Mashallah check this out for a non-Islamic, "normal", state school:
Students’ spiritual, moral, social and cultural development
21. Students’ spiritual development is good. The development of students’ self-awareness and understanding of their relationship to the world around them is a priority for the school. They are actively encouraged to ask questions and to raise issues relating to spirituality. Teachers provide
them with good opportunities to acquire greater awareness and deeper understanding of themselves and others. This is done through exploration, investigation and enquiry, for example, in exploring self and identity in art and citizenship or exploring spiral forms believed to have spiritual values in design and technology. In English lessons there are often discussions concerned with the meaning and purpose of life. The students’ own religious background provides them with a very good starting point from which they can deepen their spiritual awareness. During lunch times, students of all ages gather in the hall to pray. They are extremely well organised and they are involved in both private and collective prayer.
22. There is a school Code of Conduct that clearly identifies behaviour that is right or wrong. This is based on students’ knowledge and understanding of the moral codes in their own and other cultures. Students are encouraged to express their views on issues of right and wrong, to develop greater awareness of their own values and make judgements after a period of reflection and consideration, for example, on homelessness in English or ethical issues such as abortion and euthanasia in religious education. Bullying and conflict resolution are major topics in personal, social and health education. Students’ moral development is good.
... Example of outstanding practice
A period of collective prayer. It was lunchtime and students from every age group in the school had gathered in the main hall to pray. No teacher was present, but the group of some seventy-five students worked methodically to prepare the hall. They spread long prayer mats on the floor facing Mecca. With no prompting, or any form of external discipline, they organised themselves into four parallel lines behind one student whose role was leader of the prayer. By now the group size had grown to almost two hundred, and yet more came, slipped off their shoes and quietly joined the others. This was a very impressive display of self-discipline, organisation and religious belief. The students had great respect for one another and took this process very seriously. They were joined by one of their teachers who adopted the role of imam. Facing Mecca, with the congregation behind him in rows, he led the prayers. When this congregational prayer session had finished, the boys quietly and quickly returned the prayer mats to their original locations, put on their shoes and left the hall, making hardly a sound as they went.
"...when this congregational prayer session had finished, the boys QUIETLY and QUICKLY returned the prayer mats to their original locations, put on their shoes and left the hall, MAKING HARDLY A SOUND AS THEY WENT"
From what I've seen in Malaysian religious schools, after the prayer sessions had over, the students would make lots of noise when they are walking outside the hall...
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