Beis Ruchel Girls School

School progress monitoring inspection report

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Beis Ruchel Girls School 87 Devonshire Street, Salford, Manchester M7 4AE

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1), 2(1)(a), 2(2), 2(2)(d), 2(2)(d)(ii), 2(2)(i)  At the previous monitoring inspection in November 2024, the school had not ensured that the personal, social, health and economic education (PSHE) curriculum placed sufficient regard to the protected characteristics as set out in the Equality Act 2010. As a result, pupils gained very little knowledge about different faiths and cultures.  When the school’s action plan was evaluated in February 2025, it was judged that its plans to improve the quality of education were not sufficient to address the unmet independent school standards (the standards). This was because the targets set were vague and the timescales for action were unrealistic. It was not clear what pupils would be taught about different countries and cultures through project work. The school did not give appropriate assurances of how it would fulfil its duty to pay regard to the

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Main inspection findings

protected characteristics as set out in the Equality Act 2010. The actions did not address how staff would be supported to develop and deliver the PSHE curriculum.  At this progress monitoring inspection, the inspector found that the PSHE curriculum continues to be underdeveloped. Pupils learn about keeping safe and about keeping healthy. However, pupils are not offered a broad PSHE curriculum which helps them to develop a deep enough understanding of people different to themselves. For example, pupils develop very limited understanding of different religions and beliefs, or different cultures. To this end, pupils are not prepared well for life in modern Britain. Paragraphs 2A(1), 2A(1)(a), 2A(1)(d)  At the progress monitoring inspection in November 2024, the inspector found that the school had not taken sufficient action to ensure that the curriculum fully covered the statutory requirements included in ‘Relationships Education, Relationships and Sex

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Main inspection findings

Education (RSE) and Health Education’ for primary schools. For example, pupils were not taught the important information that they need about different types of relationships.  When the school’s action plan was evaluated in February 2025, it was evaluated that the school’s plans to ensure that the RSE curriculum met the statutory requirements were not sufficient. For example, the school intended to consult with external partners to source a suitable curriculum but there were insufficient details of how and when these changes would be implemented. The action plan did not outline clearly how it would ensure that the statutory elements of the RSE curriculum would be fully covered.  At the time of this progress monitoring inspection, the school had not made any changes to the RSE curriculum. As such, the school’s curriculum does not give due regard to the statutory requirements for primary-age pupils. For instance, pupils are taught about

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Main inspection findings

different friendships and the importance of respecting each other. However, they do not learn about some of the statutory aspects of different types of families, puberty and other relationships.  Some of the standards in this part remain unmet.

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5, 5(a), 5(b), 5(b)(iii), 5(b)(v), 5(b)(vi)  At the time of the previous monitoring inspection in November 2024, the inspector noted that the school did not teach pupils about faiths and beliefs that were different to their own. In addition, pupils lacked opportunities to explore and appreciate different cultures or to understand the ways they can play a positive role in the broader community.  When the school’s action plan was evaluated in February 2025, it was judged that the school’s intended actions to address this standard did not sufficiently address all of the requirements in this standard. For example, the school suggested that pupils would engage in activities to increase their involvement in the local community. However, there were no details of these activities or how these would help pupils to contribute to their

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Main inspection findings

own and to wider communities.  The school’s intention to meet some of these standards is not underway. For instance, the school has not arranged sufficient opportunities for pupils to contribute positively to those living in the local area and wider society.  The school has begun to design projects that encourage pupils to explore different countries. However, at times, these opportunities promote stereotypes and limit pupils’ understanding of different cultures. Furthermore, the school does not teach pupils about different religions in sufficient depth. This means that pupils’ understanding and appreciation of the diversity of faiths and cultures in their wider community and society is limited.  The standard in this part remains unmet.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a) to 7(b), 15, 32(1), 32(1)(c)  At the time of the standard inspection in March 2024, paragraph 7 was not met.  At the request of the Department for Education (DfE), this paragraph was considered as part of the progress monitoring inspection in November 2024. It was deemed to be met at this inspection.  At this progress monitoring inspection, there are assurances that the school has maintained its safeguarding policies and practices. There is no school website, but these polices are readily available to parents and carers upon request.  There are secure procedures in place for staff to report any concerns that they might have about a pupil’s welfare. When needed, the school communicates with other agencies and professionals, such as the local authority, to ensure that pupils are safe.  The school ensures that all staff receive regular safeguarding training. This helps staff to

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Main inspection findings

recognise when pupils may be at risk of harm and how to take the necessary actions to protect vulnerable pupils.  Pupils learn about personal safety, such as road safety, stranger danger and unsafe touch. This ensures that they know how to keep themselves safe outside of school. Pupils have a trusted adult to talk to if they have any concerns. This helps them to feel safe.  At the point of the progress monitoring inspection, the school had not maintained the attendance and admission registers in accordance with the ‘Working together to improve school attendance’ guidance. The school has begun to keep an attendance and admission register for pupils in Year 1 to Year 6 in line with guidance. However, the attendance and admission register for the early years and the Reception class are not kept electronically. Furthermore, the paper admission registers for the early years and the Reception class do not record the emergency contact numbers. As such, they are not

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Main inspection findings

kept in accordance with the School Attendance Regulations 2024.  There are unmet standards in this part.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(b)  At the school’s previous monitoring inspection in November 2024, the standards in this part were unmet. The proprietor had not ensured that the standards were consistently and securely met. This is because the PSHE and RSE curriculum did not fulfil the statutory requirements. Furthermore, the standards in relation to the quality of education and pupils’ spiritual, moral, social and cultural (SMSC) development were unmet.  The action plan that the school submitted to the DfE was evaluated by Ofsted in February 2025 and judged to be unacceptable.  On this progress monitoring inspection, the school has demonstrated that it understands the requirements for independent schools. For instance, in most parts, they check the school’s compliance with statutory requirements. Nevertheless, the work to improve the quality of education and pupils’ SMSC development has not progressed well. In addition,

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Main inspection findings

the school has not fully implemented its work to ensure that the attendance and admission register is kept in line with statutory guidance. The school does not demonstrate that it has fulfilled its statutory duties so that the standards are met consistently.  The proprietor is at the early stages of renewing its policies and practices to ensure that pupils gain an age-appropriate understanding of different cultures. For example, the school has begun to develop projects from which pupils can explore different cultures. However, these do not offer sufficient insights to help pupils understand different faiths. As such, pupils are not prepared well enough for modern society.  The previously unmet standards in this part continue to be unmet.

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Main inspection findings

Schedule 10 of the Equality Act 2010  The school has an appropriate accessibility plan in place.  This standard continues to be 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. 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

Date of previous standard inspection 12 to 14 March 2024

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Information about this school

 Beis Ruchel Girls School is an orthodox Jewish faith school. Most pupils are members of the Satmar community. The school provides a religious (Kodesh) and a secular (Chol) curriculum.  The school operates from premises at 87 Devonshire Street, Salford, Manchester M7 4BE. The school’s early years provision occupies a separate building on the same site.  At the same location, the proprietor also operates a secondary school which is registered separately with the DfE. That school is also called Beis Ruchel Girls School. It has a separate entrance at 11 Norton Street, Salford, Manchester M7 4AJ.  The school is registered to admit up to 370 pupils, aged from two to 11 years old. At the time of the inspection, there were a small number of two-year-old children on roll.  The school does not make use of any alternative provision.  The school’s previous standard inspection took place from 12 to 14 March 2024. A

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Information about this school

progress monitoring inspection, commissioned by the DfE, took place on 6 November 2024.

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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 progress monitoring inspection on 6 November 2024.  This was the second progress monitoring inspection since the standard inspection in March 2024. It was conducted without notice.  The DfE required the school to prepare a statutory action plan. Ofsted evaluated this plan on 7 February 2025. The proposed action plan was deemed unacceptable.  During the inspection, the inspector met with the headteacher, senior leaders and staff.  The inspector reviewed schemes of work and samples of pupils’ work. She also visited some lessons.  The inspector spoke with a number of pupils about their learning and pupils’ behaviour

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Information about this inspection

in school.  The inspector reviewed documents, including the safeguarding policy, curriculum documents and documents relating to behaviour, leadership and management.  To evaluate the effectiveness of safeguarding, the inspector: 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.

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Inspection team

Amina Modan, 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.  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)(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)(a) ensures that every registered pupil who is provided with primary education at the school is provided with relationships education, – 2A(1)(d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has

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Part 1. Quality of education provided

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(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) ensures that principles are actively promoted which- – 5(b)(iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely. – 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; – 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; and – 34(1)(c) actively promote the well-being of pupils.

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Part 8. Quality of leadership in and management of schools

Standard that was met at the previous inspection, but is now judged to not be met at this inspection

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Part 3. Welfare, health and safety of pupils

 15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006[13]. 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 3. Welfare, health and safety of pupils

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Part 3. Welfare, health and safety of pupils

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Part 3. Welfare, health and safety of pupils

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Part 3. Welfare, health and safety of pupils

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Part 3. Welfare, health and safety of pupils

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Part 3. Welfare, health and safety of pupils

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