Talmud Torah Tiferes Shlomo

Inspection of Talmud Torah Tiferes Shlomo Danescroft Avenue, London NW4 2NB

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Overall effectiveness Requires improvement

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

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Overall effectiveness Requires improvement

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils are polite and respectful here. Throughout the school, they get along well together, behave sensibly in class and play cheerfully at breaktime. Pupils are motivated to earn behaviour points leading to end-of-term reward outings. All pupils take part in activities such as kayaking, mini golf and hiking which broaden pupils’ experiences beyond their academic work. The school organises educational visits that enrich pupils’ learning, including to museums and historical sites.

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What is it like to attend this school?

Pupils are enthusiastic about learning especially in curriculum subjects that are new to them. For example, they enjoy physical exercise, playing different games and doing sporting activities, including tag rugby and dodgeball tournaments. Children in the early years develop strength and coordination as they ride bikes and use the school’s climbing frame. Pupils are safe in school. They feel cared for by their teachers, who sort out any worries or fallings out.

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What is it like to attend this school?

In recent times, leaders, the proprietor and governing body have successfully raised their expectations for the quality of education that the school provides. They are ambitious for pupils to achieve qualifications in a wide range of subjects. Leaders’ actions have started to make a difference and secure improvements but further work is needed to strengthen the delivery and outcomes of the school’s secular curriculum. Currently, pupils leave the school with few qualifications.

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better?

Since the previous inspection, leaders, including the proprietor and governing body, have acted swiftly to enable all pupils to study a broad curriculum. They have increased the time spent on the delivery of the secular curriculum. Pupils now study a wider range of subjects than was previously the case.

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better?

The teaching of early reading and mathematics is well established. Staff have received training and use carefully chosen resources that enable pupils to achieve well in these subjects. Staff have strong subject knowledge. Through the teaching of early reading and phonics, adults help children in the early years to become confident, fluent readers. In mathematics, teachers anticipate pupils’ misconceptions and provide helpful explanations and examples to resolve any areas of difficulty.

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better?

Staff regularly check for gaps in pupils’ knowledge. Leaders make adjustments to the teaching of the curriculum and provide additional support to help pupils catch up. For example, the school identified that pupils in Year 3 were having difficulty learning and using fractions. After changing approaches to teaching this theme, pupils’ learning improved.

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better?

The school’s secular curriculum beyond early reading and mathematics was introduced this academic year. Pupils are starting to gain knowledge and skills in all the required curriculum areas through the introduction of subjects including art, physical education (PE), history, geography and science. 4 to 6 June 2024 Supported by teachers’ typically strong subject knowledge, the newly introduced secular curriculum is helping pupils to become familiar with subject-specific vocabulary and learn key facts. For example, pupils develop key skills when they play football, and improve their drawing techniques in art. However, the curriculum has not been in place long enough to demonstrate a lasting impact on pupils’ knowledge and understanding over time, particularly in subjects that pupils are studying for the first time. In some subjects, where the subject knowledge of staff is not as secure as in others, pupils’ learning is hindered.

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better?

Staff are well supported by leaders, including in managing their workload. They appreciate the training they have received, for example, to inform their work with pupils with special educational needs and/or disabilities. Leaders provide staff with the information and guidance they need to ensure all pupils access the same curriculum, providing specialist external advice and support as needed.

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better?

The school’s programmes for personal, social and health education and Jewish studies cover key themes such as healthy lifestyles and keeping safe. Across the curriculum, pupils are taught about faiths and cultures other than their own. They are taught to understand common features, and to be respectful, of the beliefs of others. Leaders have consulted with parents and carers with regard to the school’s relationships and sex education (RSE) curriculum. Leaders have a suitable scheme to deliver to any secondary-age pupils whose parents choose not to withdraw them from these lessons. However, the secondary requirements for relationships education are not met. For example, pupils are not taught about potential risks of online relationships.

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better?

The school provides pupils from Year 8 onwards with one-to-one independent careers guidance. Pupils are introduced to professions relevant to their skills and interests and guided to achieve their career aspirations. Pupils are keen to learn and attentive to their teachers. Pupils have high rates of attendance. Leaders have clear systems and follow up on any absences from school.

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better?

Leaders, including the proprietor and governing body, have reflected seriously on the findings of recent inspection visits. They have taken time to decide upon the design and content of the school’s revised secular curriculum. Leaders have ensured that communications with parents keep them informed of changes and developments made and the reasons for them.

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better?

Leaders have reviewed their procedures for the day-to-day upkeep of the school’s site to ensure and assure themselves that the health and safety and risk assessment policies are followed and any potential hazards are identified and rectified.

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better?

The school complies with schedule 10 of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are effective. 4 to 6 June 2024

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(Information for the school and proprietor)

 Most subjects taught in the secular curriculum are in early stages of implementation. Revised curriculum thinking has not been in place long enough to show a lasting impact on pupils’ academic achievement. The school should ensure that the newly designed curriculum is embedded fully so that pupils’ learning develops securely over time.  Teachers’ subject knowledge is not routinely strong across the secular curriculum. Where this is the case, pupils’ learning of more complex subject-specific concepts is hindered. The school should continue the programme of training to develop the subject expertise and confidence of staff across the secular curriculum so that pupils deepen their learning in all subjects.  The school does not ensure that all statutory elements of the RSE programme are covered. Pupils are not taught all aspects of relationships education. The school should ensure that the RSE statutory guidance is followed in full so that all

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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. 4 to 6 June 2024

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School details

Type of school School registered with a religious ethos

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School details

Date of previous inspection 24 January 2024 4 to 6 June 2024

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Information about this school

 Talmud Torah Tiferes Shlomo School is an independent Orthodox Jewish school for boys.  The school is registered for up to 360 pupils aged three to 15 years old.  The school’s most recent inspection was a progress monitoring inspection that took place in January 2024. The school’s previous standard inspection took place in May 2022, when the school’s overall effectiveness was judged to be inadequate.  The school makes no use of alternative provision.  There have been no relevant changes to the school or its leadership since the previous inspection in January 2024.

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

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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.  The inspectors met with school leaders, including the chair of governing body and two other representatives of the governing body. It was not possible to meet with or speak to the proprietor who was abroad at the time of the inspection.  Inspectors carried out deep dives in these subjects: early reading, history, mathematics and PE. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work. Inspectors also looked at curriculum plans and spoke to leaders about some other subjects.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and

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Information about this inspection

considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors completed tours of the school accompanied by school leaders to consider the school’s compliance with the independent school standards. 4 to 6 June 2024  In meetings with pupils, inspectors did not discuss any matters relating to RSE, as agreed with school leaders. This did not have an impact on the inspection outcomes.

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Inspection team

Amanda Fraser, lead inspector His Majesty’s Inspector

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Inspection team

Samantha Ingram His Majesty’s Inspector 4 to 6 June 2024

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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; – 2A(1) The standard in this paragraph is met if the proprietor– – 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), – 2A(1)(d) in making arrangements for the purposes of paragraph (a), (b) or (c),

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Part 1. Quality of education provided

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- – 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. – 34(1)(c) actively promote the well-being of pupils. 4 to 6 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

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Part 8. Quality of leadership in and management of schools

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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Part 8. Quality of leadership in and management of schools

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