Tashbar of Edgware

Inspection of Tashbar of Edgware 45-47 Mowbray Road Edgware, Middlesex HA8 8JL

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Inspection dates: 25 to 27 February 2025

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Overall effectiveness Good

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

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

There is a warm, close-knit community ethos at the school. The school cares deeply about its pupils. Staff form nurturing, supportive bonds with children, when they join the school in the early years. This helps children settle into school life and routines quickly.

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What is it like to attend this school?

Pupils behave responsibly and respectfully. At breaktimes, they play cooperatively, with consideration for others sharing the space. The school encourages pupils to speak to school staff if they are worried about anything. Pupils trust the school to sort out any problems that arise fairly. Pupils are safe and feel safe here.

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What is it like to attend this school?

The school wants pupils to achieve well. Typically, pupils meet the school’s high expectations. The school provides for pupils’ personal development effectively. For example, pupils take part in many educational visits. These are used to support pupils’ curriculum learning and to provide fun, cooperative experiences. The school makes sure that pupils have equal access to what it has to offer.

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better?

The school places high importance on reading. Pupils read regularly throughout the school day. In the early years, children listen to stories and join in with rhymes to help foster a love of reading. Pupils at the early stages of learning to read receive appropriate phonics teaching daily. The school checks the letter sounds that pupils know. It then targets phonics teaching accordingly. Pupils read books matched closely to the sounds they learn. The school provides information for parents to help them understand how to support with reading at home. The structured approach enables pupils to become fluent and confident readers quickly.

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better?

Pupils learn a religious studies curriculum in the morning and secular subjects in the afternoon. The secular curriculum includes a broad range of subjects in line with the national curriculum. The school organises important subject knowledge effectively so that it builds sequentially from the early years onwards. This enables pupils to build on previous content. For example, in the early years, the school teaches children basic vocabulary to count and describe numbers. Pupils build on this in Year 1 and beyond when they use increasingly complex mathematical vocabulary to explain their ideas confidently.

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better?

The school checks that the curriculum is delivered effectively. Usually, the design of teaching activities supports pupils to learn important subject content securely. However, sometimes the school does not ensure that teaching makes essential knowledge explicit. Where this is the case, teaching is too focused on activities for pupils to take part in, rather than making sure that they know and remember key knowledge.

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better?

The school provides effective help and support for pupils with special educational needs and/or disabilities (SEND). Purposeful collaborative working with parents, 25 to 27 February 2025 carers and experts ensures that the school identifies pupils with SEND quickly. The school makes appropriate adaptations to teaching and resources to enable pupils with SEND to learn the curriculum alongside their peers.

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better?

The school checks how well pupils learn. It uses the information to spot any gaps in pupils’ knowledge and to identify misconceptions. Mostly, the school makes appropriate adjustments to future teaching to address pupils’ errors. However, sometimes the school does not adequately correct mistakes in pupils’ writing. Where this is the case, pupils’ writing in different subjects contains errors that persist for too long.

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better?

Pupils are focused and attentive in lessons. Typically, the school deals with low-level disruption effectively so that it does not disturb learning. The school provides clear information to parents and pupils about the importance of regular school attendance. The school takes appropriate action if pupils’ absence becomes a concern. This includes working constructively with pupils and their families to ensure attendance improves.

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better?

The school’s provision for personal development is well thought through. The school appropriately aims to promote pupils’ understanding of life in modern-day Britain. Pupils receive information about cultures and religious traditions that are different to their own. The school shares valuable information about the importance of treating people with respect and fairness. Pupils learn age-appropriate information about healthy relationships, including how to stay safe when online.

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better?

The proprietor has appropriate oversight of the school. The proprietor ensures that the school complies with the independent school standards (the standards) and its other statutory responsibilities. This includes compliance with the statutory requirements of the early years foundation stage. The proprietor also ensures the school conforms with schedule 10 of the Equality Act 2010. The proprietor and school leaders work together to ensure pupils receive an effective education. School staff value the positive way that the school engages with them on issues that may impact their workload.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, the school does not ensure that the design of learning activities are focused on making sure pupils know and remember important knowledge. Consequently, pupils do not gain secure knowledge and skills as well as they could. The school must make sure that the curriculum makes essential knowledge explicit and that staff have the skills to check that pupils remember it. 25 to 27 February 2025  Sometimes, the school does not robustly correct mistakes in pupils’ writing. As a result, writing errors persist for too long. The school must ensure that staff have the knowledge and expertise to identify writing weaknesses and address them swiftly.

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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. 25 to 27 February 2025

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School details

Unique reference number 130826 DfE registration number 302/6081

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School details

Inspection number 10322573 Type of school Other Independent School

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School details

Headteacher Moshe Cohen (Executive headteacher)

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School details

Annual fees (day pupils) Voluntary contributions

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School details

Date of previous inspection 1 to 3 November 2022 25 to 27 February 2025

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Information about this school

 This is an independent school with an Orthodox Jewish ethos for boys aged three to eleven.  The school operates from 45-47 Mowbray Road Edgware, Middlesex HA8 8JL. The school is being extended. Consequently, there is extensive, ongoing building works taking place on the school site.  The executive headteacher also leads two other schools. The headteacher of Jewish studies and the headteacher of secular studies lead the school on a day- to-day basis.  The school does not use alternative provision.

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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

 Inspections are a point-in-time evaluation 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.  Inspectors carried out deep dives in these subjects: early reading, mathematics, art and design and personal, social and health education.  For each deep dive, the inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also looked at curriculum plans and spoke to leaders about some other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive

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Information about this inspection

culture around safeguarding that puts pupils’ interests first.  To check compliance with the standards, the inspectors toured the premises and examined various policies and other documentation.  Inspectors reviewed responses from parents and staff to Ofsted’s online surveys.

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Inspection team

Andrea Bedeau, lead inspector His Majesty’s Inspector 25 to 27 February 2025 Jonathan Newby Ofsted Inspector 25 to 27 February 2025 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 for children looked after, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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