Mechinoh School

Inspection of Mechinoh School 13 Upper Park Road, Salford, Lancashire M7 4HY

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Inadequate

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Overall effectiveness Inadequate

Does the school meet the independent school standards?

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What is it like to attend this school?

The school has low expectations for pupils’ achievement. Pupils do not benefit from a broad and balanced curriculum. They do not acquire sufficient knowledge of English, mathematics or other curriculum subjects. In addition, pupils do not study for recognised qualifications, including GCSEs. The only option for pupils beyond Year 10 is to continue with their religious studies. This means that they are ill- equipped for their next stage in education, employment or training.

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What is it like to attend this school?

The opportunities to promote pupils’ wider development are limited and ad hoc. Pupils take part in some sporting activities, such as football and swimming. However, they do not have the chance to develop their interests and talents beyond physical education.

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What is it like to attend this school?

Pupils stated that they feel safe and happy at the school. However, the school does not ensure that it identifies and protects pupils at risk of harm. Pupils do not receive the vital information that they need to keep themselves safe.

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What is it like to attend this school?

Pupils are generally polite. They behave in an orderly manner around the school site. However, this is not the case in some lessons. Some pupils do not take their academic studies seriously. This leads to some disengagement and low-level disruption in classrooms. Moreover, while some pupils attend school regularly, a considerable proportion of pupils, notably those in Year 11, are persistently absent from school.

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better?

The school has failed to resolve the weaknesses identified at the previous inspection. Pupils continue to receive a poor-quality education. In addition, the school currently meets fewer independent school standards (the standards) than it did at the previous inspection.

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better?

The school’s curriculum lacks ambition. Pupils do not study an appropriate range of academic subjects. They do not have the opportunity to study for any formal qualifications because they do not complete their final year of secondary education at the school. Pupils are denied their entitlement to a broad and rich education. This leaves them ill-prepared for their future.

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better?

Recently, the school has started to identify some of the key knowledge that it wants pupils to learn from Year 7 to Year 10. Nevertheless, this renewed curriculum thinking is far from finalised. This means that staff are often left to decide which aspects of the curriculum should be prioritised. Although staff believe that the school engages with them well, they do not receive the training and support that they need to deliver the curriculum effectively. Staff lack the subject-specific knowledge that they need to make judicious choices about lesson content and design. Consequently, too much is left to chance. Staff often deliver new learning in a jumbled order. This 25 to 27 June 2024 means that pupils do not gain secure foundations for later learning. They achieve poorly in a range of subjects.

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better?

The school has not ensured that there are systems in place to check how well pupils learn new knowledge. Staff do not have a clear idea of what pupils know and can do. This prevents staff from identifying and addressing gaps in pupils’ understanding.

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better?

The school does not prioritise reading. Pupils have few opportunities to read any literature other than Jewish religious texts as part of their studies. The school does not identify whether pupils have any gaps in their reading knowledge. Pupils who find reading difficult do not get the help that they need. This further exacerbates pupils’ lack of preparedness for life beyond school.

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better?

The school fails pupils with special educational needs and/or disabilities (SEND). It does not understand the responsibility that it has to identify pupils’ additional needs or to provide timely support. Pupils with SEND do not get the help that they need to overcome their barriers to learning. These pupils do not learn all that they should.

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better?

As part of its new behaviour policy, the school has recently introduced some appropriate sanctions and rewards to address incidents of low-level disruption. This is starting to improve the attitudes of some pupils towards learning. As a result, incidents of disruptive behaviour in classrooms are beginning to reduce. However, the school does not keep accurate records of serious behaviour incidents as required by the standards. This seriously hinders leaders’ ability to have an accurate view of behaviour across the school and to identify and address any emerging patterns and trends.

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better?

In Years 7 to 10, pupils’ absence, or late arrival to school, is recorded and followed up appropriately. However, the school has not paid enough attention to the widespread persistent absence of pupils in Year 11. The school has failed to take urgent and effective action to ensure that these pupils attend regularly.

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better?

The school does not provide pupils with a suitable range of high-quality experiences to support their personal development. For example, pupils do not learn about faiths and cultures other than their own. The school has consulted with parents and carers about relationships and sex education (RSE) and health education. However, it does not deliver RSE lessons. The school provides opportunities for pupils to meet with staff on a one-to-one basis. In these sessions, staff answer questions that pupils may have about growing up, such as about puberty. Nevertheless, the school does not permit staff to teach all of the content specified in the statutory RSE guidance. For example, pupils are not taught about consent, contraception or sexuality and gender. They do not learn about all of the differences that exist between people. This limits pupils’ readiness for life in modern Britain.

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better?

On occasion, the school invites external speakers to talk to pupils about different careers. However, any careers information, advice and guidance that pupils receive in relation to their next steps in education, or on to employment or training is futile. 25 to 27 June 2024 This is because the school assumes that all pupils will move on to Yeshivahs (Jewish religious educational institutions) at the end of Year 10.

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better?

The proprietor has not ensured that the standards are met. The school’s premises and accommodation are in a considerable state of disrepair. For example, the basement that is used as a social area for pupils is damp and the walls are covered with mould. Also, many windows are broken and boarded up.

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better?

The proprietor has not ensured the health and safety of pupils, staff and visitors. Following concerns raised by inspectors, the proprietor commissioned an external health and safety assessment that was carried out during the inspection. This highlighted several hazards that present a serious risk of harm. For example, gas boilers have not been checked within the past 12 months. Some internal doors, crucial in preventing the spread of fire and smoke should a fire break out, did not meet the requirements of the Regulatory Reform (Fire Safety) Order 2005.

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better?

The school’s admissions register is not maintained in accordance with regulations. For instance, it does not contain the contact details of pupils’ parents.

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better?

The proprietor has an over-inflated view of the school’s strengths. It does not have an accurate understanding of the school’s weaknesses. The proprietor shows blatant disregard for resolving the school’s failings.

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better?

The proprietor does not actively promote pupils’ well-being. It does not hold the school to account for the poor quality of education that pupils receive. There is no capacity to improve the school.

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better?

The proprietor has not ensured that it makes all of the required information available to parents.

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better?

The school has a suitable accessibility plan that complies with schedule 10 of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

The proprietor has not ensured that there is a robust safeguarding culture at the school. There is a lack of vigilance. The proprietor does not fulfil its statutory responsibilities for safeguarding. The school is of the view that safeguarding incidents do not happen. This puts pupils at risk of considerable harm.

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Safeguarding

The school does not have robust systems in place for staff to report and record any concerns about a pupil’s welfare or well-being. Some staff are not clear about how to report safeguarding concerns or who to report them to. The school does not keep accurate and up-to-date records of safeguarding concerns. It is not aware of its statutory responsibility to do so. 25 to 27 June 2024 The school does not ensure that pupils receive the information that they need to keep themselves safe. It is unwilling for leaders and staff to openly discuss or teach sensitive topics that may affect pupils. This means that pupils may not get the help and support that they need.

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Safeguarding

The school does not carry out checks on those pupils who are persistently absent from school to reassure itself that these pupils are safe and well. Moreover, it does not inform the local authority that these pupils are missing from education.

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(Information for the school and proprietor)

 The arrangements for safeguarding are ineffective. The proprietor has made a number of deliberate decisions that neglect or disregard statutory responsibilities. This puts pupils at risk of harm. The proprietor must ensure that the school urgently addresses the shortcomings in the safeguarding arrangements in order to keep pupils safe.  The school’s curriculum is narrow and lacks ambition. It is poorly designed and delivered ineffectively. It does not offer pupils the opportunity to obtain formal qualifications. As a result, pupils do not achieve well. The school must ensure that pupils receive an acceptable quality of education that is broad, balanced and meets their needs and interests.  The school does not identify or address pupils’ additional needs. Pupils with SEND do not receive the help that they need to achieve well. The school must urgently improve how it identifies, assesses and meets the needs of all pupils.

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(Information for the school and proprietor)

 Reading is not a priority in the school. Pupils are not given any support to improve their reading knowledge. This hinders some pupils from accessing their learning. The school must better support pupils to read with fluency and confidence.  Many Year 11 pupils are persistently absent from school. This means that pupils do not complete their studies or have the chance to gain appropriate qualifications. The school must take urgent and effective action to ensure that Year 11 pupils complete their education.  The school’s provision for pupils’ personal development is limited. Pupils are not well prepared for their adult lives. The school must provide a wide range of opportunities and experiences that promote pupils’ talents and interests and enable them to develop as responsible, active citizens.  Pupils do not learn about all of the protected characteristics as set out in the Equality Act 2010. They do not receive all of the statutory RSE that they should.

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(Information for the school and proprietor)

This means that they are not prepared for life in modern Britain. The school must comply with its statutory duties to teach pupils this important information.  The proprietor does not ensure that all of the standards are met. The standards have not been met over a considerable period. The proprietor must ensure that 25 to 27 June 2024 leaders and staff have the training and support needed to meet all the standards consistently.  The school does not maintain accurate admissions records. It does not include all of the required information, nor does it follow the protocols for pupils missing education. The school must ensure that it complies with statutory requirements.  The proprietor has an inaccurate and overly optimistic view of the school’s effectiveness. The proprietor does not understand the extent of the school’s weaknesses. This has led to the school’s further decline since the previous inspection. The proprietor must ensure that it has a full and accurate

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(Information for the school and proprietor)

understanding of the school’s shortcomings and takes urgent action to resolve them.

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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. 25 to 27 June 2024

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School details

Dates of previous inspection 24 to 26 May 2022 25 to 27 June 2024

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Information about this school

 This is an Orthodox Jewish faith school.  The school operates from premises at 13 Upper Park Road, Salford, Lancashire, M7 4HY.  The school is registered to admit up to 73 pupils. It is operating above its maximum pupil number. The number of pupils who attend the school does not include pupils in Year 11.  The school does not use any alternative provisions.  The previous standard inspection took place 24 to 26 May 2022. A progress monitoring inspection was carried out 2 March 2023. A subsequent progress monitoring inspection took place on 7 November 2023.  All pupils leave the school at the end of Year 10. Some of these pupils move on to Yeshivahs.  The proprietor as recorded on the Department for Education’s (DfE) Get Information about Schools is Mechinoh L’Yeshivah. This is registered with the Charity Commission. There are four trustees, including the chair, listed on the Charity Commission’s register. However, the chair informed the lead inspector that

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Information about this school

he is the sole proprietor. This does not match the registration information held by the DfE.

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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 judgment 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.  Inspectors spoke with the headteacher and other school leaders.  The lead inspector met with the chair of the proprietor body.  The lead inspector spoke with a representative of the local authority.  Inspectors carried out deep dives in English, mathematics and science. For each deep dive, inspectors met with the subject leader to discuss the curriculum, 25 to 27 June 2024 visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects with leaders.  To evaluate the effectiveness of safeguarding, the inspector 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

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Information about this inspection

culture around safeguarding that puts pupils’ interests first.  Inspectors spoke with some pupils about their learning and about school life. However, inspectors were not permitted to speak to pupils without a senior member of staff present. Consequently, inspectors were not able to evaluate the effectiveness of the safeguarding culture that has been established in the school.  Inspectors were requested not to ask pupils questions about some of the protected characteristics or RSE.  Inspectors made a tour of the school premises and checked documentation in relation to the standards.  There were no responses to Ofsted’s online surveys for staff or for pupils.  There were no responses to Ofsted Parent View.  Inspectors spoke with some staff to gather their views of the school, including leaders’ support for their workload and well-being.

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Inspection team

Amanda Downing, lead inspector His Majesty’s Inspector

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Inspection team

Gil Bourgade Ofsted Inspector 25 to 27 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(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; and  2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; – 2(2)(d) personal, social, health and economic education which- – 2(2)(d)(ii) encourages respect for other people, paying particular regard to the

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Part 1. Quality of education provided

protected characteristics set out in the 2010 Act[9]; – 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that- – 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  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 paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that

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Part 1. Quality of education provided

applies in relation to the provision of education by maintained schools.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; 25 to 27 June 2024 – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught;

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Part 1. Quality of education provided

– 3(f) utilises effectively classroom resources of a good quality, quantity and range; – 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. – 4 The standard in this paragraph is met where the proprietor ensures that a framework for pupil performance to be evaluated, by reference to the school’s own aims as provided to parents or national norms, or to both, is in place.

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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(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; – 5(b) ensures that principles are actively promoted which- – 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 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.  9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that- – 9(c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.  11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.  12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].  15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education

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Part 3. Welfare, health and safety of pupils

(Pupil Registration) (England) Regulations 2006[13].  16 The standard in this paragraph is met if the proprietor ensures that- 25 to 27 June 2024 – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified.

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Part 4. Suitability of staff, supply staff, and proprietors

– 20(6) The standard in this paragraph is met in relation to an individual ("MB"), not being the Chair of the school, who is a member of a body of persons corporate or unincorporate named as the proprietor of the school in the register or in an application to enter the school in the register, if- – 20(6)(a) MB- – 20(6)(a)(i) is not barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act where that individual is or will be engaging in activity which is regulated activity within the meaning of Part 1 of Schedule 4 of that Act; and – 20(6)(a)(ii) does not carry out work, or intend to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in either such direction;

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Part 4. Suitability of staff, supply staff, and proprietors

– 20(6)(b) subject to sub-paragraphs (7) to (8), the Chair of the school makes the following checks relating to MB- – 20(6)(b)(i) where relevant to the individual, an enhanced criminal record check; – 20(6)(b)(ii) checks confirming MB’s identity and MB’s right to work in the United Kingdom; and – 20(6)(b)(iii) where, by reason of MB’s living or having lived outside the United Kingdom, obtaining an enhanced criminal record certificate is not sufficient to establish MB’s suitability to work in a school, such further checks as the Chair of the school considers appropriate, having regard to any guidance issued by the Secretary of State.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that- – 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.  25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.  26 The standard in this paragraph is met if the proprietor ensures that the acoustic conditions and sound insulation of each room or other space are suitable, having regard to the nature of the activities which normally take place therein.

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Part 6. Provision of information

25 to 27 June 2024  32(1) The standard about the provision of information by the school is met if the proprietor ensures that- – 32(1)(a) the information specified in sub-paragraph (2) is provided to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate; – 32(1)(b) the information specified in sub-paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate;  32(2) The information specified in this sub-paragraph is- – 32(2)(b)(ii) where the proprietor is a body of persons, the address and telephone number of its registered or principal office;  32(3) The information specified in this sub-paragraph is- – 32(3)(e) particulars of the school’s academic performance during the preceding school year, including the results of any public examinations;

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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; and – 34(1)(c) actively promote the well-being of pupils. 25 to 27 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

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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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