Bnois Jerusalem Girls School

Inspection of Bnois Jerusalem Girls School 71, 75-81 Amhurst Park, London N16 5DL

p.1

Overall effectiveness Requires improvement

The quality of education Good Behaviour and attitudes Outstanding Personal development Requires improvement Leadership and management Requires improvement Early years provision Requires improvement Overall effectiveness at previous inspection Inadequate

p.1

Overall effectiveness Requires improvement

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils here are polite, extremely respectful and welcoming. They are proud of their school and enjoy coming here. Pupils have a strong sense of belonging. They foster positive working relationships with each other. Older pupils look out for younger ones. At breaktimes, pupils play with each other amicably.

p.2

What is it like to attend this school?

Pupils are safe here and know how to report any worries or concerns they may have with trusted staff. Bullying is extremely rare and staff are fully aware of how to deal with it seriously if it does occur. Despite having no access to the internet in school, older pupils learn about how to keep safe online.

p.2

What is it like to attend this school?

Despite significant improvements to the overall quality of education, teaching does not ensure that children in the early years deepen their knowledge and skills. This means children are not fully ready for Year 1. The school has improved the curriculum offer for pupils to learn about relationships education. However, the school does not make sure that all the statutory content required is taught to pupils.

p.2

What is it like to attend this school?

Pupils look forward to their carefully planned educational visits. They enjoyed their geography fieldwork trip to Walton-on-the-Naze. Staff take advantage of local amenities. Pupils enjoy special events and religious celebrations. They take pride in their achievements, including their sewing which they do at a very skilled level.

p.2

better?

Leaders have developed an ambitious curriculum for all pupils, including those with special educational needs and/or disabilities (SEND). Subject leaders have the responsibility for planning and implementing the curriculum for their subjects. They have made sure that their curriculum is broad and balanced.

p.2

better?

Teachers consistently deliver well-sequenced lessons. These enable pupils to build and deepen their knowledge and understanding effectively. Teachers explain concepts and ideas clearly. The work they set supports pupils in gaining the intended knowledge and skills. In a few subjects, the school’s curricular thinking has not been broken down into precise steps. This means that teaching in these subjects does not clearly identify the small steps pupils need to learn so that they can succeed. In early years, children are taught the intended curriculum well in whole- class teaching sessions. However, the use of resources for children to access and work with independently is limited and does not inspire children’s motivation. Staff do not plan for independent learning carefully enough across the seven areas for learning. As a result, children are not benefiting from rich learning experiences throughout the school day.

p.2

better?

Teachers use assessment well to address gaps and misconceptions. Teachers have expertise in the subjects that they teach. They receive regular training and support from the subject leaders. As a result, they deliver the curriculum with clarity and confidence. They use resources appropriately to support the learning. Adaptations 21 to 23 May 2024 are made for pupils with SEND. Teachers routinely build on pupils’ prior learning. This supports pupils’ long-term recall of important subject content.

p.2

better?

Leaders have made the teaching of reading through systematic synthetic phonics a priority. Pupils make massive progress in reading. Pupils read with enthusiasm and confidence. Staff support pupils who are struggling with certain sounds through additional lessons and interventions. Consequently, they are not left behind. The school has made sure that they have key staff who are fully trained in delivering phonics teaching. Books that pupils read match their decodable level.

p.3

better?

Behaviour in lessons and around the school is exemplary. Pupils do not disrupt learning for others. They treat staff and their peers with the utmost respect. The school has high expectations for all pupils and makes sure that they, as well as all staff and parents, are clear of what they are. Attendance for all pupils is high.

p.3

better?

Leaders ensure that themes such as respectful relationships, aspects of personal safety and different cultures are included in pupils’ studies. These elements of pupils’ personal, social and health education (PSHE) help pupils to be well prepared to live and work in the community. Pupils receive guidance on how they might recognise safe and unsafe social situations. They are not, however, introduced at appropriate ages to some concepts of being safe, including sexual consent, harassment or abuse. Leaders have consulted parents and carers about the school’s relationships and sex education (RSE) policy. All parents have expressed that they wish their child to be withdrawn from sex education. The school’s relationships and sex education policy sets out the details required should this be taught or any pupils request this from three terms before their 16th birthday.

p.3

better?

In planning the curriculum, leaders do not have regard to the Department for Education’s (DfE) statutory guidance on relationships education. They do not ensure that pupils are taught all the relevant protected characteristics content at a timely point as part of the school’s relationships education.

p.3

better?

Pupils are taught about healthy lifestyles in science and physical education. In the early years, staff encourage children to eat healthily and be kind to each other. Pupils receive impartial careers education, information and guidance. Older pupils develop their employability skills and learn about the qualifications and next steps needed to follow their career aspirations.

p.3

better?

Pupils learn about fundamental British values. They understand how the government is set up. Pupils’ knowledge about how democracy works in Britain is impressive. They regularly engage in debates and enjoy an annual visit to the Houses of Parliament.

p.3

better?

Leaders, including the proprietor body represented by the governors, are extremely knowledgeable about the work of the school. They provide strong oversight of the school’s curriculum offer and are determined to continuously work to improve the school. They invest in resources, training and external advice. Governors ensure that implementation of policies relating to pupils’ welfare, health and safety is effective. 21 to 23 May 2024 Staff speak highly of the support they receive from leaders, including helping them to develop their subject knowledge and maintain a work–life balance. They say leaders look out for their well-being. Leaders have strong and positive links with parents and carers who are extremely positive about the school.

p.3

better?

The proprietor body has not ensured that all the independent school standards are met. Leaders know and uphold their responsibilities under schedule 10 of the Equality Act 2010. The school complies with the statutory requirements of the early years foundation stage. Leaders ensure that copies of all policies, including the safeguarding policy, are available as paper copies to parents on request.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

(Information for the school and proprietor)

 The school does not fulfil its statutory responsibility to pay due regard to all the protected characteristics. The PSHE and relationships education programme does not comply with statutory guidance. The proprietor body and school leadership should make provision to promote respect for all the protected characteristics as set out in the Equality Act 2010 and ensure that the PSHE and RSE curriculum meets the statutory guidance.  In a few subjects, the school’s curricular thinking does not identify the small steps of knowledge and skills that pupils should learn. This means that teaching in these subjects does not deepen pupils’ learning. The school should ensure that all subjects identify with clarity the subject content that pupils need to learn.  In some areas of the early years environment the resources are limited. The activities on offer to children do not support the intent of the curriculum or

p.4

(Information for the school and proprietor)

promote learning as well as they could. As a result, children do not access some areas of learning with interest and curiosity. The school needs to ensure that resources and activities are chosen to meet the children’s needs and promote interest and learning.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 21 to 23 May 2024

p.4

School details

Type of school Orthodox Jewish day school for girls

p.5

School details

Annual fees (day pupils) Variable and Voluntary

p.5

School details

Date of previous inspection 8 to 11 November 2022 21 to 23 May 2024

p.5

Information about this school

 Bnois Jerusalem Girls School is an independent Orthodox Jewish day school for girls aged two to 16.  Since 24 September 2021, the school has been subject to a restriction order from the DfE. Leaders are not permitted to admit any new pupils to the school.  The school’s last graded inspection took place in November 2022 when it was judged as inadequate with many unmet independent school standards.  The school makes no use of any alternative provision.

p.6

Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

p.6

Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

p.6

Information about this inspection

The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.

p.6

Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in six subjects: early reading, English, mathematics, history, physical education and art. For each deep dive, inspectors met with curriculum leaders, visited lessons, spoke to pupils about their learning, spoke to teachers, and looked at samples of pupils’ work. Inspectors also listened to pupils read. The inspectors also looked at the PSHE curriculum and sampled a few other subjects.  Inspectors met with the substantive headteacher and heads of department throughout the inspection. Inspectors also met with members of the proprietor body, including the chair.  Inspectors met with the school’s safeguarding leaders and reviewed a range of related documentation, including employee files and pre-employment checks on staff.  Inspectors met with a group of pupils to hear their views about their school. The

p.6

Information about this inspection

discussion focused on pupils’ perceptions of their safety, learning and personal development. In line with the proprietor’s request, inspectors did not ask pupils questions about certain topics, including sex, relationships and religions other than their own.  Inspectors considered parents’, staff’s and pupils’ handwritten responses to 21 to 23 May 2024 Ofsted’s online surveys.  Inspectors reviewed a range of evidence to check compliance with the independent school standards.

p.6

Inspection team

Aliki Constantopoulou, lead inspector His Majesty’s Inspector

p.7

Inspection team

Jonathan Newby Ofsted Inspector 21 to 23 May 2024

p.7

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

p.8

Part 1. Quality of education provided

 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.

p.8

Part 1. Quality of education provided

 2A(1) The standard in this paragraph is met if the proprietor- – 2A(1)(a) ensures that every registered pupil who is provided with primary education at the school is provided with relationships education, – 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).

p.8

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.

p.8

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. 21 to 23 May 2024 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

p.8

Part 8. Quality of leadership in and management of schools

for children looked after, safeguarding and child protection.

p.9

Part 8. Quality of leadership in and management of schools

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

Part 8. Quality of leadership in and management of schools

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.9

Part 8. Quality of leadership in and management of schools

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Part 8. Quality of leadership in and management of schools

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9