A mind is a terrible thing to waste, so why waste it, and your money, on supposedly schools of higher learning?
Eh, the very high standards will keep most foreigners out.
The majority of teens whose native language is foreign attend vocational schools rather than academic high schools, and those who do opt for high schools – known as upper secondary schools – tend to concentrate at certain schools. In Helsinki these include Vuosaari Upper Secondary School, Helsingin yhteislyseo and the Helsinki Upper Secondary School of Languages, where more than one in five students has a foreign native language.
Overall 11 percent of the city’s high schoolers are foreign-language speakers. These are defined as anyone whose mother tongue is other than Finnish, Swedish or the indigenous language Sámi.
At the elite high schools that traditionally require high grade point averages for admission, their share ranges from 20 percent at Helsingin yhteislyseo to 14 percent at Ressu Upper Secondary School and six at Helsingin Suomalainen yhteiskoulu (SYK).
The Ressu School’s headmaster, Ari Huovinen, believes that language difficulties influence school choices.
“For instance, your grade in Finnish affects your grade point average, and it’s often challenging for youth of immigrant background,” he notes.
Barry Owiti, who moved to Finland at the age of seven, attends the prestigious SYK, founded in 1886. He suspects that the low number of foreign-language students at SYK is due to fact that immigrant families are not as aware of the differences between Helsinki-area high schools as Finnish families are.
“I know lots of Finnish students whose parents and siblings have gone to SYK. For them, it’s a tradition, unlike for those with foreign background, whose parents have not necessarily ever heard of SYK,” he says.
In Helsinki, few foreign-language students attend arts or sport schools. At the Sibelius Upper Secondary School, the Kallio Upper Secondary School of Performing Arts, the Visual Arts School of Helsinki and the sports-oriented Mäkelänrinne Upper Secondary School, they make up less than five percent of the student bodies.
“Getting into one of these special high schools requires long-term practice in the speciality field,” says Tarja Aro, assistant headmaster at the Sibelius Upper Secondary School. “Unfortunately talent alone is not enough to get in. Immigrant families can’t necessarily afford to support their children’s high-level hobbies with the kind of expense that is required,” she says.
Mikhail Zolotilin, who moved to Finland from Russia a few years ago, considered the Sibelius School, but instead will start this autumn in the music programme at Helsingin yhteislyseo.
The school also offers specialised programmes in art and sports. Nearly a quarter of the school’s students are foreign-language speakers.
“Many foreign-language speaking students apply here because a lot of boys, who are not native Finnish speakers are interested in sports. It’s easier to get in here than to Mäkelänrinne, for instance. You don’t have to be a top athlete,” explains Jussi Sutinen, headmaster of Helsingin yhteislyseo.
According to Helsinki City Educational Manager Mervi Willman, youngsters decide which high school to attend based on where they live, where their friends are going and the schools’ minimum grade point averages.
“For instance many young people of immigrant background live in Vuosaari, and if they’re not interested in attending special schools, it’s natural to apply to their own neighbourhood high school,” she observes.
Ressu Upper Secondary School student Faisa Kahiye, who lives on the Helsinki-Vantaa border, was encouraged to attend her neighbourhood high school.
“My counsellor advised me to go to one of the nearby schools, but Ressu, where I wanted to go, wasn’t actually any further away as far as travel time. And I haven’t regretted it for a moment! If I had to choose again, I’d certainly apply to Ressu again.”
Based on a story by “Voice of Youth” summer reporters Abdul Dudarov, Santtu Kauppila and Silja Laaksonen in conjunction with Yle News Class.
Scroll to the bottom for UPDATE………
In Finland public buses are used to take students to school.
Jana Maria Puussa: “I was filming because they were fighting each other. I was hoping that the situation would end there. The contrary is what happened.”
From what I can tell from the comments, the situation involved Somali students wanting to get on a public bus in the morning to get to school, and refused to wait for a woman who was getting off the bus with her dog. One of the Somalis threatened her dog, even took a kick at it. A confrontation resulted from those students trying to get on the bus, and carried on at the bus stop after the bus driver said enough, and took off without taking any of them on board.
After the bus left, there were a war of words with pushing and shoving. One of the Somali students got violent with the person capturing everything on camera.
In the comments apologist are downplaying the situation. While condemning the violence, they’re also blaming the person for actually capturing the event on camera, she somehow caused more violence because of it! She states that she moved quickly to the side with her dog, and started filming, then one of the students (a Somali) came after her.
Näinkin voi käydä, kun koirankaa bussista poistuessa jää bussiin juoksevan lauman alle. Bussihan ajoi pois ottamatta yhtäkään kyytiin ku huutaen hyökkäsivät. En sanonut sanaakaan. Ja vain siksi, että käytös oli mitä oli, kuvasin. Kokemusta kun on siitä, että hyökätään päälle ja sit väitetään rasistiksi. Oli mistä maasta tahansa, huorittelu ja väkivaltainen käytös on perseestä. Ja suomessa koiran potkiminrn on rikos.
Translation: This can also happen, while getting off a bus with a dog, and stuck there under a rush of a mob. The bus drove off without taking a single rider who were screaming as they attacked. I didn’t say a word. And only because the behavior was what it was, I started filming. The experience is this, first you’re attacked, then called a racist. In any country, whoring and violent behavior is wrong, and in Finland, kicking a dog is a crime.
NOTE: If anyone has a better understanding as to what happen, please let me know in the comment section.
UPDATE: I received this a moment ago via messenger:
That video now has 3,396 shares and has upset Vuosaari so much that Somalies who consider themselves arbitrators are now talking with that boy and his family. The school is also notified. The whole Vuosaari Somali community is now talking about the video today. Mostly they are making excuses but many are very aware this sort of behavior is not tolerated and everyone is on notice. Vuosaari residents with dogs are also very upset and making complaints over the dog being kicked.
Turns out there was a big fight near the bus stop. When the bus arrived, they rushed the bus pushing and shouting to be first on. The bus driver got scared and would not open the doors and drove off with zero getting on. I don’t blame the driver at all. The students got an extra 10 minutes to calm down until the next bus.
But don’t worry, the same geniuses that caused the problem will figure it out……so not.
Employment minister Priti Patel (pictured) said schools are coming under ‘unsustainable pressure’ from a surge in the number of pupils from European migrants’ families
By JULIAN ROBINSON FOR MAILONLINE
PUBLISHED: 16:09 GMT, 8 May 2016 | UPDATED: 17:24 GMT, 8 May 2016
Schools are coming under ‘unsustainable pressure’ from a surge in the number of pupils from European migrants’ families, statistics have shown.
Nearly 700,000 school-aged youngsters have a mother or father who is a citizen of another country in Europe – more than double the number in 2007.
The statistics include pupils who have come to the UK with their families as well as those who were born to parents who had already moved to Britain.
In one year alone numbers of school-aged children coming to Britain from Europe reached 25,000, the figures showed.
According to the Sunday Telegraph, which found the statistics on Parliament’s website, 27 average-sized new secondary schools would be needed to accommodate such an influx.
The newspaper said the highest number came from Poland, followed by Lithuania and Germany.
They care more for the ”noble” frauds than they do their own people…..
Migration is leading British families to lose out in primary school choices, says Priti Patel
Employment minister Priti Patel said it was “regrettable” that families with young children will be “disappointed” by not getting their preferred primary school place because of “uncontrolled” levels of immigration.
Tens of thousands of parents will find out today if their child has a spot in a primary school.
Ms Patel, a strong campaigner for group Vote Leave, said: “The shortage of primary school places is yet another example of how uncontrolled migration is putting unsustainable pressures on our public services.
“Education is one of the most important things that government delivers and it’s deeply regrettable that so many families with young children are set to be disappointed today.”
The scathing comments rubbish Government claims that officials were predicting a boost in primary school places this year.
The attack on the Remain camp also laid bare the growing tensions after David Cameron allowed cabinet ministers to back Brexit.
More here. H/T: ServandoS.
Cause and effect….Finland’s highly vaunted ”PISA” scores will take a nose dive soon enough if they keep on imitating their western neighbor.
The declining level of the Scandinavian country’s schooling system and the huge influx of migrants are directly correlated according to the shocking report. The education authority made a statement Monday saying there is up to an 85 per cent waste of resources in the schooling system, and that the proportion of students coming to Swedish schools who are above the enrolment age is climbing rapidly, reports Die Welt.
The study, which was conducted by the Programme for International Student Assessment (PISA), showed that the university level education in Sweden between 2006 and 2012 had plummeted in quality and did so far more than any of the other countries studied.
During the same period, pupils coming from foreign countries increased from 14 to 22 per cent. Also recorded was the share of students who failed their studies, which went from 37 per cent to a significant 50 per cent.
The average age of minors first entering the school system rose sharply from seven to nine-years-old. The board of education said, “many students have so much less time to catch up,” compared to native Swedes who typically start school at the age of six.
But first take your hands of my wallet………….
Prime Minister Juha Sipilä visited the University of Eastern Finland in Joensuu early Monday afternoon, where he was listed as the main speaker for a bio-economy seminar.
In anticipation of Sipilä’s visit, a student union organisation known as the Green Left of Eastern Finland had organised an event, “Welcome Committee for Juha Sipilä” on the university campus. Contrary to what its name suggested, the event was meant to protest government plans to cut spending on education.
Around 150 demonstrators had gathered in the lobby of the university’s Carelia building, when they discovered that Sipilä has been ushered into the lecture hall through a back door.
“Hands off … student financial aid!” the protesters chanted in call-and-response style. They were referring to recent proposals from the Ministry of Education to reduce the amount university and vocational students receive in financial aid and to shorten the duration of grant payments.
The protesters then rushed the main door of the lecture theatre, where a few managed to slip inside. They were later ejected from the room, however.
At the door of the venue, police and security guards found themselves under pressure as they tried to prevent the group from disrupting the seminar. Reports are that a scuffle ensued.
Police later reported that they detained two persons on suspicion of disobedience. Both were later released. A third person was suspected of deliberately triggering the building’s alarm system, however no physical injuries or damage to property was reported, police said in a statement.
Keeping the schoolbook a secret from parents is the dead giveaway.
— Fox News Opinion (@fxnopinion) December 15, 2015
Liberty Unyielding has reported previously on the case of the Wood family in La Plata, MD, whose daughter was in a World History class that taught Islam in a non-factual and tendentiously favorable way.
In October 2014, Renee Nal described how father Kevin Wood, a former Marine, was issued a “no trespass” order prohibiting him from visiting the school, after he expressed his concern about what was going on in his daughter’s classroom.
Last week, the Thomas More Law Center filed a complaint against the school system on behalf of the Woods.
The important aspects of the case have been summarized in numerous places, including the links above. But because there are several things to be concerned about, it can be easy to miss the most egregious wrong being done by the school.
That wrong is requiring students to write out and recite the Islamic statement of faith, or shahada, for a grade.
According to the Woods’ complaint against the school, their daughter was to be graded on doing this as part of the classroom instruction. Because she declined to, she was given a grade of 0 for the assignment.
The following passage from the suit filed in federal court gives a flavor of what the children were being taught and required to do.
Defendants required the students in the 11th grade World History class, including C.W., to profess statements on the teachings and beliefs of Islam in written worksheets as graded homework assignments.
C.W. and her classmates in 11th grade World History were instructed that “Most Muslim’s faith is stronger than the average Christian.” (Exhibit 1) (emphasis in original).
C.W. also had to profess the Shahada, by claiming, “There is no god but Allah and Muhammad is the messenger of Allah.” (Exhibit 2).
C.W. and her classmates in 11th grade World History were instructed that “jihad” is a “holy war waged on behalf of Islam as a religious duty; a personal struggle in devotion to Islam especially involving spiritual discipline.” (Exhibit 1) (emphasis in original).
C.W. and her classmates in 11th grade World History were instructed from the text of the Qur’an and had to learn and recite the Five Pillars of Islam. (Exhibit 2).
C.W. and her classmates in 11th grade World History were instructed that the Islamic religion is a fact while Christianity and Judaism are just beliefs. For example that the “Qur’an is the word of Allah as revealed to Muhammad in the same way that Jews and Christians believe the Torah and the Gospels were revealed to Moses and the New Testament writers,” (Exhibit 1) (emphasis added only to “is” and “believe”), and that Muhammad was visited by the Angel Gabriel who proclaimed to him that there is only one true god. (Exhibit 2).
C.W. and her classmates in 11th grade World History were instructed from the Qur’an that “Men are the managers of the affairs of women” and that “[r]ighteous women are therefore obedient.” (Exhibits 1, 2) (emphasis in originals). This statement conflicts with Plaintiffs and C.W.’s Christian beliefs and heritage that C.W. is blessed by God with the talents, gifts, and abilities to manage her own affairs and to place her obedience with God.
The full complaint can be perused here. The Woods had other objections to the teaching materials for the two-week block on Islam (as compared to a one-day block on Christianity), and their daughter – referred to as C.W. in the complaint because she’s a minor – received multiple grades of 0 because she ended up not participating in the class during the Islam block. She was sent to the library by herself, in fact. Her overall grade in World History suffered significantly.
No need to punish the locals for the sake of the few.
Translated from JP:
The employees of day care centers in Randers can not in the future choose to not buy pork in the supermarket when shopping for the children’s dinner.
This is what a majority in Randers City Council Monday night decided by a vote of 16 against 15th.
To all those Jew hating conspiracists out there, here’s another classic example of what real societal manipulation looks like, by (a heavily political) religious group with a manifest destiny.
It always amazes me that Jew-haters have to invent scenarios in order to blame the Jews, while Muslim leaders (with a pliant Islamic community) openly push the non-Islamic society into accommodation of their values, mores and traditions.
It’s why Jew-hatred is based solely upon irrational thinking and Islamofauxbia, a ruse. Jews may have an affinity to a tiny plot of land (Israel) outside the countries they call home, but devout Muslims must cling to the doctrine of world domination where Islam, and only Islam, is to reign supreme and the master faith.
The GCSE and A-level schedule has been rearranged so that some exams in key subjects are clustered before the start of the Islamic holy month. Where maths and English tests do fall during the festival, a larger number than usual are being held in the morning.
This is to avoid disadvantaging fasting pupils who can suffer low energy levels in the afternoon. The Joint Council for Qualifications, which represents exam boards, said timetable allowances would be made where possible in subjects with large numbers of entries.
NOTE: 10-15 years ago if this scenario would be brought up as a possible indicator of societal islamization, you would have been derided as a kook.
The fact that professors are actually intimidated by these half brained low lives dressed up as students is a testament to their own mediocrity.
US academia models the Swedish state. After decades of radical leftistism, extremist stupidity is the desired norm, common sense, reason and rational thinking has gone out the window, what’s remains is muddled mush tempered with hypersensitivity. Safe spaces for tyrants.
Students of history will notice an alarming similarity in the video above to the “struggle sessions” of Maoist China, a form of public shaming in which perceived enemies of the Party would be surrounded in a public place by Red Guards, Mao’s most zealous supporters. The Red Guards would hurl abuse at their target until they confessed to their crimes.
Uninformed critics might argue that the Red Guards were a weapon of the Communist state, and not a genuine grassroots movement, but they’d be wrong: the Red Guards started out as a student movement, on Chinese campuses. Afraid yet?
by MILO YIANNOPOULOS 8 Nov 2015
That’s what kicked off the latest nadir in campus zealotry, this time at no less a university than Yale. Typically the fall is a time when Yale students are obsessed with defeating arch-rival Harvard at football, a war on the gridiron that occasionally turn ugly. This year the sport of choice seems to be the public castigation of professors by students, a battle on the quadrangle destined to become just as menacing.
Outrage began at Yale a few days ago, after an email sent by Associate Master Erika Christakis became public knowledge. Christakis complained that universities were no longer safe for “regressive, or even transgressive, experience,” arguing that they had instead become places of “censure and prohibition.”
Since then, both Erika Christakis and her husband Nicholas Christakis, the Master of Silliman College at Yale, have been the targets of a rabid crusade by student witch-hunters to pressure the pair into resignation. This culminated last week in shocking footage of students surrounding Nicholas Christakis, screaming expletives at him and calling for his resignation.
And I just reported about muslim migrant students raping Swedish girls, with the principle stating that “boys will be boys”.
by NICK HALLETT 7 Nov 2015
According to the Mitteldeutsche Zeitung, an article in the Journal of the Philologists’ Association of Saxony-Anhalt said that an “immigrant invasion is spilling over in Germany” and advised teachers to warn their female students of the risk of being molested by migrants.
It added that girls should resist the temptation to indulge in a “superficial sexual adventure with the often attractive Muslim men.”
It claimed that while these migrants are often “young, strong, mostly Muslim,” they are also “often uneducated” and enter the country “under dubious pretences.”
Even innocent conversations with them, the article adds, could lead to sexual assault.
The article has caused outrage among German politicians, who have called it “base” and accused it of pandering to the “far-right fringe”.
More here. H/T; Buck
This is all going to end very badly
Like I said earlier, many of these people are illiterate in their own language, of what use are they here in Finland where the poorest of poor can both read and write and speak the language?
Around 1000 minors traveling alone and close to 2000 who entered the country with their parents are among the most recent asylum seekers to come to Finland. By law, these children are entitled to attend schooling provided by local municipalities. For many of them, it is their first experience of entering a classroom
Finland: Where doing poorly is downgraded unless you’re an immigrant.
This is the soft racism of lower expectations, as well as a fear of being called a bigot.
Immigrant students receive on the report cards in Finnish secondary schools, on an average, even better grades than what the native population earns, even if their real skills are evaluated to be alarmingly poor.
The result is apparent from the National Audit Office’s recent study, showing concern for the migrant pupils’ abilities to cope in Finnish schools.
According to the international PISA study, migrant pupils’ skills are worryingly low in Finland.
Despite the problems, the teachers seem to give young immigrants on average, approximately the same level of grades than pupils belonging to the native population.
For example, the average rating for 9th-grade pupils in mathematics in 2012 among the native population was 7.6.
For second-generation immigrants it was 7.5 and for first-generation immigrants 7,2.
However, in PISA results, students with an immigrant background also did dozens of Pisa points worse.
The same phenomenon was reflected in language and in literature, in whic teachers gave better numbers to second-generation immigrant pupils than to the resident population of pupils on average.
– The result strongly suggests that migrant pupils receiving school grades in mathematics, language and in literature do not reflect their competence level, but students will clearly have better grades in school than their own competence level as compared to the majority population pupils, the study finds.
Researchers are concerned about immigrant children’s actual succeeding in schools.
The migrant pupils’ level of knowledge in a Finnish comprehensive school is clearly weaker than in other European countries, and they are more often left out from secondary education.
– An essential question arises for Finland’s future in how well immigrants integrate get manage in society, says the National Audit Office’s Director General, Thomas Pöysti.
Lily Tang Williams, a mother of three, testified before the Colorado State Board of Education that Common Core was similar to the education she received growing up in Mao’s Communist China.
“Common Core, in my eyes, is the same as the Communist core I once saw in China,” Williams said. “I grew up under Mao’s regime and we had the Communist-dominated education — nationalized testing, nationalized curriculum, and nationalized indoctrination.”
In a post at FreedomWorks, Williams wrote about her experience with the Chinese education system:
Our teachers had to comply with all the curriculum and testing requirements, or lose their jobs forever. Parents had no choice at all when it came to what we learned in school. The government used the Household Registration and Personnel File system to keep track of its citizens from birth to death.
“I came to this country for freedom and I cannot believe this is happening all over again in this country,” she said in the meeting. “I don’t know what happened to America, the Shining City on the Hill for freedom.”
She said Americans should not compare their children (or their kids’ test scores) to those being educated under the Chinese system.
“I am telling you, Chinese children are not trained to be independent thinkers,” said Williams. “They are trained to be massive skilled workers for corporations. And they have no idea what happened in Tiananmen Square in 1989 where government ordered soldiers to shoot its own 1,000 students.”
More here. H/T: Doris Wise Montrose
What a self defeating, destructive ideology.
Sweden’s education performance has faltered in the past decades, with scores tumbling in the OECD’s international Pisa survey since the early 2000s. Both the Guardian and the BBC have recently looked into this phenomenon. There’s no shortage of explanations for the poor results, but British enemies of school reform have latched on to one of them: the free schools reform of the early 1990s, which they claim sent the system into chaos.
You’ll notice how the naysayers never give any evidence to back up their claims. This is unsurprising, since there isn’t any to give. On the contrary, research indicates that free schools have to some extent cushioned Sweden’s fall. Free schools are also popular, as displayed by high demand, and enjoy higher satisfaction scores among parents than schools run by local governments. While the design of Sweden’s general school choice system is far from ideal, the pet explanation for the country’s educational decline among the British left simply doesn’t hold water.
Why, then, are Swedish schools struggling? There are many hypotheses floating around, some more plausible than others. Yet there has been no hard evidence for any of them. Until now.
Two weeks ago, I published a paper at the Research Institute of Industrial Economics and an op-ed in the largest Swedish daily about the impact of immigration on Sweden’s Pisa scores. Quite a row followed. Why? Well, it turns out that the change in pupil demographics due to immigration explains almost a third of the average decline between 2000 and 2012: 19 per cent in mathematical literacy, 28 per cent in reading literacy, and 41 per cent in scientific literacy. The effect is especially pronounced in recent years, coinciding with accelerating refugee immigration. Indeed, between 2009 and 2012, 43 per cent of the average Pisa score decline is explained by altered demographics: a full 29 per cent in mathematical literacy, 45 per cent in reading literacy, and 62 per cent in scientific literacy.
We have them here in Finland as well.
Every democracy must defend itself against those who exploit its liberties to destroy it from within. The West must realize that naïvely open societies are the meals of plotting wolves, and totalitarian ideologies will exploit every freedom and benefit of the doubt that they are given.
The documentary film The Grand Deception, by terrorism expert Steven Emerson, demonstrates in frightening detail just how much the Muslim Brotherhood has infiltrated U.S. society – from the media, to university campuses, to local and federal government. Apologists for Islamists will reflexively label the expose as “islamophobic” but the film is based on well-documented cases pursued by the Department of Justice.
Unfortunately, one of the dangers underscored in the film has already materialized: Islamists and their sympathizers increasingly dominate college campuses, and the trend threatens those who want to remain free of sharia law, those who openly support Israel, and those who care about free speech and academic freedom. Groups like Students for Justice in Palestine (SJP) are increasingly active on campuses across North America, even though they advocate for Israel’s destruction, admire terrorists, and are making Jewish students feel unsafe.
The toxic environment produced by such organizations is unmistakable. Last month, UCLA students, debated whether a student was fit to serve on the student council because of her Jewish background. Last February, at the University of California at Davis, an even more hateful climate produced swastikas on a Jewish fraternity house, a student government vote to divest from companies doing business with Israel, and a proclamation by Student Senator Azka Fayyaz that “Hamas & Sharia law have taken over UC Davis… Israel will fall. insha’Allah.” (This is the same Hamas that opts to rearm for the next war with Israel rather than rehabilitate Gaza from the last one.)
But first from Vlad:
Although this is from June 2014, I think firstly that not everyone understands this issue yet or has seen this, and that as there are new and significant aspects of it being uncovered every few days it would be good to have an instance of this handy.
Another 100 teachers being banned today
Park View School in Birmingham was one of the schools placed in special measures after inspectors found systemic failings in safeguarding pupils against extremism – up to 100 teachers are now being investigated
By THOMAS BURROWS FOR MAILONLINE
PUBLISHED: 09:08 GMT, 5 April 2015 | UPDATED: 15:23 GMT, 5 April 2015
Up to 100 Islamic teachers could be banned from working in schools for life following an investigation into their alleged links to the Trojan Horse scandal.
It is understood a teaching watchdog is working on possible disciplinary cases against current and former staff members at some schools in Birmingham where extremist Islamic views were being forced on pupils and staff.
This includes allegations an al-Qaeda style video featuring masked gunmen was copied in a classroom and teachers punished pupils by making them kneel on tiles.
More than 50 teachers – called the Park View Brotherhood – also alleged exchanged as many as 3,000 messages in a WhatsApp group which included offensive comments about British soldiers and claimed the murder of soldier Lee Rigby was a hoax.
Read more: H/T: Buck
Islam 101 (basic fundamentals) is dangerous for any age.
Davis Lewin, deputy director at the Henry Jackson Society think-tank, said: ‘It is vital that the authorities investigate the situation at the school. Parents and the public deserve answers. If there is a problem in Bethnal Green Academy, it must be addressed urgently. If not, we must know where these children are being indoctrinated with this hateful ideological poison.
By ARTHUR MARTIN and JIM NORTON and IAN DRURY FOR THE DAILY MAIL
PUBLISHED: 23:31 GMT, 29 March 2015 | UPDATED: 09:11 GMT, 30 March 2015
Amira Abase, 15, and three other pupils at one school in east London fled to join ISIS
The school where four pupils fled to Syria to become ‘jihadi brides’ is to be investigated by counter-extremism officials.
The probe at Bethnal Green Academy has been launched after four girls left their homes to join Islamic State.
Fears of a wider problem of fanaticism at the school in East London have emerged when four of their friends and fellow pupils had their passports confiscated before they could make the same journey.
One of these, a 15-year-old girl who cannot be named for legal reasons, was stopped as her British Airways flight to Istanbul taxied for take-off.
The Department for Education said officers from its ‘due diligence and counter-extremism division’ will investigate potential links to extremism.
The academy, rated as ‘outstanding’ in its 2012 Ofsted review, is currently putting on weekly talks for parents giving advice on the issue.
But parents fear this is merely ‘papering over the cracks’ and have called for a thorough investigation. Parents have also started holding their own meetings to discuss the growing problem of Islamic fundamentalism at the school.
Some have been producing and distributing leaflets which give advice on spotting the signs of radicalism.
Nazrul Islam, whose 13-year-old son attends the school, said: ‘Lots of parents around here who have children that go to Bethnal Green Academy are all very concerned.
‘After what happened with the girls leaving, parents are worried that their children might be radicalised too – but they don’t know how to stop it.
‘We have been left in a horrible situation and now parents are worried they don’t know what their children are doing. The police told the school that they were concerned about the girls. Did the school then contact the parents? What did they know and what did they do about it? We need to get to the bottom of it.’