Wiznitz Cheder School

Wiznitz Cheder School Independent school standard inspection report

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DfE registration number 204/6004 Unique Reference Number (URN) 137809 Inspection number 397705 Inspection dates 5–6 December 2012 Reporting inspector Jonathan 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 reuse this information (not including logos) free of charge in any format or medium, under

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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. 1, 2

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Information about the school

Wiznitz Cheder is an independent day school for orthodox Jewish boys aged from three to 13 years of age from the Chassidic community in North London. Most of the pupils come from families that are attached to the Wiznitz Chassidic sect, but the school welcomes all members of the Charedi community. The school started functioning in January 2011 and intends to add on classes past its current Year 5, year by year.

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Information about the school

The school is located in a large Victorian building in the centre of Stamford Hill. Since its pre-registration inspection in July 2011, when the school was registered for 80 pupils, the school has refurbished the basement so that it now accommodates two classes in the Early Years Foundation Stage. Currently, the school has 95 pupils on roll, none of whom have a statement of special educational needs. There are 25 children in the Early Years Foundation Stage all of whom receive government funding.

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Information about the school

The school aims to assist every learner to reach his potential. It encourages pupils to ‘constantly improve their character traits; to develop respect for the environment and an understanding of the world in which we live’. This is the school’s first inspection.

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Evaluation of the school

Wiznitz Cheder provides a good quality of education from Nursery to Year 5 and meets its stated aims. Throughout the Early Years Foundation Stage and the main school, pupils make good progress over time as a result of good teaching and a good curriculum. Pupils’ spiritual, moral, social and cultural development is outstanding and is reflected in their outstanding behaviour. The provision for pupils’ welfare, health and safety is good with robust safeguarding arrangements in place. Parents and carers value highly the care provided and the attention given to promoting pupils’ well-being and enjoyment of school. The school meets all the regulations for independent schools.

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Evaluation of the school

The school is in breach of its registration by having more than 80 pupils on roll.

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Evaluation of the school

1 www.legislation.gov.uk/ukpga/2002/32/contents . 2 www.legislation.gov.uk/ukpga/2005/18/contents . Independent school standard inspection report

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Quality of education

The curriculum is good overall, with elements that are outstanding. It is divided into two parts: Kodesh (Jewish) studies and chol (secular studies). The Kodesh curriculum covers all of the core subjects including chumash (bible), davening (prayer), Gemoroh (Talmud), mussar (moral ethics) and halacha (Jewish law). It is underpinned by the learning of sedra (weekly Torah portion) and by the events of the Jewish calendar. The Kodesh curriculum is exemplary and its strengths include excellent progression, whereby pupils’ knowledge and skills are built upon, year on year, and the great emphasis which is given to developing their understanding of the Talmud. This well-planned Kodesh curriculum, supported by in-depth schemes of work, is a major feature of the school’s provision. As a result, a spiritual ethos permeates the whole school. The school has a clear policy for personal, social and health education (PSHE) which is mainly taught through Kodesh in which pupils learn

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Quality of education

to understand, for example, the importance of healthy lifestyles.

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Quality of education

The chol curriculum is broadly based on the National Curriculum, with appropriate time set aside for literacy, numeracy, science and physical education. Other subjects such as music, art, drama, history and geography are taught in a cross-curricular way within Kodesh lessons. Examples of this cross-curricular work include Year 5 pupils learning about countries of the world as part of a Mishnayos (Talmud) lesson and Year 2 pupils learning gematrius (numerical values of Hebrew letters). The curriculum is comprehensive, covers the required areas of learning and ensures that the optimum use is made of the time allotted to the secular subjects.

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Quality of education

Although the use of computers is discouraged by the school for religious and cultural reasons, pupils learn about design and technology through work on photography and producing models. Examples of this are the models of Succos (Tabernacles) that pupils in junior classes produce and the Year 5 weekly woodwork lessons. Children in the Early Years Foundation Stage are taught according to the requirements of the the Early Years Foundation Stage curriculum, all of which are successfully woven together with the Kodesh curriculum.

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Quality of education

Teaching and assessment are good. Teachers make effective use of the resources that are available to support teaching and learning. They have high expectations of attitudes to learning and behaviour. Excellent relationships between staff and pupils, and mutual respect, help to create a calm atmosphere within classrooms so that pupils can concentrate on learning. Teachers generally use effective questioning strategies to challenge pupils and to develop enquiring minds. However, occasionally questions are too closed and do not help the pupils to reflect. Provision for disabled pupils and those with other additional needs is good.

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Quality of education

Procedures for assessment are excellent within Kodesh and good for chol. As a result, teachers have a good understanding of pupils’ abilities. Particularly impressive is the way that the headteacher tests pupils weekly on their knowledge and skills within Kodesh and uses this information to plan intervention strategies for pupils who are making slower progress. Good records are kept of all the regular assessments undertaken by teachers which are subsequently used to plan lessons. Parents and Independent school standard inspection report carers are kept exceptionally well informed of pupils’ progress through letters, reports and twice yearly parents’ evenings. Although marking of pupils’ work is done regularly, teachers do not always write comments to inform pupils on the next steps they need to take with their learning.

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Quality of education

The formal school curriculum is augmented by a number of well planned extra- curricular events. These include melava malkas (a meal after conclusion of the Sabbath), chumash seudos (celebrations), off-site educational visits and Purim activities. All of these give pupils opportunities to speak and sing in public and to develop their self-confidence As a result of the good curriculum and good teaching, pupils make good progress in relation to their starting points.

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Quality of education

In the Early Years Foundation Stage every child has a profile that includes photographic and written evidence of their learning. Profiles are comprehensive and show that children are making good progress.

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Spiritual, moral, social and cultural development of pupils

Provision for pupils’ spiritual, moral, social and cultural development is outstanding. Throughout the school their development is underpinned by an ethos strongly centred on promoting moral values and a life-long enjoyment of learning. Pupils are taught to distinguish between right and wrong and to respect the law through the Kodesh curriculum which is a major feature of their religious beliefs. For example, Year 4 and Year 5 take part in a shimiras haloshon (guard one’s tongue) campaign, which emphasises the importance of not speaking badly about others. They also participate in the focus of Year 4’s Gemoroh lessons on ‘looking after and returning lost property’. As a result, pupils are polite and courteous to visitors and considerate towards each other and their behaviour is outstanding. Pupils have regular opportunities to reflect on a whole range of issues within mussar lessons and during their daily prayer sessions in which they say psalms for the recovery of those who

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Spiritual, moral, social and cultural development of pupils

There is great achdus (unity) at the school, with pupils stating that they ‘are like one big family’. As a result, pupils enjoy coming to school and attendance levels are high. Pupils make an exceptional contribution to the Jewish community. For example, twice a year pupils take part in major charity work and often visit the elderly in a local retirement home. They are encouraged to show initiative and contribute to the community through the organising of prayer sessions, and older pupils organise an annual Purim spiel (show) which is performed in the winter term.

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Spiritual, moral, social and cultural development of pupils

Pupils acquire a general knowledge of public institutions and services in England within the chol studies and through a ‘people who help us’ programme. They learn about other cultures through a variety of stories, pictures and puppets which promote an understanding of cultural diversity. They are taught about tolerance and harmony between different cultural traditions as a religious precept. Children in the Early Years Foundation Stage demonstrate exceptionally positive behaviour, are courteous to visitors and display kindness to each other. Independent school standard inspection report

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Welfare, health and safety of pupils

Provision for pupils’ welfare, health and safety is good. Arrangements for child protection training and safeguarding procedures are good and all staff have been suitably trained at the required level to fulfil their child protection responsibilities. Risk assessments for off-site activities and the school premises are securely in place. Policies and procedures for behaviour management, anti-bullying, health and safety, fire safety and first-aid are consistently implemented. Two members of the leadership team have completed the safer recruitment training and procedures for recruitment are effective. Staff training in first-aid is up to date and there are sufficient first aiders on site. Pupils are well supervised at all times. The school has an appropriate level of fire safety, as identified by its risk assessment. The school has a sanctions book and admission and attendance registers which are kept

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Welfare, health and safety of pupils

meticulously and updated appropriately. Pupils are encouraged to embrace healthy lifestyles and are aware of how to keep safe. The children in the Early Years Foundation Stage are safe.

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Suitability of staff, supply staff and proprietors

All of the required checks on the suitability of staff to work with children have been carried out and details are recorded appropriately in a single central register.

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Premises and accommodation at the school

The school is accommodated in a large Victorian house which, since refurbishment, now includes the basement which houses the Early Years Foundation Stage. The premises provide for the delivery of the curriculum, teaching and learning and provide a safe environment for pupils. Classrooms are appropriate in size and are bright and airy and do not compromise health and safety. One side entrance provides ready access for emergency services. There are ample washrooms for pupils and an appropriate facility for pupils who are ill. Although the outdoor provision is somewhat dull, with limited toys and other equipment, it provides a safe area for pupils to play.

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Provision of information

Parents, carers and others receive a wealth of information that is accurate and up to date. All of the required information is either provided or made available to them. Parents and carers appreciate the school’s open-door policy and feel well informed of their sons’ progress through regular newsletters, reports and discussions with their teachers. Parents and carers display an exceptionally high degree of satisfaction with the school’s work.

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Manner in which complaints are to be handled

The procedures for handling complaints meet all requirements. Independent school standard inspection report

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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’).

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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

 Ensure that within lessons on secular subjects, teachers regularly ask open questions.  Ensure that playground facilities are enhanced by providing a variety of play equipment and activities for pupils. 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: 95 Girls: 0 Total: 95

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School details

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

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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 Boys: 0 Girls: 0 Total: 0

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School details

Annual fees (day pupils) £0 (voluntary donation)

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School details

Address of school 126B Stamford Hill London N16 6QT

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School details

Proprietor Viznitz Limited Independent school standard inspection report

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of Wiznitz Cheder School, London N16 6QT

Thank you for contributing to the inspection of your school. The inspectors enjoyed meeting you and seeing you at work. The following is a summary of our findings.

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Inspection of Wiznitz Cheder School, London N16 6QT

The quality of education provided by your school is good. You told us that you enjoy learning and feel at home at school and you take pleasure in helping others. We were impressed by your outstanding behaviour, enthusiasm for learning, self- confidence and sense of responsibility. You are proud of your school and understandably so. In your school adults work very hard to help you develop all the skills you need to reach your full potential.

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Inspection of Wiznitz Cheder School, London N16 6QT

In school you learn a wide range of subjects and you enjoy taking part in events and educational visits. Your teachers and teaching assistants care for you very well and teach you well. You feel safe and understand the importance of taking exams.

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Inspection of Wiznitz Cheder School, London N16 6QT

In order to make your school even better, we have asked your school to:

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Inspection of Wiznitz Cheder School, London N16 6QT

 ensure that in chol lessons all teachers consistently ask you questions that help you to understand your work  ensure that playground facilities are enhanced by providing you with a variety of resources and play activities.

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Inspection of Wiznitz Cheder School, London N16 6QT

You will help your teachers if you continue to work as hard as we saw during the inspection and if you maintain your excellent behaviour.

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