Beis Malka Girls school

School progress monitoring inspection report

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Beis Malka Girls school 399-401 Bury New Road, Salford M7 2BT

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(1), 2(1)(a), 2(2)(d), 2(2)(d)(ii)  This standard was identified as unmet at the school’s standard inspection in May 2022. Inspectors found that the curriculum and schemes of work relating to personal, social, health and economic (PSHE) education did not encourage respect for other people. Also, pupils in the secondary phase of education were not taught about all the protected characteristics. This limited pupils’ readiness for life beyond the school.  When the school’s action plan was evaluated in September 2022, it was judged that leaders’ plans were not sufficient to address this standard. This was because the actions in the plan were vague. The plan did not pay sufficient regard to the rights of the different groups of people covered by the protected characteristics, as defined in the Equality Act 2010. The plan did not contain enough information about leaders’ proposed

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Main inspection findings

schemes of work in relation to differences in wider society, including those people with protected characteristics.  Since the last inspection, leaders have not implemented their action plan. This means that pupils in the secondary phase of education do not learn about all the protected characteristics in PSHE education lessons. This continues to limit pupils’ readiness for life in British society.  The standard in this part remains unmet.

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5, 5(b)(vi)  This standard was identified as unmet at the school’s standard inspection in May 2022. This was because pupils in the secondary phase did not learn about respect for differences among people in relation to the full range of protected characteristics identified in the Equality Act 2010.  Leaders produced an action plan identifying proposed actions in response to this unmet standard. These actions included revising policies and adjusting schemes of work in relation to this aspect of the curriculum in both the primary- and secondary-age phases. The action plan did not include timescales for fully putting into place the schemes and policies, or for checking their impact. The action plan did not set out a commitment to teaching respect for differences among people in relation to the full range of protected characteristics.

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Main inspection findings

 Since the last inspection, leaders have not implemented their action plan. Pupils still do not learn about respect for the full range of protected characteristics. This means that pupils’ readiness for life beyond school is limited.  The standard in this part remains unmet.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b), 32(1), 32(1)(c)  At the previous inspection in May 2022, this standard was judged to have been met.  Leaders have produced a suitable safeguarding policy that takes account of current government requirements. In line with this policy, leaders ensure that staff have regular safeguarding training. This enables staff to know how to recognise when a pupil might be at risk from harm.  Although the school does not have a website, a copy of the safeguarding policy is available to parents on request.  This standard is met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b)  At the last inspection in May 2022, inspectors identified some unmet standards. The proprietor body was found not to be meeting statutory duties in relation to the Equality Act 2010. Inspectors asked leaders to produce an action plan, setting out how they intended to address the unmet standards.  In their action plan, leaders identified actions to consult with other schools and to provide training for leaders and governors. However, the success criteria were not clear. The plan did not set out dates for the completion of actions. Neither did it set out the precise role that the proprietor body would have in overseeing the proposed actions. The plan contained no clear indication of how the proprietor body and leaders intended to ensure that the standards encouraging respect for all of the protected characteristics, as

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Main inspection findings

outlined in the Equality Act 2010, would be met.  The proprietor body and leaders have not taken effective action to address the unmet standards following the last inspection.  This standard remains 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

Date of previous standard inspection 10 to 12 May 2022

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Information about this school

 The school’s previous standard inspection was from 10 to 12 May 2022.  Leaders do not make use of any alternative provision.  Beis Malka Girls School is an Orthodox Jewish faith school.

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Information about this inspection

 This was the second inspection that the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  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.  During this inspection, which was requested lawfully, Ofsted were informed by the Department of Education (DfE) that the inspection was commissioned in error. At the point this information was received from DfE, Ofsted had commenced the inspection and therefore Ofsted statutory inspection functions were engaged.  The DfE had required the school to prepare an action plan following the previous

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Information about this inspection

inspection. This plan was a statutory requirement. The action plan was evaluated by Ofsted on 15 September 2022. The DfE rejected the school’s action plan.  This was the first progress monitoring inspection since the standard inspection in May 2022.  This inspection was conducted without notice.  The inspector met with the deputy headteacher, senior leaders, the proprietor and some governors. The inspector also spoke to the school’s external adviser on the telephone.  The inspector spoke with a group of pupils about safeguarding matters.  The inspector examined policy documents, including the school’s safeguarding policy.

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Inspection team

Mavis Smith, lead inspector His 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- – 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) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(d) personal, social, health and economic education which- – 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[9];

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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- – 5(b) ensures that principles are actively promoted which- – 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; – 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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