Yeshiva Lezeirim Preparatory Academy

Inspection report for boarding school: Yeshiva Lezeirim Preparatory Academy 1 Yeshiva Lezeirim Preparatory Academy Yeshiva Lezeirim Trust 36-38 Gladstone Terrace, Gateshead, Tyne and Wear NE8 4EF Inspected under the social care common inspection framework

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Information about this boarding school

This is the school’s first inspection of its boarding provision following registration by the Department for Education (DfE) in August 2016. The Preparatory Academy School is part of the Gateshead Yeshiva Lezeirim, which is an institute for Talmudical studies.

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Information about this boarding school

The Preparatory Academy provides a one-year programme for boys aged 15 to 16 who are of the Orthodox Jewish faith.

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Information about this boarding school

The school and boarding provision operates on two different sites. Inspection of the school took place in May 2017, and this has a separate report.

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Information about this boarding school

The boarding provision is a short walk away, on the former site of the Swallow Hotel, High West Street, Gateshead NE8 1PE. School leaders have plans to relocate the entire school to this site. Staff and pupils refer to the boarding accommodation as ‘The Swallow’.

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Overall experiences and progress of

children and young people, taking into account

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inadequate

How well children and young people are helped and protected inadequate

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inadequate

The effectiveness of leaders and managers inadequate Inspection report for boarding school: Yeshiva Lezeirim Preparatory Academy 2 There are serious failures, which mean that pupils are not protected and their welfare is not safeguarded.

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inadequate

Overall judgement at last inspection: N/A

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inadequate

Date of last inspection: This is the first boarding inspection.

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Key findings from this inspection

This boarding school is inadequate because:

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Key findings from this inspection

 School leaders’ knowledge and understanding of appropriate safeguarding practice is weak.  Safeguarding arrangements will not protect pupils in the event that there are concerns or allegations that they have been harmed.  School leaders’ relationships with the local authority are poor and do not help protect pupils.  Recruitment practice is weak and does not comply with statutory guidance.  Leadership and management are ineffective in their ability to keep children safe, promote staff development, and evaluate the school’s strengths and weaknesses.  Emphasis on pupils’ progress is with their Talmudical studies at the expense of other areas of their education and development.  Medication arrangements are not safe.

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Key findings from this inspection

 Pupils have good relationships with each other and with the staff.  The boarding accommodation in The Swallow is of a high standard.  Staff take an interest in pupils’ well-being and achievements in relation to Talmudical studies.  Pupils are well behaved and like being at the school.  Parents are very positive about the school.

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schools

The school does not meet the following national minimum standard(s) for boarding schools: Inspection report for boarding school: Yeshiva Lezeirim Preparatory Academy 3  3.1 The school has, and implements effectively, appropriate policies for the care of boarders who are unwell and ensures that the physical and mental health, and emotional well-being of boarders is promoted. These include first aid, care of those with chronic conditions and disabilities, dealing with medical emergencies and the use of household remedies. School leaders should refer to good practice guidance and implement accountable procedures and practice for use of household remedies. The first aid room in the school needs to be clean, well maintained and appropriate for its use.  3.4 All medication is safely and securely stored and proper records are kept of its administration. Prescribed medicines are given only to the boarders to whom they are prescribed. Boarders allowed to self-medicate are

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schools

assessed as sufficiently responsible to do so. School leaders should refer to good practice guidance and: ensure that storage for household remedies is secure and accountable; record assessments of boarders’ ability to self- medicate; and provide them with lockable spaces in their bedrooms if they are self-medicating. 6.3 The school ensures that the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy and appropriate action is taken to reduce risks that are identified.  11.1 The school ensures that: arrangements are made to safeguard and promote the welfare of pupils at the school; and such arrangements have regard to any guidance issued by the Secretary of State. School leaders must follow statutory guidance, ‘Keeping Children Safe in Education’ (DfE, 2016), with regard to: staff recruitment; safeguarding training for staff;

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schools

and recording in writing all safeguarding concerns, discussions and decisions that are made about pupils. The school’s safeguarding policy and procedures need to have regard for ‘Statutory guidance for children who run away or go missing from home or care’ (DfE, 2014).  13.1 The school’s governing body and/or proprietor monitors the effectiveness of the leadership, management and delivery of the boarding and welfare provision in the school, and takes appropriate action where necessary. School leaders must demonstrate that the school’s practice is compliant with statutory guidance, national minimum standards and that school policies are effectively implemented.  13.3 The school’s leadership and management demonstrate good skills and knowledge appropriate to their role. Senior leaders and the designated safeguarding lead need to have sufficient training and experience to ensure that their skills and knowledge are appropriate.

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schools

 13.4 The school’s leadership and management consistently fulfil their responsibilities effectively so that the standards are met.  13.6 Senior boarding staff have an adequate level of experience and/or training.  14.1 Schools operate safe recruitment and adopt recruitment procedures in Inspection report for boarding school: Yeshiva Lezeirim Preparatory Academy 4 line with the regulatory requirements and having regard to relevant guidance issued by the Secretary of State.  15.1 Any staff member or volunteer employed or volunteering in a position working with boarders has a job description reflecting their duties, receives induction training in boarding when newly appointed, and receives regular reviews of their boarding practice, with opportunities for training and continual professional development in boarding. School leaders must evidence that there are appropriate systems for induction, training and

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schools

appraisal of staff. School leaders must keep relevant assessment records of staff performance.

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inadequate

There are serious failures in the understanding of appropriate safeguarding practice, and school leaders do not ensure that statutory guidance is followed. The current safeguarding arrangements will not protect pupils in the event of a concern or allegation about a pupil’s welfare.

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inadequate

The recruitment checks for new members of staff are not robust. The school’s policy for ensuring that there is a complete employment history for new staff is not followed. The impact on pupils is that the school may employ people who are not suitable to care for the pupils.

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inadequate

There are few opportunities outside of the pupils’ Talmudical studies for them to develop their interest in and knowledge of wider curriculum subjects. This compromises the quality of education that they receive. The school focuses mainly on success with the Yeshiva programme and, as such, not all pupils make sufficient progress in all areas of learning. School leaders do not ensure that other areas of education and development are given as much consideration. Pupils’ access to and participation in the wider community is limited. This restricts the development of their independence and social skills.

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inadequate

Pupils know how to complain and raise their concerns with staff. However, if a pupil were to complain about a member of staff, this would not be managed adequately to ensure that the pupil is sufficiently safeguarded. Pupils feel listened to and have influenced menu choices and living arrangements in The Swallow. Some pupils use the suggestion box scheme, and they all feel comfortable in talking to staff about any concerns.

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inadequate

The standard of the accommodation in The Swallow is very good. Furnishings and decor are of high quality. Pupils respect this, and there is no damage. They enjoy the Inspection report for boarding school: Yeshiva Lezeirim Preparatory Academy 5 communal cooking and laundry. There is also an appropriate first aid room. In contrast, the first aid room in the school is dirty and not adequately maintained. Arrangements for managing medication are not safe due to weaknesses in record keeping and administration. Storage of non-prescribed medication was insecure on one day of the inspection, and there is no accountability for stock control. Staff deem pupils to be Gillick competent but there are no assessment records to support this. In addition, pupils are limited to using the school’s safe to store prescribed medication safely. There is nowhere in their rooms to do so, and this increases the risk that pupils’ prescribed medication will not always be stored safely.

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inadequate

Pupils build trusted and secure relationships with each other and the staff. This allows them to settle quickly into the demands of a new school life. The pupils said that they feel looked after. Staff spend time with the pupils, and this helps pupils manage their feelings, have positive relationships with each other, staff and neighbours. Pupils feel well treated and respected. They enjoy their free time, playing football, swimming, and relaxing listening to music.

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inadequate

Some pupils make good progress. Staff are ambitious for them to do well in their Talmudical studies and become responsible citizens who contribute positively to society.

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inadequate

The boarding experience helps pupils develop some life skills and take more responsibility for their own welfare. They make use of the cooking and laundry facilities in their accommodation and can manage their own health appointments. Pupils are in good health, and the school ensures that there is access to counselling support when there are concerns about their emotional well-being.

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inadequate

Boarding pupils come from Manchester and London. There are good arrangements for them to remain in contact with their family and friends at home. Pupils are able to have weekend visits home on a staggered arrangement. If in need of extra support, pupils can return home midweek.

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How well children and young people are helped and protected: inadequate

Senior leaders, including the designated safeguarding lead, do not have a sufficient understanding of appropriate safeguarding practice. This does not ensure the safety and protection of pupils. In the event of any concerns or allegations that a pupil has suffered harm or is at risk of harm, it is highly unlikely that school leaders will respond appropriately.

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How well children and young people are helped and protected: inadequate

School leaders do not fully record their concerns, discussions and decisions made about pupils’ safety. This process does not ensure that the pupils receive sufficient support at the right time. Discussion with the local authority suggests that the school only refers extreme cases to children’s services and that the school’s safeguarding practice is insular. Inspection report for boarding school: Yeshiva Lezeirim Preparatory Academy 6 There are weaknesses in recruitment processes that compromise the welfare of pupils. In particular, this relates to obtaining adequate background histories of applicants, and suitable references. Staff who are responsible for recruitment and ensuring that all background checks are completed do not follow the school’s recruitment policy. The school cannot be assured that pupils are looked after by suitable people. Practice is not compliant with statutory guidance. At the inspection

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How well children and young people are helped and protected: inadequate

of the school a month ago, there was a failure to obtain criminal background checks. The school has addressed this specific area of practice, and there is an appropriate risk assessment in place pending completion of these checks.

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How well children and young people are helped and protected: inadequate

Leaders cannot be sure that staff are able to respond appropriately to signs of abuse and risks to pupils. All staff receive some form of safeguarding training to help keep pupils safe. The quality and impact of this training is not assessed. Refresher training is not completed in line with statutory guidance. Senior leaders have not taken advice from the Local Safeguarding Children Board as to appropriate training levels for all staff. Wider training in specific issues, such as child sexual exploitation and radicalisation, is limited. The school is not following its own policy regarding the level and quality of training that the staff should receive.

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How well children and young people are helped and protected: inadequate

Senior staff have recently completed risk assessments, which were identified as missing at the recent inspection of the education provision. There has not been sufficient time to assess the effectiveness in improving pupils’ safety. The school’s risk assessment policy is weak with regards to the management of risk. It does not ensure that there will be adequate review of the impact of the risk assessment process.

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How well children and young people are helped and protected: inadequate

School leaders’ knowledge and understanding of statutory guidance for children who go missing is weak. This jeopardises the possibility of a strong and proactive response with partner agencies in the event that a child is missing.

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How well children and young people are helped and protected: inadequate

Pupils said that they feel safe and that the school staff and leaders are there to help them. The presence of security guards helps keep pupils free from harm and helps them to feel safe when outside of the school in the local area. This is a local arrangement with the community, local council and the police.

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How well children and young people are helped and protected: inadequate

Pupils consider that the adults in the school are trustworthy and that they can talk to them about their concerns, for example if the pupils are worried about their studies or their relationships with each other.

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How well children and young people are helped and protected: inadequate

The behaviour of pupils is exemplary; they are polite and well-mannered. There is no bullying in the school. Pupils learn about other cultures and religions and understand diversity. They learn about e-safety and understand the dangers that the internet can pose.

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How well children and young people are helped and protected: inadequate

This is the first inspection carried out of the boarding provision. Pupils have not, to date, been missing from the school. The procedure with regard to the immediate Inspection report for boarding school: Yeshiva Lezeirim Preparatory Academy 7 action to take is suitable in the event that this does happen.

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The effectiveness of leaders and managers: inadequate

School leaders do not manage staff, medication and safeguarding effectively. There are a number of unmet national minimum standards that put pupils’ welfare at risk.

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The effectiveness of leaders and managers: inadequate

Governance arrangements are poor, and school leaders lack appropriate oversight of whether polices are adequately implemented. Staff induction, training and development, and appraisal systems are weak. This does not ensure that staff fulfil their duties sufficiently well to promote the welfare of the pupils. There are plans to develop the performance management of the staff but these are not yet implemented.

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The effectiveness of leaders and managers: inadequate

The quality of self-assessment is weak. Consequently, leaders do not understand what needs to improve. Although school leaders have identified some areas for improvement, there is not a sufficient, robust development plan in place to tackle all of the shortfalls.

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The effectiveness of leaders and managers: inadequate

School leaders have not built good relationships with the local authority. This impacts on how well the school is able to keep pupils safe in the event of a safeguarding concern. It reduces the ability to know about local risks and to be able to act on these. Staff have good relationships with parents. There is regular contact and communication about the pupils. Parents are very positive about the school experience for their children. This starts with effective transition arrangements from their previous schools.

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The effectiveness of leaders and managers: inadequate

Staff work well together to give pupils a positive experience of school life. This fulfils the school’s aims to help pupils feel valued, promote equality and benefit from a warm, caring and family boarding environment.

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Information about this inspection

Inspectors have looked closely at the experiences and progress of children and young people. Inspectors considered the quality of work and the differences made to the lives of children and young people. They watched how professional staff work with children and young people and each other and discussed the effectiveness of help and care provided. Wherever possible, they talked to children and young people and their families. In addition, the inspectors have tried to understand what the school knows about how well it is performing, how well it is doing and what difference it is making for the children and young people whom it is trying to help, protect and look after.

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Information about this inspection

Using the ‘Social care common inspection framework’, this inspection was carried out under the Children Act 1989 to assess the effectiveness of the service, how it meets Inspection report for boarding school: Yeshiva Lezeirim Preparatory Academy 8 the core functions of the service as set out in legislation, and to consider how well it complies with the national minimum standards.

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Boarding school details

Social care unique reference number: 1257804

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Boarding school details

Headteacher/teacher in charge: Rabbi Jack Moore

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Inspector(s)

Mr Simon Morley: social care inspector Ms Jamie Richardson: social care inspector Inspection report for boarding school: Yeshiva Lezeirim Preparatory Academy 9 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, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Inspector(s)

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Inspector(s)

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Inspector(s)

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