Vishnitz Girls School

School progress monitoring inspection report

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Vishnitz Girls School 49 Amhurst Park N16 5DL

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(2)(b)  At the previous inspection, this independent school standard (the standards) was not met because children in the early years were only being taught in Yiddish. They were not taught in English. This affected children’s readiness for learning in Year 1. The school’s programme for teaching pupils to read in English did not commence until pupils started Year 1.  Leaders now ensure that the programme for teaching pupils to read starts in the early years. They have rewritten plans and schemes of work to ensure that children in the early years are taught in both Yiddish and English.  This standard is now met. Paragraphs 2(2)(d), 2(2)(d)ii), 5(a), 5(b), 5(b)(v), 5(b)(vi)  These standards were not met at the previous inspection because provision to support pupils’ personal development was limited. Pupils were not taught about other religions in order to develop and deepen their understanding of mutual respect and tolerance. The

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Main inspection findings

school’s personal, social, health and economic education programme did not encourage respect for some of the protected characteristics.  At the previous inspection, while pupils were taught be to be kind and courteous to all, teaching did not reference the different cultures, faiths and beliefs of others.  This progress monitoring inspection found that leaders have made no changes to the curriculum in these areas. They continue not to promote respect for some of the protected characteristics. Pupils continue not to be taught about different religions, cultures or beliefs. This continues to affect pupils’ understanding of mutual respect and tolerance. Leaders have no intentions of changing their curriculum programmes in order to meet these standards.  These standards continue to be not met. Paragraph 2(2)(e), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(e)(iii), 2(2)(f), 2(2)(i)  At the previous inspection, these standards were not met because leaders were not

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Main inspection findings

providing pupils with impartial careers information, advice and guidance.  Since the previous inspection, leaders have improved the school’s careers programme. Leaders have employed the services of an impartial careers company. This, together with the school’s own programme, provides pupils with a broad range of information about future careers. Pupils now have opportunities for work experience across a range of employment businesses. The school’s vocational offer enables pupils to study different subjects such as hairdressing, architecture, design and music recording.  These standards are now met. Paragraph 2A(1), 2A(1)(b), 2A(1)(d)  At the previous inspection, leaders had not ensured that pupils in the secondary phase developed, over time and in an age-appropriate way, an understanding of and respect for all the protected characteristics. The school’s relationships and sex education programme did not make pupils aware of how some people are protected from

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Main inspection findings

discrimination by law and are to be respected.  This progress monitoring inspection found this still to be the case. Leaders have not made any changes to the school’s relationships and sex education programme.  These standards continue to be not met.  Some of the standards that were checked in this part continue to be unmet. Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b), 34(1)(c)  At the previous inspection, leaders and the proprietor body had not ensured that all the standards were met consistently. This continues to be the case. While changes have been made to ensure that the standards related to careers guidance are met, leaders have not addressed the standards related to the provision for pupils’ spiritual, moral, social and cultural development. Leaders have not addressed the previously unmet standards related to some of the protected characteristics and the school’s programme

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Main inspection findings

for relationships and sex education.  This inspection found no concerns with pupils’ safety or well-being. Leaders actively promote pupils’ well-being. Therefore, 34(1)(c) is now met.  The other standards in this part continue to be not met. Statutory requirements of the early years foundation stage  The previous inspection found that the requirements of the early years foundation stage were not met in relation to 1.6 and 1.10. This was because the curriculum was not well planned or sequenced. Some areas of learning were not being covered, particularly communication and language and literacy in English. Children were not being taught to read in English and the school’s phonics programme was not being implemented in the early years.  Since the previous inspection, leaders have enlisted the services of an external company to help review and improve the early years provision. Leaders have made positive

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Main inspection findings

changes to the early years curriculum. Children are now taught in both English and Yiddish. There is now a programme in place which promotes children’s literacy, language and communication in English. Children in the Reception Year are now following the school’s phonics programme. They are being taught to read in English.  Although this work remains ongoing, the actions taken mean that the statutory requirements for these areas of learning are now 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

Proprietor Vishnitz Girls School Limited

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School details

Annual fees (day pupils) Variable and voluntary

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School details

Email address admin@vishnitzgirlsschool.co.uk

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School details

Date of previous standard inspection 1 to 3 March 2022

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Information about this school

 Vishnitz Girls School is an Orthodox Jewish independent day school located on two sites in Stamford Hill, London.  The main premises at 49 Amhurst Park accommodate pupils in Years 3 to 9. The premises at 85 Lordship Road, London, N16 0QY cater for children in the early years, pupils in Years 1 and 2 and pupils in Years 9, 10 and 11.  The school has a proprietor body which takes responsibility for the management and governance of the school.  The school does not make use of alternative provision.  The school’s most recent standard inspection took place in March 2022.

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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 inspection was conducted with no notice. It is the first progress monitoring inspection since the school’s standard inspection in March 2022.  The Department for Education (DfE) required the school to prepare an action plan. The action plan was evaluated by Ofsted in December 2022. The DfE rejected the school’s action plan.  The inspector held meetings with representatives of the proprietor body. He met with the headteacher and leaders responsible for early years provision. The inspector visited lessons, visited all parts of the early years and reviewed curriculum documentation. The

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Information about this inspection

inspector met with staff and two groups of pupils. The inspector toured the premises on both sites. He met with leaders responsible for safeguarding and checked the single central record.

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Inspection team

Gary Rawlings, 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-

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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)(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[9];

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Part 1. Quality of education provided

– 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.

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Part 1. Quality of education provided

 2A(1) The standard in this paragraph is met if the proprietor–

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Part 1. Quality of education provided

– 2A(1)(b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2),

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Part 1. Quality of education provided

– 2A(1)(d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools.

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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(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs;

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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)(v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures; – 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.

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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)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that-

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Part 1. Quality of education provided

– 2(2)(e)(i) is presented in an impartial manner;

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Part 1. Quality of education provided

– 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and

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Part 1. Quality of education provided

– 2(2)(e)(iii) helps to encourage them to fulfil their potential;

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Part 1. Quality of education provided

– 2(2)(f) where the school has pupils below compulsory school age, a programme of activities which is appropriate to their educational needs in relation to personal, social, emotional and physical development and communication and language skills.

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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)(c) actively promote the well-being of pupils.

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Early years foundation stage

 1.6 Educational programmes must involve activities and experiences for children, as set out under each of the areas of learning.  1.10 Early learning goals

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Early years foundation stage

– Listening, Attention and Understanding - Children at the expected level of development will: - Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions; Make comments about what they have heard and ask questions to clarify their understanding; Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

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Early years foundation stage

– Speaking – Children at the expected level of development will: - Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary; - Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate; - Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

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Early years foundation stage

– Comprehension – Children at the expected level of development will: - Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary; - Anticipate – where appropriate – key events in stories; - Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.

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Early years foundation stage

– Word Reading – Children at the expected level of development will: - Say a sound for each letter in the alphabet and at least 10 digraphs; - Read words consistent with their phonic knowledge by sound-blending; - Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

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Early years foundation stage

– Writing – Children at the expected level of development will: - Write recognisable letters, most of which are correctly formed; - Spell words by identifying sounds in them and representing the sounds with letter or letters; - Write simple phrases and sentences that can be read by others.

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Early years foundation stage

– People, Culture and Communities – Children at the expected level of development will: - Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class. 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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Early years foundation stage

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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Early years foundation stage

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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Early years foundation stage

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Early years foundation stage

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Early years foundation stage

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Early years foundation stage

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