Ateres Girls High School

School progress monitoring inspection report

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Ateres Girls High School Willow Grove, Felling, Gateshead NE10 9PQ

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(1), 2(1)(a), 2(2)(d)(ii), 2(2)(i)  In the school’s last standard inspection, inspectors found that the school’s curriculum planning for pupils’ personal, social, health and economic (PSHE) development had some shortcomings. Pupils were not taught about some of the protected characteristic groups, as defined in the Equalities Act 2010.  The proprietor and the school’s senior leaders have not changed their stance on the teaching of some of the protected characteristics. The school’s approach to teaching PSHE remains only to teach pupils in general terms to be respectful of others, including those with ‘different lifestyles’. Pupils are not taught about sexual orientation or gender reassignment. Consequently, pupils are still not being prepared fully for the opportunities, responsibilities and experiences of life in British society.  Leaders have looked carefully at the government’s statutory guidance on the teaching of

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Main inspection findings

relationships, health and sex education. They have incorporated the required content about relationships education and health education into their PSHE policy and scheme of work. They have prepared a separate sex education policy and have consulted with parents about the content to be taught. Parents have been informed about their right to withdraw their child from sex education. The policy anticipates that parents are likely to withdraw their child but makes clear that if parents do want their child to be taught sex education, the school will arrange this to be delivered by an external provider from within the Jewish community. Leaders stated that this provider will cover all of the protected characteristic groups, including sexual orientation and gender reassignment. Leaders explained that, following consultation, all parents have exercised their right to withdraw their child from the teaching of sex education. Leaders have fulfilled their

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Main inspection findings

statutory responsibilities regarding the teaching of relationships, health and sex education.  Leaders’ continuing refusal to teach some of the protected characteristics through the PSHE programme means these standards remain unmet. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5, 5(b)(vi)  The last standard inspection found that the school’s policy of not teaching pupils about some protected characteristics also undermined pupils’ spiritual, moral, social and cultural development.  As leaders have not changed their stance on the teaching of some protected characteristics, this standard remains unmet. Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b), 32(1)(c)  The school’s safeguarding policy is up to date according to the most recent government guidance. Safe practices are followed when recruiting staff. All required vetting checks are made and recorded on the single central record.

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Main inspection findings

 The school does not have a website. The safeguarding policy is available to parents in hard copy on request.  Leaders have ensured that appropriate safeguarding training, including training on the signs and symptoms of poor mental health, has been undertaken by the staff.  These standards continue to be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b)  Leaders have responded positively to some of the qualitative weaknesses identified in the last inspection.  The last inspection identified weaknesses in the quality of curriculum planning in some subjects, such as mathematics and geography. In these subjects, the essential knowledge that pupils needed to learn was not set out clearly and curriculum content was not always well sequenced.  Since then, leaders have reviewed and refined their curriculum planning across subjects. Curriculum planning in mathematics and geography is now more comprehensive and

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Main inspection findings

detailed. The content to be taught has been carefully aligned to the scope of the national curriculum. More thought has gone into the sequence in which topics are taught. One curriculum leader said, ‘We have learned not to just follow the sequence set out in the textbook.’ Curriculum leaders’ plans now provide much clearer exemplification for teachers.  Leaders have developed their planning for PSHE. There is more time being given to teaching pupils about how to manage their mental health. A programme called ‘Teen Power’ has been introduced. Teachers have received training to help them to recognise and support pupils with mental health issues. More content is now being taught about age-appropriate healthy relationships. This content has been closely aligned to the expectations set out in the government’s statutory guidance on relationships education.  Leaders have made less progress with improving aspects of their provision for pupils

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Main inspection findings

with special educational needs and/or disabilities (SEND). A new special educational needs coordinator (SENCo) has been appointed on a part-time basis. She recognises that SEND support plans remain underdeveloped. For example, these plans do not state clearly what a child’s additional needs are. They still do not include sharp, measurable targets that teachers can act on.  The proprietor and school leaders’ stance on the teaching of some protected characteristics remains unchanged. They have not ensured that pupils develop an understanding of, and respect for, all of the protected characteristic groups. This means that pupils are not well prepared for life in modern Britain. Consequently, these standards remain unmet.

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Compliance with regulatory requirements

The school does not meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements that were checked during this inspection, as set out in the annex of this report. This included the standards and requirements that the school was judged to not comply with at the previous inspection. Not all of the standards and associated requirements were checked during this inspection.

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School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, 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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School details

Annual fees (day pupils) Voluntary contributions

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School details

Dates of previous standard inspection 12–14 November 2019

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Information about this school

 Ateres Girls High School is an orthodox Jewish school, with a Jewish ethos, providing education for Jewish girls between the ages of 11 and 16 years.  Pupils study the Kodesh curriculum as well as studying a non-specialist curriculum, which includes accredited GCSE examinations.  The school uses no alternative provision.  The number of pupils with SEND is broadly in line with the national average.  The school’s previous standard inspection took place in November 2019.

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Information about this inspection

 This inspection was carried out at the request of the registration authority for independent schools. The purpose of the inspection was to monitor the progress the school has made in meeting the independent school standards and other requirements that it was judged to not comply with at its previous inspection.  The inspector met the headteacher, the deputy headteacher, the SENCo and curriculum leaders for mathematics and geography.  The inspector also met the proprietor.  A range of policies, including those covering the teaching of relationships, health and sex education, were checked. In addition, curriculum planning for mathematics and geography was checked. The inspector looked at the school’s safeguarding policy and checked the single central record.

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Inspection team

Chris Smith, lead inspector Her Majesty’s Inspector

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The school does not meet the following independent school standards

Standards that were not met at the previous inspection and remain un-met at this inspection

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if-

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Part 1. Quality of education provided

– 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.

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Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor-

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act.

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Part 8. Quality of leadership in and management of schools

  34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school–

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Part 8. Quality of leadership in and management of schools

– 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently;

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Part 8. Quality of leadership in and management of schools

– 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently. 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 .

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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