Beis Rochel Mcr Girls school ltd

Inspection of Beis Rochel Mcr Girls School ltd 315-317 Great Clowes St, Salford M7 2FZ

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Overall effectiveness Requires improvement

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

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Overall effectiveness Requires improvement

Does the school meet the independent school standards?

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What is it like to attend this school?

This is a friendly and welcoming school where pupils are safe and happy. They value the positive relationships that they have with staff, who care for them well. Pupils enjoy coming to school. They relish the strong friendships that they make. This helps pupils to feel a sense of belonging.

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What is it like to attend this school?

Pupils live up to the high expectations that the school has of their behaviour and conduct. They display positive attitudes towards their learning. Pupils are extremely polite, well mannered and respectful towards each other and visitors to school.

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What is it like to attend this school?

The school has high ambitions for pupils’ academic success. However, the school’s expectations for pupils’ achievement are not entirely realised. Weaknesses in the design and delivery of the curriculum in some subjects, and the early years, have not been addressed. This limits how well some pupils progress through the curriculum and achieve. Coupled with this, there is a lack of oversight of the quality of education by the proprietor and the school.

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What is it like to attend this school?

Pupils reflect regularly on their actions, feelings and behaviours. The school helps them know the importance of genuine respect, care and kindness towards others. However, the school has not ensured that this is supported by a clear understanding and knowledge of other cultures and faiths.

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better?

The proprietor has established an environment at the school where everyone is welcome. Pupils study a broad range of secular subjects alongside Jewish studies (Kodesh). The school has begun to strengthen its curriculum. There is a clear rationale for the design of the curriculum in some subjects. In these subjects, the school has made it clear what essential knowledge should be taught and when this learning should take place. However, in other subjects and the early years, the curriculum is not as well developed. For instance, the school has identified overarching topics that it wants pupils to learn, but not the key knowledge in these themes. This hinders how well pupils build on previously delivered learning.

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better?

The school has thought carefully about the curriculum delivery in some subjects. For example, in mathematics, staff deliver the knowledge well through interesting and well-chosen activities which build on pupils’ previous learning. Conversely, in most other subjects and the early years, the school has not provided staff with effective support. This means that staff struggle to devise appropriate learning activities for pupils. As a result, pupils do not gain a deep enough understanding of the subject content. This limits how well they achieve in these subjects.

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better?

Staff do not check that pupils have learned the intended curriculum effectively. This hinders how well staff address gaps in pupils’ learning. This means that some pupils move on to new learning before they are ready. Consequently, they struggle to make sense of subsequent subject content as their prior knowledge is not secure. Where 24 to 26 June 2025 subjects are established well, staff make regular checks and swiftly address any gaps or misconceptions.

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better?

Reading takes priority across the school, and by Year 6, pupils are confident and fluent readers. Staff have received training so they deliver the new early reading curriculum effectively. However, children who speak English as an additional language are not given opportunities to apply their spoken and written language in the Nursery classes and Reception Year. As a result, many children struggle to grasp new learning when they enter the Year 1 class.

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better?

The school has appropriate arrangements in place to identify the special educational needs and/or disabilities (SEND) of pupils. Staff receive the support they need to select activities that help pupils. As a result, the careful adaptation to the delivery of the curriculum enables pupils with SEND to access learning alongside their peers.

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better?

Pupils’ attendance rates are high. They enjoy all that the school has to offer. In lessons, pupils concentrate well and listen carefully. Pupils know that their positive behaviour helps everyone learn and get on well. Younger pupils particularly enjoy getting into the ‘golden book’ for their good behaviour. Pupils are polite and considerate to others. They offer a warm welcome to visitors. They share their work with pride. Social times are happy occasions. Pupils play harmoniously together and participate in skipping and ball games.

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better?

The school is at the early stages of developing its curriculums for personal, social, health and economic education and relationships and sex education (RSE) and health education. These curriculums lack clarity about what pupils should learn and when they should learn it. This means that pupils are not as prepared as they should be for life in modern Britain. For example, pupils are unclear about how to keep themselves safe when online. Additionally, some pupils are unsure about different kinds of families.

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better?

The proprietor has ensured that the premises and health and safety aspects of the independent school standards (the standards) are met. The school also complies with schedule 10 of the Equality Act 2010. However, the proprietor does not have effective oversight of the quality of education or the requirements of RSE for primary-age pupils. That said, the school does have the capacity to make rapid improvements and to understand the shortcomings that have led to the unmet standards.

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better?

The school and proprietor have the commitment of staff. Staff show high levels of pride in their work and feel valued. Staff’s workload and well-being are prioritised.

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Safeguarding

The arrangements for safeguarding are effective. 24 to 26 June 2025

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(Information for the school and proprietor)

 The school has not clearly defined the key knowledge that pupils need to learn across the curriculum. As a result, some pupils do not build on their subject knowledge as well as they should. The school must ensure that in all subjects, key knowledge is identified and logically ordered so that pupils know and remember more over time.  The school has not ensured that staff have sufficient expertise to deliver the curriculum, including in the early years, effectively. This means that some pupils do not learn key knowledge as well as they should. The school must ensure that staff have the necessary knowledge to teach the curriculum as intended.  The school does not routinely check that pupils have secured prior learning effectively. This means that teaching moves on to new learning without addressing gaps in pupils’ knowledge. This weakens how well some pupils progress through the curriculum. The school must ensure that staff have the

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(Information for the school and proprietor)

expertise to check what pupils understand and address misconceptions before new learning is introduced.  The school does not provide sufficient opportunity for children to apply their phonetic spoken and written language across all areas of provision in the early years. Consequently, children who speak English as an additional language or who are in the early stages of learning to read, do not improve their reading knowledge as quickly as they should. The school must ensure that the curriculum in the early years supports children’s development of their spoken and written language.  The school has not ensured that pupils are taught key knowledge about life in modern Britain, including the statutory elements of the curriculum. This means that pupils do not have a secure understanding of people who live in their communities with beliefs or cultures different to their own. Pupils are not prepared for life beyond school. The school must ensure that its curriculum

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(Information for the school and proprietor)

teaches pupils the required content and knowledge they need to be ready for life in modern Britain.  The proprietor has not maintained sufficient oversight of the quality of the school’s provision. Nor has it ensured that the standards are met consistently well. This means weaknesses in the quality of education and other parts of the school’s provision have not been addressed effectively. The proprietor must ensure that its monitoring systems identify and address any weaknesses in the provision to improve the quality of education that pupils receive.

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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. 24 to 26 June 2025 The Department for Education has further guidance on how to complain about a school. 24 to 26 June 2025

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School details

Annual fees (day pupils) Voluntary contributions

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School details

Date of previous inspection 1 to 3 November 2022 24 to 26 June 2025

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Information about this school

 The school’s previous standard inspection took place on 1 to 3 November 2022.  The school does not use alternative provision.  Beis Rochel Mcr Girls School Ltd is an Orthodox Jewish faith school. It is located at 315 to 317 Great Clowes St, Salford, M7 2FZ. It is registered to admit up to 200 pupils.  The headteacher has been appointed since the previous inspection.

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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 judgement about the quality of a school’s education provision.

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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

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held meetings with the proprietor and governors. Inspectors also held meetings with other leaders, including those responsible for SEND.  Inspectors carried out deep dives in early reading, mathematics and science. 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 reviewed curriculum information in other subjects and discussed this with leaders.  Inspectors met with pupils to discuss their learning. Inspectors also spoke with pupils about behaviour and the opportunities for their wider personal development.  Inspectors spoke with staff about their workload and well-being.

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Information about this inspection

 Inspectors considered the free-text comments to Ofsted Parent View. There were no responses to Ofsted’s online surveys for staff or pupils.  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. 24 to 26 June 2025  An inspector made a tour of the premises.  Inspectors carried out a range of activities to check compliance with the standards.

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Inspection team

Sue Dymond, lead inspector His Majesty’s Inspector

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Inspection team

Sanjay Patel Ofsted Inspector 24 to 26 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 plans and 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 pupils with an EHC plan; and – 2(1)(b)(ii) do not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.  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 experience in linguistic, mathematical, scientific, technological, human and

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Part 1. Quality of education provided

social, physical and aesthetic and creative education; – 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills; – 2(2)(f) where the school has pupils below compulsory school age, a programme of activities which is appropriate to their educational needs in relation to personal, social, emotional and physical development and communication and language skills.  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.  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(c) involves well planned lessons and effective teaching methods, activities and

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Part 1. Quality of education provided

management of class time; – 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; – 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- 24 to 26 June 2025 – 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)(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.

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Statutory requirements of the early years foundation stage

 1.12 Practitioners should be ambitious for all children. To do this they must consider the individual needs, interests, and development of each child in their care. They must use this information to plan a challenging and enjoyable experience for each child in all areas of learning and development. Practitioners working with the youngest children are expected to ensure a strong foundation for children’s development in the three prime areas. The specific areas of learning provide children with a broad curriculum and with opportunities to strengthen and apply the prime areas of learning. This is particularly important in developing language and extending vocabulary.  1.14 For children whose home language is not English, providers may take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home.  1.15 Providers must ensure that children have sufficient opportunities to learn

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Statutory requirements of the early years foundation stage

and reach a good standard in English language during the EYFS, ensuring children are ready to benefit from the opportunities available to them when they begin Key Stage 1. When assessing communication, language, and literacy skills, practitioners must assess children’s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay.  1.16 This framework does not prescribe a particular teaching approach. Play is essential for children’s development, building their confidence as they learn to explore, relate to others, set their own goals, and solve problems. Children learn by leading their own play, and by taking part in play and learning that is guided by adults. Practitioners need to decide what they want children in their setting to

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Statutory requirements of the early years foundation stage

24 to 26 June 2025 learn, and the most effective ways to teach it. Practitioners must stimulate children’s interests, responding to each child’s emerging needs and guiding their development through warm, positive interactions coupled with secure routines for play and learning.  1.17 As children grow older and move into the reception year, there should be a greater focus on teaching the essential skills and knowledge in the specific areas of learning. This will help children to prepare for Key Stage 1.  2.4 Assessment should inform an ongoing dialogue between practitioners and year 1 teachers about each child’s learning and development, to support a successful transition to Key Stage 1.  2.5 Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners understanding children’s interests and what they know and can do, and then shaping teaching

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Statutory requirements of the early years foundation stage

and learning experiences for each child reflecting that knowledge. In their interactions with children, practitioners should make and act on their own day-to- day observations about children’s progress and observations that parents and carers share. However, there is no requirement to keep written records in relation to this. 24 to 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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Statutory requirements of the early years foundation stage

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Statutory requirements of the early years foundation stage

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Statutory requirements of the early years foundation stage

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Statutory requirements of the early years foundation stage

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