Etz Chaim Boys School

Inspection of Etz Chaim Boys School 458 Bury New Road, Salford M7 4LJ

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Inspection dates: 24 to 26 September 2024

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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 Overall effectiveness at previous inspection Good

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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 value their education here. The school has successfully created a welcoming and positive culture. Staff encourage pupils to be happy, friendly and to grow spiritually.

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What is it like to attend this school?

Pupils enjoy affirming relationships with caring staff. They know that there are trusted adults who they can speak to about any worries that they may have.

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What is it like to attend this school?

The school expects all pupils, including those with special educational needs and/or disabilities (SEND), to achieve well. In the main, this ambition has been realised for pupils in Years 9 and 10, including in subjects such as English, mathematics and science. However, there are weaknesses in how well the curriculum for pupils in Years 7 to 8 is designed and delivered in some subjects. This means that some pupils in these year groups do not achieve as well as they should.

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What is it like to attend this school?

Pupils are very respectful of others. They conduct themselves well around school and are positive role models for their peers. Pupils are clear about the behaviours expected of them. Inappropriate behaviour is dealt with fairly by adults.

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What is it like to attend this school?

The popular ‘Forest Centre’ in the school grounds provides all pupils with the chance to learn skills such as woodwork, pottery, pet care and horticulture. Pupils’ knowledge and understanding of the full variety of people in modern Britain is limited.

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better?

Overall, the school has created a broad, balanced, and ambitious curriculum. In the subjects that are designed well, the school has given careful thought to the important knowledge that pupils should learn.

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better?

However, curriculum thinking in other subjects, particularly in Years 7 and 8, is less well developed. In these subjects, the school has not set out the order of knowledge that it wants pupils to learn as clearly as it should. This hinders how well teachers know what to teach and when. As a result, in these subjects, some pupils do not learn as well as they should. Nevertheless, by the time pupils leave school at the end of Year 10, many of them achieve GCSEs, sometimes gaining the highest grades.

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better?

Most teachers are knowledgeable about their subjects. They typically explain things clearly to pupils. They provide pupils with suitable opportunities to revisit and recap important learning.

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better?

In subjects where the school is clear about what pupils should learn, staff routinely check that pupils have understood their learning. However, in other subjects, staff do not make careful checks on what pupils have learned. This means that staff do not consistently identify gaps in pupils’ knowledge or what pupils need to learn next. 24 to 26 September 2024 The school’s knowledge of pupil’s reading ability is limited. For those pupils that struggle to read, there is no suitable phonics programme to support their learning. Unless pupils are identified with SEND, weaker readers do not get extra help to develop their fluency, expression, and early comprehension. Despite the limited promotion of reading in school, pupils told inspectors that they enjoy reading books. They said that reading ‘helps their learning’ and ‘is a good way to relax.’

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better?

Staff identify the needs of pupils with SEND in an accurate and timely manner. They work well with parents, carers, and external agencies. Their collaborative approach ensures that pupils with SEND are given the support that they need to access the curriculum and flourish. Pupils with SEND learn successfully alongside their peers and participate fully in school life.

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better?

Pupils typically behave well in lessons. They are lively but quick to settle. Pupils listen carefully and they are motivated to learn. The school prioritises pupils’ attendance. Leaders’ analysis of last year’s dip in attendance has led to noticeable improvements this year. Consequently, most pupils attend school regularly.

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better?

Pupils benefit from careers advice and guidance. Most pupils continue their next steps in education at a Jewish seminary. The school recognises the importance of pupils knowing about the range of options available to them. An external careers provider supports pupils to make informed choices about their future steps in education, employment, or training.

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better?

The school supports pupils’ wider development. These are woven throughout school life and taught formally through the Kodesh (Jewish faith) curriculum. Older pupils take responsibility for planning and organising special events, such as performances or projects. Pupils learn about different fundamental British values, such as democracy and the rule of law.

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better?

Pupils are limited in their knowledge and understanding of diversity and the differences that exist among some people. In this respect, the proprietor has not ensured that all the independent school standards (‘the standards’) are met. In particular, the school does not teach about the full range of protected characteristics as set out in the Equality Act 2010. Therefore, pupils are not as prepared for life in modern Britain as they should be.

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better?

There were a small number of standards related to the premises and accommodation and pupils’ welfare, health and safety that were not met at the start of the inspection. Swift action from the proprietor ensured that these standards were met by the end of the inspection. Much of the school’s building was reasonably well maintained and clean. Areas such as the food technology classroom and design and technology computer room were unhygienic. The proprietor quickly addressed the cleanliness in these rooms during the inspection. However, it does not approach the routine monitoring of health and safety with sufficient rigor to ensure that health and safety requirements are consistently met. The proprietor does ensure that the school complies with fire-safety regulations. 24 to 26 September 2024 The school has an accessibility plan that sets out its plans to ensure that pupils with disabilities can participate fully in the school’s curriculum.

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better?

The proprietor and the governing body are committed and proud of the school. They hold leaders to account for their work to improve the curriculum. They understand the school’s strengths and the areas that require improvement.

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better?

Staff are proud to work at the school. They feel well supported by leaders, who take account of staff workload and well-being when making decisions. For example, staff feel leaders support them to access external well-being support if needed and they are considerate of their work-life balance.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an appropriate culture of safeguarding in school. Leaders and staff have had suitable training. They know how to recognise and report any concerns about a pupil’s welfare or safety. Staff pass on any concerns that they may have about the well-being and safety of pupils. However, there are minor weaknesses in the school’s safeguarding arrangements. Specifically, the school’s systems for recording concerns about pupils’ welfare are not as robust as they should be. Moreover, the school’s systems for routinely monitoring health and safety compliance lack sufficient rigour and regularity.

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(Information for the school and proprietor)

 In some subjects, and particularly at key stage 3, the school has not considered exactly what pupils should learn and in what order. This hinders some pupils from achieving as highly as they could. The school should finalise the curriculum content in these subjects to ensure that teachers know exactly what knowledge pupils must learn and when they should learn it.  In some subjects, assessment strategies are not used effectively. In these subjects, teachers are not clear about what pupils have learned and where there might be gaps. The school should ensure that teachers have a clear understanding of exactly where pupils are in their learning and use this information to precisely determine pupils’ next steps.  Reading is not promoted sufficiently in school. Pupils that struggle to read are not identified early enough and appropriate strategies are not in place to help them catch-up quickly. This means that some pupils do not access the curriculum on

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(Information for the school and proprietor)

offer as effectively as they should. The school should ensure that reading is a priority in school and staff have the skills and resources to identify and support pupils that struggle to read. 24 to 26 September 2024  A small number of the school’s systems to ensure pupils’ welfare and safety are not robust enough. This means that leaders do not have the information that they need to be reassured that they can spot any patterns or trends and that risks to pupils are minimised. The proprietor should make sure that the school’s safeguarding and health and safety systems are thorough, robust and ensure pupils’ safety.  The school does not ensure that pupils learn about the diverse characteristics of people in modern Britain. The protected characteristics that relate to sexual orientation and gender reassignment are not taught. Consequently, this limits pupils’ knowledge of British society. The school must ensure that pupils are better

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(Information for the school and proprietor)

prepared for their lives in modern Britain.

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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. 24 to 26 September 2024

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School details

Unique reference number 131015 DfE registration number 355/6053

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School details

Inspection number 10342017 Type of school Other independent school

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School details

Annual fees (day pupils) Voluntary contributions

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School details

Date of previous inspection 12 to 14 October 2021 24 to 26 September 2024

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Information about this school

 The previous standard inspection took place from 12 to 14 October 2021.  This orthodox Jewish boys’ school operates from one site. The school is located at 458, Bury New Road, Salford, Lancashire M7 4LJ.  The sole proprietor is Yonah Chaim Reich. He is also the chair of governors. There is a small group of governors who provide governance for the school.  The sole proprietor is not registered with a company. However, there are two companies registered with Companies House that have association with the school. The first is called Holdentime, which manages the financial side of the school. The second is called Stonewhite, which owns the school and the land it uses.  There are 244 pupils on roll at the school. The school has an agreed capacity with the Department for Education for 250 pupils.  The school is registered for pupils aged between 11 and 17, although at the time of this inspection there were no pupils in Year 11, nor in the one year of the sixth

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Information about this school

form, Year 12. Pupils usually leave the school at the end of Year 10 to attend a Yeshiva.  The school does not use alternative provision.

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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

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

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  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 these subjects: English, mathematics, and science. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, and looked at samples of pupils’ work. Inspectors spoke with pupils about their learning. Inspectors also discussed the curriculum in 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 considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first. 24 to 26 September 2024

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Information about this inspection

 During the inspection, inspectors spoke with the headteacher. They met with the head of operations and the head of Kodesh, who are both designated safeguarding leads. They also spoke to other senior leaders and staff. This included the SEND coordinator and head of behaviour.  Inspectors held discussions with members of staff about their workload and well- being.  An inspector met with the sole proprietor, who is also the chair of governors. She also met with one of the governors and contacted a representative of Salford local authority.  The lead inspector made a tour of the premises. Inspectors also reviewed documentation and other information to check the school’s compliance with the standards and relating to school improvement.  Inspectors considered the responses to Ofsted Parent View and Ofsted’s staff survey.  There were no responses to Ofsted’s pupil survey. However, inspectors spoke with

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Information about this inspection

pupils about their work and school life.

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Inspection team

Sue Eastwood, lead inspector His Majesty's Inspector

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Inspection team

Gil Bourgade Ofsted Inspector 24 to 26 September 2024

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The school failed to meet the following independent school standards

 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[9];  2A(1) The standard in this paragraph is met if the proprietor- – 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 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 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.  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.

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Part 5. Premises of and accommodation at schools

 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.

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Part 8. Quality of leadership in and management of schools

24 to 26 September 2024  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. 24 to 26 September 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

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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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