Pardes House Primary School

Pardes House Primary School

Address: Hendon Lane, N3 1SA Unique reference number (URN): 133364

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders prioritise regular attendance. They use rigorous systems to monitor and improve attendance when necessary. Leaders act swiftly when concerns arise. They provide effective support for pupils and families who face barriers to regular attendance. As a result, attendance is consistently high and persistent absence is rare.

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Attendance and behaviour Strong standard

Pupils behave well. Relationships between pupils and staff are built on kindness and respect. This fosters a positive and respectful school culture. Leaders have created a calm, orderly and respectful environment, where learning is rarely disrupted. From the early years, children learn routines and the importance of cooperation. This underpins pupils' positive attitudes to learning.

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Attendance and behaviour Strong standard

Pupils enjoy learning. They are highly motivated and persevere with challenging tasks. Pupils’ behaviour during social times and when moving around the school reflects the school's high expectations. Staff intervene quickly to put the right help in place for pupils who need extra support to manage their behaviour.

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Attendance and behaviour Strong standard

Pupils learn to value diversity and celebrate difference. Incidents of bullying or discrimination are rare. If any inappropriate behaviour occurs, leaders act quickly to prevent escalation.

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Personal development and wellbeing Strong standard

The school provides an ambitious personal, social and health education programme. This helps pupils gain the knowledge and skills they need to thrive in school and beyond. For example, the life skills curriculum develops pupils’ character through activities, such as writing applications for roles of responsibility and preparing for interviews.

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Personal development and wellbeing Strong standard

Pupils learn about diversity and celebrate difference. They learn about healthy relationships and online safety in an age-appropriate manner. They visit the Royal Courts of Justice and the Supreme Court to deepen their understanding of the rule of law. These experiences prepare pupils very well for life in modern Britain.

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Personal development and wellbeing Strong standard

The school develops pupils’ talents and interests through a wide range of enrichment activities, including current affairs and classical music appreciation clubs. Leaders ensure that pupils who are disadvantaged and pupils with special educational needs and/or disabilities benefit from the full breadth of experiences on offer.

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Personal development and wellbeing Strong standard

Pupils learn why it is important to be an active citizen. They fully take part in charitable activities, such as litter picking and preparing gift boxes for people who support the community. Pupil leaders help shape decisions, such as improving play spaces and making sure that the school’s behaviour expectations are followed. Pupils actively support their classmates’ wellbeing because they learn the importance of kindness and forgiveness. This helps to create a harmonious school.

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Achievement Expected standard

Pupils make secure progress through the curriculum. They develop detailed knowledge across a range of subjects, as shown in the quality of their work. For example, pupils in Year 4 build on their knowledge of fair testing in science and explain their work using the correct scientific vocabulary. Pupils build solid foundations in reading, writing and mathematics. For instance, in mathematics pupils apply mathematical number facts with increasing fluency to solve calculations.

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Achievement Expected standard

End-of-year outcomes for Year 6 in national tests, particularly in reading and mathematics, are close to national averages. Disadvantaged pupils, pupils with special educational needs and/or disabilities and pupils who face other barriers to learning, achieve well from their starting points. As a result, pupils have the knowledge and skills they need to succeed in the next stage of their education.

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Curriculum and teaching Expected standard

Leaders have designed a broad curriculum. They ensure that the important content pupils need to learn across the curriculum is well sequenced year on year. As a result, pupils build their knowledge progressively and securely.

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Curriculum and teaching Expected standard

Staff prioritise reading, writing and mathematics and generally provide targeted teaching to help pupils keep up. As a result, pupils learn to read quickly, developing fluency and accuracy. Leaders in each subject have identified ambitious vocabulary and ensure that pupils are taught it explicitly. Consequently, pupils use subject-specific vocabulary accurately in their speech and writing. Teachers provide regular opportunities for pupils to revisit previous learning. Pupils recall prior learning confidently and in detail. For example, pupils use geographical language and knowledge accurately to explain the high and low areas of land on a map.

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Curriculum and teaching Expected standard

Leaders check the impact of the curriculum. They make adaptations to the curriculum as necessary. Teachers receive regular professional learning. They have secure subject knowledge and explain new concepts clearly. Teachers typically address misconceptions swiftly. However, sometimes teaching is not adapted precisely enough for some pupils, including those with special educational needs and/or disabilities. When this happens, these pupils do not learn as well as they could.

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Early years Expected standard

Leaders have designed a well-sequenced curriculum for the early years. They have mapped out the important knowledge and skills that children will learn. Leaders gather information from nurseries and families before children start Reception so they can adapt provision to meet children’s needs. Staff prioritise communication and language in the early years. For example, children learn to understand and name their feelings with increasingly ambitious vocabulary. Staff generally engage in high-quality interactions, giving children frequent opportunities to hear and practise new language. Teachers typically check what children know, identify what they need to learn next and adapt activities to address any gaps.

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Early years Expected standard

Children learn phonics as soon as they join the Reception Year. This ensures that children develop fluency and confidence in reading as early as possible. Children have regular opportunities to practise their phonics knowledge across the curriculum. As a result, children segment and blend words confidently. Children take part in purposeful activities that develop early mathematical understanding and vocabulary. This means that children accurately use words like ‘half-full, full’ and ‘heavy’ in their play.

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Early years Expected standard

Relationships between staff and children are nurturing. These relationships help children to feel happy and safe. Children in Reception are well prepared for learning in Year 1.

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Inclusion Expected standard

Leaders have established an inclusive culture, where pupils feel welcome and valued. From the early years, staff swiftly identify and assess pupils’ needs, ensuring timely support for those facing barriers to learning. Leaders work closely with parents and carers. They provide the support they need to ensure that pupils thrive and belong.

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Inclusion Expected standard

Teaching staff typically understand pupils’ needs and use this knowledge to shape provision that helps pupils to learn. Leaders monitor and evaluate the impact of interventions, refining support so pupils make secure progress from their starting points. Consequently, pupils who need additional support access the curriculum successfully alongside their peers.

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Inclusion Expected standard

The school works effectively with external professionals, including speech and language therapists and occupational therapists. These specialists provide staff with advice, support and training that strengthens the provision for pupils.

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Inclusion Expected standard

Leaders use pupil premium funding strategically and track its impact. Disadvantaged pupils benefit from effective pastoral support. The school ensures that disadvantaged pupils access a wide range of enrichment activities and trips. Leaders strategically target other groups who need additional help to thrive. For example, the ‘Not just a breakfast club’ offers a calm space for pupils to support their social and emotional needs.

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Leadership and governance Expected standard

Leaders, including governors, understand the school’s strengths and priorities for improvement. Leaders act thoughtfully and deliberately to ensure that their actions improve outcomes for all pupils.

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Leadership and governance Expected standard

Governors check how effective leaders’ actions are through their regular visits and monitoring activities. They identify any underachievement and check that leaders’ actions address areas for improvement and reduce barriers pupils may face. Governors meet their statutory safeguarding duties. Leaders, governors and staff have high expectations of what pupils can achieve. Leaders provide professional learning opportunities that strengthen teaching practice and target staff’s individual development needs. For example, experienced teachers have time to model effective teaching approaches to support their colleagues.

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Leadership and governance Expected standard

Staff feel valued because leaders involve them in important decisions. Leaders and governors take appropriate and effective action to manage staff workload. Leaders have robust systems to protect staff from bullying and harassment. Staff are confident that leaders will listen and take any concerns they have seriously.

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Leadership and governance Expected standard

Leaders and governors build positive, trusting relationships with parents and the wider community. Parents are overwhelmingly positive about the actions leaders take so that pupils belong, achieve and thrive at this school.

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What it's like to be a pupil at this school

Pupils speak positively about their school and feel a sense of belonging to the Pardes family. Pupils enjoy learning. They know that their teachers expect them to work hard and achieve highly.

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What it's like to be a pupil at this school

Respectful relationships between staff and pupils permeate the school. Pupils have high attendance and arrive on time. Staff greet pupils warmly with a smile each morning. This creates a positive start to the school day. In the early years, staff respond quickly to children’s individual needs, helping them feel secure and ready to learn. Pupils are confident that adults will listen and help if they have a worry, which makes them feel happy and safe.

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What it's like to be a pupil at this school

Pupils learn a broad, well-sequenced curriculum that builds on previous learning and develops the knowledge and skills they need to succeed. This prepares pupils well for the next stage of their education. Pupils with special educational needs and/or disabilities, and those facing other barriers, learn alongside their peers and access all aspects of school life.

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What it's like to be a pupil at this school

Across the school, behaviour is excellent. From the early years, children follow well- established routines, take turns and share. Pupils act with kindness and respect in lessons and during social times. Bullying is rare because leaders act swiftly to address any incidents and pupils understand the impact of their actions on others. Leaders promote active citizenship and responsibility for others. For example, pupils check on their classmates who have been unwell. This reflects the culture of care and kindness that leaders have embedded across the school.

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What it's like to be a pupil at this school

Pupils read a wide range of carefully chosen texts that celebrate diversity. Visits to significant British institutions support pupils to learn about democracy and the rule of law. These experiences prepare pupils well for life in modern Britain.

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Lead inspector:

Deborah Walters, His Majesty's Inspector

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Team inspectors:

Sacha Husnu-Beresford, His Majesty's Inspector Ruth Dollner, Ofsted Inspector Gary Rawlings-High, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Next steps

• Leaders should ensure that staff consistently use their checks of what pupils know to adjust their teaching so that pupils, including pupils with special educational needs and/or disabilities, achieve well.

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About this inspection

The headteacher of this school is Rabbi Joel Sager. The chair of the board of governors in this school is Andrew Sprung.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteachers and other senior leaders in the school. Inspectors also spoke to members of the governing body and a representative from the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of no alternative provision.

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About this inspection

This school is registered as having a Jewish religious character. The last Section 48 inspection took place in March 2022.

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About this inspection

Headteacher: Rabbi Joel Sager This data is from 25 November 2025

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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