain aspects of this document. Therefore, the purpose of this paper is to accommodate these key changes and to supersede existing guidelines where necessary.

2.0  THE EDUCATION ACT 1988

 2.1 Section 1 of the Act states that it shall be the duty of… each local authority in respect of every school maintained by them… to exercise their functions (with respect to religious education, religious worship and the National Curriculum) with a view to securing that the curriculum for the school satisfies the requirement of this section. 

It states that the curriculum must be such that it “is balanced and broadly based… (and) promotes the spiritual, moral, cultural, mental and physical development of pupils… (and) prepares such pupils for the opportunities and experiences for adult life. 

2.2 The Authority hopes that Headteachers will continue to respect such wishes in order to meet appropriately the needs of all our pupils in a changing multicultural, multi-ethnic and multi-faith society.  

3.0  SCHOOLS AND MUSLIM PARENTS

3.1 Many schools have taken into account of Muslim parents’ wishes on the basis of their religious adherence/convictions and have undertaken arrangements to accommodate these wishes through changes in school practices, procedures, rules and regulation. 

3.2 Many of these changes have been achieved through co-operation between parents and schools. Indeed, schools are already observing a number of suggestions within the guidelines and these positive actions have clearly benefited pupils, parents and schools. 

3.3 Despite these developments, a significant number of Muslim and other ethnic minority parents are still expressing concern that the religious and cultural needs of their children have still not been properly addressed within the mainstream education system. Concerns have particularly focused upon the dress code for pupil participation in physical education, the involvement of their children in music classes and the lack of suitable prayer facilities. 

3.4 In order to systematically and comprehensively address these concerns with a degree of consistency, what is arguably required is a Departmental policy/guidance document which takes into account both the sensitive nature of pupil/parental concerns about the religious/cultural issues, whilst addressing the operational issues of school practice. This paper has been written to meet this requirement. 

4.0    EDUCATION FOR OUR MULTICULTURAL SOCIETY:

EQUALITY ASSURANCE – THE AUTHORITY’S POLICY 

4.1           The deliberations of the working group have been an integral art of the Authority’s policy for promoting equality and justice through the establishment for a multi-cultural and anti-racist perspective in the city schools. 

4.2           The Authority’s policy objectives, as reaffirmed and restated in the Chief Education Officer’s Report to the Education Committee (January1995) are: -    

a) Preparing all pupils for a life in a multi-cultural society and building upon the strengths of diversity. 

        b) Providing for the particular needs of children having regard to their ethnic, cultural and historical background. 

C) Being aware of and countering racism and the discriminatory practices which give rise to it. 

The Report also provides guidance for school. 

4.3       This proposed policy document is offered in order that schools may review their practices and procedures to meet appropriately the religious and cultural needs of Muslim pupils, as an integral part of the implementation of the three objectives of the Authority’s policy on ‘Education for Our Multicultural Society: Equality Assurance’. 

5.0 THE RELIGIOUS AND CULTURAL NEEDS OF MUSLIM PUPILS 

5.1 In meeting the religious and cultural needs of Muslim pupils, schools will recognise that cultural issues based on religion, such as modesty, the wearing of the clothing with religious significance and dietary needs will affect some children in school. 

5.2 Schools are urged to bear in mind that Asian parents may have strong reservations about the relationship between boys and girls particularly at the age of 10 and over, which are customary in our schools. They should also be aware that certain curricular areas of experience, such as health education, drama and physical education and fundraising activities, including lotteries and gambling, might need careful consideration and discussions with parents, if confidence in the school is to be maintained. The issue of changing and showering in P.E. is likely to raise particularly sensitive concerns and fears for some parents as is the observance of fasting and the two Eid festivals. Schools should be alert to the strength of feeling parents may have on these matters. 

5.3 There is nothing inherently irresponsible or exceptional in any of these concerns. The Authority believes that with good will and sensitivity it can work with schools to ensure a response that pupils will participate wholeheartedly with the curriculum. 

5.4 Whenever there are tensions and difficulties between parental demands and school responses, dialogue, discussions and negotiation usually resolve potential conflict. It should be noted however, that under the National Curriculum, parents/guardians do not have the right to withdraw their children from particular classes. In situations of conflict, Headteachers are strongly advised to consult with officers within the Authority and the Muslim Liaison Committee (MLC). 

6.0 BIRMINGHAM LEA POLICY 

6.1 Collective Worship  

6.1.1 The distinction between an ‘assembly’ and ‘collective worship’ is important. ‘Assembling’ is a traditional part of the life of British schools. It is the coming together of the school or sections of it for activities that have little or no religious significance. 

6.1.2 The 1988 Act has outlined ’collective worship’ as the ‘provision for a single act of worship for all people or separate acts of worship for pupils in different age groups or in different school groups.’ 

6.1.3 The Act requires that ‘collective worship’ for all pupils should be “wholly or mainly of a broadly Christian characters” (section 7(1)). However, it does recognise that where there is a sizable number of children of other faiths, schools can apply to the Standing Advisory Council for Religious Education (SACRE) for a determination allowing for ‘collective worship’ to take a different form for the school or for groups of pupils in the school. For example, if a significant proportion of schools pupils’ belong to the Muslim faith, then that school can apply to SACRE for a determination. If this is successful, the school could pay for the services of a religious instructor (Maulana) to come to the school to conduct appropriate prayers/instruction. Alternatively, if it is practical, a school can arrange for the pupils to attend a local mosque. Where such provision is made it is suggested that arrangements are made so that pupils are not denied access to the Curriculum, by for example, arranging lesson times appropriately. 

6.1.4 Such instruction has been given in some Birmingham schools where there are sufficient numbers of Muslim pupils to justify the schools making the necessary arrangements. Whilst Headteachers should ensure that adequate accommodation is provided, the instructor must be provided without cost to the Authority and ought to be delivered by a Muslim who has the support and confidence of the Muslim community. 

6.1.5 It is also possible for a school to apply for more than one determination in order to meet religious/cultural needs of pupils of a range of faiths. 

6.1.6 It is a legal requirement of schools to support the policies of assemblies for worship. Nevertheless, parents/guardian have the right to withdraw their children from an assembly and Headteachers are required to facilitate this when requested. 

6.1.7 The Authority’s experience is that many schools have been able to work with parents in a happy relationship of mutual trust and respect to achieve the kind of arrangements described above. This secures the corporate aspects of school life whilst respecting the different beliefs of other pupils and parents in a mutually tolerant atmosphere. Such arrangements are warmly commended. 

6.2 Prayer Facilities 

6.2.1 Where demands for the provisions of school-based prayer facilities exist, the Authority demands that Headteachers should be sympathetic to such provisions for secondary aged pupils in schools where there is a significant number of Muslim pupils. 

6.2.2 Any practical difficulties may be resolved through negotiations between Headteachers, parents, the MLC and the governors. 

6.3 Religious Festivals 

6.3.1 The 1944 Education Act allows parents to absent their children from school on the occasion of a religious festival. 

6.3.2 Muslim pupils may wish to celebrate the two major Muslim religious festivals; Eid ul Fitr at the end of the fasting month of Ramadhan, and Eid ul Adha, some ten weeks later and may wish to have two days off for each festival. 

6.3.3 The Authority is examining its allocation of occasional days and schools are recommended to give serious consideration to make use of these days to cover such festivals. Moreover, schools should consider these festivals when deciding upon dates for school closure, for example, for Teachers Days. 

6.3.4 The MLC will provide the Authority with the approx. dates on which these festivals fall at least two years in advance in order to assist the Authority and its schools in planning their allocation of their occasional days holiday. 

7.0 School Meals 

7.1 It’s important that schools respect dietary regulations based on religious conscientious objections to certain foods, for example, pig-meat or meat that isn’t ritually slaughtered. 

7.2 Whether based on religion or otherwise, a child’s dietary requirements should be ascertained by the Headteacher on the child being admitted to the school and the child should be excused from eating inappropriate foods. 

7.3 The Authority has a policy on ‘Halal’ meat in schools entitled ‘Halal Meat – Note for Guidance: Catering Supervisors’ (attached as Appendix B). Due to the extremely sensitive nature of the manner in which Halal food needs to be delivered, stored, cooked and served, where provision for Halal food is made, it is recommended that the policy be strictly adhered to. 

7.4 The MLC and the Authority strongly recommend that schools consult closely with the providers of school meals (currently Citiserve). In addition, the Halal Food Board can be contacted by schools for advice concerning all aspects of the provision of Halal food in City schools. 

7.5 Citiserve also provides suitable non-meat meals of acceptable nutritional value irrespective of the number of children involved. Headteachers should continue to inform Citiserve of the number of children requiring this provision. 

8.0 Sex Education  

8.1 It is a requirement of Law that Governors of each LEA school form a sex education policy. 

8.2 Sex Education should be taught in schools as part of the biological sciences or as a programme of personal, social and moral Education, or a cross-curricular issue. 

8.3 Great care and sensitivity should be exercised in the teaching of this issue so that the religious or social beliefs of neither pupils nor parents/guardians are offended. 

9.0 Dress and Uniform 

9.1 The Authority recommends that schools should be sensitive to the basic principal of modesty which informs the dress worn by Muslim girls, in particular. 

9.2 Schools should continue to allow Muslim girls to wear Shalwar-Kameez (loose trousers/tunic) and a small headscarf. In schools that have a particular uniform, parents should be asked to provide this in the school colours. 

9.3 Dress for P.E. and Games should similarly be guided by respect for the adherence to the principle of modesty. The wearing of loose fitting tracksuits (for girls and boys) should be permitted since there are no religious objections to pupil’s participation in PE or Games. 

10.0 Religious Symbols 

10.1 The wearing of religious symbols by Muslim pupils should not be equated with the wearing of jewelry. 

10.2 For many pupils, the wearing of a religious symbol(s) is a matter of personal religious conviction. This may take the form of a simple combination of letters or number (786), or a small amulet. These are usually worn on a delicate chain around the neck underneath pupil’s clothing’s. For some pupils, this may be a matter of conscience or loyalty to parents, or both. Subject to ensure the health and safety of pupils, Headteachers are recommended to allow this observance. 

10.3 Incase of difficulty about clarification of what constitutes a religious symbol, as distinct from jewelry Headteachers are advised to seek guidance from the MLC. 

11.0 Showering and changing 

11.1 As previously mentioned the principle of modesty should be respected. 

11.2 From the age of puberty schools should seek the provision of individual cubicles for showering and changing facilities. 

11.3 In situations where pupils are required to shower communally, they should be allowed to cover themselves appropriately to retain modesty. 

12.0 Swimming 

12.1 Adherence to the principle of modesty should guide the type provisions that are made for swimming. 

12.2 In schools where there is a demand for single sex-swimming for pupil’s above age 10 the Authority recommends that schools should strive towards making such provisions. 

12.3 As swimming is a National Curriculum subject, where such arrangements are not possible, schools should bear this in mind when considering the wishes of parents to withdraw their children from such activities. 

13.0 Music/Dance/Drama 

13.1 Music

Certain types of music may be offensive to some Muslim parents. In such instances, great care and sensitivity should be exercised before pupils are asked to participate in such musical forms. 

13.2 Dance

The participation of their children in dance activities may be offensive to Muslim parents. Mixed classes for dance, particularly if they infringe the principle of modesty, aren’t therefore recommended. 

Headteachers are advised that provision for such activities should be single sex and that pupils should be permitted to wear appropriate loose clothing when participating in this activity. 

13.3 Drama

The teaching of drama should be informed by the principal of modesty. The same principle applies in equal degree to theatrical performances. At secondary age, in particular, many Muslim parents may not give their daughters permission to appear in public stage performance. Schools are recommended, therefore to respect such wishes. 

14.0 Further Information

If schools require guidance on any matter contained in this document, they are asked to contact the Authority’s Office or the Muslim Liaison Committee. Members of the MLC can be contacted at the following address: - 

Muslim Liaison Committee

c/o Birmingham Central Mosque 

180 Belgrave Road

Birmingham B12 0XS

Tel: 0121-440 5355

Appendix A 

HALAL MEAT

NOTES FOR GUIDANCE: CATERING SUPERVISION 

Halal meet products are now available fresh and frozen.

The following points are intended as a guide to help with the delivery, storage cooking and serving of Halal meat and the resultant washing-up-procedures. 

ORDERING 

Ordering for delivery of Halal meat needs to be controlled where Possible to one order per week (or a maximum of two). 

DELIVERY 

1.                Check quality and quantity against Delivery Note. 

2.                Remove fresh meat from plastic bag and store on butcher’s tray. 

3.                Check temperature of frozen meat delivery.  This should be –18 degrees Celsius or below. 

STORAGE 

1. Place fresh meat on Butcher’s tray and cover with grease proof paper.

2. Place on a separate shelf on the refrigerator, away from the non-Halal meat.

3. Frozen Halal meat products must be stored in the freezer, away from non-Halal meat. 

PREPARATIONS  

1. Find the work surface where the Halal meat will be prepared.

2. A separate chopping board and knife should be used for HALAL MEAT ONLY.

3. Make sure you can tell between the Halal meat and the non-Halal by labeling them or by putting on different toppings etc.… 

COOKING 

1. Never cook Halal and non-Halal meat in the same container.

2. If possible, cook Halal meat in a separate oven to non-Halal.

3. If separate ovens aren’t available, Halal meat should be cooked in a separate container to non-Halal, and that Halal meat should be on the upper shelf with the non-Halal on the lower shelf.

SERVICE 

1. Once it’s been cooked, keep the dishes retained on a separate shelf away from non-Halal meat and make sure it is easily identified.

2. Layout on the counter should ensure that Halal meat is completely separate from non-Halal dishes.

3. Halal dishes SHOULD BE CLEARLY IDENTIFIED so not to cause confusion with the non-Halal dishes.

4. Separate serving utensils should be used and retained for Halal meat only.

5. Kitchen staff should make sure that Halal dishes should be served to whoever wants some (from staff and pupils.

CLEANING

1. Rinse, wash and sterilize all equipment as usual. Equipment and utensils used for Halal meat must be the first items in the washing up water.

2. Preparation equipment should be rinsed and washed to the prescribed and then sterilized in an oven at “a temp. at or above 85 degrees Celsius for 2 minutes.”

3. Halal equipment should then be stored separately in the designated area.

USAGE 

1. The provision of Halal meat-based dishes should correspond to the existing menu plan and recipes with regard to the frequency a day of provision. Delivery patterns must also be considered.

2. Any difficulties experienced in meeting the menu requirement need to be discussed with your Area Catering Manager and any agreements or changes approved by Client Services and Headteachers.

MONITORING 

Cooks will be asked to monitor the Halal meat on the following points: - 

1. Pupil acceptance.
2. Level of plate waste.
3. General comments.