Manchester Senior Girls School

Inspection of Manchester Senior Girls School 138 Leicester Road, Salford M7 4GB

p.1

Overall effectiveness Requires improvement

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

p.1

Overall effectiveness Requires improvement

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

The school holds high ambitions for its pupils to achieve well. Pupils work hard and make the most of the opportunities that the school provides for them. Across much of the curriculum, pupils, including those with special educational needs and/or disabilities (SEND), are well prepared for their next stage of education.

p.2

What is it like to attend this school?

The school expects pupils to behave well. Pupils rise to the standards expected of them. Across the school, behaviour is positive and learning is rarely interrupted. Pupils are well mannered and considerate. They feel safe in school and describe it as a place that promotes unity, care and ambition.

p.2

What is it like to attend this school?

Pupils have opportunities to develop their talents and interests through the range of experiences available to them, for example costume design, netball and being part of the choir. Pupils benefit from educational visits that the school provides. These include ice skating, visiting the beach and residential trips.

p.2

What is it like to attend this school?

The school does not teach pupils about all of the protected characteristics as set out in the Equality Act 2010. This means that pupils do not have some of the essential knowledge they need for life in modern society.

p.2

better?

The school’s curriculum is ambitious for pupils. It sets out the important knowledge that pupils should learn from Year 7 through to Year 11. The curriculum considers and responds to pupils’ gaps in knowledge. This is supported by the school’s effective approach to assessment. Typically, staff use this information well to design learning activities that build on what pupils know and to connect learning in a meaningful way. The school’s effective systems identify the additional needs of pupils with SEND. Well-chosen resources help pupils with SEND to access the same curriculum as their peers. Across much of the curriculum, pupils achieve well.

p.2

better?

Pupils have access to a wide range of books that capture their interests. These texts motivate pupils to engage in the pleasure that comes from reading a good book. Regular reading across a range of genres helps pupils build up their vocabulary, fluency and confidence in oral communication. The school supports staff well to identify and assist any pupils who require further help with aspects of reading, which helps them to catch up.

p.2

better?

Behaviour across the school is positive. Pupils learn the importance of respect and generosity towards one another. They understand that they can bring happiness to others through something as simple as passing on a compliment. The school has highly effective approaches to attendance. Consequently, many pupils attend school regularly.

p.2

better?

The school has designed an appropriate impartial careers information, education, advice and guidance programme. Pupils learn about potential careers available to 15 to 17 July 2025 them after they leave school. The curriculum for personal, social, health and economic (PSHE) education has been developed significantly since the previous inspection. Pupils learn about healthy lifestyles, personal safety and respectful relationships. They benefit from opportunities to take on different leadership roles, which help to develop their confidence. For instance, key stage 4 pupils act as mentors to younger pupils in key stage 3. However, the school has not made sure that pupils are taught the statutory content for relationships and sex education (RSE). Therefore, pupils are missing some of the RSE knowledge that they require. Furthermore, the school does not teach pupils about the protected characteristics of

p.2

better?

sexual orientation or gender reassignment. As a result, pupils are not sufficiently well prepared for life in modern Britain.

p.3

better?

Staff are positive about what the school does to support their workload and well- being. This includes ensuring that staff have the time they require to carry out their responsibilities. The school engages positively with parents and carers. Parents told inspectors that they value the school’s work to help their children engage with learning.

p.3

better?

The school meets the health and safety and premises requirements of the independent school standards (the standards). Pupils enjoy playing games and spending time in the safe outdoor area. The school’s accessibility plan complies with the requirements of schedule 10 of the Equality Act 2010. However, the proprietor has not ensured that all of the standards are met. The proprietor does not fulfil its statutory responsibilities with regard to the provision of RSE and the teaching of the protected characteristics as set out in the Equality Act 2010.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and proprietor)

 The proprietor has not promoted pupils’ understanding of protected characteristics effectively. Pupils do not learn about sexual orientation or gender reassignment. As a result, they do not gain a sufficient awareness of, and respect for, the diverse range of people in modern Britain. The proprietor should ensure that pupils gain an age-appropriate knowledge and understanding of protected characteristics as set out in the Equality Act 2010.  The proprietor has not ensured that the school provides a suitable RSE programme that meets the statutory requirements for secondary-age pupils. Pupils do not have the information they need to make safe, informed and healthy choices. The proprietor should ensure that the school provides a suitable RSE programme that meets the requirements of the statutory guidance. 15 to 17 July 2025

p.3

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 15 to 17 July 2025

p.4

School details

Proprietor Manchester Senior Girls School

p.5

School details

Annual fees (day pupils) Voluntary contributions

p.5

School details

Email address office@bchighschool.org.uk

p.5

School details

Date of previous inspection 7 to 9 November 2023 15 to 17 July 2025

p.5

Information about this school

 The school is located at 138 Leicester Road, Salford, M7 4GB.  Manchester Senior Girls School is an Orthodox Jewish faith school. In the local community, this school is known as Beis Chinuch High School.  The proprietor body is Manchester Senior Girls School. The chair of the proprietor body is David Leaman.  This school is registered to admit up to 160 pupils.  The school does not use any alternative provision for its pupils.  The previous standard inspection took place between 7 November to 9 November 2023.

p.6

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.

p.6

Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

p.6

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.

p.6

Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors spoke with the proprietor, the chair of governors, the designated safeguarding lead and other school leaders.  The lead inspector spoke with a representative of the local authority.  Inspectors carried out deep dives in the following subjects: English, mathematics and PSHE. They discussed the curriculum with subject leaders, looked at curriculum plans, reviewed pupils’ work and spoke with staff and pupils.  Inspectors reviewed the curriculum plans and pupils’ work for a range of other subjects.  Inspectors met with leaders to discuss SEND, the curriculum, assessment, pupils’ behaviour and the provision for pupils’ wider development.  Inspectors spoke with some parents. They also considered responses and free- text responses to Ofsted Parent View.

p.6

Information about this inspection

 Inspectors spoke with staff about their workload and well-being. They also considered the views of staff shared through Ofsted’s online survey for staff.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single 15 to 17 July 2025 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 spoke with pupils about their experiences of school life. They observed pupils’ behaviour during the school day.  Inspectors reviewed a range of documentation, including those relating to the standards and the curriculum.  The lead inspector made a tour of the school to check the suitability of the premises against the relevant standards.

p.6

Inspection team

David Robinson, lead inspector His Majesty’s Inspector

p.7

Inspection team

Andy Cunningham His Majesty’s Inspector 15 to 17 July 2025

p.7

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(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.  2A (1) The standard in this paragraph is met if the proprietor; – 2A(1)(b) ensures that every registered pupil who is provided with 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),

p.8

Part 1. Quality of education provided

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.

p.8

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 are 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.

p.8

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 s kills 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. 15 to 17 July 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

p.8

Part 8. Quality of leadership in and management of schools

for children looked after, safeguarding and child protection.

p.9

Part 8. Quality of leadership in and management of schools

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 .

p.9

Part 8. Quality of leadership in and management of schools

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 .

p.9

Part 8. Quality of leadership in and management of schools

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

p.9

Part 8. Quality of leadership in and management of schools

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

p.9