Toras Emes

Inspection of Toras Emes 6 Coke Street West, Salford M7 4AH

p.1

Overall effectiveness Requires improvement

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

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 at Toras Emes school attend regularly and eagerly enter the building each morning, ready to learn. Pupils, parents and carers, and staff proudly describe the high levels of care and nurture that pupils receive. There are warm and supportive relationships throughout the school. This helps pupils to feel safe.

p.2

What is it like to attend this school?

Pupils behave well. They are clear about the school’s expectations for behaviour and take responsibility for their actions. Pupils show care and consideration for others. Starting in the early years, they readily share, take turns and resolve conflict with ease. Pupils have a secure understanding of their own identity as well as those who may have different views and opinions within society.

p.2

What is it like to attend this school?

Parents have overwhelmingly positive views of the school. They particularly praise the swift communication that they receive in response to any queries or concerns that they raise.

p.2

What is it like to attend this school?

In some parts of the curriculum, the school’s expectations for pupils’ learning are unclear. Curriculum thinking is at an early stage of development. Where this is the case, pupils do not learn as well as they could.

p.2

better?

Pupils’ experiences of the curriculum differ vastly at Toras Emes. Children in the early years benefit from a well-considered curriculum that helps them to build new knowledge well. However, there are too many subjects in which older pupils do not learn well enough. Where this happens, pupils often learn disconnected parts of knowledge. This prevents pupils from building on what they already know and developing a deep body of knowledge in these subjects.

p.2

better?

The school has prioritised developments to the English and mathematics curriculums. In these subjects, pupils typically learn successfully. This is because the school has set out the most important knowledge that pupils need to know and remember. In addition to this, the order in which pupils learn new knowledge is skilfully organised.

p.2

better?

In some subjects, the school has thought carefully about how assessment strategies are used to ensure that teaching is based on what pupils already know. Where this does not happen, pupils have gaps in their knowledge that remain unidentified. This hinders the progress that they make.

p.2

better?

Although the school has a programme of training for staff development, the impact of this on staff subject knowledge, in some subjects, is not evident. In these subjects, staff do not explain learning clearly or break learning down into small enough steps, as they lack confidence in the subject content. 2 to 4 July 2024 The school identifies the needs of pupils with special educational needs and/or disabilities well. It works closely with external agencies to give pupils the support that they need. That said, the deficiencies in the curriculum impact pupils’ overall learning experience.

p.2

better?

Pupils learn to read well. The school carefully balances pupils’ reading development in both the Kodesh (religious) and Chol (secular) curriculums. Pupils who need it receive appropriate help to keep up with the pace of the phonics programme. Staff skilfully support pupils to give them the confidence that they need to read fluently and develop a love of reading. Children in the early years benefit from staff who have a secure understanding of how young children learn. They balance their encouragement for children’s academic development with their personal, social and emotional development.

p.3

better?

Pupils are highly respectful of others. Learning is rarely disturbed by poor behaviour. Pupils have many opportunities to consider the views of people who may live differently to them. This prepares them well for their next steps. Pupils undertake roles of responsibility with a sense of pride. For example, they regularly keep the local area litter-free and raise funds for charities. They have a deep understanding of why it is important to help and look after others.

p.3

better?

The school takes swift action to improve pupils’ attendance on the rare occasions this becomes a concern. It shares timely information with parents about pupils’ attendance and offers well-placed support.

p.3

better?

Those responsible for leading the school, including the proprietor, have an over- generous view of the school’s effectiveness in some areas. Monitoring arrangements do not give leaders the depth of information that they need about pupils’ learning. This means that improvements to some areas of the curriculum have not happened quickly enough. However, the proprietor has brought in expertise to support it to develop the quality of education. This is making a positive difference to the school’s capacity to improve.

p.3

better?

The proprietor has not ensured that all the independent school standards (‘the standards’) are met consistently. The proprietor’s systems to check the school’s ongoing compliance with some of the standards are not well thought out.

p.3

better?

The school complies with schedule 10 of the Equality Act 2010 and the statutory requirements of the early years foundation stage.

p.3

Safeguarding

The arrangements for safeguarding are effective. 2 to 4 July 2024

p.3

(Information for the school and proprietor)

 The design of the curriculum in some subjects is underdeveloped. Pupils do not learn as well as they could. The school should make sure that the content and sequence of learning is well considered in all subjects, so that pupils’ learning builds on what they already know.  Some staff lack the subject knowledge that they need to explain learning clearly in the full range of subjects in the wider curriculum. Some pupils develop gaps in their knowledge. The school should make sure that staff have the depth of subject knowledge that they need to teach the curriculum well.  In some subjects, assessment strategies do not give teachers the information that they need to inform further teaching. Where this happens, learning is not based on pupils’ prior knowledge. The school should make sure that effective assessment strategies are used in all subjects on offer to give teachers an accurate picture of what pupils know and remember.

p.4

(Information for the school and proprietor)

 Leaders, including the proprietor, do not have an accurate view of the school’s effectiveness. Some areas for development have not been addressed with enough urgency. The proprietor should make sure that all leaders have a secure understanding of the standards and should strengthen monitoring procedures to improve the quality of education on offer.

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. 2 to 4 July 2024

p.4

School details

Type of school Other independent faith school

p.5

School details

Annual fees (day pupils) Voluntary contributions

p.5

School details

Email address mainoffice@torasemes.co.uk

p.5

School details

Dates of previous inspection 28 to 30 June 2022 2 to 4 July 2024

p.5

Information about this school

 Toras Emes is an orthodox Jewish faith school.  The school’s previous standard inspection took place from 28 to 30 June 2022.  The school operates from premises at 6 Coke Street West, Salford M7 4AH.  The school does not make use of any alternative provision.  The school is registered to admit up to 280 pupils.

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 met with the headteacher, the deputy headteacher, the curriculum leader, the proprietor and some subject leaders.  Inspectors carried out deep dives in these subjects: early reading; mathematics; personal, social, health and economic education; and geography. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  An inspector carried out a tour of the premises.

p.6

Information about this inspection

 Inspectors reviewed a range of documentation to check the school’s compliance with the standards.  Inspectors considered the responses to Ofsted Parent View, including the free- text responses. These were issued to parents as a paper document.  There were no responses to Ofsted’s online survey for staff. Inspectors spoke to a range of staff during the inspection to gather their views. 2 to 4 July 2024  Inspectors spoke with pupils to gather their views of the school. There were no responses to the pupil survey.

p.6

The school’s proposed change to the maximum number of pupils

The school has applied to the Department for Education (DfE) to make a ‘material change’ to its registration. At the DfE’s request, we checked whether the school is likely to meet the relevant independent school standards if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.

p.7

The school’s proposed change to the maximum number of pupils

 The outcome of this part of the inspection is: the school is likely to meet the

p.7

relevant independent school standards if the material change relating

The proprietor requested an increase in the maximum number of pupils from 280 to 300. Leaders have ensured that the building has sufficient and suitable space to accommodate the additional pupils safely, both in classrooms and in the outdoor space available. The current staffing structure allows for adequate supervision with the additional pupils on roll. School leaders have ensured that the relevant independent school standards are likely to be met if the material change is implemented.

p.7

Inspection team

Jane Dennis, lead inspector His Majesty’s Inspector

p.7

Inspection team

Gil Bourgade Ofsted Inspector 2 to 4 July 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 – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(e) demonstrates good knowledge and understanding of the subject matter being taught; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress.

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. 2 to 4 July 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