Ahavas Torah Boys Academy

Inspection of Ahavas Torah Boys Academy Salbec House, 16 Winders Way, Manchester, Greater Manchester M6 6AR

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Requires improvement Personal development Inadequate Leadership and management 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?

Although the school has made some positive changes that impact on pupils’ safety, the quality of their education is poor. The school’s expectations of pupils’ achievement are low. Consequently, most pupils leave the school with very few qualifications. They are not prepared for their next steps into education, employment or training.

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What is it like to attend this school?

Pupils feel safe and happy at Ahavas Torah because they know that staff care about them. Pupils are confident to speak to staff about any worries that they may have. They have faith in staff to act on any concerns that are raised.

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What is it like to attend this school?

Pupils have responded well to the increased expectations that staff have of their behaviour and conduct. Typically, pupils behave well around the school. However, the legacy of lower expectations in the past persists. Pupils’ attitudes to learning are not good enough. They show minimal effort in their studies. This contributes to their weak progress through the curriculum.

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What is it like to attend this school?

There are very few opportunities for pupils to learn about how different people live or to develop their talents and interests. Pupils have a weak understanding of the range of ways that people can be different. This includes those people who have characteristics that are protected by law. Although pupils are taught to show respect to others, their understanding of what this means in modern Britain is limited.

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better?

The school has worked at pace to remedy some of the deficiencies in its provision that were identified in the last inspection. These mainly relate to safeguarding, pupils’ welfare, health and safety and the premises. The school is now a safe place for pupils to learn.

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better?

In contrast, the school’s work to develop the curriculum has been slower. This means that pupils do not learn an ambitious curriculum or study a broad enough range of subjects. Most pupils only learn English and mathematics in the secular curriculum. Weaknesses in the current curriculum offer mean that pupils have significant gaps in their knowledge across a range of subjects. This leaves them ill- equipped for their next steps into adulthood. Additionally, all pupils leave the school at the end of Year 10. This means that they do not have the opportunity to study for, or complete, nationally recognised qualifications.

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better?

The school has started to identify pupils with special educational needs and/or disabilities. However, the needs of these pupils are not routinely considered in enough depth when delivering the curriculum.

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better?

The school has begun to develop the curriculum for English and mathematics. Despite these recent changes, pupils remember very little of their learning over time in these subjects. This is because the curriculums do not make clear what the school 17 to 19 June 2025 intends pupils to know and remember. There are limited opportunities for pupils to revisit their previous learning and build on what they already know. Often, pupils’ misconceptions and gaps in their knowledge are not identified because staff lack the expertise to check on pupils’ learning. Consequently, pupils do not gain a secure foundation for later learning.

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better?

The school is at the early stages of prioritising reading. Although pupils’ reading ability is checked, those pupils who need extra help in learning to read do not receive the support that they need to catch up.

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better?

The school aims for pupils to be well prepared for their next stage in life. However, its provision to enhance pupils’ personal development is weak. There are very few opportunities for pupils to hold roles of responsibility or develop an age-appropriate understanding of fundamental British values or relationships and sex education (RSE). This hampers pupils’ understanding of the diversity of modern society. It restricts their readiness for adulthood.

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better?

The school has started to consider how it supports pupils to learn about careers. This work is at an early stage. Pupils do not benefit from work experience or any other opportunities to learn about different career options. This means that pupils are not able to make informed choices about their future pathways.

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better?

Pupils show respect to each other and to visitors. They are excited about the changes to the school, and they appreciate the warm relationships that they have with staff. Pupils are polite and courteous. The school supports families well if pupils do not attend regularly enough or are often late. Parents and carers receive regular communication regarding the school’s expectations for attendance and punctuality.

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better?

The staff at Ahavas Torah are committed to improving the school. They are beginning to benefit from professional development, which is raising their expectations of pupils’ achievement. Parents speak highly about the recent improvements to the school. They appreciate the school’s determination to continue to improve.

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better?

The proprietor has overseen compliance with some of the independent school standards (the standards). However, the proprietor’s knowledge of the requirements of part 1, part 2 and part 8 of the standards is weak. This includes the proprietor’s awareness of its statutory responsibilities. This means that the capacity to improve the school within these areas is limited.

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better?

The school complies with schedule 10 of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are effective. 17 to 19 June 2025

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(Information for the school and proprietor)

 Pupils do not study a broad or ambitious curriculum. They do not develop the knowledge and skills that they need to achieve well. This leaves them ill-prepared for their next steps in education, employment or training. The school must ensure that the curriculum enables pupils to gain the knowledge that they need, across a broad range of subjects, to be successful at the end of Year 11 in readiness for their future.  Pupils’ misconceptions and gaps in their knowledge are not identified or rectified. Staff do not have the expertise to check that pupils know and remember more. This means that some pupils do not gain a secure foundation for later learning. The school should ensure that teachers use assessment strategies effectively to identify and then address gaps in pupils’ learning.  Most pupils only study English and mathematics within the secular curriculum. In these subjects, the school has not considered what pupils should learn and the

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(Information for the school and proprietor)

order in which this knowledge should be taught. This prevents staff from designing learning that helps pupils to build on what they know. The school must ensure that the curriculum in each subject sets out the key information that pupils must know and the order in which it should be taught.  The school’s provision for careers education is limited. This means that pupils are not able to make informed choices about their next steps in education, employment or training. The school must ensure that pupils have access to a careers programme that enables them to be better prepared for their steps to success.  The provision for pupils’ personal development is weak. Consequently, pupils do not learn enough about diversity in society or fundamental British values. Furthermore, pupils do not learn age-appropriate RSE. The school must ensure that there is an appropriate programme to support pupils’ wider development, so

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(Information for the school and proprietor)

that they are well prepared for life in modern Britain.  Pupils have limited opportunities to contribute to their school and the local community. This means that they do not learn the value or importance of contributing to society, nor do they gain a sense of responsibility. They have few opportunities to foster their interests. The school should extend its provision, so that pupils are able to develop their talents and gain the skills and qualities that they need to become active and positive members of the school community and society.  Pupils’ attitudes to learning are not good enough. They regularly produce work that is of low quality and does not reflect their best efforts. The school should support staff to have consistently high expectations of pupils’ attitudes to learning.  The proprietor has not ensured that the school meets all of the standards and fulfils its statutory responsibilities. This impacts negatively on the quality of

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(Information for the school and proprietor)

education that pupils receive as well as their spiritual, moral, social and cultural 17 to 19 June 2025 development. The proprietor must ensure that the school consistently and securely meets all of the standards and that all statutory responsibilities are met in full.

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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. 17 to 19 June 2025

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School details

Unique reference number 140036 DfE registration number 355/6000

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School details

Inspection number 10342088 Type of school Other independent school

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School details

Proprietor Ahavas Torah Boys Academy Ltd

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School details

Annual fees (day pupils) Voluntary contributions

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School details

Dates of previous inspection 30 November to 2 December 2022 17 to 19 June 2025

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Information about this school

 Ahavas Torah Boys Academy is an orthodox Jewish faith school.  The last standard inspection took place on 30 November to 2 December 2022. Since then, there have been two progress monitoring inspections. These took place on 21 November 2023 and 9 July 2024.  The school does not make use of any alternative provision.  The school’s registered address is not the site from which it is currently operating. The school operates from premises at 483 Bury New Road, Manchester, M7 3NJ. The Department for Education (DfE) is aware of this change and has rejected the school’s material change application.  The school is registered for pupils up to the age of 16. However, all pupils leave the school at the end of Year 10.  The school is registered to admit 80 pupils. There are currently 70 pupils on roll.

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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 met with the headteacher, other leaders and a representative of the proprietor.  The lead inspector spoke with a representative of the local authority on the telephone.  Inspectors carried out deep dives in these subjects: English, mathematics and personal, social, health and economic education. 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 looked at curriculum plans and spoke to leaders about some other subjects. 17 to 19 June 2025  Inspectors considered the responses to Ofsted Parent View. There were no

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Information about this inspection

responses to Ofsted’s online surveys for pupils and staff. The inspection team read and considered letters from parents during the inspection.  Inspectors spoke with pupils about their experiences of school life. They observed pupils’ behaviour during lessons and at social times.  An inspector made a tour of the premises with a leader.  To evaluate the effectiveness of safeguarding, 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.

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The school’s progress in meeting previously failed standards

During the inspection, we checked whether the school now meets the independent school standards that it was judged to have failed at its previous progress monitoring inspection on 9 July 2024.  The outcome of this part of the inspection is: the school now meets some of the previously failed standards.  Part 1. Quality of education provided  At the time of the progress monitoring inspection in July 2024, inspectors found that the school had not developed plans and schemes of work for all of the required areas of learning. The school had not implemented a careers programme and did not teach pupils about all of the protected characteristics.  The school had not finalised the curriculum plans and schemes of work. This meant that in some subjects, teachers did not know the knowledge they should teach and when.  At the time of this inspection, the school has plans and schemes of work in place for some subjects. However, most subjects apart from English and mathematics in

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The school’s progress in meeting previously failed standards

the secular curriculum are not being taught. There is no careers programme in place and there have been no developments in the curriculum for personal, social, health and economic (PSHE) education.  The standards in this part remain unmet.  Part 2. Spiritual, moral, social and cultural development of pupils  At the time of the progress monitoring inspection in July 2024, the school shared their intention to not teach pupils about all of the protected characteristics. This was particularly in regard to gender reassignment or sexual orientation. The relevant plans and schemes of work for how the school will teach pupils about other religions and beliefs were not in place.  At the time of this inspection, the school had not made any progress in these areas.  The standards in this part remain unmet.  Part 3. Welfare, health and safety of pupils 17 to 19 June 2025  At the time of the progress monitoring inspection in July 2024, inspectors found

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The school’s progress in meeting previously failed standards

that some staff did not have safeguarding training. In addition, the school’s behaviour policy was not fully relevant to the school.  There were many issues with the school’s premises. The school’s health and safety policy was not followed. First-aid arrangements were insufficient.  The school’s risk assessments were not effective. Risks were not suitably identified.  The school had taken some action to increase fire safety. However, there remained numerous fire-safety issues, such as blocked fire escape routes.  At the time of this inspection, the school now has suitable safeguarding, behaviour and health and safety policies in place. These are implemented effectively. There is a strong culture of safeguarding. The supervision of pupils is carefully considered to ensure pupils’ welfare and safety. The school identifies risks appropriately and draws up suitable risk assessments. These are supported

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The school’s progress in meeting previously failed standards

by an effective risk assessment policy.  The school has worked closely with external agencies, including the fire service, to ensure compliance with the Regulatory Reform (Fire Safety) Order 2005. For example, there are regular checks of fire-fighting equipment and fire drills.  The supervision of pupils is carefully considered to ensure pupils’ welfare and safety. There are established routines in place for movement around the school and social times.  The standards in this part are now met.  Part 4. Suitability of staff, supply staff, and proprietors  At the time of the progress monitoring inspection in July 2024, inspectors found the school’s recruitment processes to be weak. It did not carry out rigorous and robust checks to assure itself that staff are suitable to work with children.  At the time of this inspection, it now makes the appropriate recruitment checks on staff who work at the school. These checks are recorded accurately on the

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The school’s progress in meeting previously failed standards

school’s single central record.  The standards in this part are now met.  Part 5. Premises of and accommodation at schools  At the time of the progress monitoring inspection in July 2024, inspectors found that not all sinks had hot running water. Some of the washing facilities did not have toilet roll, soap, paper towels or hand dryers.  Water in the washing facilities around the school was not marked as being unsuitable for drinking.  The medical room was in place but was not fit for purpose. There was no pillow or blanket for the bed and the first-aid kit was disorganised.  The school’s premises were partly renovated. Some of the essential work had not been completed. Building materials were left in rooms used by pupils. Some areas of the school, such as the basement, were dirty and food was not stored hygienically. 17 to 19 June 2025  The outdoor space was unsuitable for pupils to play or to be used for physical

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The school’s progress in meeting previously failed standards

education. The surface was uneven and covered with loose stones and gravel.  At the time of this inspection, there are suitable toilets for the sole use of pupils as well as suitable washing facilities. In addition, there are changing facilities for pupils to use for physical education. There is a supply of hot water in the toilet facilities.  The school provides a medical room for the medical examination and treatment of pupils. The room contains a bed, pillow and blanket. There is a toilet and sink in the room. There is an appropriate first-aid policy in place. Staff have received training about the safe administration of medication as well as administering first aid.  Drinking water is labelled. Pupils can also access bottled water.  The school has completed maintenance work to improve the outdoor space, so that there is a safe surface for pupils to use when they play outside or take part in physical education.

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The school’s progress in meeting previously failed standards

 The school building is clean and well maintained. There are regular checks to make sure that any issues are quickly resolved.  The standards in this part are now met.  Part 8. Quality of leadership in and management of schools  At the time of the progress monitoring inspection in July 2024, inspectors found that the proprietor continued to fail to ensure that leaders were sufficiently knowledgeable about the standards. The proprietor had not ensured that the standards were met consistently. The proprietor was not well informed about the unmet standards so that it could put actions in place to rectify issues.  The proprietor and leaders had failed to ensure that they had taken the necessary actions to ensure pupils’ welfare, health and safety at the school’s new premises. They had also neglected to provide an adequate quality of education.  At the time of this inspection, leaders have put the relevant actions in place to

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The school’s progress in meeting previously failed standards

meet the requirements of the standards from part 3, part 4 and part 5. Pupils now learn in a safe environment. However, the proprietor could not give the necessary assurances about their knowledge of the requirements of part 1, part 2 and part 8 of the standards. Their capacity to improve the school in these areas is weak.  The standard in this part remains unmet.

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Information about the progress monitoring inspection

 This part of the inspection was carried out at the request of the registration authority for independent schools.  This was the third progress monitoring inspection since the school’s standard inspection in December 2022.  The DfE required the school to prepare an action plan to address unmet standards following each of the three previous inspections. Ofsted evaluated 17 to 19 June 2025 these plans in June 2023, April 2024 and November 2024 respectively. Each of the school’s action plans were rejected by the DfE.

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Inspection team

Jane Dennis, lead inspector His Majesty’s Inspector

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Inspection team

Rebecca Jewitt His Majesty’s Inspector 17 to 19 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 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 with an EHC plan; and

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Part 1. Quality of education provided

 2(2) For the purposes of paragraph 2(1)(a), the matters are- – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experiences in in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education. – 2(2)(b) that pupils acquire speaking, listening and numeracy skills. – 2(2)(d) personal, social, health and economic education which- – 2(2)(d)(i) reflects the school’s aims and ethos; and – 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act. – 2(2)(e) For pupils receiving secondary education, access to accurate, up-to-date careers guidance that- – 2(2)(e)(i) is presented in an impartial manner; – 2(2)(e)(ii) enables them to make informed choices about a broad range of career

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Part 1. Quality of education provided

options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and – 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)(b) ensures that every registered pupil who is provided with a secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2), – 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, – 2A(1)(e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b),

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Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- 17 to 19 June 2025 – 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(b) fosters in pupils’ self-motivation, the application of intellectual physical and creative effort, interest in their work and the ability to think and learn for themselves; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 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(e) demonstrates good knowledge and understanding of the subject matter being taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range;

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Part 1. Quality of education provided

– 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 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)(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; and

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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 1. Quality of education provided

17 to 19 June 2025  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 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 with an EHC plan; and

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Part 1. Quality of education provided

 2(2) For the purposes of paragraph 2(1)(a), the matters are- – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experiences in in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education. – 2(2)(b) that pupils acquire speaking, listening and numeracy skills. – 2(2)(d) personal, social, health and economic education which- – 2(2)(d)(i) reflects the school’s aims and ethos; and – 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act. – 2(2)(e) For pupils receiving secondary education, access to accurate, up-to-date careers guidance that- – 2(2)(e)(i) is presented in an impartial manner; – 2(2)(e)(ii) enables them to make informed choices about a broad range of career

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Part 1. Quality of education provided

options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and – 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)(b) ensures that every registered pupil who is provided with a secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2), – 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, – 2A(1)(e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b),

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Part 1. Quality of education provided

 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(b) fosters in pupils’ self-motivation, the application of intellectual physical and creative effort, interest in their work and the ability to think and learn for themselves; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; 17 to 19 June 2025 – 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(e) demonstrates good knowledge and understanding of the subject matter being taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range;

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Part 1. Quality of education provided

– 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 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)(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; and

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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 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.  9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that- 17 to 19 June 2025 – 9(a) a written behaviour policy is drawn up that, amongst other matters, sets out the sanctions to be adopted in the event of pupil misbehaviour; – 9(b) the policy is implemented effectively.  11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.  12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].

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Part 3. Welfare, health and safety of pupils

 14 The standard in this paragraph is met if the proprietor ensures that pupils are properly supervised through the appropriate deployment of school staff.  16 The standard in this paragraph is met if the proprietor ensures that- – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified.

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Part 4. Suitability of staff, supply staff, and proprietors

 18(2) The standard in this paragraph is met if- – 18(2)(b) no such person carries out work, or intends to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act, or any disqualification, prohibition or restriction which takes effect as if contained in either such direction; – 18(2)(c) the proprietor carries out appropriate checks to confirm in respect of each such person- – 18(2)(c)(iv) where appropriate, the person’s qualifications; – 18(2)(e) in the case of any person for whom, by reason of that person living or having lived outside the United Kingdom, obtaining such a certificate is not sufficient to establish the person’s suitability to work in a school, such further checks are made as the proprietor considers appropriate, having regard to any guidance issued by the

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Part 4. Suitability of staff, supply staff, and proprietors

Secretary of State; and  18(3) The checks referred to in sub-paragraphs (2)(c) and (except where sub- paragraph (4) applies) (2)(e) must be completed before a person’s appointment.  21(1) The standard in this paragraph is met if the proprietor keeps a register which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question.  21(3) The information referred to in this sub-paragraph is- – 21(3)(a) in relation to each member of staff ("S") appointed on or after 1st May 2007, whether- – 21(3)(a)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in such a direction; – 21(3)(a)(iv) checks were made to ensure, where appropriate, that S had the relevant qualifications; – 21(3)(a)(vi) checks were made pursuant to paragraph 18(2)(d);

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a)(viii) checks were made pursuant to paragraph 18(2)(e), 17 to 19 June 2025 – 21(3)(b) in relation to each member of staff ("S"), whether a check was made to establish whether S is subject to a prohibition order or an interim prohibition order, including the date on which such check was completed.  21(6) The information referred to in this sub-paragraph is, in relation each member ("MB") of a body of persons named as the proprietor appointed on or after 1st May 2007, whether the checks referred to in paragraph 20(6)(b) were made, the date they were made and the date on which the resulting certificate was obtained.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that- – 23(1)(a) suitable toilet and washing facilities are provided for the sole use of pupils; – 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.  24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including- – 24(1)(a) accommodation for the medical examination and treatment of pupils; – 24(1)(b) accommodation for the short-term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility.  25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a

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standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.  28(1) The standard in this paragraph is met if the proprietor ensures that- – 28(1)(a) suitable drinking water facilities are provided; – 28(1)(b) toilets and urinals have an adequate supply of cold water and washing facilities have an adequate supply of hot and cold water; – 28(1)(c) cold water supplies that are suitable for drinking are clearly marked as such; and – 28(2) The facilities provided under sub-paragraph (1)(a) will be suitable only if- – 28(2)(b) they are in a separate area from the toilet facilities.  29(1) The standard in this paragraph is met if the proprietor ensures that suitable outdoor space is provided in order to enable- – 29(1)(a) physical education to be provided to pupils in accordance with the school curriculum; and – 29(1)(b) pupils to play outside. 17 to 19 June 2025

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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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If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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

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