Sat results improve but Bradford primary school still below average

St Francis Catholic Primary School head teacher, Daniel Copley, with pupils

St Francis Catholic Primary School head teacher, Daniel Copley, with pupils Buy this photo

First published in News Bradford Telegraph and Argus: Photograph of the Author by , City Hall Reporter

by Claire Armstrong T&A Reporter Primary schools in Bradford are getting better but the district remains one of the country’s worst performers, it has been revealed.

The latest league tables based on maths and English Standard Attainment Tests (Sats) for children aged ten and 11 at the end of the last school year were released yesterday.

The statistics measure how many pupils at each school reached level four, the standard expected of their age group, in the subjects.

The figures also show how many pupils in each school have progressed by two or more levels since the age of seven.

Across the Bradford district, three-quarters of children achieved the standard expected of them, level four, in both subjects.

It is an improvement on last year’s figure of 71 per cent.

But Bradford was the joint sixth worst performing district in the country, tied with nine other local education authorities.

Bradford was also the worst performing local authority in West Yorkshire.

In Calderdale, 82 per cent of children passed the level four tests in both subjects.

In Leeds and Wakefield, this score was 77 per cent and in Kirklees the score was 76 per cent.

The national average was 79 per cent.

Councillor Ralph Berry, executive member for children’s services, said: “These record key stage two results reflect the hard work taking place in Bradford primary schools to bring about further improvements.

“I am particularly pleased to see the clear progress Bradford children are making in English as this is pivotal to success at school and paves the way to further improved GCSE and A-level results in the future.”

Councillor Roger L’Amie (Baildon), education spokesman for the Council’s Conservative group, acknowledged progress was being made but he said the figures showed that much more needed to be done to improve schools in Bradford.

He said: “This is really the problem, that they started from such a low base that they can improve and yet still be poor.

“One has to congratulate the heads, teachers and governors on the progress that has been made.

“However, the lowly position in both Yorkshire and national league tables clearly shows that there is still much to be done to bring educational standards in Bradford up to a level that Bradford parents and youngsters have the right to expect.”

Coun L’Amie said there should be more partnerships set up between higher and lower achieving schools, so they could share best practice.

He said: “It’s good that there has been progress but the position in the league tables clearly shows that there has got to be even greater efforts.

“I see no reason why Bradford should be at least average in West Yorkshire.”

Coun Jeanette Sunderland, leader of the Liberal Democrats on the Council, agreed more needed to be done.

She said: “I'd like to say well done to all those people involved in creating the improvement, but ‘m pretty sure they will agree with me that there is a lot more to do.”

Coun Sunderland said she wanted to see a greater focus on educating children before they started school – even when they were still babies.

She said: “There is more to be done about helping children to acquire language in the first instance.

“If the quality of the language they acquire is poor, they don’t develop the skills they need in later life, and we will constantly get a fall-off in achievement in upper schools.”

She said the crucial period was the first two years of life and she called for more investment in education at places such as parent and toddler groups.

She said: “We need people coming in teaching mums how to work with their babies on how to acquire language even before they are 12 months old.

“Because if they don’t acquire a quality language – and I’m not even really bothered about which language – that will harm them for the rest of their life.”

Three schools in the Bradford district saw all its pupils pass both level four maths and English, as well as all its pupils making two or more levels of progress.

These were Long Lee and East Morton in Keighley, and St Joseph’s in Bingley.
And one Bradford school, Lapage Primary School and Nursery in Barkerend Road, was in the top 100 schools in the country for pupil progress.

The pupil progress measure, called ‘value added’, is worked out on the basis that if all pupils made the progress expected, the school would be given a score of 100.

A score lower than 100 means pupils made less progress than expected, and a score above 100 means they made more progress than expected. Lapage Primary scored 102.8, placing it in joint 62nd place in England.

Comments (13)

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9:55am Fri 14 Dec 12

Old Dave says...

The only true measure of a school is the value added measure. Well done Lapage!
The census results showing that Bradford has the biggest pakistani population in the country is of massive relevance.
My children were taught English from birth, so that when they arrived at primary school they were at least familiar with spoken English. This is not the case in so many households in our city where Czech, Slovak, Polish, Urdu etc... are the kids first language, and all of their education in the English language is done by the schools.
It is no surprise that the highest acheiving schools by the measure of attainment levels are in affluent, middle class, predominantly white british populated areas.

A person can only work with the raw materials they have, and from the starting point they have. This is not a bad news story, it simply indictates how things that schools and our local authority cannot control, still impact on the success of youngsters.

So well done kids, and well done to your teachers and support staff.
The only true measure of a school is the value added measure. Well done Lapage! The census results showing that Bradford has the biggest pakistani population in the country is of massive relevance. My children were taught English from birth, so that when they arrived at primary school they were at least familiar with spoken English. This is not the case in so many households in our city where Czech, Slovak, Polish, Urdu etc... are the kids first language, and all of their education in the English language is done by the schools. It is no surprise that the highest acheiving schools by the measure of attainment levels are in affluent, middle class, predominantly white british populated areas. A person can only work with the raw materials they have, and from the starting point they have. This is not a bad news story, it simply indictates how things that schools and our local authority cannot control, still impact on the success of youngsters. So well done kids, and well done to your teachers and support staff. Old Dave
  • Score: 0

11:17am Fri 14 Dec 12

Albion. says...

Not exactly huge differences in most of these percentage rates in the West Yorkshire LA figures
Not exactly huge differences in most of these percentage rates in the West Yorkshire LA figures Albion.
  • Score: 0

12:20pm Fri 14 Dec 12

Bone_idle18 says...

1 or 2% is quite a lot when you consider the numbers involved.

I wouldn't mine 1% of the total tax paid in the UK!
1 or 2% is quite a lot when you consider the numbers involved. I wouldn't mine 1% of the total tax paid in the UK! Bone_idle18
  • Score: 0

12:20pm Fri 14 Dec 12

Bone_idle18 says...

Mine , not mine.
Mine , not mine. Bone_idle18
  • Score: 0

12:21pm Fri 14 Dec 12

Bone_idle18 says...

Third time lucky. Mind, not mine!!!
Third time lucky. Mind, not mine!!! Bone_idle18
  • Score: 0

1:44pm Fri 14 Dec 12

JAtkinson says...

A desire to be average in West Yorkshire sums up the problem.

At the moment, Bradford is low and getting lower in comparison to other areas - blame the kids, the parents, the socio-economics, the ethnography, or whatever, it's still just blaming and not addressing. If the normal model is failing Bradford's kids, then change the model because we can't change the kids we get in our schools.

Bradford needs a revolution in the way it educates its children yet nobody seems to be challenging the status quo which is so obviously failing our kids. If insanity is doing the same thing in the same way and expecting different results, education in Bradford is insane.

Stop talking and do something. Ask experts, ask teachers, ask schools, ask parents what needs to change, and then change it.

Bradford is one of the worst performing LAs and seems destined to stay there is we do the same thing everybody else does.

As an aside, a high percentage of the worst LAs are in the North - why is the London-based government(s) failing us so badly, and why are we letting them?
A desire to be average in West Yorkshire sums up the problem. At the moment, Bradford is low and getting lower in comparison to other areas - blame the kids, the parents, the socio-economics, the ethnography, or whatever, it's still just blaming and not addressing. If the normal model is failing Bradford's kids, then change the model because we can't change the kids we get in our schools. Bradford needs a revolution in the way it educates its children yet nobody seems to be challenging the status quo which is so obviously failing our kids. If insanity is doing the same thing in the same way and expecting different results, education in Bradford is insane. Stop talking and do something. Ask experts, ask teachers, ask schools, ask parents what needs to change, and then change it. Bradford is one of the worst performing LAs and seems destined to stay there is we do the same thing everybody else does. As an aside, a high percentage of the worst LAs are in the North - why is the London-based government(s) failing us so badly, and why are we letting them? JAtkinson
  • Score: 0

7:26pm Fri 14 Dec 12

Outraged English Subject says...

Old Dave wrote:
The only true measure of a school is the value added measure. Well done Lapage!
The census results showing that Bradford has the biggest pakistani population in the country is of massive relevance.
My children were taught English from birth, so that when they arrived at primary school they were at least familiar with spoken English. This is not the case in so many households in our city where Czech, Slovak, Polish, Urdu etc... are the kids first language, and all of their education in the English language is done by the schools.
It is no surprise that the highest acheiving schools by the measure of attainment levels are in affluent, middle class, predominantly white british populated areas.

A person can only work with the raw materials they have, and from the starting point they have. This is not a bad news story, it simply indictates how things that schools and our local authority cannot control, still impact on the success of youngsters.

So well done kids, and well done to your teachers and support staff.
Not so many years ago your statement “Bradford has the biggest pakistani (Pakistani) population in the country is of massive relevance.” Would have read “Bradford has the biggest black population in the country is of massive relevance.” Blame the children and their ethnicity for the failings of Bradford schools. What a sad comment, however, not unpredictable on this forum.
[quote][p][bold]Old Dave[/bold] wrote: The only true measure of a school is the value added measure. Well done Lapage! The census results showing that Bradford has the biggest pakistani population in the country is of massive relevance. My children were taught English from birth, so that when they arrived at primary school they were at least familiar with spoken English. This is not the case in so many households in our city where Czech, Slovak, Polish, Urdu etc... are the kids first language, and all of their education in the English language is done by the schools. It is no surprise that the highest acheiving schools by the measure of attainment levels are in affluent, middle class, predominantly white british populated areas. A person can only work with the raw materials they have, and from the starting point they have. This is not a bad news story, it simply indictates how things that schools and our local authority cannot control, still impact on the success of youngsters. So well done kids, and well done to your teachers and support staff.[/p][/quote]Not so many years ago your statement “Bradford has the biggest pakistani (Pakistani) population in the country is of massive relevance.” Would have read “Bradford has the biggest black population in the country is of massive relevance.” Blame the children and their ethnicity for the failings of Bradford schools. What a sad comment, however, not unpredictable on this forum. Outraged English Subject
  • Score: 0

7:33pm Fri 14 Dec 12

ANY WHERE BUT HERE says...

The only way to go forward is to control immigration, We in Bradford have been told for the last 40 years that integration is the way to go. But how can this happen, when we keep getting hundreds of thousands of new arrivals. The population of Bradford has always been told it will get better. The carrot has gone stale. WE'VE ARRIVED, at a city decimated by political correctness. Don't have kids here in Bradford. Get a dog.
The only way to go forward is to control immigration, We in Bradford have been told for the last 40 years that integration is the way to go. But how can this happen, when we keep getting hundreds of thousands of new arrivals. The population of Bradford has always been told it will get better. The carrot has gone stale. WE'VE ARRIVED, at a city decimated by political correctness. Don't have kids here in Bradford. Get a dog. ANY WHERE BUT HERE
  • Score: 0

9:57pm Fri 14 Dec 12

Iftikhar says...

It is wrong to assert that a small unrepresentative group of Muslim activists tried to islamises a state primary school in Woking. The silent majority of Muslim parents would like to send their children to state funded Muslim schools. They are not extremists who want to change of ethos of those schools where Muslim children are in majority. It is the democratic right of every Muslim parent to see that their children receive balanced education, so that when their children grow up, they do not find themselves cut off from their cultural roots and linguistic skills. It is a question of common sense, humanity and reason that bilingual Muslim children must be educated in state funded Muslim schools with bilingual Muslim teachers as role models during their developmental periods. The whole world believes that people who speak more than one language is a vital economic asset. Pupils who speak more than one language do not cause difficulties. It is the politicians and monolingual teachers who are the problems for bilingual pupils. Muslim school will help to cultivate the child into a healthy, fully flourishing individual with a passion for learning. There are hundreds of state and church schools where Muslim children are in majority. In my opinion, all such schools may be opted out as Muslim Academies.

Muslim schools are not only faith schools; they are more or less bilingual schools. Bilingual Muslim children need to learn and be well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. State schools with monolingual teachers do not teach Standard English to Migrant children. Bilingual Muslim children learn English in the playgrounds and in the streets. They speak street language with its own grammar, vocabulary and pronunciation. The teachers let them speak the same accent in the classroom. They have no courage to stop them or correct them. This is one of the main reasons why one third of children have difficulties with reading when they leave primary schools. Majority of such children are Muslims. In other European countries and in the sub-continent argot and slang are not allowed into the classroom. In Britain primary school teachers do not feel that it’s their role to interfere with self-expression in any shape or form. They encourage children to read poems and stories written in ethnic dialects.

Muslim faith schools are more or less bilingual schools. Priority will be given to the teaching of Standard English, Arabic, Urdu and other community languages. All Muslim children will learn and be well versed in Standard English and Quranic Arabic and at the same time they will learn and be well versed in one of the community language to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Majority of children will learn Urdu language because it is a lingua franca of the migrants from the sub-continent. And majority of British Muslims are from Pakistan and their national language is Urdu.
Iftikhar Ahmad
It is wrong to assert that a small unrepresentative group of Muslim activists tried to islamises a state primary school in Woking. The silent majority of Muslim parents would like to send their children to state funded Muslim schools. They are not extremists who want to change of ethos of those schools where Muslim children are in majority. It is the democratic right of every Muslim parent to see that their children receive balanced education, so that when their children grow up, they do not find themselves cut off from their cultural roots and linguistic skills. It is a question of common sense, humanity and reason that bilingual Muslim children must be educated in state funded Muslim schools with bilingual Muslim teachers as role models during their developmental periods. The whole world believes that people who speak more than one language is a vital economic asset. Pupils who speak more than one language do not cause difficulties. It is the politicians and monolingual teachers who are the problems for bilingual pupils. Muslim school will help to cultivate the child into a healthy, fully flourishing individual with a passion for learning. There are hundreds of state and church schools where Muslim children are in majority. In my opinion, all such schools may be opted out as Muslim Academies. Muslim schools are not only faith schools; they are more or less bilingual schools. Bilingual Muslim children need to learn and be well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. State schools with monolingual teachers do not teach Standard English to Migrant children. Bilingual Muslim children learn English in the playgrounds and in the streets. They speak street language with its own grammar, vocabulary and pronunciation. The teachers let them speak the same accent in the classroom. They have no courage to stop them or correct them. This is one of the main reasons why one third of children have difficulties with reading when they leave primary schools. Majority of such children are Muslims. In other European countries and in the sub-continent argot and slang are not allowed into the classroom. In Britain primary school teachers do not feel that it’s their role to interfere with self-expression in any shape or form. They encourage children to read poems and stories written in ethnic dialects. Muslim faith schools are more or less bilingual schools. Priority will be given to the teaching of Standard English, Arabic, Urdu and other community languages. All Muslim children will learn and be well versed in Standard English and Quranic Arabic and at the same time they will learn and be well versed in one of the community language to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Majority of children will learn Urdu language because it is a lingua franca of the migrants from the sub-continent. And majority of British Muslims are from Pakistan and their national language is Urdu. Iftikhar Ahmad Iftikhar
  • Score: 0

10:29pm Fri 14 Dec 12

Albion. says...

Iftikhar wrote:
It is wrong to assert that a small unrepresentative group of Muslim activists tried to islamises a state primary school in Woking. The silent majority of Muslim parents would like to send their children to state funded Muslim schools. They are not extremists who want to change of ethos of those schools where Muslim children are in majority. It is the democratic right of every Muslim parent to see that their children receive balanced education, so that when their children grow up, they do not find themselves cut off from their cultural roots and linguistic skills. It is a question of common sense, humanity and reason that bilingual Muslim children must be educated in state funded Muslim schools with bilingual Muslim teachers as role models during their developmental periods. The whole world believes that people who speak more than one language is a vital economic asset. Pupils who speak more than one language do not cause difficulties. It is the politicians and monolingual teachers who are the problems for bilingual pupils. Muslim school will help to cultivate the child into a healthy, fully flourishing individual with a passion for learning. There are hundreds of state and church schools where Muslim children are in majority. In my opinion, all such schools may be opted out as Muslim Academies.

Muslim schools are not only faith schools; they are more or less bilingual schools. Bilingual Muslim children need to learn and be well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. State schools with monolingual teachers do not teach Standard English to Migrant children. Bilingual Muslim children learn English in the playgrounds and in the streets. They speak street language with its own grammar, vocabulary and pronunciation. The teachers let them speak the same accent in the classroom. They have no courage to stop them or correct them. This is one of the main reasons why one third of children have difficulties with reading when they leave primary schools. Majority of such children are Muslims. In other European countries and in the sub-continent argot and slang are not allowed into the classroom. In Britain primary school teachers do not feel that it’s their role to interfere with self-expression in any shape or form. They encourage children to read poems and stories written in ethnic dialects.

Muslim faith schools are more or less bilingual schools. Priority will be given to the teaching of Standard English, Arabic, Urdu and other community languages. All Muslim children will learn and be well versed in Standard English and Quranic Arabic and at the same time they will learn and be well versed in one of the community language to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Majority of children will learn Urdu language because it is a lingua franca of the migrants from the sub-continent. And majority of British Muslims are from Pakistan and their national language is Urdu.
Iftikhar Ahmad
No it isn't, it's English.
[quote][p][bold]Iftikhar[/bold] wrote: It is wrong to assert that a small unrepresentative group of Muslim activists tried to islamises a state primary school in Woking. The silent majority of Muslim parents would like to send their children to state funded Muslim schools. They are not extremists who want to change of ethos of those schools where Muslim children are in majority. It is the democratic right of every Muslim parent to see that their children receive balanced education, so that when their children grow up, they do not find themselves cut off from their cultural roots and linguistic skills. It is a question of common sense, humanity and reason that bilingual Muslim children must be educated in state funded Muslim schools with bilingual Muslim teachers as role models during their developmental periods. The whole world believes that people who speak more than one language is a vital economic asset. Pupils who speak more than one language do not cause difficulties. It is the politicians and monolingual teachers who are the problems for bilingual pupils. Muslim school will help to cultivate the child into a healthy, fully flourishing individual with a passion for learning. There are hundreds of state and church schools where Muslim children are in majority. In my opinion, all such schools may be opted out as Muslim Academies. Muslim schools are not only faith schools; they are more or less bilingual schools. Bilingual Muslim children need to learn and be well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. State schools with monolingual teachers do not teach Standard English to Migrant children. Bilingual Muslim children learn English in the playgrounds and in the streets. They speak street language with its own grammar, vocabulary and pronunciation. The teachers let them speak the same accent in the classroom. They have no courage to stop them or correct them. This is one of the main reasons why one third of children have difficulties with reading when they leave primary schools. Majority of such children are Muslims. In other European countries and in the sub-continent argot and slang are not allowed into the classroom. In Britain primary school teachers do not feel that it’s their role to interfere with self-expression in any shape or form. They encourage children to read poems and stories written in ethnic dialects. Muslim faith schools are more or less bilingual schools. Priority will be given to the teaching of Standard English, Arabic, Urdu and other community languages. All Muslim children will learn and be well versed in Standard English and Quranic Arabic and at the same time they will learn and be well versed in one of the community language to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Majority of children will learn Urdu language because it is a lingua franca of the migrants from the sub-continent. And majority of British Muslims are from Pakistan and their national language is Urdu. Iftikhar Ahmad[/p][/quote]No it isn't, it's English. Albion.
  • Score: 0

1:14pm Sat 15 Dec 12

Outraged English Subject says...

Albion. wrote:
Iftikhar wrote:
It is wrong to assert that a small unrepresentative group of Muslim activists tried to islamises a state primary school in Woking. The silent majority of Muslim parents would like to send their children to state funded Muslim schools. They are not extremists who want to change of ethos of those schools where Muslim children are in majority. It is the democratic right of every Muslim parent to see that their children receive balanced education, so that when their children grow up, they do not find themselves cut off from their cultural roots and linguistic skills. It is a question of common sense, humanity and reason that bilingual Muslim children must be educated in state funded Muslim schools with bilingual Muslim teachers as role models during their developmental periods. The whole world believes that people who speak more than one language is a vital economic asset. Pupils who speak more than one language do not cause difficulties. It is the politicians and monolingual teachers who are the problems for bilingual pupils. Muslim school will help to cultivate the child into a healthy, fully flourishing individual with a passion for learning. There are hundreds of state and church schools where Muslim children are in majority. In my opinion, all such schools may be opted out as Muslim Academies.

Muslim schools are not only faith schools; they are more or less bilingual schools. Bilingual Muslim children need to learn and be well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. State schools with monolingual teachers do not teach Standard English to Migrant children. Bilingual Muslim children learn English in the playgrounds and in the streets. They speak street language with its own grammar, vocabulary and pronunciation. The teachers let them speak the same accent in the classroom. They have no courage to stop them or correct them. This is one of the main reasons why one third of children have difficulties with reading when they leave primary schools. Majority of such children are Muslims. In other European countries and in the sub-continent argot and slang are not allowed into the classroom. In Britain primary school teachers do not feel that it’s their role to interfere with self-expression in any shape or form. They encourage children to read poems and stories written in ethnic dialects.

Muslim faith schools are more or less bilingual schools. Priority will be given to the teaching of Standard English, Arabic, Urdu and other community languages. All Muslim children will learn and be well versed in Standard English and Quranic Arabic and at the same time they will learn and be well versed in one of the community language to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Majority of children will learn Urdu language because it is a lingua franca of the migrants from the sub-continent. And majority of British Muslims are from Pakistan and their national language is Urdu.
Iftikhar Ahmad
No it isn't, it's English.
Absolutely correct, moreover, when the Koran is more freely available in the English language, which is happening more quickly in the US a new genesis of Islam shall be awaken.
[quote][p][bold]Albion.[/bold] wrote: [quote][p][bold]Iftikhar[/bold] wrote: It is wrong to assert that a small unrepresentative group of Muslim activists tried to islamises a state primary school in Woking. The silent majority of Muslim parents would like to send their children to state funded Muslim schools. They are not extremists who want to change of ethos of those schools where Muslim children are in majority. It is the democratic right of every Muslim parent to see that their children receive balanced education, so that when their children grow up, they do not find themselves cut off from their cultural roots and linguistic skills. It is a question of common sense, humanity and reason that bilingual Muslim children must be educated in state funded Muslim schools with bilingual Muslim teachers as role models during their developmental periods. The whole world believes that people who speak more than one language is a vital economic asset. Pupils who speak more than one language do not cause difficulties. It is the politicians and monolingual teachers who are the problems for bilingual pupils. Muslim school will help to cultivate the child into a healthy, fully flourishing individual with a passion for learning. There are hundreds of state and church schools where Muslim children are in majority. In my opinion, all such schools may be opted out as Muslim Academies. Muslim schools are not only faith schools; they are more or less bilingual schools. Bilingual Muslim children need to learn and be well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. State schools with monolingual teachers do not teach Standard English to Migrant children. Bilingual Muslim children learn English in the playgrounds and in the streets. They speak street language with its own grammar, vocabulary and pronunciation. The teachers let them speak the same accent in the classroom. They have no courage to stop them or correct them. This is one of the main reasons why one third of children have difficulties with reading when they leave primary schools. Majority of such children are Muslims. In other European countries and in the sub-continent argot and slang are not allowed into the classroom. In Britain primary school teachers do not feel that it’s their role to interfere with self-expression in any shape or form. They encourage children to read poems and stories written in ethnic dialects. Muslim faith schools are more or less bilingual schools. Priority will be given to the teaching of Standard English, Arabic, Urdu and other community languages. All Muslim children will learn and be well versed in Standard English and Quranic Arabic and at the same time they will learn and be well versed in one of the community language to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Majority of children will learn Urdu language because it is a lingua franca of the migrants from the sub-continent. And majority of British Muslims are from Pakistan and their national language is Urdu. Iftikhar Ahmad[/p][/quote]No it isn't, it's English.[/p][/quote]Absolutely correct, moreover, when the Koran is more freely available in the English language, which is happening more quickly in the US a new genesis of Islam shall be awaken. Outraged English Subject
  • Score: 0

2:19pm Sat 15 Dec 12

Albion. says...

Outraged English Subject wrote:
Albion. wrote:
Iftikhar wrote:
It is wrong to assert that a small unrepresentative group of Muslim activists tried to islamises a state primary school in Woking. The silent majority of Muslim parents would like to send their children to state funded Muslim schools. They are not extremists who want to change of ethos of those schools where Muslim children are in majority. It is the democratic right of every Muslim parent to see that their children receive balanced education, so that when their children grow up, they do not find themselves cut off from their cultural roots and linguistic skills. It is a question of common sense, humanity and reason that bilingual Muslim children must be educated in state funded Muslim schools with bilingual Muslim teachers as role models during their developmental periods. The whole world believes that people who speak more than one language is a vital economic asset. Pupils who speak more than one language do not cause difficulties. It is the politicians and monolingual teachers who are the problems for bilingual pupils. Muslim school will help to cultivate the child into a healthy, fully flourishing individual with a passion for learning. There are hundreds of state and church schools where Muslim children are in majority. In my opinion, all such schools may be opted out as Muslim Academies.

Muslim schools are not only faith schools; they are more or less bilingual schools. Bilingual Muslim children need to learn and be well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. State schools with monolingual teachers do not teach Standard English to Migrant children. Bilingual Muslim children learn English in the playgrounds and in the streets. They speak street language with its own grammar, vocabulary and pronunciation. The teachers let them speak the same accent in the classroom. They have no courage to stop them or correct them. This is one of the main reasons why one third of children have difficulties with reading when they leave primary schools. Majority of such children are Muslims. In other European countries and in the sub-continent argot and slang are not allowed into the classroom. In Britain primary school teachers do not feel that it’s their role to interfere with self-expression in any shape or form. They encourage children to read poems and stories written in ethnic dialects.

Muslim faith schools are more or less bilingual schools. Priority will be given to the teaching of Standard English, Arabic, Urdu and other community languages. All Muslim children will learn and be well versed in Standard English and Quranic Arabic and at the same time they will learn and be well versed in one of the community language to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Majority of children will learn Urdu language because it is a lingua franca of the migrants from the sub-continent. And majority of British Muslims are from Pakistan and their national language is Urdu.
Iftikhar Ahmad
No it isn't, it's English.
Absolutely correct, moreover, when the Koran is more freely available in the English language, which is happening more quickly in the US a new genesis of Islam shall be awaken.
WHS has had them for years.
To some people it simply re-enforces their opinion that anyone who follows such nonsense is .....you know the rest.
[quote][p][bold]Outraged English Subject[/bold] wrote: [quote][p][bold]Albion.[/bold] wrote: [quote][p][bold]Iftikhar[/bold] wrote: It is wrong to assert that a small unrepresentative group of Muslim activists tried to islamises a state primary school in Woking. The silent majority of Muslim parents would like to send their children to state funded Muslim schools. They are not extremists who want to change of ethos of those schools where Muslim children are in majority. It is the democratic right of every Muslim parent to see that their children receive balanced education, so that when their children grow up, they do not find themselves cut off from their cultural roots and linguistic skills. It is a question of common sense, humanity and reason that bilingual Muslim children must be educated in state funded Muslim schools with bilingual Muslim teachers as role models during their developmental periods. The whole world believes that people who speak more than one language is a vital economic asset. Pupils who speak more than one language do not cause difficulties. It is the politicians and monolingual teachers who are the problems for bilingual pupils. Muslim school will help to cultivate the child into a healthy, fully flourishing individual with a passion for learning. There are hundreds of state and church schools where Muslim children are in majority. In my opinion, all such schools may be opted out as Muslim Academies. Muslim schools are not only faith schools; they are more or less bilingual schools. Bilingual Muslim children need to learn and be well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. State schools with monolingual teachers do not teach Standard English to Migrant children. Bilingual Muslim children learn English in the playgrounds and in the streets. They speak street language with its own grammar, vocabulary and pronunciation. The teachers let them speak the same accent in the classroom. They have no courage to stop them or correct them. This is one of the main reasons why one third of children have difficulties with reading when they leave primary schools. Majority of such children are Muslims. In other European countries and in the sub-continent argot and slang are not allowed into the classroom. In Britain primary school teachers do not feel that it’s their role to interfere with self-expression in any shape or form. They encourage children to read poems and stories written in ethnic dialects. Muslim faith schools are more or less bilingual schools. Priority will be given to the teaching of Standard English, Arabic, Urdu and other community languages. All Muslim children will learn and be well versed in Standard English and Quranic Arabic and at the same time they will learn and be well versed in one of the community language to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Majority of children will learn Urdu language because it is a lingua franca of the migrants from the sub-continent. And majority of British Muslims are from Pakistan and their national language is Urdu. Iftikhar Ahmad[/p][/quote]No it isn't, it's English.[/p][/quote]Absolutely correct, moreover, when the Koran is more freely available in the English language, which is happening more quickly in the US a new genesis of Islam shall be awaken.[/p][/quote]WHS has had them for years. To some people it simply re-enforces their opinion that anyone who follows such nonsense is .....you know the rest. Albion.
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4:03pm Sat 15 Dec 12

Outraged English Subject says...

Agreed, however in the US the English language versions are widely used in mosques and at pray meetings… small steps.
Agreed, however in the US the English language versions are widely used in mosques and at pray meetings… small steps. Outraged English Subject
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