Talmud Torah Chinuch Norim School

Inspection of Talmud Torah Chinuch Norim School 11 Wellington Street East, Salford, Manchester M7 2AU

p.1

Inspection dates: 19 to 21 November 2024

p.1

Overall effectiveness Requires improvement

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

p.1

Overall effectiveness Requires improvement

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils, including children in the early years, enjoy coming to school. They appreciate the care and support that they receive from staff. This helps pupils to feel safe. Staff know and respond to pupils’ needs well. This makes it easier for pupils to settle into school.

p.2

What is it like to attend this school?

Pupils live up to the high standards that the school sets of their conduct. Children in the early years follow the classroom routines well and respect their teachers. Older pupils are courteous and caring for their peers.

p.2

What is it like to attend this school?

The school expects pupils to achieve well. Nonetheless, weaknesses in the design and delivery of the curriculum mean that some pupils do not develop their knowledge as securely as they should. This hampers how well pupils achieve across subjects.

p.2

What is it like to attend this school?

Pupils benefit from a wide range of trips and workshops that help them to develop a wider understanding of the world. For instance, pupils enjoyed visiting a waterpark to practice their swimming skills. Children in the early years learn about the importance of respecting differences between pupils. Even so, the school does not ensure that older pupils learn about the full set of protected characteristics. There are insufficient opportunities for them to celebrate diversity and differences between people. As such, older pupils are not prepared as well as they could be for life in modern Britain.

p.2

better?

In recent times, the school has begun to reshape and improve the design of its curriculum. The school has progressed further with this improvement work in some subjects more than others. For instance, in some subjects, including in the early years, teachers are increasingly gaining clarity on what essential knowledge needs to be taught and when this learning should take place. Nonetheless, in other subjects, the school has not given as much thought to the key knowledge that pupils should learn across all key stages. As a result, pupils do not build on their subject knowledge as securely as they should. This limits how well pupils achieve.

p.2

better?

Typically, staff have strong subject knowledge. This helps them to engage pupils in their learning. However, at times, the weaknesses in the curriculum design hampers how well teachers ensure that pupils learn all that they should. This has a particularly negative impact on pupils in Year 7. The school has not fully implemented some of its recent work to improve teachers’ confidence and expertise in designing learning activities. This means that some teachers do not design learning activities that help pupils to know and remember more over time. As such, some pupils’ learning experiences are uneven across subjects.

p.2

better?

In most subjects, the school’s approach to checking what pupils are learning over time is underdeveloped. As a result, teachers do not identify and address the gaps in 19 to 21 November 2024 pupils’ knowledge as well as they should. This limits how well pupils progress through the curriculum.

p.2

better?

The school has effective systems in place to identify the additional needs of pupils with special educational needs and/or disabilities (SEND). The school engages well with parents and carers and external specialists to ensure that these pupils receive the support that they need. However, weaknesses in the curriculum limit how well pupils with SEND achieve.

p.3

better?

Reading has been given a higher priority than in the past. Pupils have begun to access the phonics programme from the Reception Year. This helps pupils to learn the letters and sounds that they need to read fluently and confidently. That said, the school does not identify the specific gaps in pupils’ reading knowledge. Therefore, teachers do not support pupils who struggle to read as well as they should. This hinders how well pupils build on their reading knowledge over time. Some pupils move beyond Year 2 without developing the reading knowledge that they need to access the curriculum well.

p.3

better?

The school has cultivated a respectful classroom environment where pupils are keen to do well. Pupils rarely disrupt the learning of others. They display positive conduct around the school and in lessons. Most children in the early years also get along well with each other. They learn to share and communicate well with each other. Pupils’ attendance rate is high.

p.3

better?

The school has recently improved how the personal, social, health and economic (PSHE) education curriculum is taught across different subjects. Through the PSHE curriculum, pupils learn how to stay safe. For instance, pupils receive workshops on keeping safe online and about fire safety. Pupils learn about keeping healthy and how to look after their mind and body. Younger pupils also learn about friendships and families.

p.3

better?

Pupils of secondary age and older primary-aged pupils are not taught the statutory aspects of the relationships and sex education (RSE) curriculum. As such, pupils have a limited awareness of risks of harm linked to consent and unhealthy relationships. The school does not ensure that pupils gain an awareness of a wide range of family structures and the legal rights and responsibilities regarding equality, particularly with reference to the protected characteristics as defined in the Equality Act 2010. As a result, pupils are not prepared well enough for life in modern society.

p.3

better?

The proprietor has not ensured that the independent school standards (‘the standards’) are met consistently well. Even so, there is sufficient capacity for the school to improve the quality of education that pupils receive. The proprietor and governing body have a broad understanding of their roles and responsibilities. They ensure that the school adheres to the health and safety standards. There are frequent audits to check that the school premises are suitable for pupils to learn. The proprietor has ensured that the school meets the requirements of schedule 10 of the Equality Act 2010. It has also ensured that the statutory requirements of the Early Years Foundation Stage are met fully. 19 to 21 November 2024 The school considers staff’s workload and well-being when implementing change. For instance, the school invests in resources and seeks external support to help staff to review their work and shape their professional development. As such, staff morale

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

(Information for the school and proprietor)

 In some subjects, the school has not identified the essential knowledge that it wants pupils to learn. At times, this means that teachers do not ensure that pupils progress through the curriculum as well as they should. The school should clarify what pupils should learn and in what order so that pupils learn all that they need to succeed in their next stage of education.  Some teachers do not design learning activities well enough to help pupils remember the subject content securely. This hinders how well pupils build on their prior knowledge over time. The school should ensure that teachers are well- equipped to deliver the curriculum as it is intended so that pupils achieve well.  The strategies used to check and address gaps in pupils’ knowledge are underdeveloped. At times, teachers do not check and remedy pupils’ misconceptions quickly and effectively. This hinders how well pupils learn. The

p.4

(Information for the school and proprietor)

school should ensure that teachers have the knowledge and skills that they need to check that pupils are learning all that they should.  The school does not identify gaps in specific aspects of pupils’ reading knowledge, such as comprehension and vocabulary development. This means that some pupils are not supported as well as they could be to improve their reading knowledge. The school should ensure that it diagnoses the deficits in pupils’ reading knowledge with precision. This is so that it can ensure that pupils read competently.  The school does not teach older pupils about the full range of protected characteristics. This means that pupils develop a limited understanding of the diverse world in which they live. The school should ensure that the programme to promote pupils’ personal development covers all of the protected characteristics so that pupils are prepared well for life in modern Britain.

p.4

(Information for the school and proprietor)

 The school does not ensure that older pupils gain an age-appropriate understanding of RSE. This means that some pupils are not informed fully of the risks of harm that are linked to consent and sexual harassment. The school should ensure that pupils are well-equipped to identify risks in relationships so that they are prepared for life beyond school. 19 to 21 November 2024

p.4

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.

p.5

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 19 to 21 November 2024

p.5

School details

Unique reference number 105993 DfE registration number 355/6007

p.6

School details

Inspection number 10341991 Type of school Other independent school

p.6

School details

Headteachers Kolev Frickers and Moshe Rubenstein (Acting co-headteachers) Annual fees (day pupils) Voluntary contributions

p.6

School details

Date of previous inspection 22 to 24 November 2022 19 to 21 November 2024

p.6

Information about this school

 Talmud Torah Chinuch Norim is an Orthodox Jewish faith school.  The school operates from 11 Wellington Street East, Salford, Manchester M7 2AU.  The most recent standard inspection of the school was on 22 to 24 November 2022.  The school does not use any alternative provision.  The school is registered to admit up to 385 pupils.  Since the previous inspection, the school has appointed two acting headteachers.  The school has provision for two-year-old children. However, at the time of the inspection, there were no two-year-olds in school.

p.7

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.

p.7

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.

p.7

Information about this inspection

n Inspections are a point-in-time judgement about the quality of a school's educa- tion provision. n The inspectors discussed any continued impact of the pandemic with the school and have taken this into account in their evaluation of the school. n Inspectors met with the proprietor and the two acting headteachers. They also held meetings with staff, including those responsible for attendance and pupils’ behaviour, SEND, reading, early years, welfare and personal development. n Inspectors reviewed a range of documentation, including those relating to the standards and the curriculum. n Inspectors observed pupils’ behaviour at breaktime, lunchtime, in lessons and around the school. n Inspectors carried out deep dives in the following subjects: reading, mathematics and geography. They met leaders and teachers and visited a sample of lessons. Inspectors spoke with pupils about their learning in these subjects. They also

p.7

Information about this inspection

considered the curriculum across some other subject areas and looked at exam- ples of pupils’ work. n Inspectors also met with leaders to review other areas of the curriculum. n The lead inspector made a tour of the school premises to check the suitability of the premises and accommodation against the relevant standards. 19 to 21 November 2024 n To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and consid- ered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first. n Inspectors met with staff to discuss their workload and well-being. Inspectors took account of the responses to Ofsted’s online survey for staff. n There were no responses to Ofsted’s Parent View or Ofsted’s online survey for pu- pils.

p.7

Inspection team

Amina Modan, lead inspector His Majesty's Inspector

p.8

Inspection team

Mark Hazzard Ofsted Inspector 19 to 21 November 2024

p.8

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,  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

p.9

Part 1. Quality of education provided

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, – 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),  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

p.9

Part 1. Quality of education provided

extent that the head teacher considers that the pupil should not be so excused.  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(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(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. 19 to 21 November 2024

p.9

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.

p.10

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. 19 to 21 November 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

p.10

Part 8. Quality of leadership in and management of schools

for children looked after, safeguarding and child protection.

p.11

Part 8. Quality of leadership in and management of schools

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.11

Part 8. Quality of leadership in and management of schools

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.11

Part 8. Quality of leadership in and management of schools

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.11

Part 8. Quality of leadership in and management of schools

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.11