Should schools provide prayer spaces?
Written by Zahara Chowdhury
Zahara is founder and editor of the blog and podcast, School Should Be, a platform that explores a range of topics helping students, teachers and parents on how to ‘adult well’, together. She is a DEI lead across 2 secondary schools and advises schools on how to create positive and progressive cultures for staff and students. Zahara is a previous Head of English, Associate Senior Leader and Education and Wellbeing Consultant.
The recent High Court decision, ruling in favour of headteacher Birbalsingh’s decision to ban prayer spaces has created quite the media storm. The decision has raised concerns about the precedent it sets for schools creating safe spaces for students and staff, Muslim students and staff in particular. It has also raised conversations about what schools are for and how schools and workplaces can fulfill their obligation to adhere to the Equality Act and The Public Sector Equality Duty – and how they can get around it too.
The responses to the verdict reveal that we live in a society and online world in which Islamophobia and anti-Muslim hate is increasing; whilst we have ‘come a long way’ in overcoming Islamophobia since 9/11, a high court ruling like this makes me wonder if we’ve made any difference at all to the safety of Muslims for future generations? The verdict also reveals the disconnect that exists within the school system itself: we have some leaders who are not interested in creating unity and understanding within a diverse country – yet at the same time they ‘tokenistically’ take pride in multiculturalism too. And, we have other leaders in education giving us hope, embedding inclusive and equitable practices in everyday school life. I find it baffling that a simple question about prayer spaces ends up at the gates of a High Court. To me, this not only reveals a lack of unity and understanding in a school but also an absence of a critical skill that should be at the centre of schooling: listening.
Many educators and commentators have been sharing their concerns and outrage about the decision. It will also concern parents and students who regularly use prayer spaces in schools, maybe even at work (many teachers use prayer spaces too). It’s a disappointing decision and whilst several anti-woke keyboard warriors rejoice at the ruling, we cannot let it set a precedent for schools – and I don’t think it will. Schools absolutely should provide prayer spaces and they will continue to provide such safe spaces for students – it’s quite simply common sense. For this blog, examples and explanations are practical and experiential, based on what life is like ‘in school’. Whilst research and data are important, progress, collaboration and community cohesion are also nurtured by listening to the candid, lived experiences of staff and students in schools.
Time and space to pray
In line with the Equality Act, allowing students and staff to pray is reasonable and proportionate to a school and working day. It is comparable to allowing students to have break times, music lessons and god-forbid, toilet breaks. Different forms of prayer and spiritual practice are a part of nearly every faith. In Islam, praying 5 times a day is an integral part of the faith. It takes 5-10 minutes to pray. For the duration of that time, a prayer mat takes up just as much space as a two-seater desk. Depending on the time of year, prayer usually fits into a lunchtime. Just as schools host extracurricular clubs, music lessons sports fixtures and more, prayer can usually fit into this time too. It is not a big ask and it is not disruptive.
Some schools may have a designated prayer room, which is great. Other schools may allocate a classroom, usually near a space where a teacher is ‘on duty’ anyway; the last time I checked, prayer doesn’t require back flips, cartwheels or balancing on one’s head…the health and safety risks are fairly manageable. Some schools might even say, ‘if you need to pray and you have what you need with you (prayer mat, head covering, beads, holy book etc…), feel free to use a designated safe space. It does not need to be complicated.
Prayer spaces are not the problem
To blame prayer and collective worship for peer pressure and bullying is deflecting from the real problem. If children start praying as a result of seeing others pray, or if they simply observe with questions and curiosity, why is this such a problem? If they find it to be a positive experience, surely that can only be a positive learning experience. If the opposite happens, it’s not necessarily a problem either. Rather, it’s a teachable moment and reveals hostile attitudes any school should be aware of. Knowledge about the prejudices within our communities is the first step to safeguarding young people in education. ‘Cancelling’ or banning prayer spaces is not.
‘Banning’ or ‘cancelling’ (on and offline) doesn’t work. It is a power-based behaviour management tool fuelling a notion that education is based on ‘controlling the masses’. We all learn through conversation, discussion, listening, knowledge, understanding, boundaries and respect, not necessarily in that order. By no means are any of the latter ‘easy’ to achieve, but from working with teenagers I’ve found they’re open to a heated debate, discussion, learning, understanding and compromise.
School is a place of work and I’m not sure why we expect teenagers to just abide by ‘yes and no’ rules with little to no explanation. Plus, if they find a reasonable solution (like praying in a classroom for 10 minutes at lunchtime), what’s the big deal? Secondary school students are a few years away from further education and the workplace, which we all know thrives on innovation, creativity and autonomy. In this case, a blanket prayer ban in a school (their current place of work) completely contradicts the 21st century workplace they will inhabit. It doesn’t make sense.
‘It’s inconvenient: we don’t have time to police prayer spaces’
Like any theory of change, whether that be introducing a mobile phone policy or changes to a uniform policy, navigating any arising teething issues (by students, parents and the community), takes time and flexibility. None of this is impossible if it is built firmly into the school culture, relevant processes and policies. These policies and processes may be safeguarding, anti-bullying, behaviour management and curriculum. All of the above are part of a teacher’s and a school’s day-to-day functions; navigating prayer spaces is no different to introducing a new club or curriculum change. Plus, we somehow managed bubbles and one-way systems post-lockdown…I think schools are pretty well equipped to create a prayer space for all of a matter of minutes in a day!
Prayer is not ‘an add on’
Faith is observed differently, from person to person. It is a way of life, and an ongoing lived experience; for some it is an integral part of their identity and for others it is their identity. Prayer is a major part of several religious practices. Like some people are vegan and vegetarian, prayer is not just a choice and something to switch on and off – it is an intrinsic part of an individual’s life. Some individuals, as far as they possibly can, plan their days, weeks, holidays and more around prayer. Not only is it a religious obligation, it is also a source of wellbeing and peace. In a time where health and wellbeing are paramount in education, denying prayer spaces seems counterintuitive. Enabling some form of space (like we do options on a menu) for individuals to pray is a minimal request and something schools can do with minimal disruption. However, if cracks in the system are revealed and outrage spills online and at the High Court, there are bigger questions and concerns to address.
Schools don’t need to be ‘impossible’ or difficult spaces – and they shouldn’t be made out to be like this either. One high court ruling does not define the state of schooling in the UK. I have too much respect and experience (or maybe good fortune) of working in schools that enable, or at the very least, welcome conversations around inclusion, safety, flexibility and authenticity. None of the latter disrupts mainstream education and a student’s chances of attaining a grade 9. However, many other things do and those are inequitable opportunities, ‘belonging uncertainty’ (Cohen, 2022) and denying the identities of the young people we teach.
Why are we still denying part time and flexible working to those in leadership roles?
Written by Maz Foucher
Maz is Regional Representative for the MTPT Project in Devon and a former Assistant Headteacher and KS2 lead, based in Devon. Having juggled full time teaching, school leadership and parenting, she has a great understanding of the challenges faced by those with a young family. After moving on from school-based roles, Maz studied for an MA in Education Leadership specifically researching teacher retention, and now works in education publishing.
While researching teacher wellbeing and retention, I have often come across the suggestion that working part time or flexibly aids both the wellbeing and retention of staff. However, I have also found that this is still not an option available to many of those working at a leadership level, so let’s look at the facts.
24% of employees in the UK work part time and these are primarily women (ONS, 2022). This is echoed within the teaching profession, also at 24% (School Workforce Census, 2022). However, while the education profession is predominantly female, fewer women work part time in education (29% – School Workforce Census, 2022) compared to the overall UK labour market (36% – ONS, 2022). Additionally, when compared to different age ranges and genders, it is most likely that those working part time are women between the ages of 30 – 39 (ONS, 2022) This coincides with the age where many women start a family, and this is also the demographic most likely to leave teaching entirely (DfE, 2022).
If we look more closely at the 24% of teachers working part time, when this is broken down by role we can see that:
- 26% of class teachers work part time
- 11% of deputy heads work part time
- 6% of headteachers work part time.
(School Workforce Census, 2022).
It is clear from these statistics that, of the women in education who are working part time, the vast majority of these are not doing so at a senior leadership level. This could mean that they have decided for themselves that leadership is incompatible with part time working and parenthood. However, these statistics could also indicate that these women are not being encouraged, supported or allowed to work in senior leader roles part time. Indeed, despite ongoing headlines about the benefits of flexible and part time work, there are many schools and trusts who persist with a policy of no flex/part time at leadership level.
It could be said that it is preferable for leaders to work full time. The need for leaders to be present to deal with staffing, behaviour and safeguarding issues is a very real and relevant argument. From my own experience, I know that when headteachers and senior leaders are not present, it can lead to additional pressures on those within middle leadership roles. In a profession where 78% of school staff are experiencing stress (Teacher Wellbeing Index, 2023), it could be argued that exposing staff to additional pressures that they are not paid/contracted to handle is counterproductive.
Additionally, employers are within their rights to deny flexi and part-time working requests if they can prove that these will hinder business outcomes. In the case of education, I have heard arguments that part time leadership can impact on the smooth running of the school, its pupil outcomes, Ofsted ratings and pupil numbers, especially if parents consider leadership to be inconsistent and therefore chaotic.
However, there are also many positives to having leaders work flexibly or part time. And given that women, particularly those in the 30-39 bracket, are most likely to request this sort of contract, the all-too-common policy of no flex/part time options at a leadership level could also be seen to be seriously disadvantaging aspirational women in education, forcing them to choose between their family and their career. Is not uncommon to see female education leaders step back from these roles, leave teaching entirely or indeed find themselves demoted, when family commitments require them to reduce their hours at work.
The first question this raises is how valued these women feel within the workplace when their experience and expertise is suddenly overlooked once they become a mother and are no longer available for full time hours. I’ve heard this described as ‘Your skills are only valued if you’re there full time.’ I know many who suddenly feel like their level of competence or their commitment to their school is in question, made to feel like a burden on their workplace, that they are workshy or lazy if they can’t work in the same way that they could before motherhood. This additional pressure could be a catalyst for why these women often end up leaving education entirely. While there are many inspirational female teacher-parents who are forging the way forwards in leadership roles, it is clear from the data that very few mothers are finding that the workload, the pressure, their school’s policies and their own family set-up are allowing them to do this full time.
With all this in mind, if we also consider the persistently huge gender pay in education – the third worst across all sectors at 20.4% (BBC, 2023) – alongside the knowledge that women who are mothers are the demographic who are most likely to ask for part time work, we can begin to see how the policies which do not allow part time and flexi working at a leadership level are in fact indirectly discriminatory towards women. When we know that it is illegal to discriminate against the protected characteristics of sex and maternity/pregnancy (Equality Act, 2010), it begs the question as to how long it will be before cases of this nature end up in court?
Personally, I have often said that the teaching profession is full of intelligent and creative people who should be open and willing to rethink how we organise the workforce. Retention is always a better and cheaper option in the long run than recruiting and retraining new staff. In a teacher retention crisis, where we desperately need our experienced teachers to remain in the workforce to support and mentor the new teachers we require, we must celebrate and share examples of where flexible or part time working at a leadership level is proving to be a successful strategy for retention. There are many schools and trusts out there who are able to retain aspirational women at all levels of the profession when they become mothers by supporting them to work PT or flexibly. Imagine a world in which a mother returns to the profession with the conviction that they are still a very valued and an integral part of the workforce, even if they can only commit to part time work? Isn’t this better than losing them from the profession entirely?
Diversity in the Curriculum: The Vital Role of SMSC Subjects
Written by Laura Gregory-White
Laura is an RE Regional Advisor for Jigsaw Education Group. She has over 15 years experience as an educator and curriculum lead across Primary and Secondary.
In today’s pluralistic society, where diversity is a fundamental part of who we are, conversations around diversity in schools and the curriculum are increasingly important. Subjects like Religious Education (RE) and Personal, Social, Health, and Economic Education (PSHE) are vital tools in our curriculum offering. Investing in these subjects, invests in our children and young people’s successful development of the skills and knowledge that help to navigate the complexities of our diverse world with empathy, understanding, and a commitment to social justice.
In Primary schools, where all the teaching staff will have an impact on curriculum development, it is crucial that we are giving them the necessary time and expertise to enable this. From the teachers developing and delivering the individual lessons, the subject leads with oversight for the entire curriculum journey, to the senior leaders who set the values that underpin curriculum design within a school. We all share the responsibility of designing curriculum that not only imparts knowledge but fosters a sense of belonging and inclusivity preparing our children to become global citizens. This journey begins with a deliberate and conscious approach to curriculum design. Every decision we make, from the voices we amplify to the resources we use, must reflect the diversity of human experience.
When facilitating discussions with RE subject leads on this topic, we speak about the implicit and explicit features of the curriculum. The implicit being those decisions we make as curriculum designers about what we include and represent. It means asking ourselves critical questions: What perspectives are included in our syllabi? Whose voices are being centred? Are we offering a diverse range of representation? These considerations extend beyond the mere content of our subjects; they seep into the language we use, the images we present, and the values we share. These decisions may not be explicitly obvious to the children in our lessons, but it frames a journey for them that better represents the world they are growing up in. Without this careful consideration, we can unintentionally establish an unconscious bias or reinforce stereotypes.
Alongside these implicit considerations is the explicit curriculum, where we dedicate time in lessons to directly address issues of diversity, equity, inclusion, justice, and belonging (DEIJB). It’s about more than just ticking boxes; it’s about fostering meaningful dialogue, challenging biases, and nurturing a culture of respect and understanding. SMSC subjects provide the structured opportunities for students to explore complex societal issues, interrogate their own beliefs and biases, and develop the critical thinking skills necessary to navigate an increasingly interconnected world. For staff to feel confident in leading these discussions, we need to support the ongoing development of their knowledge and understanding of these issues as well as the ways in which safe learning environments can be established, and discussion and debate can be managed. This will support them in feeling confident to plan in these explicit curriculum opportunities for our children.
This is not a small job or short conversation with a defined end point. This is ongoing work, and it should be contextual. It is important that schools support their staff to engage with this through investment in high-quality resources, providing the time and opportunity for evaluation and review, and dedicating time to ongoing learning and development for staff.
In a world dominated by technology, AI, and algorithms, education needs to do more than impart knowledge. It must nurture empathy, compassion, and a sense of collective responsibility. To achieve this, we must elevate and enhance subjects like RE and PSHE. They are essential components of a well-rounded education that prepares students to navigate the complexities of the modern world.
Reflecting on Privilege and Pupil Premium
Written by Gemma Hargraves
Gemma Hargraves is a Deputy Headteacher responsible for Safeguarding, Inclusion and Wellbeing.
I recently attended a national Pupil Premium Conference in Birmingham. The first speaker asked for people to raise their hands if they have personally experienced poverty – I have not, so I did not raise my hand. The number of people who did was striking. I was reminded of my experience at Bukky Yusuf’s session at the first Diverse Educators conference when we were asked how many boxes we tick in terms of diversity. I am very aware of my luck, my privilege, and whilst my father would have proudly proclaimed his working class roots he made sure I had a comfortable upbringing never wanted for anything.
Spending the day surrounded by educators who care deeply about supporting students and families eligible for Pupil Premium I was struck by the need to get to know these students at my school better. Since joining the school in September I know some very well, for various reasons, but others I have not met yet. Sean Harris’s keynote was compelling about rewriting the story of disadvantage in schools and communities.
We cannot assume all students in receipt of Pupil Premium funding face the same challenges. When I say “we” I mean myself, as Deputy Headteacher in charge of Pupil Premium strategy, but all teachers and staff in schools. Vital here are Form Tutors who see the students every morning and offer a caring and consistent welcome. Also, Receptionists, canteen staff, all teachers and leaders in schools. “We” here should also mean policy makers – those who decide who qualifies for Pupil Premium, and Service Pupil Premium, and who doesn’t but who also need to be supported (of course this is all students but I am especially thinking of those who are only just above the Pupil Premium qualifying line, disadvantaged sixth formers, of young careers, of others with additional needs). We must all endeavour to know these pupils as individuals and to give them opportunities to shine.
There are practical and logistical challenges of course. Schools Week this week reported that school will have to wait until May to find out their pupil premium funding allocations for 2024-25. The data was supposed to be out in March but had been hit by a ‘problem’ with identifying eligible reception pupils. This clearly makes it more challenging for schools to budget and perhaps recruit but we just not lose sight of the children affected. Similarly, when focusing on outcomes, Progress 8 or some other measure we must remember there are individual students and families behind these numbers.
Of course, our approach must be intersectional. A child is not only “Pupil Premium” they may also be a devout Muslim, disabled, a child of LGBT+ parents or indeed all or none of these but we will only know and be able to celebrate this if we get to know the pupils and families better. We must find funds to support them in ways they need, not what we assume will be generically helpful.
And while literacy is of course important and key to probably every Pupil Premium strategy, and improving educational outcomes can be transformative, we must also focus on cultivating a sense of belonging, confidence and joy. I’ve been doing a lot of work on inclusion, diversity and belonging in schools over the past few years, but this conference gave me a renewed focus on poverty and inequality. In the spirit of pledges from previous WomenEd and DiverseEd events, I am now committing to spend more time reading, thinking, and researching about poverty and inequality in my community but also, of course, getting to know the students and families so they can truly flourish.
Diversifying Coaching in Education – A Funded Opportunity for the #DiverseEd Community to Train to Coach
Written by Yasmin Ariff
Yasmin Ariff is a Partner and Director of Education at the CVP Group. CVP Group specialise in professional coaching training for managers and business leaders. They create coaching cultures across UK organisations, supported by the National Apprenticeship Service.
I wish I’d found coaching earlier in my teaching career. It has made me a better person on so many levels. But it came at a cost. Having invested £8000 of my own money into coaching training, it’s fair to say, although it’s been worth it, it also broke the bank balance.
It made we wonder whether coaching would ever be a truly diverse and inclusive profession when only those with a higher-than-average income could afford the training. Even hiring a coach can cost around £100 per hour.
So, how can we, as leaders, democratise coaching in Education?
How can we create a pool of coaches that represent the diverse backgrounds of our Educators?
If only there was a government-funded training programme for aspiring coaches that removed the barrier of cost…
If only there was a coaching training programme that promoted and included a range of diverse educators…
Look no further!
CVP Group and #DiverseEd are partnering to deliver a funded training programme in October 2024 for aspiring coaches in England.
To apply, you will need to complete this #DiverseEd EOI and they will then send you the CVP ROI with the #DiverseEd Referral Code.
Introducing the Level 5 Coaching Professional Apprenticeship
Our unique approach supporting aspiring and existing diverse leaders will support you to:
- engage with your workforce
- promote active listening skills
- deepen your understanding of what motivates teams
- improve staff retention
- support other aspiring or existing diverse leaders
The 12 month apprenticeship programme is delivered online including an End Point Assessment.
The Level 5 Coaching Professional Apprenticeship enables learners to work towards a nationally recognised qualification that meets coaching professional body standards (ICF, EMCC and Association of Coaching). The coaching professional standard has been created by leading organisations with existing coaching cultures and expertise in leadership.
Figure 1. Organisations who created the coaching standard
In a group dedicated solely to Diverse Educators, you will cover coaching disciplines such as:
- how to plan and structure coaching sessions;
- cognitive behaviour techniques to reframe limiting beliefs;
- principles of neurolinguistic programming;
- schools of psychology such as Carl Rogers, Gestalt and Freud;
- leadership theory and change management;
- managing and celebrating diversity in your coaching practice;
- ethics and professional codes of conduct for coaches as well as how to demonstrate return on investment to stakeholders.
Over 12 months you will be provided with the tools you need to create a coaching model tailored to organisational needs.
Our #DiverseEd cohort will also have the unique opportunity to attend additional #DiverseEd sessions with Hannah Wilson to explore diversity, equity and inclusion in coaching further.
Figure 2. The Coaching Learning Journey
The apprenticeship requires the application of coaching skills in the workplace which will be tailored to fit into your day-to-day job role. Coaching apprentices will receive wrap around support throughout the year so they can apply their coaching skills in the workplace. Many of our current apprentices are using their coaching skills to develop different aspects of education such as:
- teaching and learning
- behaviour and attitudes
- well-being and leadership.
Ongoing careers guidance and support for apprentices includes attending a range of webinars delivered by expert coaches which demonstrate how your coaching skills support career advancement. In addition, there will be plenty of opportunities to develop personally through CVP’s well-being events, an online community and learning forum as well as your bespoke personal development plan, including an opportunity to win our Easter fitness hamper with CVP’s annual spring into fitness competition.
The #DiverseEd Coaching Community
We are building a #DiverseEd coaching community which will be the first of its kind.
We know the current coaching landscape in Education is not representative of the leaders it serves so we want to upskill educators as coaches in our community to empower each other.
CVP Coaching apprentices will be the first to pilot a funded coaching programme for the #DiverseEd community, where CVP coaching apprentices will have an opportunity to join the #DiverseEd Coaching directory.
The inaugural cohort will run October 2024 and we anticipate that places will be in high demand.
What Attendees are Saying About Us
Here’s what our current trainee coaches have to say about the programme:
“This course has been the perfect opportunity to keep learning and development at the heart of what I’m doing. It’s extremely well organised and resourced. Yasmin’s care, expertise and passion ensures we as the participants are motivated and supported every step of the way.”
Claire, Senior Leader Education.
“Great session, the demonstration where we got to see it in action was really powerful to have that practical example. It is about simple steps being done well. You have to learn the art (which can be complex) and then not let it cloud your basic best practice.”
Apprentice, Masterclass 2.
“The level 5 professional coaching course was thoroughly enjoyable and purposeful. I refined skills that were instantly transferable to the workplace but also deepened my reflective practice to understand how my own principles surface at work. I felt fully prepared going into to EPA and confident enough to show off my portfolio. Lots of elements in the portfolio I still use in my coaching sessions today. The course complemented full-time employment in education and didn’t seem too laborious as all the tasks seemed purposeful.”
Rosie, Assistant Headteacher
Join Us in October 2024!
To be eligible for funding you must meet the following criteria:
- Work 16 hours or more per week;
- Have lived in the UK / EU for 3 years or more prior to enrolment;
- Spend over 50% of your working week in England;
- Have a contract of employment.
Are you interested but not in employment? Do you live outside England? We are pleased to open this programme to diverse leaders beyond England on a self-funded basis. If you would like to have a conversation with one of the team at CVP Group to find out more, reach out to sarah@cvpgroup.co.uk
What Next?
Whether you have made your mind up or would just like to find out more about the course content, please complete the Register of Interest Form that #DiverseEd will send you and our coaching engagement team will contact you to set up a meeting.
I will be delivering a large part of the programme. With over 20 years’ experience in schools, I am looking forward to reconnecting with leaders to create powerful coaching cultures in schools.
To find out more about my own journey as a leader in education, visit my website here.