Beis Ruchel Girls School

School progress monitoring inspection report

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Beis Ruchel Girls School 87 Devonshire Street, Salford, Manchester, Lancashire M7 4AE

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(1), 2(1)(a), 2(2), 2(2)(d), 2(2)(d)(ii), 2(2)(i)  These independent school standards (‘the standards’) were identified as unmet at the previous standard inspection in March 2024. Inspectors found that, at times, the curriculum was not delivered as well as it should be. For example, pupils’ misconceptions were not identified and addressed. This led to gaps in some pupils’ knowledge that hindered their learning. Additionally, inspectors found that the school’s curriculum did not give pupils the opportunity to develop an understanding and tolerance of different people, religions and beliefs other than their own. Inspectors found that the school was in breach of its statutory responsibilities with regards to the Equality Act 2010.  When the school’s action plan was evaluated in August 2024, it was judged that the school’s plans to address the weaknesses in the quality of education were not sufficiently

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Main inspection findings

clear to ensure that this standard would be met. For example, the school had not identified any specific actions to address the shortcomings in relation to the delivery of the curriculum. Furthermore, although the school proposed to introduce a specific project to teach pupils about different countries and cultures, it did not make clear the content of this project or how it would be implemented. Moreover, there were no specified actions to outline how the school intended to fulfil its statutory duty to pay regard to the protected characteristics set out in the Equality Act 2010.  At the time of this progress monitoring inspection, the inspector found that the school had taken effective action to ensure that the curriculum was delivered as intended. For example, the school has established a system to monitor the implementation of the curriculum and to provide support and feedback to staff to help them to improve the

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Main inspection findings

delivery of the curriculum. Additionally, staff have the support that they need to check how well pupils are learning the intended curriculum and to use this information to shape future learning.  However, the school has not ensured that the curriculum for personal, social, health and economic education encourages respect for other people, paying particular regard to the protected characteristics as set out in the Equality Act 2010. This limits how well pupils are prepared for life in British society. For example, the school does not teach pupils about religions that are different to their own. Nor does the proposed project, outlined above, include teaching pupils about other world religions and beliefs. Paragraph 2A(1), 2A(1)(a), 2A(1)(d), 2A(1)(e), 2A(1)(f), 2A(1)(g)  At the standard inspection in March 2024, inspectors found that the school was not fulfilling its statutory obligations regarding the provision of relationships education for

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Main inspection findings

pupils. Pupils were not taught the important information that they needed about relationships. Moreover, the school had not consulted with parents and carers about its relationships education policy.  When the school’s action plan was evaluated, it was judged that the school’s plans to address the weaknesses in the provision of relationships education were not sufficient to ensure that this standard would be met. For example, the school intended to implement a relationships education curriculum and to ensure that staff would receive training to help them deliver this to pupils. The school also proposed to develop a new relationships policy in consultation with parents. However, the planned actions lacked specificity. For example, there was no information about how this curriculum would be delivered or how the school would consult with parents.  At the time of this progress monitoring inspection, the school had developed a

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Main inspection findings

relationships education policy in consultation with parents and this was made available on request. The school’s curriculum includes some of the statutory requirements included in ‘Relationships Education, Relationships and Sex Education (RSE) and Health Education’ for primary schools. For example, pupils learn about caring friendships and some aspects of family life and being safe. However, the school’s curriculum does not include other statutory requirements such as different kinds of stable, caring relationships, online relationships or puberty. Paragraph 3, 3(f)  At the time of the standard inspection, inspectors found that the proprietor had not ensured that teaching in the school made effective use of classroom resources.  When the school’s action plan was evaluated, the school had not proposed any actions to meet this requirement.  At the time of this progress monitoring inspection, the school had ensured that staff

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Main inspection findings

have the resources that they need to deliver the curriculum. For example, staff have a wide range of classroom resources and access to online resources to support the implementation of curriculum plans and published schemes of work.  Some of the standards in this part remain unmet. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5, 5(a), 5(b), 5(b)(iii), 5(b)(v), 5(b)(vi)  At the time of the standard inspection in March 2024, inspectors found that the school did not actively promote fundamental British values. For example, pupils did not have the opportunity to acquire an understanding of respect for other cultures or how they could make a contribution to society more widely.  When the school’s action plan was evaluated in August 2024, it was judged that although the school had proposed some actions to address this standard, the plan lacked detail and did not address all of the requirements in this standard. For example, the

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Main inspection findings

school suggested that some of the actions that it had outlined to address the standards in Part 1 would also address this standard. Added to this, the school intended that pupils would engage in ‘communal activities’ to increase their involvement in the local community and learn about Britain. However, there were no actions to ensure that the school would actively promote the different fundamental British values or encourage respect for different people.  At the time of this progress monitoring inspection, the school had not ensured that pupils learned about faiths and beliefs that were different to their own. This meant that pupils’ ability to acquire an understanding and appreciation of other religions and cultures was limited.  Furthermore, the school’s plans for pupils to engage in activities in the local community were in the early stages of development. This means that pupils have limited opportunities to understand how they can contribute positively to the lives of those living

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Main inspection findings

and working in the locality and to society more widely.  The standard in this part remains unmet. Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a), 7(b), 32(1), 32(1)(c)  At the time of the standard inspection, inspectors found that pupils were not taught sufficiently well about how to keep themselves safe. Additionally, the school’s safeguarding policies were outdated and a lack of staff awareness about safeguarding risks left pupils vulnerable to harm.  When the school’s action plan was evaluated, it was judged that although the school had proposed some actions to meet this standard, they were not well thought out and they lacked detail. For example, the school had set out plans for parents and pupils to receive training to raise their awareness about technology and online dangers. It also intended that the school’s safeguarding policies would be updated to reflect up-to-date statutory

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Main inspection findings

guidance and that staff would receive updated training. However, the plan did not identify how the school would ensure that staff could use their training to create a strong culture of safeguarding that promoted the welfare, health and safety of pupils.  At the time of this progress monitoring inspection, the school had put in place the necessary arrangements to safeguard pupils and to promote their welfare. There was a suitable and up-to-date safeguarding policy which reflected current statutory guidance. The school provides a copy of the policy to parents on request.  The headteacher is the designated safeguarding leader (DSL) in the school. Staff have the appropriate training that they need to identify pupils who may be at risk of harm. Staff know to report any concerns that they may have to the DSL. The DSL records and acts upon these in a timely way. The school seeks advice and guidance from social care

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Main inspection findings

professionals when it is appropriate to do so.  During this inspection, pupils told the inspector that they felt safe in school. They reported that they can talk to members of staff if they have any worries and they trust them to help.  This standard in this part is now met. Part 8. Quality of leadership in and management of schools Paragraph 34, 34(1)(a), 34(1)(b), 34(1)(c)  At the time of the standard inspection in March 2024, inspectors found that the school did not demonstrate the knowledge and skills needed to ensure that the standards were consistently and securely met. The school did not fulfil all of its statutory requirements. Moreover, it did not actively promote the well-being of pupils, as defined in the 2004 Children Act.  When the school’s action plan was evaluated in August 2024, it was judged that it would be unlikely that this standard would be met if the action plan was implemented. The

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Main inspection findings

school proposed that it would provide extensive training for the proprietor and governors so that they understood the standards. However, it did not outline who would provide this training or how the school would then ensure that all the standards were met consistently.  At the time of this progress monitoring inspection, the school has worked collaboratively with other Jewish faith schools. It has sought advice and guidance to consider how it can teach respect for the protected characteristics and meet the statutory requirements for relationships education within its faith context. Additionally, the school has established a new board of governors. Although external governance is in its infancy, the school has ensured that new governors have the expertise to provide effective support and challenge to the school.  That said, this inspection identified that some of the standards in relation to the quality

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Main inspection findings

of education and pupils’ spiritual, moral, social and cultural development remain unmet. The school has not demonstrated that it has fulfilled its responsibilities effectively so that the standards are met consistently.  The standard in this part remains unmet.

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Compliance with regulatory requirements

The school does not meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 ('the independent school standards') and associated requirements that were checked during this inspection, as set out in the annex of this report. This included the standards and requirements that the school was judged to not comply with at the previous inspection. Not all of the standards and associated requirements were checked during this inspection.

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Part 1. Quality of education provided

 2A(1) The standard in this paragraph is met if the proprietor— – 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.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school— – 3(f) utilises effectively classroom resources of a good quality, quantity and range.

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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.

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Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that— – 32(1)(c) particulars of the arrangements for meeting the standard contained in paragraph 7 are published on the school’s internet website or, where no such website exists, are provided to parents on request.

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School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which 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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School details

Date of previous standard inspection 12 to 14 March 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 religious (Kodesh) and a secular (Chol) curriculum.  The school operates from premises at 87 Devonshire Street, Salford, Manchester M7 4BE. The school’s early years provision occupies a separate building on the same site.  At the same location, the proprietor also operates a secondary school which is registered separately with the Department for Education (DfE). That school is also called Beis Ruchel Girls School. It has a separate entrance at 11 Norton Street, Salford, Manchester M7 4AJ.  The school is registered to admit up to 370 pupils aged from 2 to 11 years old. At the time of the inspection, there were a small number of two-year-old children on roll.  The school does not make use of any alternative provision.  The school’s previous standard inspection took place from 12 to 14 March 2024.

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Information about this inspection

 This inspection was carried out at the request of the registration authority for independent schools. The purpose of the inspection was to monitor the progress the school has made in meeting the independent school standards and other requirements that it was judged to not comply with at its previous inspection.  This was the first progress monitoring inspection since the standard inspection in March 2024. It was conducted without notice.  The DfE required the school to prepare a statutory action plan. Ofsted evaluated this plan on 19 August 2024. The DfE rejected the action plan on 25 September 2024.  The inspector met with the headteacher and some members of staff.  The inspector reviewed a range of documentation, including that relating to the standards and the curriculum. She also visited some lessons.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the checks that had been carried out on staff to ensure their suitability; took account of the views of

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Information about this inspection

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.  The inspector spoke with a group of pupils about their learning and wider experiences in school. At the request of leaders, the inspector shared the questions prior to the meeting with pupils and a leader was present during the meeting.

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Inspection team

Sally Timmons, lead inspector His Majesty's Inspector

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The school does not meet the following independent school standards

Standards that were not met at the previous inspection and remain un-met at this inspection

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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]. – 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)(a) ensures that every registered pupil who is provided with primary education at the school is provided with relationships education, – 2A(1)(d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has

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Part 1. Quality of education provided

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(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)(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; – 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 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. guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted's website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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Part 8. Quality of leadership in and management of schools

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