Gateshead Jewish Nursery School

Inspection of Gateshead Jewish Nursery School Alexandra Road, Gateshead, Tyne and Wear NE8 1RB

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Inspection dates: 16 to 18 September 2025

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Overall effectiveness Requires improvement

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

Children settle quickly into school life and enjoy school. They benefit from warm, caring relationships with adults. The school has clear expectations for children’s behaviour. Consequently, children behave well. They respond swiftly to instructions from adults and follow routines. Children show respect for their friends and for the school environment.

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What is it like to attend this school?

While the school has high expectations for what children can achieve, the curriculum lacks clarity and sequencing. This makes it difficult for adults to implement the curriculum effectively. It also means they cannot check precisely what children know and can do. As a result, children do not achieve as well as they could, meaning they are underprepared for the next stage of their education.

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What is it like to attend this school?

The school places emphasis on teaching children respect for all. Children enthusiastically take part in activities that teach them about their own faith. For example, they enjoy making honey biscuits in preparation for Rosh Hashanah. The school also provides opportunities for children to learn about life beyond their community, such as the Hindu celebration of Diwali. Teaching about fundamental British values and the protected characteristics is age-appropriate. For example, children vote for the type of role play they would like in their classroom.

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better?

Children experience all seven areas of learning outlined in the early years foundation stage statutory framework. However, the school’s curriculum does not clearly define what should be taught and when. This makes it difficult for children’s learning to build progressively over time. As a result, the implementation of the curriculum is inconsistent across the school. Children enjoy many of the activities that are on offer to them, but too often these activities are not sharply focused on what children should learn. Some of the teaching resources that staff use do not match children’s needs well. Adults are, therefore, unable to make accurate checks on what children know and remember. Consequently, the school does not meet some of the independent school standards (the standards) in part one.

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better?

The school understands the importance of children learning to read. Children in the Reception Year begin to learn phonics in the autumn term. They take books home that help them to practise the sounds they have learned. Before this, they develop their phonological awareness through, for example, listening for different sounds in the environment. Children read books that are available to them in their classrooms. Adults regularly read stories to children and engage them in singing, which helps to promote reading for enjoyment. However, the quality of interactions between adults and children is inconsistent. The school has not provided staff with the training they need to ensure that they can confidently develop children’s language and learning when they work with them. 16 to 18 September 2025 Children with special educational needs and/or disabilities (SEND) are fully involved in school life. Adults support them effectively in classrooms and understand their

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better?

needs well. Occasionally, some children do not benefit from swift enough action, when adults identify potential additional needs.

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better?

Children enjoy coming to school. This is reflected in their high attendance. The school promotes the importance of regular attendance. However, some of the school’s policies and processes do not meet the relevant standard in part three. For example, the school does not use the statutory attendance codes to record the attendance of children in the Reception Year. It also does not follow up swiftly enough when children are absent without notification.

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better?

The school is determined to ensure children are prepared for life in modern Britain. It teaches pupils to respect difference and be kind to others. This is reflected in how well children play together and share resources. There is a strong emphasis on teaching children about healthy relationships. This includes reference to different types of family structure. Children participate in educational visits to, for example, a farm and a park. This helps them to understand more about the world around them. The school keeps children safe on these visits through ensuring there are high adult to child staffing ratios. However, the school has not ensured that all staff know how to fully assess the risks that children may encounter when they are out of school. Therefore, the school does not meet some of the standards in part three.

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better?

Leaders have high expectations of all pupils. The school is well respected within the community because of leaders’ efforts to engage with families. Staff are very happy to work at the school. They speak highly of leaders and their efforts to support them in their work. Some staff have been in post for many years, which reflects a positive culture. However, over time, leaders have not ensured that the school consistently meets the standards. The proprietor and those responsible for governance do not have sufficient oversight and understanding of the quality of what is happening in the school. Leaders ensure that the school complies with the requirements of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Children are undoubtedly safe while they are in school. However, there are some minor weaknesses in the school’s policies and procedures around safeguarding. Some of these weaknesses were addressed during the inspection, such as omissions from the school’s single central record. However, some policies refer to guidance and legislation that is out of date. Contact with families does not happen quickly enough when children are absent without notification and the school has not ensured risk assessments for educational visits sufficiently take account of the risks that children may encounter. 16 to 18 September 2025

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(Information for the school and proprietor)

 The school’s curriculum does not set out precisely what children will learn and when. This means that children’s learning does not build progressively over time. The school should ensure that the curriculum is clearly sequenced across all areas of learning and that staff are trained in how to implement it effectively to ensure that all children achieve their potential.  Leaders, including those responsible for governance, do not demonstrate sufficient understanding of the independent school standards. Consequently, the school has not met the standards consistently over time and weaknesses in policies, procedures and practice have not been identified and addressed. The school should ensure that compliance with the standards is systematically and frequently checked.  Although safeguarding is effective, there are minor weaknesses in some of the school’s safeguarding procedures. The school should ensure that it tightens its

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(Information for the school and proprietor)

safeguarding procedures, particularly in relation to written policies and processes, and that the oversight of these procedures ensures that any weaknesses are identified and addressed.

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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. 16 to 18 September 2025

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School details

Unique reference number 108419 DfE registration number 390/6007

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School details

Inspection number 10374851 Type of school Other Independent School

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School details

Email address office@gatesheadkinder.org.uk

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School details

Date of previous inspection 24 to 26 May 2022 16 to 18 September 2025

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Information about this school

 Since the last standard inspection, the school has had one additional inspection. This took place on 15 July 2025. It was a material change inspection commissioned by the DfE in response to a request from the school to increase the number of children on roll.  The school has provision for two-year-old children.  The school does not use any alternative provision.  The school operates from premises located on Alexandra Road, Gateshead, Tyne and Wear NE8 1RB. The school comprises two buildings, both of which are located on the same site.  The school is a Jewish faith school.  The school has made an application to the DfE to change its proprietor. This change has not yet been approved. Inspectors were unable to meet with the current proprietor during the inspection. They did meet with the proposed new proprietor who holds delegated responsibilities.  The school is operating beyond its registration agreement with the DfE. It

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Information about this school

currently has several pupils on roll who will have their sixth birthday before the end of this academic year. The school has not notified the DfE about this.

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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 and other members of the senior leadership team. Inspectors were unable to meet the proprietor but did meet the chair of governors who holds delegated responsibilities. They also met with another member of the governing body.  Inspectors carried out deep dives in these subjects: communication and language, personal, social and emotional development, mathematics and understanding the world. Inspectors held a discussion about the curriculum with 16 to 18 September 2025 leaders, conducted learning walks to observe and interact with children in the provision and reviewed a sample of children’s learning profiles.  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. In addition, inspectors considered how the school meets the early years welfare requirements.  Inspectors observed the behaviour of children in the provision and at lunchtime.  An inspector spoke to some parents and carers as they arrived at the school and considered their views through the responses to Ofsted’s survey for parents, Parent View.  Inspectors considered the responses to the staff questionnaire.  To check the school’s compliance with the standards, an inspector conducted a tour of the premises and reviewed a range of policies and documentation.

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Inspection team

Philippa Kermotschuk, lead inspector His Majesty’s Inspector

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Inspection team

Andrea Batley His Majesty’s Inspector 16 to 18 September 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  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 management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments

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Part 1. Quality of education provided

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; – 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 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.  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].  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 8. Quality of leadership in and management of schools

16 to 18 September 2025  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. 16 to 18 September 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

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Part 8. Quality of leadership in and management of schools

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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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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