Etz Chaim Boys School

Etz Chaim School at the Belmont 89 Middleton Road, Crumpsall, Manchester, M8 4JY

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Overall effectiveness Requires improvement 3

Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Requires improvement 3 Leadership and management Requires improvement 3

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This is a school that requires improvement. It is not good because

 Leaders do not check welfare, health and safety matters regularly or frequently enough to assure themselves that students’ safety is never compromised.  The school does not have a written self- evaluation which can be used to improve and develop its work.  Leaders do not systematically check the quality of teaching to ensure that students have the opportunity to achieve outstandingly.  Teachers’ marking of students’ workbooks does not always tell students how well they are doing and about the next steps they must take in order to improve their work.

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The school has the following strengths

 Strong teaching ensures that students achieve well in Kodesh (religious studies) and Chol (secular studies). Teachers use their good subject knowledge in Kodesh and Chol to support learning effectively.  Students’ positive attitudes and good behaviour make a strong contribution to their learning and the pleasant atmosphere in school. Students feel safe and say that bullying is rare. They enjoy coming to school and attend regularly.  The school nurtures good spiritual, moral, social and cultural development. This ensures that students develop their self-confidence well, know the difference between right and wrong and show respect for all manner of people in the wider community.  Leaders and managers have successfully maintained several strong features of the school since the last full inspection including teaching, achievement and personal development.

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Compliance with regulatory requirements

 The school requires improvement and must take action to meet schedule 1 of The Education (Independent School Standards) (England) Regulations 2010, as amended by The Education (Independent School Standards) (England) (Amendment) Regulations 2012 (‘the independent school standards’) and associated requirements. The details are listed in the full report.

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Information about this inspection

 The inspection took place with no notice.  The inspectors observed eleven lessons taught by eleven members of staff and scrutinised samples of students’ work in many subjects.  Discussions took place with senior leaders including the headteacher, the deputy headteacher, middle managers, teachers and students.  There were no responses to the online Parent View survey but parents' views expressed in correspondence to the school were considered. Questionnaire responses from five members of staff were also considered.  A wide range of school documentation was scrutinised, including policies and procedures, and records of students’ progress. Inspectors also undertook a tour of the school’s premises, indoors and outdoors.

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Inspection team

Saleem Hussain, Lead inspector Additional Inspector Paul Rafferty Additional Inspector Nathaniel Lieberman Additional Inspector

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Information about this school

 Etz Chaim School was established in 1993 in North Manchester as a strictly orthodox Jewish secondary day school for boys, serving a particular strand of the local Jewish religious community. It is located in a large Victorian building on a main road in Crumpsall, Manchester.  There are currently 137 students on roll, aged 11 to 16 years, all of whom speak English and are of White British heritage.  The school admits students of differing abilities, including those with learning difficulties and disabilities, a small number of whom currently have statements of special educational needs.  The school does not employ teaching assistants.  The school’s aim is ‘to provide religious, personal and academic education, in order to prepare students for a full religious life in accordance with the religious outlook of their community, whilst forming upright citizens who will be able to give to the community at

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Information about this school

large’. To achieve these aims ‘emphasis is mainly on cultivating enthusiasm and love for Jewish studies, practice and ethos, which prepare students adequately for their next institution, whilst concurrently providing a basic secular education to GCSE level, an understanding of the natural world and the world around them, and some skills which will be of economic use to them in their future’.  The school’s last full inspection was in January 2011. An unannounced emergency inspection took place in October 2012. This found that there was a health and safety hazard relating to unrestrained windows in upper-floor classrooms. A progress monitoring inspection was undertaken in February 2013. This found that some windows still posed potential hazards. A second progress monitoring inspection was undertaken in June 2013. This concluded that the school had not attended to all the health and safety issues it was required to at the previous

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Information about this school

inspection visit. A third progress monitoring inspection took place in January 2014. That inspection concluded that there were three regulatory failures relating to health and safety. The Department for Education (DfE) requested a focus during this full inspection to check the school’s progress in implementing its action plan to address the issues identified in January 2014.

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What does the school need to do to improve further?

 Ensure that leaders regularly and frequently check the school’s arrangements for the welfare, health and safety of students to satisfy themselves that students are not exposed to any dangers. An external review of governance is highly recommended to be undertaken in order to assess how this aspect of leadership and governance may be improved.  Develop a written self-evaluation which sets out the school’s strengths, weaknesses and the actions to be taken in order to improve its work further.  Ensure that leaders sytemmatically check the quality of teaching to ensure that students have the opportunity to achieve as well as they can.  Ensure that comments in teachers’ marking of students' workbooks always tell students how well they are doing and the next steps they must take in order to improve their work.

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What does the school need to do to improve further?

 The school must meet the following independent school standards: – Ensure that the designated officer for child protection successfully completes training to the required level (paragraph 7).

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Achievement of pupils Good

 All of the evidence indicates that achievement is good because teaching is strong. Teachers provide a good level of support and guidance in different subjects. Students say that they find the learning activities on offer both interesting and enjoyable.  The great majority of students start school with standards of attainment which are sometimes below what is expected for their age.  All groups of students, including those with a statement of special educational needs and the most able, make good gains in their knowledge and understanding in most subjects during their time in school. Evidence in students’ workbooks confirms this.  Progress across year groups in English and mathematics is consistently good because basic skills in these subjects are taught well. Based on their starting points, the majority of students make rapid progress with reading, writing and mathematics.  Students are often encouraged to read widely and this helps them to attain well. Students

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Achievement of pupils Good

are provided with good opportunities to develop their speaking, listening and writing skills in different subjects as well as in English. For example, teachers plan for this in subjects such as science and mathematics.  Students leave school once they have completed their studies in Year 10. They go on to other Jewish schools or institutions to complete their education. School records indicate that students are being well prepared for the future. They are entered for GCSE examinations early in Year 9 or 10 and a good number are achieving good grades including in English, mathematics and science.  Achievement in Kodesh is good. For example, students make good gains in their knowledge and understanding of Jewish history. A good number of students gain high GCSE grades in Biblical Hebrew, which they study as part of the Chol curriculum.

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Quality of teaching Good

 Teaching in most subjects, including English and mathematics, is consistently good. Consequently, students make good progress and achieve well during their time in school.  When students start at the school, their basic skills in key areas of learning are assessed using the available information. The quality of record keeping regarding the progress students make as time goes on has improved considerably in recent years. Middle managers have worked closely with teachers to ensure that records of progress are clear and accurately reflect students’ progress. Teachers are increasingly using this information to good effect, especially in developing challenging learning targets for students.  There is a good level of subject expertise among teachers. This is well used to plan lessons which challenge students of all abilities, including the most able, to deepen their knowledge and develop a range of skills in different subjects.

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Quality of teaching Good

 Teachers have high expectations of students. They encourage students to use their time productively in learning and to do their best with homework tasks.  Teachers carefully observe how students cope with the work in different subjects and skilfully question them to ensure that they understand key points.  Basic skills in English and mathematics are taught well. This ensures that students develop their skills well. There are good opportunities in English and other subjects for students to develop their reading, speaking, listening and writing skills. For example, in science students are encouraged to record their experiments using good descriptive and evaluative writing.  Students enjoy good opportunities to develop their knowledge and understanding of mathematics. For example, complicated mathematical formulae are carefully explained to students so that they can understand how to apply these in practical problems.

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Quality of teaching Good

 Teachers mark students’ workbooks regularly. However, teachers’ comments in marking do not always tell students how well they are doing and the next steps they must take in order to improve their work to make it outstanding. As a result, a valuable opportunity to raise standards is missed.

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Behaviour and safety of pupils Requires improvement

 Students’ behaviour and attitudes towards learning are good. These factors make a positive contribution to their learning and progress.  Students attend regularly and are punctual to lessons. They are well-mannered and polite. Good behaviour in lessons and around school makes a significant contribution to the pleasant atmosphere in school. While students can occasionally get a little boisterous around school, this is not a significant issue. School records indicate that serious incidents of misbehaviour are rare.  Students say that they like the system of rewards for good behaviour and achievement, adding that this motivates them to work hard.  The school promotes the spiritual, moral, social and cultural development of students well. Assembly themes and several Kodesh subjects make a strong contribution to personal development. Students often lead prayers and this helps them to develop their self-

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Behaviour and safety of pupils Requires improvement

confidence very effectively. A good range of themes are discussed with students to support their understanding of right and wrong.  Social development is good. Students make a valuable contribution to the wider community by raising funds for good causes, supporting a local elderly persons’ home and providing community entertainment during religious festivals.  There are a number of opportunities for students to learn about their own and other cultures. Furthermore, students show respect and tolerance towards different cultures. They learn well about the importance of equal treatment, justice and fairness. Students respect the fundamental British values of democracy, the rule of law and individual liberty.  The school’s anti-bullying policy is effective. Students report that bullying is not a significant issue and say that they are confident in approaching staff if they experience any problems.  The school’s work to keep students safe and secure requires improvement. Previous

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Behaviour and safety of pupils Requires improvement

inspections have identified several regulatory failures relating to health and safety. The school has now remedied these matters. However, a small number of minor weaknesses in the premises and accommodation were identified during this inspection. These were resolved immediately by the school.  This inspection also found that the designated officer for child protection is not trained to the required higher level. Inspectors judge that, nevertheless, the officer is sufficiently experienced and plays an effective role in child protection. The school had made arrangements for two senior managers, including the designated officer, to receive the appropriate level of training prior to this inspection. This is due to take place in July 2014. Arrangements for the recruitment of staff and other safeguarding requirements are met.

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Leadership and management Requires improvement

 Leaders have maintained the good quality of teaching and continued to ensure that students achieve well since the last full inspection, including in developing their skills in literacy and numeracy. Furthermore, spiritual, moral, social and cultural development remains good overall and the school has maintained a positive climate for learning where good behaviour is the norm.  Leaders ensure that the number and range of learning activities offered are effective and enjoyable. Learning through the different subjects provided is organised well. Students like the balance between the teaching in Chol and Kodesh subjects such as gemoro (Talmud), chumash/rashi (Bible with commentaries), mishna (Mishnaic studies), halacha (Jewish Law) and nach (Prophets), Hebrew and Aramaic. Improvements since the last full inspection include learning about healthy eating and lifestyles.  Leaders communicate high expectations regarding teaching in several ways. They check the

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Leadership and management Requires improvement

quality of teaching in school through observing lessons and discussions with teachers. However, the school does not systematically check the quality of teaching to ensure that students achieve as well as they can and a system is now being developed.  The proprietor and governors manage financial resources effectively and see to it that students benefit from their educational experiences. The information for parents and others, and the school’s complaints procedure meet requirements.  Leaders do not have sufficiently robust systems for regularly and frequently checking the school’s arrangements for the welfare, health and safety of students to satisfy themselves that students are not exposed to any dangers. An external review of governance is highly recommended to be undertaken in order to assess how this aspect of leadership and governance may be improved.  The designated officer for child protection, although well-experienced has not received the

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Leadership and management Requires improvement

higher level of training required by the regulations.  Leaders have now remedied the issues identified at previous inspections. Leaders acknowledge that aspects of safety relating to the premises have been resolved too slowly since they were first identified. This is because leaders have not been well enough involved in carrying out checks and ensuring that issues are addressed promptly, leaving this to other staff instead.  Leaders have a general awareness of the school’s strengths and weaknesses including the quality of teaching; how well the school is doing; the arrangements for staff training and appraisal. However, the school does not have a written self-evaluation of its work which outlines strengths and weaknesses, and identify what actions it needs to take to bring about improvement. This limits the school’s ability to make further improvements.  In their responses to the inspection questionnaire, staff expressed much support for the

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Leadership and management Requires improvement

leadership of the school and the quality of what the school provides for students. Correspondence from parents which is held in school indicates that they are pleased with the school’s work.

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Grade Judgement

Grade 1 Outstanding Grade 2 Good Grade 3 Requires improvement Grade 4 Inadequate

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Grade Judgement

Detailed grade characteristics can be viewed in the Non-association independent school inspection handbook which is published on the Ofsted website: www.ofsted.gov.uk/resources/140053 .

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School details

Unique reference number 131015 Inspection number 442960 DfE registration number 352/6053 This inspection was carried out 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. Type of school Jewish faith, secondary boys’ school School status Independent school Age range of pupils 11–16 Gender of pupils Boys Number of pupils on the school roll 137 Number of part time pupils 0 Proprietor Mr M Halpern Chair Mr Y Reich Headteacher Rabbi Eli Cohen Date of previous school inspection 18 January 2011 Annual fees (day pupils) Voluntary donations Telephone number 0161 740 0300 Fax number 0161 740 0301 Email address manager@ec-school.org.uk guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If

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School details

you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

inspects to 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. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille,

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School details

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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