Talmud Torah Machzikei Hadass School

School progress monitoring inspection report

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Talmud Torah Machzikei Hadass School 1 Belz Terrace, Clapton Common, London E5 9SN

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1)(a), 2(2)(b), 3(c) and 3(e)  The previous inspection judged the quality of education to be inadequate for several significant shortcomings, including: – the curriculum did not match the ambition of the national curriculum – standards of literacy in English were poor – the teaching of early reading in English did not start early enough – in some subjects, such as mathematics, planning was haphazard – pupils’ weak reading and writing skills had a knock-on effect on their learning in other subjects – pupils did not learn enough about science, history or geography – teachers lacked expertise; there was not enough subject-specific training for staff.  This inspection found leaders to be implementing the school’s action plan effectively one step at a time. Positive changes include: – some subjects’ curriculum plans, such as science and geography, have been

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Main inspection findings

rewritten to ensure coverage of national curriculum aims, and resources such as new textbooks and activity books in geography have been purchased – standards of literacy in English are rising as a result of a much greater focus on pupils’ reading, writing and speaking skills – the teaching of early reading in English now begins at the start of Reception, and early years staff have had training to teach synthetic phonics consistently and accurately – the quality of mathematics teaching is improving following the implementation in most classes of an interim curriculum scheme, alongside more practical resources – a number of teachers are now working towards qualified teacher status and regular, subject-specific, external training for staff, understandably hampered by the COVID- 19 (coronavirus) pandemic, has begun.  These improvements represent a step in the right direction. However, their long-term impact is yet to be seen.

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Main inspection findings

 Some subjects do not have curriculum plans in place that are at least as ambitious as the national curriculum, such as history and physical education. Some subjects are not taught regularly enough. For example, science and geography are currently taught on alternate years, meaning pupils attend for an entire year without studying one of these subjects. This inevitably makes it much harder for them to remember what they have learned.  Overall, the journey to improve the secular curriculum is well underway. Leaders know that there is a lot of work to do, and they are committed to doing it.  The independent school standards remain un-met. Paragraph 2(2)(d)(ii)  The previous inspection reported that pupils were respectful of others, but that the curriculum did not pay regard to all the protected characteristics, specifically same-sex relationships and gender reassignment.  This inspection found leaders continue to be committed to avoiding any references to

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Main inspection findings

these specific characteristics.  The independent school standard remains un-met.  All the independent school standards checked in this part remain un-met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5(b)(vi)  The previous inspection reported that the curriculum did not pay regard to all the protected characteristics, specifically same-sex relationships and gender reassignment.  As reported in Part 1, leaders are absolutely clear that they continue to have no intention of referencing same-sex relationships and gender reassignment with pupils.  The independent school standard checked in this part remains un-met. Part 3. Welfare, health and safety of pupils Paragraph 7(a) and 7(b)  This inspection confirms that the culture of safeguarding remains secure.  Pupils spoke extremely positively about their school. They said they feel, and are kept, safe by the adults they trust. They continue to learn about how to keep themselves safe

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Main inspection findings

beyond the school gates.  Trained designated safeguarding leads ensure the suitably up-to-date safeguarding policy continues to be implemented well.  The independent school standards checked in this part continues to be met. Part 6. Provision of information Paragraph 32(1)(c)  In the absence of a website, the school’s safeguarding policy is readily available in hard copy to parents.  The independent school standard checked in this part continues to be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1)(a) and 34(1)(b)  The proprietors are committed to investing in leaders, teachers and resources to improve their school. Since the previous inspection, leaders have begun to take effective action to improve the quality of secular education. Leaders have also significantly improved provision for pupils with special educational needs and/or disabilities.  However, there is still much work to do, and leaders continue to have no intention of

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Main inspection findings

meeting all the independent school standards.  The independent school standards checked in this part remains un-met.

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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. 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

Type of school Day school for boys of Jewish faith

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School details

Date of previous standard inspection 28 to 30 January 2020

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Information about this school

 Talmud Torah Machzikei Hadass School is an independent ultra-Orthodox Jewish day school for boys.  The school caters for children in the early years and pupils in key stages 1, 2 and 3 at 1 Belz Terrace, Clapton Common, London E5 9SN. Pupils in key stage 4 attend at 87 Lampard Grove, London N16 6XA.  The school makes no use of alternative provision.  The school’s last inspection was a full standard inspection in January 2020.

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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.  This was the school’s first progress monitoring inspection since its previous full standard inspection in January 2020. It was conducted without notice.  Following the previous inspection, the school submitted an action plan. It was judged to be not acceptable by Ofsted in November 2020 and was rejected by the Department for Education.  This inspection focused on the school’s compliance with particular requirements in Parts 1, 2, 3, 6 and 8 of the independent school standards.  The inspector visited and toured the premises and held discussions with a group of pupils at each site. He met with a range of senior leaders, including the headteacher and

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Information about this inspection

the designated safeguarding lead. He met with one of the proprietors and visited several lessons. He also scrutinised a range of safeguarding and secular education documentation, including policies and curriculum plans.  There were no recent responses to Ofsted Parent View to consider.

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Inspection team

James Waite, lead inspector Ofsted 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.

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Part 1. Quality of education provided

 2(2) For the purposes of paragraph (2)(1)(a), the matters are-

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Part 1. Quality of education provided

– 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills;

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Part 1. Quality of education provided

– 2(2)(d) personal, social, health and economic education which-

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Part 1. Quality of education provided

– 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act.

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Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school-

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Part 1. Quality of education provided

– 3(c) involves well planned lessons and effective teaching methods, activities and management of class time;

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Part 1. Quality of education provided

– 3(e) demonstrates good knowledge and understanding of the subject matter being taught.

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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) ensures that principles are actively promoted which-

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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- – 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 1231, or email enquiries@ofsted.gov.uk .

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Part 8. Quality of leadership in and management of schools

Parent View 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.

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Part 8. Quality of leadership in and management of schools

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/ofsted .

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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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