An Examination of the Common Inspection Framework and its Impact on Independent Muslim Schools in the UK

Khan, Kamal Uddin (2024) An Examination of the Common Inspection Framework and its Impact on Independent Muslim Schools in the UK. Doctoral thesis (EdD), Manchester Metropolitan University.

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Abstract

This study examined the Common Inspection Framework (CIF) and its impact on independent Muslim schools in the UK within the broader context of increasing securitisation of education and marginalisation of the Muslim community in England. It explored one independent Muslim school’s response to the framework since its introduction in 2015. It drew on postcolonial theory to critique the leadership and management judgement of the framework, the requirement to promote Fundamental British Values (FBV) and the implementation of the Prevent duty. Research questions aimed to examine how the school is: (1) complying with the leadership and management judgement; (2) responding to DfE guidance on ‘actively promoting Fundamental British Values’; and (3) implementing the ‘Prevent duty’. The use of a single-case study methodological approach offered an in-depth analysis of the data which was collected using both face-to-face and telephone semi-structured interviews with staff, parents and governors and a focus group conversation with students. Documentary data, including the school’s most recent Ofsted report and an internal FBV audit were also reviewed as part of the data collection process. The data was analysed using Braun and Clarke’s (2019) six steps to reflexive thematic analysis. The study found that leaders developed a distinct school ethos which led to contextualised policy decisions that shaped the school’s approach to FBV and Prevent. On the surface, the school’s promotion of FBV was strong and the school employed a pragmatic approach to implementing the Prevent duty. However, the study revealed the possibility of a less harmonious tone towards FBV and Prevent and presented multiple explanations as to why this may have been the case. Problematic aspects of FBV and Prevent may have been refashioned and appropriated, similarly to the way colonised populations negotiated discriminatory policies under colonial rule. The findings provide important insights for school leaders and policy makers into the case of a small independent Muslim school that successfully enacted FBV and Prevent in a manner that did not undermine the religious and cultural values of its community.