Beis Hatalmud School

Inspection of Beis Hatalmud School 62 Wellington Street West, Broughton, Salford, Lancashire M7 2FD

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Overall effectiveness Inadequate

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

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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?

Since the last inspection, the school has not taken effective action to improve the quality of education. It has been too slow to address weaknesses in the curriculum and in pupils’ personal development. The school does not set out clear, high expectations for what all pupils can achieve. As a result, pupils continue to experience a curriculum that does not consistently help them build and retain knowledge over time. While some pupils achieve well in certain subjects, others do not learn as well as they should and have gaps in their understanding across several areas.

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What is it like to attend this school?

Pupils enjoy coming to school and speak positively about their experiences. They value the respectful relationships that they build with staff. Pupils also recognise the care and commitment that adults show towards their well-being. Many pupils feel proud of their school and accurately describe it as a calm, safe and supportive environment.

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What is it like to attend this school?

Pupils are confident and behave well. They conduct themselves with courtesy around the school and treat visitors respectfully. In lessons, they are attentive and cooperate with teachers. The school has successfully created a culture of mutual respect, which pupils clearly understand and uphold.

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What is it like to attend this school?

While pupils benefit from a positive day-to-day experience, the school does not equip them well enough for life in modern Britain. It does not teach pupils about all the protected characteristics outlined in statutory guidance. As a result, pupils are not sufficiently prepared to understand and respect differences between people beyond their immediate community.

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better?

The school has been too slow to act since the last inspection to address the weaknesses in the curriculum. While there is a broad curriculum offer in place that includes a strong focus on Kodesh (religious studies), in several subjects the school is still setting out the essential knowledge that pupils should learn. In the meantime, some important curriculum content is not covered or delivered well enough. This causes pupils to develop knowledge gaps, and they do not achieve as well as they could.

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better?

The school has not responded adequately to previous recommendations to improve how it identifies and supports pupils at the early stages of learning to read. The school has recently introduced a basic programme to develop pupils’ reading fluency and speed. However, the school lacks effective strategies to identify and support pupils who find reading difficult.

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better?

The school does not demonstrate the capacity and expertise required to secure the necessary improvements to the quality of education. Most of the areas for improvement identified at the last standard inspection remain largely unaddressed. 8 to 10 July 2025 Furthermore, the proprietor body does not hold the school to account sufficiently well. As a result, some strategic actions have lacked focus or been ineffective.

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better?

The school has made some progress in how it uses assessment strategies to check on pupils’ learning. Teachers are more attentive to when pupils need guidance and support, which pupils find helpful. However, the school does not ensure that it has the necessary skills and knowledge to check how well curriculum subjects are taught. As a result, it does not identify or address weaknesses in the design or delivery of subjects. This causes gaps and misconceptions in pupils’ learning. Consequently, the school does not take well-considered action to improve the quality of education that pupils receive.

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better?

The school provides strong support for pupils with social, emotional, and mental health needs, which pupils value. However, the school’s systems, procedures, and overall expertise for identifying pupils with special educational needs and/or disabilities (SEND) are not sufficiently robust. Therefore, the school does not identify and meet pupils’ needs consistently well.

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better?

Pupils have positive attitudes towards school. They have high rates of attendance and are keen to learn. Pupils behave respectfully, and low-level disruption is uncommon. They enjoy harmonious relationships with one another, so any disputes are very rare.

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better?

The school offers a range of enrichment opportunities to support pupils’ personal development. Pupils take part in trips that include hiking and sports clubs, ranging from cricket to football. They also support charities. Pupils benefit from opportunities to lead prayers, act as monitors, and participate in public speaking. They learn about physical and emotional health and understand the importance of healthy lifestyles. The school provides pupils with independent careers advice. It has also ensured that the curriculum includes content to help pupils to consider their aspirations and prepare for their futures.

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better?

Pupils develop an age-appropriate understanding of fundamental British values. They speak with maturity about respect and tolerance and explain how they apply these values in school. However, the school does not teach pupils about all the protected characteristics and certain aspects of relationships and sex education (RSE). As a result, pupils do not develop a sufficiently broad understanding of the diverse values, cultures, and beliefs of others. In turn, the school does not meet all the requirements of the independent school standards (the standards) and RSE statutory guidance.

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better?

The proprietor body ensures that the school complies with schedule 10 of the Equality Act 2010. However, the proprietor body has not established reliable systems or developed the necessary expertise to ensure that the school meets all the standards securely and consistently. Various standards were unmet at the start of the inspection, and some remained unmet by its conclusion. 8 to 10 July 2025 Aside from unmet standards related to protected characteristics, there were some issues with the condition of the premises, and some policies and practices that were not in line with current guidance. For instance, inspectors found one classroom space to be unsafe for use. They also identified weaknesses in the school’s fire evacuation procedures and found that attendance registers were not maintained in accordance with the most recent statutory guidance. Although the school resolved many of these issues by the end of the inspection, it had not proactively identified or

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better?

The school does not have a website. Leaders ensure that copies of all policies, including the safeguarding policy, are made available to parents on request.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

While safeguarding arrangements are broadly effective, minor improvements are required. For example, there were discrepancies in the school’s single central record at the start of the inspection and the record-keeping of pre-employment checks on new staff is not sufficiently robust. The proprietor does not review the adequacy of these checks with enough rigour. Consequently, the proprietor is not suitably assured that all applicable checks are carried out. That said, pupils feel safe and are confident that adults will listen to their concerns about their safety. Additionally, staff know how to identify, and report concerns about pupils’ welfare.

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(Information for the school and proprietor)

 The school’s safeguarding arrangements have some weaknesses, particularly in the oversight of the single central record and the robustness of documentation of pre-employment checks. As a result, the proprietor cannot be confident that all the required checks on the suitability of staff are completed and recorded properly. The school should strengthen its safeguarding procedures by ensuring that all pre-employment checks are thoroughly carried out and documented, and that the proprietor routinely reviews these processes with sufficient rigour.  The proprietor has not established the systems or expertise needed to ensure that the school meets the standards consistently. This has resulted in variability in how securely some standards are met. The proprietor should develop more robust systems for monitoring and ensuring the school’s compliance with all statutory requirements.  The school has not acted quickly or effectively to improve the curriculum since the

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(Information for the school and proprietor)

last inspection. Leaders lack the systems and expertise to evaluate how well it is designed, delivered, and learned. As a result, weaknesses persist, and pupils often develop only a superficial understanding of key concepts. The school must strengthen leadership capacity, build curriculum expertise, and sharpen evaluation processes so that all subjects are well designed, effectively implemented, and 8 to 10 July 2025 lead to secure learning. The school must then use this insight to take timely, well- informed action to identify and make the curriculum improvements needed.  The school has not established strong strategies for identifying and supporting pupils at the early stages of learning to read. Consequently, the school is ill- prepared to support pupils who struggle with learning to read fluently. The school should develop and embed effective approaches to identify pupils who find reading difficult and provide high-quality support to help them catch up quickly.

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(Information for the school and proprietor)

 The school’s systems for identifying and assessing pupils with SEND are not strong. As a result, some pupils’ needs are not accurately identified or supported consistently well. The school should strengthen its procedures and expertise to ensure that all pupils with SEND are recognised and provided with the right support.  The school does not teach pupils about all protected characteristics or fully deliver the statutory RSE content. This limits pupils’ understanding of diversity and prevents them from being fully prepared for life in modern Britain. The school should ensure that pupils receive a broad and balanced curriculum, in line with statutory guidance.

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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 135168 DfE registration number 355/6054

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School details

Inspection number 10391740 Type of school Other independent school

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School details

Annual fees (day pupils) Voluntary Contributions

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School details

Date of previous inspection 14 to 16 November 2023 8 to 10 July 2025

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Information about this school

 The school’s previous standard inspection took place from 14 to 16 November 2023. The most recent progress monitoring inspection took place on 15 May 2025.  The school is located at 62 Wellington Street West, Broughton, Salford, Lancashire M7 2FD.  The school does not make use of any alternative provision.  Beis Hatalmud School is an Orthodox Jewish faith school.

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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 judgement 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, spoke with the chair of the proprietor body, and members of staff. Inspectors also contacted a representative of the local authority.  Inspectors carried out deep dives in these areas: English, mathematics, and science. For each deep dive, inspectors met with subject leaders, considered the curriculum plans, spoke to staff, and looked at samples of pupils’ work. Inspectors were unable to visit lessons as part of the deep dives because these subjects were not being delivered during the inspection. Inspectors compensated for this by speaking to a larger sample of pupils and reviewing a larger sample of pupils’ work.  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.  As part of their checks on the standards, the lead inspector made several tours of the school’s premises, accompanied by a school leader. 8 to 10 July 2025  There were no responses to Ofsted’s online surveys for staff and pupils. However, inspectors sought their views in person through various meetings. Inspectors considered the responses to Ofsted Parent View, including the free-text comments.  Leaders requested that inspectors did not ask certain questions about RSE. This has no bearing on the outcome of the inspection. Parents have been consulted

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The school’s proposed change to the maximum number of pupils

The school has applied to the Department for Education (DfE) to make a ‘material change’ to its registration. At the DfE’s request, we checked whether the school is likely to meet the relevant independent school standards if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.

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The school’s proposed change to the maximum number of pupils

 The outcome of this part of the inspection is: the school is unlikely to meet

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the relevant independent school standards if the material change

relating to the school provision is implemented.

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Part 3. Welfare, health, and safety of pupils

 The school has made suitable arrangements to safeguard and promote the welfare of pupils. These arrangements pay due regard to current statutory guidance. Staff are sufficiently trained to identify and report their safeguarding concerns. Safeguarding leaders have appropriate knowledge and expertise to fulfil their roles effectively.  The school has adequate procedures in place to ensure that most health and safety laws are complied with. During the inspection, concerns about areas of the building were generally resolved and it improved upon its risk assessment measures through an external risk audit. The school site is safe and secure. These arrangements are suitable to accommodate the proposed increase in the number of pupils on roll, should it increase.  The school ensures that fire safety equipment is in good working order. However, a small number of fire safety signs, such as fire exit and assembly point signs,

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Part 3. Welfare, health, and safety of pupils

were not in place at the beginning of the inspection. Fire evacuation drills are carried out infrequently. Very few staff hold recent fire marshal training. These arrangements are not suitable to accommodate the proposed increase in the number of pupils on roll.  The school has ensured that pupils are appropriately supervised. There are sufficient staff to ensure that an increased number of pupils would be properly supervised should the number of pupils on roll be increased.  A written risk assessment policy is in place. A range of risk assessments show that the school takes appropriate actions to reduce any identified risks to pupil. These would be appropriate should the number on roll be increased. 8 to 10 July 2025  The standards in this part are likely to be met if the request for the material change is approved.

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

 The inspection identified some weaknesses in the school’s maintenance of its single central record and the quality of the records it keeps demonstrating that all relevant employment checks are routinely carried out. It also identified that the proprietor’s oversight of these checks lacks rigour. Most of these issues were addressed during the inspection. The school has ensured that all members of the proprietor body have the necessary checks for the positions that they hold.  The standards in this part are likely to be met if the request for the material change is approved.

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Part 5. Premises of and accommodation at schools

 Overall, the school premises are suitably maintained. The school building will cater sufficiently for the proposed increase in the number of pupils should the material change be approved. Most classrooms are furnished appropriately. However, during the inspection, inspectors were concerned about the suitability of a basement room. School leaders decommissioned this room until sufficient remedial works can be caried out. Communal areas around the school are generally clear and tidy. There is an adequate supply of hot and cold water. Drinking water is clearly labelled and available for pupils.  There are ample spaces for pupils to socialise in. The school grounds provide sufficient outdoor space for pupils and will accommodate the proposed increase in pupil numbers.  There is a dedicated space to respond to any short-term medical needs of pupils.  The standards in this part are likely to be met if the request for the material

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Part 8. Quality of leadership in and management of schools

 The proprietor has not ensured that the school meets all of the standards. The school’s approaches to maintain compliance with the standards are not robust. For example, the proprietor had not proactively identified some compliance issues that were found during the inspection, such as attendance and safer recruitment policies not being followed in line with the school’s expectations or not fully reflecting current statutory guidance. The school has been slow to act upon previous areas for improvement and the last inspection. For example, the school has not ensured that the intended curriculum is delivered consistently well and has not implemented sufficient strategies for supporting weaker readers. The school has consistently met standards related to ensuring pupils learn about protected characteristics and certain RSE content.  The standards in this part are unlikely to be met if the request for the material

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Inspection team

David Spruce, lead inspector His Majesty’s Inspector

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Inspection team

Phill Walmsley Ofsted Inspector 8 to 10 July 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(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[9];  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),

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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.

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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(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.

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Part 3. Welfare, health, and safety of pupils

 12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].  15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006[13].

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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. 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

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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