Getters Talmud Torah

Progress monitoring school report Getters Talmud Torah

p.1

86 Amhurst Park, Hackney, London N16 5AR

p.1

Overall outcome Independent school standards not met

p.1

Context of the inspection  This inspection was undertaken at the request of the Department for Education, the registration authority for independent schools, in order to monitor the progress the school has made in implementing its action plan and to check if independent school regulations are met in the following areas: the quality of education (Part 1); the welfare health and safety of pupils (Part 3); and the quality of leadership and management (Part 8).  This was the second progress monitoring inspection since the school was inspected in December 2014 and again in September 2015. At the full standard inspection in December 2014, leadership and management were judged inadequate because the proprietor failed to ensure that regulations were met. The quality of teaching and the achievement of pupils were judged inadequate.  Following the inspection in December 2014 the school submitted an action plan to

p.1

address the inspection findings in June 2015. This was evaluated as requiring improvement.  The first progress monitoring inspection took place in September 2015. It found that standards relating to the quality of education; the welfare, health and safety of pupils; assessment in the early years; and leadership and management continued not to be met.  Following the inspection in September 2015, the school submitted a further action plan to address the inspection findings. This was also evaluated as requiring improvement.

p.1

Curriculum

 The school now has a curriculum policy; however, the policy is not implemented and still does not cover all of the required subject areas. For example, it contains no reference to cultural and aesthetic subjects.  The school now has published schemes of work for English and mathematics; however, there is no document which outlines planning for other subjects.  Teachers continue to lack guidance on how to structure learning in the secular curriculum or plan for different ages or aptitudes. As a result, lessons are unstructured and do not promote learning.  Teaching of the secular curriculum continues to be restricted to between 45 minutes and 1 hour per day for the older year groups, with no provision for the younger years. This is insufficient time to enable required subjects to be taught in sufficient depth, or, in some cases, at all.  The content of the secular curriculum continues to focus mainly on numeracy and

p.1

Curriculum

comprehension, spelling and grammar. There is very limited teaching of topics which Monitoring report: Getters Talmud Torah, 4–7 March 2016 2 of 7

p.1

Curriculum

reference aspects of geography, history and citizenship. Pupils receive some teaching in linguistic, mathematical and scientific education; however, this is also limited in scope.  The school’s ethos policy promotes the teaching of incorrect content. The policy stipulates that ‘our curricula for Science, Geography and History will not reference evolution or prehistoric events that would de facto predate the creation of the world 5776 years ago’. Therefore the curriculum still does not ensure pupils have sufficient or correct knowledge and understanding in the required areas of their education.  Pupils continue to have very limited exposure to creative subjects. For example, pupils have not heard of drama and are not taught music or art. Engagement with any form of creativity is limited to basic drawing in lessons with no guidance on how to progress.  Pupils continue to make limited progress in all secular subjects. The school

p.2

Curriculum

acknowledges that their progress lags significantly behind age-related expectations. Pupils’ progress is still not checked by teachers or monitored by leaders.  Senior leaders continue to preclude any reference to sex and relationships education because to do so would contravene the precepts of their faith.  Pupils have a clear understanding of the concept of respect in general and are well behaved and polite. Leaders prohibit any reference to some of the protected characteristics of the Equality Act 2010, for example sexual orientation, therefore this aspect of the curriculum still does not meet requirements.  Pupils show limited awareness of potential career pathways and they are not prepared adequately for life in modern Britain. Pupils demonstrated stereotypical views on the roles of men and women, with men ‘going to work’ and women ‘cooking and cleaning’. Classroom resources have everyday images of children singing and swimming obscured.

p.2

Teaching

 The majority of teachers do not respond effectively to the individual learning needs of pupils. Some teaching was observed where the teacher was more focused on pupils’ individual needs; however, this was the exception.  Generally, lessons in the secular subjects continue to lack engagement. Pupils are given limited opportunities to think for themselves. Teachers’ questions remain limited to basic questions on factual recall and they do not ensure that all pupils take part. As a result, pupils’ answers are undeveloped and pupils make limited progress.  Lessons remain unstructured. Within the limited time available for secular subjects, teachers change from topic to topic with little notice, expecting pupils to move on without completing the task they are working on. Pupils’ learning is disjointed.  Pupils still do not receive sufficient guidance from teachers on what they are learning or how to improve. For example, pupils fill in dot-to-dot handwriting tasks with no

p.2

Teaching

indication that they understand the words they are completing.  The school still does not provide evidence that a system is in place to assess pupils’ work regularly. As a result, information from assessment is not available to plan teaching.  The marking of work in pupils’ books is sparse and is limited to sporadic ticks and stamps. No constructive feedback is given on how pupils can make progress.  Classroom resources are of poor quality. Teachers use photocopied sheets and not all pupils have access to them. In one lesson, the teacher knew that a pupil had no worksheet in order to take part in the lesson and still did not provide him with one. Monitoring report: Getters Talmud Torah, 4–7 March 2016 3 of 7

p.2

Welfare

 Arrangements to safeguard pupils do not meet requirements. As a result, safeguarding is ineffective. A culture of strong safeguarding practice is not embedded in the school.  The school does not undertake a prohibition check for teachers with qualified teacher status. The designated safeguarding lead was not aware that such a check existed.  The school’s safeguarding policy continues to refer to out-of-date guidance from the Secretary of State and uses out-of-date terminology.  The school does have an application form for recruitment; however, it is not used. The school does not check the employment history of applicants and does not consistently take or keep references.

p.3

Leadership and management

 All of the standards that were unmet at the previous inspection continue to be unmet.  In addition, this inspection found that further standards are not met, including those relating to the keeping of records relating to safeguarding.  Therefore leaders do not demonstrate good knowledge and understanding appropriate to their role or fulfil their responsibilities effectively so that the standards are met consistently and the well-being of pupils is promoted.

p.3

Early Years Foundation Stage

 While some progress has been made in introducing assessment structures in the early years, they still do not comply with requirements because assessment is not aligned to the early learning goals as specified in the framework.  Templates for recording assessment in the early years have been started but are not completed. The link between the profile areas and assessment is not clear.  No evidence was provided that the school now reports the required information to parents or to the local authority.

p.3

Early Years Foundation Stage

Compliance with regulatory requirements The school must take action to meet The Education (Independent School Standards) Regulations 2014 and associated requirements  Ensure that a written policy on the curriculum, supported by appropriate plans and schemes of work, is drawn up and implemented effectively (paragraph 2(1), 2(1)(a)).  Ensure that the written policy, plans and schemes of work take into account the ages, aptitudes and needs of all pupils, including those pupils with an education, health and care plan (paragraph 2(1), 2(1)(b)(i)).  Ensure that the written policies, plans and schemes of work do not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs (paragraph 2(1), 2(1)(b)(ii)).  Ensure that the written policies, plans and schemes of work give pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and

p.3

Early Years Foundation Stage

aesthetic and creative education (paragraph 2(1), 2(2)(a)).  Ensure that the written policies, plans and schemes of work provide personal, social, health and economic education which encourages respect for other people, paying Monitoring report: Getters Talmud Torah, 4–7 March 2016 4 of 7

p.3

Early Years Foundation Stage

particular regard to the protected characteristics set out in the Equalities Act 2010 (paragraph 2(1), 2(2)(d), 2(2)(d)(ii)).  Ensure that the curriculum includes appropriate careers guidance for pupils receiving secondary education (paragraph 2(1), 2(2)(e), 2(2)(e)(ii)).  Ensure that all pupils have the opportunity to learn and make progress (paragraph 2(1), 2(2)(h)).  Ensure that all pupils are prepared effectively for the opportunities, responsibilities and experiences of life in British society (paragraph 2(1), 2(2)(i)).  Ensure that teaching enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught (paragraph 3, 3(a)).  Ensure that teaching fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for

p.4

Early Years Foundation Stage

themselves (paragraph 3, 3(b)).  Ensure that teaching involves well-planned lessons and effective teaching methods, activities and management of class time (paragraph 3, 3(c)).  Ensure that teaching shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons (paragraph 3, 3(d)).  Ensure that teaching demonstrates good knowledge and understanding of the subject matter being taught (paragraph 3, 3(e)).  Ensure that teaching utilises effectively classroom resources of a good quality, quantity and range (paragraph 3, 3(f)).  Ensure that a framework is in place to assess pupils’ work regularly and thoroughly, and that information from that assessment is used to plan teaching so that pupils can progress (paragraph 3, 3(g)).  Ensure that teaching does not undermine the fundamental British values of democracy,

p.4

Early Years Foundation Stage

the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs (paragraph 3, 3(i)).  Ensure that a framework for pupil performance to be evaluated, by reference to the school's own aims as provided to parents or national norms, or to both, is in place (paragraph 4).  Ensure that arrangements are made to safeguard and promote the welfare of pupils at the school, and that such arrangements have regard to any guidance issued by the Secretary of State (paragraph 7, 7(a) and 7(b)).  Ensure that the single central register of checks contains information about whether a member of staff is subject to a prohibition order or an interim prohibition order, including the date on which such check was completed (paragraph 21(1), 21(3), 21(3)(b)).  Ensure that persons with leadership and management responsibilities at the school demonstrate good skills and knowledge appropriate to their role so that the independent

p.4

Early Years Foundation Stage

school standards are met consistently, fulfil their responsibilities effectively and actively promote the well-being of pupils (paragraphs 34, 34(1), 34(1)(a), 34(1)(b) and 34(1)(c)). Monitoring report: Getters Talmud Torah, 4-7 March 2016 5 of 7

p.4

Inspection team

Vanessa Ward, lead inspector Her Majesty’s Inspector Jeremy Loukes Her Majesty’s Inspector

p.5

Information about this school

 Getters Talmud Torah is an independent, strictly orthodox Jewish day school for boys aged from three to 13 years. There are currently 241 pupils on roll.  The three core values upon which the school was established, and continues to operate, are its unconditional adherence to the Torah, the Schuchan Aruch (Code of Jewish Law) and the Mesorah (Received Tradition of Education).  Kodesh (Jewish) studies are taught in Yiddish. Chol (secular) studies are taught mostly in English.  The school is open for five and a half days a week, Sunday to Friday afternoon. The Chol curriculum is taught to pupils in Years 3 to 8 for between 45 minutes and one hour per day. All other teaching time is given to the Kodesh curriculum.  The school has provision for children in the early years.  One pupil has a statement of special educational needs.  The school does not make any use of alternative provision. Monitoring report: Getters Talmud Torah, 4–7 March 2016 6 of 7

p.5

School details

Unique reference number 132041 Inspection number 10011593 DfE registration number 204/6405 This inspection was conducted at the request of the registration authority for independent schools. It was carried out under section 109(1) and (2) of the Education and Skills Act 2008. Type of school Orthodox Jewish primary School status Independent school Age range of pupils 3–13 Gender of pupils Boys Number of pupils on the school roll 241 Proprietor Mr Benjamin Stern Chair Mr Benjamin Stern Headteacher Mr Benjamin Katz Date of previous school inspection 3 September 2015 Annual fees (day pupils) No fees charged Telephone number 0208 802 2512 Monitoring report: Getters Talmud Torah, 4–7 March 2016 7 of 7

p.6

School details

guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

p.7

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 and as part of the inspection.

p.7

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.gov.uk/government/organisations/ofsted

p.7

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 and 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 4234, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit

p.7

School details

www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk Interested in our work? You can subscribe to our website for news, information and updates at https://reports.ofsted.gov.uk/user .

p.7

School details

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

p.7