T T T Y Y School

School progress monitoring inspection report

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T T T Y Y School 14 Heathland Road, London N16 5NH

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i)  The inspection in June 2023 found that the school’s curriculum was not suitable. It did not take account of the needs and ages of pupils.  The school has now developed an age-appropriate curriculum for each year group from Year 1. However, the school has not considered how it will meet the needs of pupils with special educational needs and/or disabilities, including those with education, health and care plans. The school has not thought about how the curriculum will be adapted so that all pupils can successfully access it.  The independent school standards (‘the standards’) in this paragraph are not met. Paragraphs 2(2)(a), 2(2)(h)  Previously, the school did not provide pupils with the opportunity to study a broad range of subjects. The school has now reviewed the curriculum. Pupils now study a range of subjects as defined by the standards. For example, pupils now study geography as well

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Main inspection findings

as a creative curriculum that includes art and music. The school has thought about how to order the knowledge and skills that it wants pupils to know and remember. The school has included this in its medium- and long-term plans that are used by teaching staff. As a result, pupils now have the opportunity to learn and make progress through the curriculum in these subjects.  The previously unmet standards in these paragraphs are now met. Paragraphs 2(2), 2(2)(d), 2(2)(d)(ii), 2(2)(f), 2(2)(i), 2A(1), 2A(1)(b), 2A(1)(d)  The previous inspection found that the school’s personal, social, health and economic (PSHE) education curriculum did not provide pupils with sufficient opportunities to learn about other cultures and religions. There was also not an appropriate programme to support children’s personal, social, emotional and physical development and communication and language in the early years. Furthermore, the inspection found that

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Main inspection findings

the school did not ensure that the relationships and sex education (RSE) programme gave regard to statutory guidance. The RSE programme did not encourage age- appropriate respect for all of the protected characteristics, including those related to marriage and civil partnership. As a result, pupils were not being well prepared for life in modern Britain.  The school has developed its curriculum thinking since the last inspection. Pupils now learn about the different religions and cultures that exist in modern Britain. However, the school has not completed its work to ensure that children in the early years follow an appropriate personal, social, emotional and physical development programme. The school has also not provided children in the early years with a suitable programme to support their communication and language development.  Pupils from Year 1 to Year 8 now follow a PSHE programme that includes relationships

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Main inspection findings

education. However, for secondary-aged pupils, teaching continues to not encourage age-appropriate respect for all people with the characteristics protected by law, for example in relation to marriage and civil partnership. Due regard is not given to the statutory guidance. As a result, pupils are not as well prepared for the opportunities, responsibilities and experiences of life in modern Britain as they should be.  The standards in these paragraphs are not met. Paragraphs 2A(1)(a), 2A(1)(e), 2A(1)(f), 2(A)(1)(g)  Since the last inspection, the school has developed a suitable RSE policy. This is available to parents and carers on request from the school office. The school has consulted with parents about this policy. The school has a system in place to respond to parents’ wishes to withdraw their children from the sex education element of the RSE programme in the secondary phase of the school. The school keeps records of pupils who have been

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Main inspection findings

withdrawn. This is currently all pupils.  The previously unmet standards in this paragraph are now met. Paragraphs 3, 3(a), 3(c), 3(d), 3(e), 3(f), 3(g)  The previous inspection found that leaders did not ensure that the quality of teaching was effective. Typically, teachers’ subject knowledge was weak and teaching resources did not help deepen pupils’ knowledge and understanding.  The school has invested time and resources into developing the curriculum and training its staff. There are now appropriate resources to support teachers in their planning of lessons. Teachers now have medium-term and weekly lesson plans. These plans include guidance on activities which aim to help pupils to recall prior learning and check for any gaps in knowledge and understanding. Teachers demonstrate a good understanding of the subjects that they teach. As a result, pupils are able to acquire new knowledge.  The previously unmet standards in this paragraph are now met.

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5, 5(b), 5(b)(vi)  At the last standard inspection, the school did not ensure that principles were actively promoted that encourage respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010. Pupils were taught to respect all people, but they were not taught about each of the protected characteristics defined by law.  The school has developed and offers a more comprehensive PSHE and RSE curriculum than was previously the case. However, this curriculum does not pay regard to all the protected characteristics in encouraging respect for other people, for example marriage and civil partnerships.  The standards in this paragraph are not met. Paragraphs 5(a), 5(b)(v)  At the previous inspection, the school did not ensure that the curriculum promoted the fundamental British values, including tolerance of those with different faiths and beliefs.

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Main inspection findings

As a result, pupils did not gain an appreciation and respect for other cultures.  The PSHE curriculum, supported by the religious curriculum, now includes the fundamental British values. Pupils learn about other religions that are practised in the United Kingdom. For example, pupils learn about key festivals in Christianity and Islam.  The previously unmet standards in this paragraph are now met.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Part 6. Provision of information Paragraphs 7 to 7(b), 32(1)(c)  The school has an up-to-date safeguarding policy that takes account of current government requirements. This policy is available to parents on request. All staff receive regular safeguarding training. Leaders with designated responsibility for safeguarding are also up to date with the latest guidance. The school works closely with the local authority to ensure that pupils receive any help that they may need. The school also keeps appropriately clear and detailed records of any referrals that it makes.  The standards in these parts are met.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors All paragraphs  Leaders understand the importance of the safe recruitment of staff. Leaders make sure that checks for new staff are carried out in accordance with statutory guidance. The headteacher has completed training in safer recruitment.  The school’s single central record of pre-employment checks accurately records all the required checks on leaders, staff and the proprietor body. The school’s single central record is audited regularly to ensure that all checks are completed.  The standards in this part are met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34 to 34(1)(b)  At the time of the previous inspection, the proprietor, leaders and governors had not ensured that all of the standards were met.  Leaders have made some progress in ensuring that some previously unmet standards are now met. However, several standards remain unmet. Leaders do not demonstrate that they have the necessary knowledge and skills to ensure that the independent school standards are met consistently.  The standards in this part are not met.

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Main inspection findings

Statutory requirements of the Early Years Foundation Stage

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Main inspection findings

 The previous inspection found that leaders did not ensure that the school complied with the statutory requirements of the early years foundation stage. The school did not ensure that curricular thinking in the early years considered all areas of learning. The learning environment did not enhance children’s early learning development. Leaders did not have a clear understanding of how children in the early years progress through different areas of learning.  The school was also not meeting its statutory requirements to complete the early years foundation stage profile in the academic year that the child reaches the age of five. Furthermore, children’s development was not assessed against the early learning goals.  Finally, the school did not meet the safeguarding and welfare requirements of the early years foundation stage. Staff in the early years did not have the required level 3 and level 2 qualifications.

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Main inspection findings

 The school has invested in new resources to enhance the learning environment in the early years. However, these have not been installed in the setting. The school has secured external support to help it to develop the early years curriculum. The intention is that all seven areas of learning and development will be included and carefully sequenced. However, this has not been implemented. Staff in the early years continue to lack the required qualifications to ensure that correct staffing ratios are maintained.  These requirements are not met.

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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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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

Dates of previous standard inspection 13 to 15 June 2023

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Information about this school

 Talmud Torah Toldos Yakov Yosef (TTTYY) is an independent orthodox Jewish school for boys. The school has two premises in the London Borough of Hackney. The main site provides education for boys aged eight to 13 and is located at 14 Heathland Road, London N16 5NH. The provision for children aged from two to seven is located at 47 East Bank, London N16 5PZ.  The school is registered for up to 199 boys. The school currently has 140 pupils on roll.  The school’s most recent standard inspection was from 13 to 15 June 2023.  The school has provision for two-year-olds in the early years foundation stage.  The school does not use any alternative provision.

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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 school’s first progress monitoring inspection since its last standard inspection in June 2023. The inspection was conducted without notice.  Since the school’s last standard inspection in June 2023, leaders were asked to submit an action plan. This plan was evaluated by Ofsted in August 2024. It was subsequently rejected by the Department for Education.  The inspector met with the headteacher, the designated safeguarding lead and the leader of the early years foundation stage. He also met with a member of the trust board. The inspector visited some lessons. He reviewed a range of documents, including

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Inspection team

Mark Smith, 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; 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)(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; – 2(2)(f) where the school has pupils below compulsory school age, a programme of activities which is appropriate to their educational needs in relation to personal, social, emotional and physical development and communication and language skills;

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Part 1. Quality of education provided

– 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 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 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.

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Section 1. The learning and development requirements

 1.4 There are seven areas of learning and development that set out what providers must teach the children in their settings. All areas of learning and development are important and inter-connected.

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Section 1. The learning and development requirements

 1.14 For children whose home language is not English, providers must take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home.

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Section 1. The learning and development requirements

 1.15 Providers ensure that children have sufficient opportunities to learn and reach a good standard in English during the EYFS, ensuring children are ready to benefit from the opportunities available to them when they begin Year 1. When assessing communication, language and literacy skills, practitioners must assess children’s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay.

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Section 2. Assessment

 2.13 In the final term of the academic year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. This is therefore usually undertaken by reception teachers, but on rare occasions it could be undertaken in other settings too. A provider other than a reception teacher must complete the EYFS Profile only where a child they are caring for has not started school by the final term of the year in chich the child reaches age 5 and will complete the EYFS in their setting.

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Section 2. Assessment

 2.14 The profile provides parents and carers, practitioners and teachers with a well- rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels and their readiness for Year 1. The profile must reflect ongoing observation, all relevant records held by the setting and discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.

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Section 2. Assessment

 2.15 Each child’s level of development must be assessed against the early learning goals. Practitioners must note whether children are meeting expected levels of development, or if they are not yet reaching expected levels (‘emerging’).

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Section 3. The safeguarding and welfare requirements

 3.41 For children aged two: – There must be at least one member of staff for every five children. – At least one member of staff must hold an approved level 3 qualification. – At least half of all other staff must hold an approved level 2 qualification.  3.43 For children aged three and over in registered early years provision where a person with Qualified Teacher Status, Early Years Professional Status, Early Years Teacher Status or another approved level 6 qualification is not working directly with the children: – There must be at least one member of staff for every eight children. – At least one other member of staff must hold an approved level 3 qualification. – At least half of all other staff must hold an approved level 2 qualification.

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Section 3. The safeguarding and welfare requirements

 3.45 For children aged three and over in independent schools (including in nursery classes in free schools and academies) where there is no person with Qualified Teacher Status, Early Years Professional Status, Early Years Teacher Status, no instructor, and no suitably qualified overseas trained teacher, working directly with children: – There must be at least one member of staff for every eight children. – At least one other member of staff must hold an approved level 3 qualification. – At least half of all other staff must hold an approved level 2 qualification.

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Part 1. Quality of education provided

– 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)(h) that all pupils have the opportunity to learn and make progress; – 2A(1)(a) ensures that every registered pupil who is provided with primary education at the school is provided with relationships education, – 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.

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Part 1. Quality of education provided

 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(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 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; – 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

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

– 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)(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 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 2. Spiritual, moral, social and cultural development of pupils

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

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/ofsted .

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

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

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

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

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