Mechinoh School

Mechinoh School Independent school standard inspection report

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DfE registration number 355/6020 Unique Reference Number (URN) 105999 Inspection number 361325 Inspection dates 12 – 13 October 2010 Reporting inspector Jonathon Yodaiken achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you

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give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’. Royal Exchange Buildings St Ann’s Square Manchester M2 7LA

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk No. 090070 Independent school standard inspection report

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Purpose and scope of the inspection

This inspection was carried out by Ofsted under Section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about the school

The Mechinoh Boys’ School was opened in 1982 and is situated in Salford, North Manchester. It offers secondary education for Orthodox Jewish boys, aged between 11 and 16 years of age with provision for both religious and secular studies. There are 60 students on roll. There are no students with a statement of special educational needs. The school was last inspected in January 2008.

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Information about the school

The school states its aims as: ‘to provide a comprehensive religious education to its pupils and to prepare them for entry into Yeshivahs (Talmudical College) to further their religious education. In addition, to equip pupils with the basic skills required for adult life, such as literacy, numeracy and general knowledge whilst placing great emphasis on developing a high standard of ethical behaviour’.

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Information about the school

On leaving school, all the students continue their education in Yeshivah in the United Kingdom.

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Evaluation of the school

Mechinoh School provides a good quality of education for its students and meets its aims. The curriculum is satisfactory overall but is stronger in kodesh (religious studies) than in the secular studies. Students make good progress in their learning and in their personal development because of the good teaching of dedicated staff. Their spiritual and moral development is outstanding. Arrangements for the welfare, health and safety of students in the school are satisfactory and safeguarding procedures meet all of the requirements. The school has addressed most of the issues identified at the last inspection although the premises and accommodation are still not of an adequate quality. The school meets most of the regulations for registration as an independent school.

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Quality of education

The quality of the curriculum is satisfactory and meets the needs of the students. The curriculum is made up of two strands, kodesh and chol (secular studies). The comprehensive kodesh curriculum, which has been in place for many years, includes all of the core subjects needed to equip students for their future in yeshivah. These subjects include gemoro (talmud), chumash/Rashi (bible with commentaries), mishnah (mishnaic studies) and halacha (Jewish law). The core kodesh curriculum is complemented by the teaching of mussar (ethical studies) which provides students with a keen understanding of spirituality and moral values, in line with the religious Independent school standard inspection report ethos of the school. Much of the day is devoted to kodesh studies. The kodesh curriculum is effectively multi-lingual and gives students a grasp of Hebrew, Yiddish, Aramaic and English. It integrates within it many cross-curricular aspects such as

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Quality of education

personal, social and health education (PSHE) and history and geography, however, this integration is sometimes ad hoc and does not always feature as an integral element in lesson planning.

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Quality of education

The secular curriculum includes English, mathematics, science, geography and economics, all taught as discrete subjects. Opportunities for development of students’ aesthetic, and technological skills and knowledge are included but not as frequently as they might be. Care and respect for others permeates the entire curriculum, which includes many additional activities taking place both in school and in the wider community. These range from students leading the daily prayers to taking part in sponsored cycling projects to raise money for charity. Short-term planning within the schemes of work to support the curriculum is satisfactory but not yet fully developed.

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Quality of education

Teaching and assessment are good overall. In the most effective lessons, teachers employ a good range of teaching methods, the pace is good and pupils are engaged well in their learning. Positive relationships are formed between staff and students. They are effectively supported in their learning and motivated to succeed. Teachers offer an excellent role-model for students. Resources to support the teaching of chol are only satisfactory. This is especially the case in science, where pupils do more text-based work with limited opportunities for more practical activities.

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Quality of education

Students make good progress. They are tested regularly by their teachers and take part in farhers (oral tests) given by the menahel (principal) in kodesh on a regular basis. Teachers record these test marks and use this information to inform their planning. Students of lower attainment have some specialist teaching but teachers do not always ensure that their lessons cater fully for their students’ different needs. Work is appropriately marked and often offers helpful advice to students on the next stage of their learning.

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Spiritual, moral, social and cultural development of pupils

The provision for students’ spiritual, moral, social and cultural development is good. Students say they greatly enjoy school and they are keen and motivated to learn. Their behaviour is good and their attendance is high. Students value the support given by staff and, as one student states, ‘It is very good that staff really care about us.’ Another comment was, ‘My school helps me to understand the correct way to live.’ Staff understand their students well and students know they can turn to adults if they need someone to confide in or to seek help if needed. There is mutual trust and respect between staff and students, as a result, students make good progress in their personal development and social relationships. Students’ spiritual and moral development is outstanding and impacts very positively upon their good behaviour. Throughout the school day moral teaching plays a very important part and Independent school standard inspection report

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Spiritual, moral, social and cultural development of pupils

permeates every aspect of the school. During kodesh lessons values such as thinking about other people’s feelings, being kind to the less fortunate and looking after other people’s property are discussed at length. Uplifting prayer sessions take place twice daily and guest speakers frequently address the school on spiritual themes. Students are taught to distinguish between right and wrong. However, their knowledge of public services and institutions in England is not as broad as it should be.

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Spiritual, moral, social and cultural development of pupils

Students’ attitudes to work are good. They enjoy their lessons and are keen to come to school. They are well prepared for their future lives. Students have a very good knowledge of their own culture and are presented with a satisfactory variety of activities which help them appreciate other cultures. This takes place within kodesh lessons, English and science. Teachers encourage students to display tolerance and respect for those of other faiths and cultures.

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Welfare, health and safety of pupils

Provision for students’ welfare, health and safety is satisfactory. The school provides policies which detail procedures and guidelines on most of the school’s routines. The school has taken action to ensure that all safeguarding guidelines are implemented satisfactorily to keep students safe. The child protection officer and staff have received the required training and the child protection policy is appropriate.

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Welfare, health and safety of pupils

Students are encouraged to take responsibility for their own safety and that of others. They are fully aware of how to keep themselves safe, for example, when going swimming and walking on the street in the dark. Students say that they feel safe, secure and valued. These sentiments are supported by parents and carers who view the caring attitude of the school as a key factor in their son’s learning and good progress. Staff members are deployed in ways that ensure appropriate supervision of students. The school keeps records of sanctions imposed upon students and admissions and attendance registers. Students understand how to live healthy lifestyles and enjoy the sports activities at their school. The school fulfils its responsibilities under the Disability Discrimination Act 2002.

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Welfare, health and safety of pupils

A policy for off-site visits is in place. Procedures ensure pupils’ safety, for example, risk assessments are carried out routinely and followed although these are not recorded. There are no trained first-aiders at the school as the school relies upon Hatzola, which is a Jewish medical emergency response service, and in this respect the school does not comply with regulations.

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Suitability of staff, supply staff and proprietors

The school has satisfactory recruitment procedures in place. All members of staff currently employed at the school have undergone enhanced checks, including those with the Criminal Records Bureau. The school maintains a single central register of checks made, as required by the regulations. Independent school standard inspection report

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Premises of and accommodation at the school

The school is housed in older, adapted premises which have not been adequately maintained over the years and some parts of the building are rather shabby in appearance. The standard of maintenance and decoration around the school is poor overall. The rooms have not been painted and decorated for some time and the environment is not as conducive to learning as it might be. There are insufficient washrooms and toilets for both staff and students. There is no room suitable to support students when they are ill and which provides a washbasin with hot water.

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Provision of information

A satisfactory range of information is available to parents, carers, prospective parents and the local authority. There is an informative prospectus which provides detailed information about the range of school policies available. Annual reports give parents and carers valuable information about each student’s progress at the school.

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Manner in which complaints are to be handled

The school’s procedures for handling complaints meet requirements.

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Compliance with regulatory requirements

The proprietor has ensured that the school meets The Education (Independent School Standards) (England) Regulations 2010, schedule 1 (‘the Regulations’), with the exception of those listed below.

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Compliance with regulatory requirements

The school does not meet all requirements in respect of spiritual, moral, social and cultural development of pupils (standards in part 2) and must:

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Compliance with regulatory requirements

 provide students with a broad general knowledge of public institutions and services in England (paragraph 5(d)).

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Compliance with regulatory requirements

The school does not meet all requirements in respect of provision for welfare, health and safety of pupils (standards in part 3) and must:

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Compliance with regulatory requirements

 write and implement a policy on first aid ensuring that staff are suitably trained (paragraph 3(14)).

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Compliance with regulatory requirements

The school does not meet all requirements in respect of the premises of and accommodation at schools (standards in part 5) and must:

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Compliance with regulatory requirements

 provide sufficient washrooms for staff and pupils, including facilities for pupils with special needs and disabilities, which take account of regulations 3 and 4 of the Education (School Premises) Regulations 1999 (paragraph 23(j)) Independent school standard inspection report  provide appropriate facilities for pupils who are ill, in accordance with regulation 5 of the Education (School Premises) Regulations 1999 (paragraph 23(k))

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Compliance with regulatory requirements

 provide a satisfactory standard and adequate maintenance of decoration (paragraph 23(p)).

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What the school could do to improve further

While not required by regulations, the school might wish to consider the following points for development.

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What the school could do to improve further

 To develop short-term planning by designing schemes of work which outline the skills and knowledge to be taught, and the approaches to be used in lessons.  To improve resources to support teaching and learning of the secular subjects, particularly science. Independent school standard inspection report Inspection judgements outstanding

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The quality of education

How well the curriculum and other activities meet the range of needs and interests of pupils 

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The quality of education

How effective teaching and assessment are in meeting the full range of pupils’ needs 

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The quality of education

How well pupils make progress in their learning 

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The quality of education

Pupils’ spiritual, moral, social and cultural development Quality of provision for pupils’ spiritual, moral, social and cultural development 

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Welfare, health and safety of pupils

The overall welfare, health and safety of pupils  Independent school standard inspection report

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School details

Number on roll (full-time pupils) Boys: 60 Girls: 0 Total: 60

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School details

Number of pupils with a statement of special educational needs Boys: 0 Girls: 0 Total: 0

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School details

Number of pupils who are looked after Boys: 0 Girls: 0 Total: 0

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School details

Annual fees (day pupils) There are no fees, only parental voluntary contributions Address of school 13 Upper Park Road Salford Lancashire M7 4HY

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