Beis Ruchel Girls School

Inspection of Beis Ruchel Girls School 11 Norton Street, Salford M7 4AJ

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Inspection dates: 24 to 26 September 2024

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Overall effectiveness Requires improvement

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

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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?

Beis Ruchel Girls School is a warm and welcoming school where pupils are happy. Pupils take immense pride in their school. Staff and pupils build kind and respectful relationships. Pupils feel safe because they are confident that staff listen to them and respond to their needs.

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What is it like to attend this school?

Throughout the school, there is a calm and harmonious environment. Pupils behave well. They are attentive in lessons and treat each other with thoughtfulness and courtesy. Their behaviour makes the school a welcoming, calm and safe place to learn.

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What is it like to attend this school?

The school has prioritised the school’s curriculum. It has high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils study a broad, ambitious curriculum which is designed and mostly delivered well. They are encouraged to aim high. As a result, pupils achieve well.

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What is it like to attend this school?

Pupils’ knowledge and understanding of the full variety of people in modern Britain is limited. For example, the school does not teach some of the protected characteristics as set out in the Equality Act 2010. These include sexual orientation, gender reassignment and some aspects of different religions and faiths. Moreover, pupils have a limited understanding of healthy relationships.

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better?

The school has designed a highly ambitious curriculum that includes Kodesh (Jewish religious studies) along with a range of other subjects. The school’s religious ethos permeates the curriculum. The school has clearly outlined the core knowledge that pupils must learn and specifies the order of teaching for this content. Teachers have secure subject knowledge and explain concepts effectively. This helps pupils to prepare for the next stage of their education, employment or training.

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better?

Most teachers use regular checks on pupils’ learning to gauge pupils’ knowledge and understanding. However, in a small number of lessons, variability exists in how well teachers check what pupils know and can do. When this happens, teachers do not identify misconceptions as quickly as they could, leaving some gaps in knowledge unaddressed. In these lessons, this hampers a few pupils’ learning.

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better?

When pupils join the school, staff accurately assess their reading needs. Pupils who struggle with reading receive the support that they need to catch up quickly. The school fosters a strong reading culture across all age groups. Pupils enjoy weekly literature lessons where they read high-quality books with their teachers.

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better?

The school promptly and effectively identifies pupils with SEND and works closely with parents and carers to provide clear guidance to staff on meeting these needs. 24 to 26 September 2024 Staff use this guidance well, ensuring that pupils with SEND make effective progress through the curriculum.

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better?

Pupils display good behaviour across the school and eagerly engage in their learning. The school actively promotes regular attendance. Pupils understand the importance of attending regularly. However, the school does not fully use all the available attendance data. This limits its ability to identify and address emerging trends and patterns in absences that could help to improve attendance.

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better?

The school promotes pupils’ all-round development, integrating this into daily life and the Kodesh curriculum. For example, pupils learn about democracy and the rule of law. Pupils, including those with SEND, also participate in a variety of extra- curricular activities. The school gives them opportunities to plan special events and festivals. Older pupils help younger pupils engage in activities such as food preparation, dancing, singing, and stage production.

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better?

The proprietor has not ensured that the school meets all of the independent school standards (‘the standards’), particularly those related to the protected characteristics under the Equality Act 2010. Moreover, the school does not meet its statutory requirements to provide age-appropriate relationships and sex education (RSE). Nevertheless, the proprietor holds leaders to account appropriately for their work to improve most areas of the school. The proprietor understands the school’s strengths and the areas that require improvement. They uphold their responsibilities under schedule 10 of the Equality Act.

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better?

Parents value the school’s nurturing, family atmosphere that supports their children’s learning and personal development. The school supports staff to access training so that they can do their jobs well. Staff feel well supported by leaders, who take account of staff’s workload and well-being when making decisions.

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better?

The school does not have a website. The school ensures that copies of all policies, including the safeguarding policy, are available to parents on request.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 At times, the school does not use strategies to check what pupils know and can do as effectively as it could. This sometimes means that gaps in pupils’ knowledge are not identified or corrected promptly. The school should ensure that staff use effective strategies to identify and address pupils’ misconceptions in a timely manner.  The school does not scrutinise its attendance information as closely as it could. Consequently, the school is not alert to some of the patterns and trends in 24 to 26 September 2024 attendance, including persistent absenteeism. The school should improve its oversight of pupils’ attendance to tackle any issues preventing pupils from attending school regularly.  The school does not ensure that pupils learn about the protected characteristics that relate to sexual orientation, gender reassignment and religions and faiths. This limits pupils’ readiness for life in modern Britain. The school should ensure

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(Information for the school and proprietor)

that it upholds its statutory duties in relation to the Equality Act 2010.  The school does not ensure that its RSE programme complies with statutory guidance. The school has made no arrangements to provide sex education were any parents to choose not to withdraw their children, or should any pupils wish, from three terms before their 16th birthday, to receive sex education rather than be withdrawn. The school should ensure that its provision for RSE meets statutory requirements.

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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 136086 DfE registration number 355/6057

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School details

Inspection number 10342070 Type of school Other independent school

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School details

Dates of previous inspection 22 to 24 November 2022 24 to 26 September 2024

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Information about this school

 Beis Ruchel Girls School is an Orthodox Jewish faith school. Most pupils are members of the Satmar community. The school provides a Kodesh and a secular (Chol) curriculum.  The school operates from premises at 11 Norton Street, Salford, Manchester M7 4AJ.  The school’s previous standard inspection took place from 22 to 24 November 2022. A material change inspection took place on 7 June 2023.  The school is registered to admit up to 240 pupils aged from 11 to 16.  The school does not make use of any alternative provision.  At the same location, the proprietor also operates a primary school which is registered separately with the Department for Education. That school is also called Beis Ruchel Girls School. It has a separate entrance at 87 Devonshire Street, Salford, Manchester M7 4BE.

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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.  During the inspection, inspectors spoke with the headteacher, the head of Chol, the head of Kodesh, the head of curriculum and other members of the senior leadership team.  The lead inspector met with the proprietor.  Inspectors reviewed a wide range of documentation, including that relating to the standards and the curriculum.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the checks that had been carried out on staff to ensure their suitability; 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

 Inspectors considered the responses to the Ofsted online survey for parents, Ofsted Parent View. Inspectors also considered the responses to Ofsted’s staff survey and spoke to members of staff about their well-being and workload.  There were no responses to the pupil survey. However, inspectors spoke with some pupils about their work and school life. Inspectors’ formal meetings with pupils were carried out in the presence of a member of staff. The questions that were asked of pupils in these meetings were agreed with the headteacher. This did not impact on the quality of evidence that was gathered. Inspectors spoke with pupils at other times during the inspection, such as breaktimes.  Inspectors observed pupils’ behaviour at social times, in lessons and around the school.  Inspectors carried out deep dives in English, including reading, mathematics, and food and nutrition. They met leaders and teachers and visited a sample of

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Information about this inspection

lessons. Inspectors spoke with pupils about their learning in these subjects. They also considered the curriculum across some other subject areas and looked at examples of pupils’ work.  The lead inspector made a tour of the school premises.

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Inspection team

Rebecca Sharples, lead inspector His Majesty’s Inspector

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Inspection team

Tim Sherriff Ofsted Inspector 24 to 26 September 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.  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)(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),

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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, – 2A(1)(e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b), – 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e), and – 2A(1)(g) publishes a copy of the statement on a website and provides a copy of the statement free of charge to anyone who asks for one.  2A(2) Arrangements made by the proprietor for the purposes of sub-paragraph (1)(b) must ensure that where a pupil’s parent requests that the pupil is wholly or partly excused from sex education provided as part of relationships and sex education, the pupil is so excused until the request is withdrawn, unless or to the extent that the head teacher considers that the pupil should not be so excused.

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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)(iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely; 24 to 26 September 2024 – 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act. – 5(d) takes such steps as are reasonably practicable to ensure that where political issues are brought to the attention of pupils- – 5(d)(i) while they are in attendance at the school, – 5(d)(ii) while they are taking part in extra-curricular activities which are provided or organised by or on behalf of the school, or

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(d)(iii) in the promotion at the school, including through the distribution of promotional material, of extra-curricular activities taking place at the school or elsewhere, they are offered a balanced presentation of opposing views.

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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. 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 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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