T T T Y Y School

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

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Overall effectiveness Inadequate

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

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Overall effectiveness Inadequate

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils arrive happily each day and enjoy school. They make good friendships and show kindness and respect to others. Pupils are safe and well cared for. Staff get to know pupils and their families well. This contributes to the school’s happy and welcoming ethos where all pupils are valued. Pupils behave well. They are keen to learn new things and want to do their best.

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What is it like to attend this school?

Pupils do not achieve well enough in their secular studies. They do not learn a broad range of subjects. The curriculum does not help pupils to build their knowledge securely over time. Children in the early years do not reach a sufficient standard in English. Children do not learn to read using phonics in the Reception Year. The weaknesses in the quality of secular education mean that pupils are not well prepared for the next stages in their learning.

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What is it like to attend this school?

Pupils learn about the world around them. They visit other schools to take part in singing and dancing activities. They enjoy visits out and about, including residentials. Pupils perform songs to residents in local care homes and raise funds for charities. Despite some strengths in the school’s personal development offer, the school’s programme for relationships and sex education (RSE) does not meet the statutory requirements for secondary-age pupils.

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better?

Pupils do not benefit from a broad curriculum offer. Since the previous inspection, the school has introduced science to the secular studies curriculum. This is taught to pupils in Years 3 to 8. Pupils in Years 1 and 2 only study English and mathematics in addition to the Kodesh curriculum. Although learning has been organised in physical education (PE), it is not taught to any year groups. Similarly, the school has organised learning in history and geography, but this is only taught to pupils in Year 7. Consequently, pupils do not achieve well across a broad range of subjects.

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better?

The school has not considered carefully enough what pupils need to learn and when, including in English and mathematics. The curriculum is not organised in a coherent way to enable pupils to build up their knowledge sequentially over time. This means that sometimes pupils are given tasks to do that are not well matched to what they already know and what they need to learn next. This causes some pupils to struggle.

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better?

The school has worked hard to provide staff with training and support to develop their teaching approaches. Staff present information clearly to pupils. However, teaching does not routinely identify and address gaps in pupils’ knowledge and errors in their work. This leads to pupils repeating errors and affects how well they remember important information over time. 24 to 26 June 2025 The weaknesses in curriculum thinking also affect pupils with special educational needs and/or disabilities (SEND). Nevertheless, there are some strengths in the school’s work with these pupils. The school identifies pupils’ needs well. When they need it, these pupils benefit from the expertise of well-trained staff, including therapists. This helps these pupils to achieve their individual targets and goals, including for speech, language and communication. The school works effectively with parents and carers to ensure that everyone understands how to support pupils

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better?

Pupils enjoy their learning. They particularly like it when staff make activities meaningful. For example, pupils write letters to the organisers of special events to thank them for their hospitality. Pupils work together in groups to grow pickles and make electrical circuits. They remember key scientific words and use these accurately. They are proud of the plants and vegetables that they grow. Pupils’ behaviour around the school is positive. They look after each other. Older pupils help the younger ones by creating games for them to get involved in. Everyone enjoys the challenging chess games at lunchtimes.

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better?

In Years 1 and 2, the school’s phonics programme is implemented effectively. It helps pupils to build their knowledge and to become fluent readers. Pupils that need more support to keep up with the others get the help they need. Beyond phonics books, the range of high-quality reading texts in English is limited. This hinders pupils’ learning and prevents them from enjoying and experiencing a broad range of literature.

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better?

Work is underway to improve the early years provision. The proprietor has purchased some new resources and has refurbished one of the three early years classrooms. The school has developed a new curriculum. It covers the different areas of learning. Nevertheless, in practice, this curriculum is not implemented well. Activities, resources and the learning environment do not promote children’s learning well enough. Children in the Reception Year do not follow a phonics programme. The school does not ensure that children reach a good standard in the English language. This all prevents them from being well prepared for future learning.

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better?

The school has recently started to understand the requirements related to the early years foundation stage profile and how to assess children’s attainment against the early learning goals. But this work is new and not firmly embedded. The school does not comply with some of the learning and development requirements of the early years foundation stage. Children settle well into the early years. They enjoy the activities which staff provide for them. For example, children enjoy practising their counting as they line up the toy people. After hearing a religious story, children create vibrant models of the synagogue walls using card, sticks and flowers.

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better?

The school makes sure that pupils get to learn about the world around them. Pupils learn about a variety of important concepts, such as diversity and respect. Pupils learn about different faiths and cultures. However, the RSE programme does not meet the statutory requirements for secondary-age pupils. It does not encourage age-appropriate respect for all people with the characteristics protected by law, for 24 to 26 June 2025 example in relation to marriage and civil partnership. This affects how well pupils develop an age-appropriate understanding of relationships. The school’s careers programme is well considered. It helps pupils to learn important skills such as form- filling, job applications and interview techniques. Pupils take part in workshops, including at local museums, where they find out about road safety and the dangers associated with drugs and alcohol.

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better?

Over time, some progress has been made towards meeting all the standards consistently. However, overall capacity to secure and maintain all the needed improvements is not as strong as it needs to be. Work to address the priorities for improvement lacks strategy and rigour.

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better?

Staff enjoy working at the school. They feel very well supported by leaders, particularly in relation to their well-being. The proprietor ensures that the school complies with schedule 10 of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 The secular studies curriculum offer is limited. Some subjects are not taught at all while others are taught only to one or two classes. Pupils are not taught a broad range of subjects. This leads to gaps in pupils’ knowledge across the curriculum. The school must ensure that pupils are taught a broad range of subjects in their secular studies and achieve well.  The curriculum is not sequenced coherently. It does not take into account what pupils have learned previously. This is particularly the case in English and mathematics. This means that subject content is disjointed and some pupils learn new things without having the prior knowledge they need to be successful. This affects how well pupils learn and remember content over time. The school should ensure that subjects are coherently sequenced so that pupils build their knowledge securely over time.  Teaching does not routinely identify gaps in pupils’ knowledge or misconceptions

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(Information for the school and proprietor)

in their learning. This means that some pupils repeat errors or struggle with remembering important subject content. The school should ensure that teaching routinely identifies gaps in pupils’ learning and addresses their misconceptions effectively.  The curriculum in the early years is not implemented effectively. Children in the Reception Year are not taught to read using phonics. Teaching does not promote the different areas of learning well enough. For example, children do not benefit from a broad range of resources to support their learning. Children do not reach a 24 to 26 June 2025 good standard of English language. These weaknesses mean that children are not prepared for their learning in Year 1. The school should ensure that the early years curriculum is implemented effectively. It should ensure that children are well prepared for their learning in Year 1, particularly in English and in reading.

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(Information for the school and proprietor)

 Throughout the school, the range of reading books in the English language is limited. Including in the early years, pupils do not have access to a broad range of high-quality texts. This hinders pupils’ learning. The school should ensure that pupils get the chance to read, enjoy and learn from a suitable range of high- quality texts in English.  The school’s RSE programme does not meet the statutory requirements for secondary-age pupils. It does not encourage age-appropriate respect for all people with the characteristics protected by law, for example in relation to marriage and civil partnership. This affects how well pupils develop an age- appropriate understanding of relationships and of the differences between people. The school should ensure that its RSE programme meets the statutory requirements for secondary-age pupils.  The proprietor has not ensured that the independent school standards are met.

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(Information for the school and proprietor)

The school does not meet some of the learning and development requirements of the early years foundation stage. The school’s plans for improvement lack strategy and rigour. The school should ensure that the weaknesses identified at this inspection are tackled with the urgency and rigour needed to bring about improvements. The school should ensure that the independent school standards and the requirements of the early years foundation stage are met.

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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. 24 to 26 June 2025

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School details

Unique reference number 100299 DfE registration number 204/6387

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School details

Inspection number 10375098 Type of school Other independent school

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School details

Annual fees (day pupils) Voluntary contributions

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School details

Date of previous inspection 13 to 15 June 2023 24 to 26 June 2025

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Information about this school

 T T T Y Y School is a day school for boys of Orthodox Jewish faith. It is situated in Stamford Hill in Hackney. It operates from two sites. Pupils in Years 3 to 8 attend the main site at 14 Heathland Road, London N16 5NH. Pupils in the early years and in Years 1 and 2 are situated at 47 East Bank, London N16 5PZ.  The school has provision for two-year-old children. It is registered to cater for up to 199 pupils aged two to 13.  Pupils study a religious curriculum each morning and for parts of each afternoon. The secular studies curriculum is taught each afternoon.  The school does not make use of alternative provision.  The school’s previous inspection was a progress monitoring inspection. This took place in November 2024.

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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

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.

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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 held meetings with the headteacher of secular studies, the headteacher of Kodesh studies, leaders responsible for safeguarding and leaders responsible for special educational needs and/or disabilities.  Inspectors met with representatives of the proprietor and members of the governing body.  Inspectors carried out deep dives in these subjects: English, including early reading, mathematics, science and PE. For each deep dive, 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 considered the curriculum in

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Information about this inspection

geography.  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 culture around safeguarding that puts pupils’ interests first. 24 to 26 June 2025  Inspectors observed pupils’ behaviour in lessons and at breaktimes. Inspectors met with groups of pupils and spoke with pupils informally during lessons and social times.  Inspectors met with groups of pupils without staff present. The school requested inspectors not to ask pupils questions about different types of relationship or some of the protected characteristics, including marriage or civil partnership and sexual orientation. This, together with the programme for RSE, contributed to the evidence for the judgements on personal development and leadership and management.  Inspectors reviewed documentation, toured the premises on both sites and held

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Information about this inspection

meetings with leaders to check the school’s compliance with the independent school standards.

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Inspection team

Gary Rawlings, lead inspector His Majesty’s Inspector

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Inspection team

Adam Vincent His Majesty’s Inspector 24 to 26 June 2025

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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.  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)(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

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Part 1. Quality of education provided

language skills.  2A(1) The standard in this paragraph is met if the proprietor- – 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,  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(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

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Part 1. Quality of education provided

and thoroughly and use information from that assessment to plan teaching so that pupils can progress.

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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

24 to 26 June 2025  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

 1.14 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.  1.15 Providers must ensure that children have sufficient opportunities to learn and reach a good standard in English language during the early years foundation stage, ensuring children are ready to benefit from the opportunities available to them when they begin key stage 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 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 which the child reaches age 5 and will complete the EYFS in their setting.  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 attainment against expected levels, and their readiness for year 1. The Profile must reflect practitioners’ own knowledge and professional judgement of a child to inform discussions with parents and carers, and any other adults whom the

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Section 2. Assessment

teacher, parent or carer judges can offer a useful contribution.  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”). 24 to 26 June 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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Section 2. Assessment

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Section 2. Assessment

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Section 2. Assessment

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Section 2. Assessment

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