Me'or High School

Inspection of Me’or High School 47 Singleton Road, Salford M7 4NA

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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 Good

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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 are proud and happy to be members of their school community. They develop resilience and self-confidence. Pupils trust staff to resolve any worries that they might have. There is a strong focus on physical and mental well-being at the school. Pupils have a secure understanding of how to maximise these to enhance their own learning.

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What is it like to attend this school?

Pupils settle quickly in Year 7. They learn how to develop strong and positive relationships with others. Pupils chat and play games sociably at breaktimes. They cooperate with each other and with staff. Pupils enjoy collaborative projects, such as buying toys for local families to celebrate Hanukah, or raising money for local and national charities. They recognise that by working as a team and supporting each other, they make a positive contribution to their school and wider community.

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What is it like to attend this school?

Pupils focus well during lessons. They embrace the school’s expectation to achieve highly with determination. Most pupils achieve well. They benefit from the support of staff who know them well. Pupils are proud of their own accomplishments and are quick to celebrate each other’s successes.

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What is it like to attend this school?

Pupils behave well. They are keen to earn reward points that can be exchanged for books, doughnuts and other treats.

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better?

The school’s curriculum is broad and ambitious. Pupils are expected to aim high. They understand how their learning equips them well to pursue a career that plays to their strengths as well as capturing their interests. Pupils display positive attitudes to learning and have high aspirations for themselves. All current Year 11 pupils are expected to access further education at the end of the academic year, which should support them in this endeavour.

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better?

The curriculum for most subjects is well defined. Typically, it makes clear what pupils need to know and the order that learning should take place. Teachers present new information clearly. They check regularly that pupils understand and can recall what they have already learned.

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better?

Reading is at the heart of the well-organised English curriculum. Pupils are voracious readers. They benefit from the high-quality literature that the school provides to build up a wide range of knowledge and vocabulary. This helps pupils to become confident and fluent readers.

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better?

The curriculums in a small number of subjects are not as sharply focused. This includes when pupils access careers advice and guidance. At times, in these subjects, teachers do place sufficient emphasis on what pupils most need to learn. When this happens, pupils’ understanding of the curriculum is not as deep as it 8 to 10 July 2025 could be. This can occasionally lead to pupils developing misconceptions or finding it more difficult to recall important facts.

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better?

Pupils benefit from a rich range of experiences to support their personal development. They are amply prepared for living in a modern and diverse world. For example, pupils learn about their own and other faiths. External speakers provide information about the many career options available to pupils when they are older. Pupils also learn how to remain healthy and safe while online or when they are out and about in the community.

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better?

The support that pupils with special educational needs and/or disabilities (SEND) receive is variable. This is because the school has not ensured that all staff are equally able to identify different types of SEND. Some staff are less confident in making adjustments that might help these pupils to access the curriculum more easily. As a result, some pupils with SEND sometimes become overwhelmed and do not achieve as well as they could.

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better?

The proprietor understands and upholds its statutory duties diligently. It ensures that the accessibility plan meets the requirements of schedule 10 of the Equality Act 2010. The proprietor has ensured that the independent school standards (the standards) are met. For example, it ensures that the premises are well maintained. The school’s safeguarding and other required policies are accessible for parents and carers on the website.

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better?

The school is a harmonious and welcoming community. The governing body know the school and the community it serves well. Leaders at all levels make sure that pupils achieve as well as they can. Staff’s workload is considered.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 In a small number of subjects, including where these relate to careers advice and guidance, the school does not set out clearly enough what teachers need to focus on with pupils. As a result, pupils’ understanding and recall in these subjects is not as secure as it is in other subjects. The school should make sure that the curriculum provides the information that teachers need to help pupils learn different aspects of the intended curriculum equally well.  There is variation in how well the school identifies and meets pupils’ varying needs, including SEND. This means that there are times when pupils with SEND do not achieve as well as they could. The school should ensure that all staff are sufficiently supported to recognise and meet pupils’ differing needs. 8 to 10 July 2025

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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. 8 to 10 July 2025

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School details

Unique reference number 148475 DfE registration number 355/6019

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School details

Inspection number 10375141 Type of school Other independent school

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School details

Date of previous inspection 12 to 14 July 2022 8 to 10 July 2025

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Information about this school

 The previous standard inspection took place on 12 to 14 June 2022. Since this inspection, the Department for Education (DfE) commissioned a material change inspection to increase the number of pupils it can admit from 45 to 110. This took place on 18 July 2024.  The school is located at 47 Singleton Road, Salford M7 4NA.  Me’or High School is an Orthodox Jewish faith school. It is registered to admit up to 110 pupils.  The school does not currently 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

The school meets the independent school standards. These are the requirements set out in 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 and have taken this into account in their evaluation of the school.  Inspectors met with the headteacher and members of staff.  An inspector met with the chair of the proprietor body, who is also the chair of governors, and a group of governors.  Inspectors carried out deep dives in these subjects: English, science and art and design. For each deep dive, inspectors met with subject leaders, considered the curriculum plans, visited a sample of lessons, spoke to staff, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also looked at samples of pupils’ work in other subjects and discussed the curriculum for them with leaders.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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Information about this inspection

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.  During the inspection, inspectors reviewed a range of documents, including those relating to safeguarding and the standards. They also looked at records of pupils’ behaviour and attendance. 8 to 10 July 2025  As part of their checks on the standards, the lead inspector made a tour of the school premises.  There were few responses to Ofsted’s online survey for staff. However, inspectors spoke with a range of staff who work at the school.  Inspectors considered parents’ responses to Ofsted’s Parent View, including their free-text comments. An inspector also spoke with some parents of pupils on the telephone.  There were no responses to Ofsted’s online survey for pupils. Inspectors spoke with pupils about their experiences at school throughout the inspection.

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Inspection team

Claire Cropper, lead inspector His Majesty’s Inspector

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Inspection team

Gil Bourgade Ofsted Inspector 8 to 10 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 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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