Keser Girls School

Inspection of Keser Girls School Ely Street NE8 1NR

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Inspection dates: 7 to 9 May 2025 and 26 June 2025

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management 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?

Pupils feel happy and safe. The school prioritises the care and support it gives to its pupils. They show high levels of respect to each other and to staff. Pupils’ conduct matches the school’s high expectations. This means pupils learn in calm classrooms with their peers.

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What is it like to attend this school?

The school’s ambition for pupils is high. Pupils rise to these expectations and do well. They benefit from a balance of Kodesh and secular studies each day. The school’s work to develop the curriculum helps pupils to learn well because key knowledge is clearly defined. The curriculum helps them to be ready for their next steps in learning. Parents and carers are positive about the difference the school makes to its pupils.

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What is it like to attend this school?

Recently, the school began prioritising its provision for pupils’ personal development. It makes use of local facilities to bring the curriculum to life. Pupils visit local museums, civic buildings and parks. The school supports pupils to understand their emotions and to know how to be good friends. Pupils understand how different people live. This includes people from different types of families or who follow different faiths. Pupils said that any form of discrimination would not be tolerated. They are well prepared for life in modern Britain.

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better?

The school’s curriculum is broad and ambitious. The school has focused, since the last standard inspection, on ensuring that the curriculum is well considered. It is clear what will be taught and in what order this will happen. Pupils take pride in their work and make strong progress through the curriculum. In subjects like mathematics and geography, teachers ensure that pupils understand key vocabulary. Pupils revisit learning regularly. In some subjects, teachers check pupils’ learning effectively. This helps the school address misconceptions promptly and helps pupils to connect their learning together. In some subjects, this is less well developed. It means misconceptions are not addressed well. Sometimes, pupils do not secure the necessary foundational knowledge.

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better?

Reading is prioritised effectively. This results in pupils becoming capable and confident readers. Pupils enjoy reading and they read for pleasure. The school’s chosen phonics scheme is implemented effectively. Pupils demonstrate skill and understanding when applying the sounds that they know. The school ensures that pupils at the earliest stages of reading are supported with dedicated reading staff. This means they practise reading regularly. Pupils who may need further support with reading receive it in a timely way. As a result, pupils become fluent readers.

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better?

Careful consideration is given to the support that pupils with special educational needs and/or disabilities (SEND) receive. The school identifies pupils with SEND promptly. Staff use their skills and expertise to make adaptations to learning in class for pupils who need it. Pupils who fall behind get extra help to catch up. Staff check 7 to 9 May and 26 June 2025 if this helps pupils to get back on track. Where needed, the school seeks the advice of other professionals.

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better?

The school’s personal development offer has progressed since the last standard inspection. Pupils understand their emotions well. Friendship-circle work is effective in developing pupils’ self-esteem. They show respect for each other in the way they behave and interact. Pupils are clear about how to keep themselves safe in the community. They confidently recite the mantra of, ‘Say no, run away, tell an adult’, that they have been taught if they find themselves in an uncomfortable situation. This work starts with the youngest pupils in school. Recently introduced clubs, such as ‘Kaleidoscope’, help pupils explore their talents in mathematics, drama and writing. However, other opportunities to nurture talents and interests through clubs or other activities are not as well developed.

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better?

Pupils have an age-appropriate understanding of the range of ways people can be different. This includes differences that are protected by law. Pupils confidently share their ideas about standing up for what is right and taking care to be respectful of perspectives that may differ from their own.

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better?

Pupils behave well in lessons and as they move around school. When working, they are calm, focused and listen to each other’s ideas. Pupils are polite and well mannered, holding doors open for others and greeting staff in the morning. They enjoy playing together during breaktimes and lunchtimes. Relationships between staff and pupils are caring. Parents and carers appreciate the care and support the school provides for its pupils.

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better?

Leaders focus well on developing the school’s personal development offer. The school has ensured that leadership roles and responsibilities are clear. This helps staff develop their leadership skills effectively. Leaders understand what next steps the school needs to take. The governing body shares these priorities too. It provides challenge and support to move the school forward. The proprietor ensures that the independent school standards are met. A small number of policies needed to be refined during the inspection. These were completed promptly.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 The school has not ensured that pupils’ learning is constantly well checked in all subjects. Sometimes, pupils do not secure the necessary foundational knowledge. The school should ensure that the checks they make on pupils’ learning across the curriculum are used consistently to understand what pupils know and remember. 7 to 9 May and 26 June 2025  The school’s provision to develop and nurture pupils’ talents and interests is at the early stages of development. Some pupils do not have opportunities to develop their talents and interests. The school should further develop the wider personal development offer to give pupils opportunities to explore and experience opportunities that may interest and engage them beyond their academic learning.

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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. 7 to 9 May and 26 June 2025

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School details

Unique reference number 146525 DfE registration number 390/6010

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School details

Inspection number 10342140 Type of school Other independent school

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School details

Proprietor Gateshead Jewish Primary School

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School details

Annual fees (day pupils) Voluntary contributions

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School details

Dates of previous inspection 8 to 10 November 2022 7 to 9 May and 26 June 2025

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Information about this school

 The school’s last standard inspection took place in November 2022. A progress monitoring inspection took place in February 2024.  Keser Girls School is an orthodox Jewish faith school. It provides education for up to 420 girls between the ages of five and eleven years. Pupils study Hebrew (Kodesh) studies in the morning and a secular curriculum every afternoon.  Some pupils work in year groups below their chronological age through parental choice.  The school operates from one main building and one smaller building on the same site at Ely Street, Gateshead NE8 1NR.  The school does not use any 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 of 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.  The inspection started on 7 May 2025. Inspectors returned on 26 June 2025 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.  The inspectors met with representatives of the proprietor body and the governing body, the headteacher and other leaders. The inspectors also liaised with the local authority.  Inspectors carried out deep dives in these subjects: reading, mathematics, geography and personal, social, health and economic education. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited lessons, spoke to staff, spoke to pupils about their learning and looked at

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Information about this inspection

samples of pupils’ work. Inspectors looked at the support pupils with SEND receive though lesson visits and discussions with leaders.  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.  Inspectors reviewed the school’s policies and documentation relating to pupils’ welfare and to their education. They talked with staff and pupils about pupils’ 7 to 9 May and 26 June 2025 personal development and pupils’ behaviour and attitudes. They observed pupils’ behaviour in lessons and around the school.  Inspectors checked the school’s compliance with the standards. As part of these checks, an inspector toured the school’s premises accompanied by school leaders.  Inspectors considered the views of parents through responses to the online

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Information about this inspection

survey for parents, Ofsted Parent View, and in person. Inspectors considered the views of staff through meetings. Inspectors considered the views of pupils through pupil discussions.

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Inspection team

Jane Dennis, lead inspector His Majesty’s Inspector

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Inspection team

David Penny Ofsted Inspector 7 to 9 May and 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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

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