Ateres Beis Yaakov

Inspection of Ateres Beis Yaakov 27 Green Lane, London NW4 2NL

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Overall effectiveness Good

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

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

The pupils here are happy, safe and confident. They love coming to this school. They have forged positive working relationships with all the staff who know them and their families well.

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What is it like to attend this school?

Behaviour here is exceptional. The pupils treat each other and the staff with respect. Expectations are high and communicated fairly by all staff. Pupils quickly respond to instructions and guidance from staff. Pupils demonstrate great enthusiasm in lessons, concentrate and work hard, including in the early years. Bullying is extremely rare and dealt with seriously by all staff. Staff here expect the very best from every pupil. They work hard to remove any barriers to learning.

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What is it like to attend this school?

Pupils enjoy the many visits planned by the school each year, such as local geography fieldwork. Visits to a farm, local museums and to a local pizza restaurant help bring their learning to life. In addition, whole-school visits to an amusement park, sports day and the school’s carnival help to build a strong sense of community. During these events, pupils in Year 3 readily take on roles of responsibility, such as running stalls for the school’s carnival.

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better?

Leaders have made sure that the curriculum is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND), across all subjects.

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better?

It is a broad curriculum across all subjects. Generally, subject curriculums are carefully thought through to ensure that pupils develop a breadth of knowledge and skills. In history, for example, pupils learn about a range of significant historical figures and how they influenced history over the years. British history is threaded through the curriculum as pupils learn about significant events. Pupils also learn world history through their work on different ancient civilisations. In some subjects, learning is not broken down as effectively into small components. Where staff are less clear about the content they should teach, building pupils’ new knowledge cumulatively on what they have learned previously is hindered.

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better?

The school’s chosen mathematics scheme starts in Reception. This prepares children for future learning by exposing them to the same visuals, terminology and resources as those used further up the school. Children in Reception demonstrate both independence and teamwork.

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better?

Leaders have made sure that teachers’ subject knowledge has been a priority. The school has supported teaching staff through training and visits to other schools. Teachers use resources well. The school is a pleasant place for pupils to learn. Leaders have identified resources which both support pupils’ learning and reduce the workload of staff. Teachers regularly and routinely check pupils’ recall of prior knowledge in lessons. 18 to 20 June 2024 The teaching of early reading is treated as a key priority. All staff use their excellent knowledge of phonics and early reading when delivering phonics lessons. Children are taught how to read as soon as they start in Reception. Staff use regular assessment checks on pupils’ understanding to help identify any gaps in their knowledge. Support is put into place where needed. In addition to a daily phonics lesson, pupils falling behind in reading receive additional help and individualised

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better?

reading support. This means they catch up quickly. Parents and carers are kept very well informed of what their child is learning in phonics through workshops and weekly newsletters sent home.

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better?

Leaders work closely with outside professionals to support pupils with SEND effectively. They make sure that they have attended training to enable to school to provide pupils with SEND with suitable support to meet their needs. Appropriate adaptations are identified and clearly communicated to staff and parents. Leaders work closely with families to keep attendance high and help them if they are struggling to bring their child to school on time. Attendance rates overall are high.

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better?

Leaders have carefully designed a curriculum for pupils’ personal development that builds on what pupils learn through the school’s Kodesh (religious) curriculum that pupils study in the mornings. Pupils’ understanding is further developed through assemblies. Pupils are taught to be respectful members of the community. They learn about their own faith and customs as well as about the faiths and customs of others. Pupils are encouraged to respect and value differences between people and are taught about healthy, respectful relationships and friendships, ready for their future lives in modern Britain.

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better?

Leaders have thought carefully about the enrichment opportunities they provide for all pupils. They foster pupils’ talents, deepen their learning of the curriculum, and develop their sense of community through a rich variety of outings, extra-curricular clubs and celebration events. Leaders, including the proprietor and governing body, work closely with all staff to ensure that they are happy and not overworked. They know that safeguarding the well-being of staff will benefit the pupils. Parents are overwhelmingly positive about the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 Some curriculum thinking in a few subjects and year groups does not identify in as much detail as in other subjects the specific knowledge content that pupils need to learn. This means that links between new knowledge and bigger concepts are sometimes missed which limits the depth of pupils’ learning. Leaders need to identify equally clearly in all subjects and key stages what pupils need to learn. 18 to 20 June 2024

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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.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 18 to 20 June 2024

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School details

Date of previous inspection 10 to 12 May 2022 18 to 20 June 2024

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Information about this school

 This is an independent primary day school for girls of Orthodox Jewish faith.  The school is registered for pupils up to age 11 years. The school opened in August 2021 and currently, there are pupils up to Year 3.  The school makes no use of alternative provision.  The school is planning to move to a larger building in September 2025. The proposed change of premises was not considered during this inspection.

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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.

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Information about this inspection

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

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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspectors carried out deep dives in four subjects: early reading, mathematics, history and science. 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 personal, social and health education curriculum and sampled a few other subjects.  Inspectors met with the headteacher and other leaders throughout the inspection. Inspectors also spoke with the proprietor and the governors, including the chair of governors.  Inspectors met with the school’s safeguarding leaders and reviewed a range of related documentation, including pre-employment checks on staff.  Inspectors met with a group of pupils to hear their views about their school. The discussion focused on pupils’ perceptions of their safety, learning and personal

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Information about this inspection

development as well as their education.  Inspectors considered staff’s and pupils’ handwritten responses to Ofsted’s online surveys. They considered the parents’ responses to the online survey.  Inspectors reviewed a range of evidence to check compliance with the independent school standards.

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Inspection team

18 to 20 June 2024 Aliki Constantopoulou, lead inspector His Majesty’s Inspector

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Inspection team

Karen Jaeggi Ofsted Inspector 18 to 20 June 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 for children looked after, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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