Toras Emes

School progress monitoring inspection report

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Toras Emes 6 Coke Street West, Salford M7 4AH

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(1), 2(1)(a), 2(1)(b)  This independent school standard was identified as unmet at the previous standard inspection in July 2024. The curriculum did not sufficiently identify the knowledge pupils must learn or the order in which they were to do so. In addition, the curriculum did not take into account the ages and needs of pupils, including those pupils with special educational needs and/or disabilities (SEND).  When the school’s action plan was evaluated in December 2024, it was deemed unacceptable. The plan was not clear as to how weaknesses would be addressed. For example, the school had not identified any specific actions to address the shortcomings in relation to the design of the curriculum. The school proposed to review the curriculums in subjects other than English and mathematics. However, it did not make clear how the review will ensure that the curriculum contains all the important

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Main inspection findings

knowledge that pupils, including those pupils with SEND, should learn and by when in these subjects.  The school has a written curriculum policy in place. It has engaged with an external education organisation to help it to improve the curriculum in some subjects. The school has developed the curriculum in science. In this subject, it has appropriate schemes of work. These identify the important knowledge for pupils to learn and the order in which they should learn it. This helps pupils, including those with SEND, learn and make progress through the curriculum. The school is in the process of planning schemes of work in geography and physical education. These curriculum plans are in the early stages of development. They do not identify precisely the important knowledge that pupils should learn or when they should learn it. Despite some improvements, the school does not have a curriculum for aesthetic and creative education in place.

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Main inspection findings

Paragraph 3, 3(e), 3(g)  In the standard inspection in July 2024, inspectors found that in some subjects, teachers did not have the subject knowledge that they needed to deliver the curriculum well. As a result, some pupils developed gaps in their knowledge. Furthermore, in some subjects, inspectors found weaknesses in the school’s use of assessment. This was because the school’s assessment strategies did not help teachers check where pupils had missing knowledge. This prevented gaps in learning from being addressed. Inspectors found this hindered pupils’ progress in these subjects.  In the evaluation of the school’s action plan, this standard was deemed unlikely to be met. The school proposed to deliver some training for subject teachers. In addition, the school had set out its intentions to check that the intended curriculum is taught with clarity. It proposed carrying out regular lesson visits to check pupils’ work and to assess

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Main inspection findings

the quality of teaching. However, the action plan did not set out how the school intended to support teachers to develop their own subject knowledge. In addition, the action plan did not indicate how teachers will learn the most effective methods, or pedagogy, for teaching particular subjects.  When the school’s action plan was evaluated, the school proposed to identify points in time to carry out checks on pupils’ learning. In addition, it proposed to deliver training to help teachers assess pupils’ work on an ongoing basis and address gaps in pupils’ knowledge. However, the action plan did not explain how the curriculum will be improved so that it better supports teachers to anticipate likely misconceptions.  At the time of this progress monitoring inspection, pupils are acquiring new knowledge and increasing their understanding in science. Teachers have received some support to increase their subject knowledge. This means that they understand better the school’s

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Main inspection findings

expectations for pupils’ learning and achievement. However, it remains the case that other subjects are not at the same stage of development. In other subjects, teachers are not clear about the precise building blocks of knowledge that pupils should learn over time.  Insufficiencies in teachers’ subject knowledge and expertise hamper the adaptations they make to the curriculum. They do not have the confidence to adjust material appropriately for pupils’ needs. Hence, they are reliant upon following workbooks which may not build upon what pupils know and can do. As yet, teachers have not received support on how to identify and address gaps in pupils’ knowledge. This limits their progress through the curriculum in some subjects.  The independent school standards (the standards) in this part remain unmet. Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a), 7(b), 32(1), 32(1)(c)  The school has put in place the necessary arrangements to safeguard pupils and to

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Main inspection findings

promote their welfare. There is a suitable and up-to-date safeguarding policy in place. This gives consideration to current statutory guidance. The school provides a copy of the policy to parents and carers on request.  The school has ensured that there is a designated safeguarding lead (DSL) in the school. Staff have the appropriate training 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 them and acts upon them in a timely way. Leaders seek advice and guidance from social care when it is appropriate to do so.  During this inspection, pupils told the inspector that they felt safe in school. They can talk to members of staff if they have any worries and they trust them to help.  These standards remain met. Part 8. Quality of leadership in and management of schools Paragraph 34, 34(1)(a), 34(1)(b)  At the time of the standard inspection in July 2024, inspectors found that the school’s

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Main inspection findings

arrangements for monitoring the quality of education for pupils did not provide leaders with a clear or realistic understanding of the school’s strengths and weaknesses. This had slowed the pace of improvement to the quality of education for pupils. As a result, some of the standards were unmet.  When the school’s action plan was evaluated in December 2024, it was deemed that it would be unlikely that this standard would be met if the action plan was implemented. The school proposed that it would provide training for the proprietor and senior leaders to support their understanding of the expectations of the standards. It outlined how it would implement weekly meetings to enable senior leaders to keep oversight of the school’s progress towards agreed actions to improve the curriculum. However, the action plan lacked clarity about timescales and whether improvements were rapid enough to benefit pupils. The action plan did not outline how the proprietor and senior leaders

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Main inspection findings

intended to strengthen their ability to challenge the school’s work.  At the time of this progress monitoring inspection, the school was working with an external consultant to develop leadership capacity. The consultant had engaged with the proprietor and senior leaders and had provided support to help them to understand the standards and also the quality of education that the school was providing. The proprietor is beginning to hold leaders to account for the quality of education for pupils. For example, there are now appropriate mechanisms in place to help leaders to better monitor the quality of education pupils in the school receive. However, much of this work is new. The systems to hold leaders to account, and to ensure that the standards were consistently and securely met, were not sufficiently embedded.  This inspection identified that some of the standards in relation to the quality of education remain unmet. The school has not demonstrated that it has fulfilled its

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Main inspection findings

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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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

Type of school Other independent faith school

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School details

Annual fees (day pupils) Voluntary contributions

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School details

Email address mainoffice@torasemes.co.uk

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School details

Date of previous standard inspection 2 to 4 July 2024

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Information about this school

 Toras Emes is an orthodox Jewish faith school. The school provides a religious (Kodesh) and a secular (Chol) curriculum.  The school’s previous standard inspection took place from 2 to 4 July 2024.  The school operates from premises at 6 Coke Street West, Salford M7 4AH.  The school does not make use of any alternative provision.  The school is registered to admit up to 280 pupils.

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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 July 2024. It was conducted without notice.  The Department for Education (DfE) required the school to prepare a statutory action plan. Ofsted evaluated this plan on 3 December 2024. The DfE rejected the action plan on 8 January 2025.  The inspector met with the proprietor, senior leaders and staff.  The inspector reviewed a range of documentation, including that relating to the standards, the curriculum and leadership and management. She also visited some lessons.  The inspector spoke with a group of pupils about their learning and their wider

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Information about this inspection

experiences in school.  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 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.

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Inspection team

Kate Bowker, 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.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(e) demonstrates good knowledge and understanding of the subject matter being taught; – 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.

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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. 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

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 for children looked after, safeguarding and child protection.

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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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