Talmud Torah Chinuch Norim School

School progress monitoring inspection report

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Talmud Torah Chinuch Norim School 11 Wellington Street East, Salford, Manchester M7 2AU

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(1)(b)(i)  At the time of the standard inspection in November 2024, inspectors found that the curriculum policy was not suitable. They also found that it was not supported with appropriate schemes of work. This meant that staff were not able to design learning tasks that suited pupils’ ages and aptitudes. This was particularly the case where inspectors found gaps in pupils’ vocabulary development and comprehension.  At the last progress monitoring inspection, the inspector found that the school had put in place a suitable curriculum policy. The school had started to develop plans and schemes of work for the range of subjects on offer. However, this was not in place for the age range that the school is registered to admit, including for example in reading. The school had put in place a training programme for staff to increase their understanding of its

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Main inspection findings

expectations for how the curriculum should be taught.  At this progress monitoring inspection, the inspector found that a suitable curriculum policy remains in place. However, there is now a clear division between the subjects and ages where schemes of work have been developed and where the schemes of work have not. For example, in key stage 1 and key stage 2, there are more subjects where appropriate schemes of work have been developed. They appropriately reflect the school’s intended curriculum at this stage. That said, the school still has more work to do to ensure that all subjects at key stages 1 and 2 have appropriate schemes of work in place.  However, the schemes of work are much less developed for key stage 3. The school could not provide the inspector with schemes of work for any subject that he asked for. The school has identified topic headings for the subjects offered at the school, but these

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Main inspection findings

have not been developed into schemes of work.  In addition, the inspector found that the training intended to be put in place to increase staff’s understanding and ability to deliver the curriculum has not been delivered consistently. Although the school identifies opportunities for staff development, particularly at key stage 1 and key stage 2, these have not always happened. This limits the school’s ability to ensure that the curriculum that is in place is delivered consistently well. Paragraphs 2(2), 2(2)(d), 2(2)(d)(ii), 2A(1), 2A(1)(b), 2A(1)(d) to 2A(1)(f), 2A(2)  At the time of the standard inspection, inspectors found that the school was not providing pupils of secondary age with an appropriate programme of relationships and sex education (RSE). Inspectors found that pupils were not fully informed about the risk of harm linked to issues, such as consent and sexual harassment.  Inspectors also found that the school was not ensuring that pupils had an appropriate

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Main inspection findings

understanding of the full range of protected characteristics as set out in the Equality Act 2010. As such, pupils did not know enough about diversity in the wider society in which they live. Inspectors determined that pupils were not being prepared well enough for life in modern Britain.  At the last progress monitoring inspection, the inspector found that there had been no action taken by the school since the standard inspection in relation to these standards. Although the school encouraged pupils to be respect everyone, pupils’ understanding of what this means in modern Britain was limited. This was because the curriculum did not cover the range of ways that people can be different, including where their characteristics are protected by law.  In addition, there had been no action taken to improve the RSE curriculum since the standard inspection.  At this progress monitoring inspection, the inspector found that the school has taken

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Main inspection findings

very little action in developing a suitable RSE curriculum. Although the school stated that they have looked at the statutory guidance and identified elements of it which they are prepared to teach, this was not evident in the documentation seen by the inspector. In addition, it is evident that secondary-age pupils are still not receiving their entitlement to appropriate relationships education and, where required, sex education.  The inspector found that the school has identified which protected characteristics it will teach its pupils. However, as was found at previous inspections, this does not cover the full range of protected characteristics as defined by the Equality Act 2010. As such, pupils remain unprepared for life in modern Britain. Paragraphs 3, 3(a), 3(d), 3(g)  At the time of the last standard inspection, inspectors found that arrangements to assess pupils’ knowledge and promote secure progress through the curriculum were not in

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Main inspection findings

place. Inspectors noted that there were unaddressed misconceptions and gaps in pupils’ learning, particularly in reading. It was noted that some pupils did not remember key knowledge and could not build on their prior knowledge well enough.  At the last progress monitoring inspection, the inspector found that the school had started to set clearer expectations about what secure progress looks like in terms of pupils’ learning in each subject. However, as the plans and schemes of work were not in place for all subjects on offer, in most subjects there were no agreed methods in place for regularly assessing pupils’ progress through the curriculum.  In addition, at the previous monitoring inspection, the inspector found that the school had put in place regular assessments for younger pupils. However, the reading curriculum and assessment of pupils’ reading had not been developed for older pupils.  At this progress monitoring inspection, the inspector found that where schemes of work

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Main inspection findings

have been developed, there are clearer expectations and guidance to support teachers in assessing pupils’ knowledge and understanding. For example, in the key stages 1 and 2 schemes of work, the school has identified assessment opportunities throughout each scheme to allow teachers to check on pupils’ understanding. There is still more for the school to do with teachers to ensure that these are used consistently across the different schemes of work.  Where there is an absence of schemes of work, teachers’ ability to check with enough rigour on pupils’ knowledge and understanding is much less effective. The school has still not established the agreed methods for assessment in these subjects. As a result, much is left to chance and pupils’ knowledge is not checked rigorously enough. For example, pupils are asked to complete work which they do not understand, or they do not make links to previous learning. This limits the progress that pupils make across the

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Main inspection findings

curriculum.  As the previous progress monitoring inspection identified, the school has regular reading assessments in place for younger pupils. However, the reading curriculum and assessment of pupils’ reading for older pupils remains underdeveloped.  The previously unmet independent school standards (the standards) in this part remain unmet. Part 2. Spiritual, moral, social, and cultural development of pupils Paragraphs 5, 5(b) 5(b)(vi)  At the time of the last standard inspection, inspectors found that the school did not ensure that the promotion of equality was strong enough in terms of some of the protected characteristics. Older pupils did not learn enough about diversity so that they were well prepared for life in modern Britain.  At the time of the last progress monitoring inspection, the inspector found that the school had taken no action in relation to this standard. Pupils remained unprepared for

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Main inspection findings

life in modern Britain as they did not learn about all of the protected characteristics as set out in the Equality Act 2010.  During this progress monitoring inspection, the inspector found that the school’s position relating to the teaching of protected characteristics remains the same. Although the school covers some of the protected characteristics as defined by the Equality Act 2010, pupils are not fully prepared for life in modern Britain because the full set of protected characteristics are not covered.  The previously unmet standards in this part remain unmet. Part 3. Welfare, health, and safety of pupils Paragraphs 7 to 7(b), 32(1), 32(1)(c)  As inspectors identified at the standard inspection and previous progress monitoring inspection, the school’s safeguarding policy reflects the most up-to-date guidance. The school does not have a website. However, the policy is readily available for everyone,

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Main inspection findings

including parents and carers on request.  At this inspection, the inspector found that the school still has adequate systems in place to identify, record and report concerns about pupils. The school has ensured that appropriately trained staff are in place to support with these concerns.  The school continues to provide staff with a range of safeguarding training. This helps staff to ensure that they can identify any concerns accurately. The school continues to ensure that staff are vigilant. Staff continue to demonstrate an understanding of different procedures, such as the whistleblowing policy. Where relevant, the school continues to provide a robust induction policy for staff.  The standards in these parts continue to be met. Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(b)  At the time of the last standard inspection, inspectors found that the standards had not

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Main inspection findings

been consistently met. As such, the proprietor could not demonstrate the knowledge and skills required to fulfil its responsibilities.  At the last progress monitoring inspection, the inspector found that the school had taken some positive steps, in some areas, to move towards meeting the standards relating to the quality of education. However, the proprietor had not put in place any actions to address the previously unmet standards relating to the protected characteristics or the RSE curriculum.  In addition, the inspector found at that time that the proprietor was not aware of the requirements of some parts of the standards.  At this progress monitoring inspection, the inspector found a very similar picture to the ones that inspectors identified at the previous standard and progress monitoring inspections. The school has taken some small steps of progress in a few areas of its provision. For example, the schemes of work are more developed in key stage 1 and key

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Main inspection findings

stage 2 than in key stage 3. However, in other areas of the school’s work, less progress has been made.  In addition, the inspector found that the proprietor has not clarified the roles and responsibilities clearly enough for the co-headteachers. This means that there is some confusion over who is responsible for different important areas of the school’s development. As reported in part 1, it also means that some areas of the school’s work are progressing at a faster pace than others. This is now creating inequity within the school for pupils.  The inspector found that the proprietor has not ensured any progress against other previously unmet standards relating to the protected characteristics or RSE curriculum.  The previously unmet standards in this part remain unmet.

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Compliance with regulatory requirements

The school does not meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements that were checked during this inspection, as set out in the annex of this report. This included the standards and requirements that the school was judged to not comply with at the previous inspection. Not all of the standards and associated requirements were checked during this inspection.

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School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which 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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School details

Headteacher Mr Colev Frickers and Mr Moshe Rubenstien

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School details

Annual fees (day pupils) Voluntary contributions

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School details

Date of previous standard inspection 19 to 21 November 2024

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Information about this school

 Talmud Torah Chinuch Norim is an orthodox Jewish faith school.  The school operates from premises at 11 Wellington Street East, Salford, Manchester M7 2AU.  The school does not make use of any alternative provision.  The school is registered to admit up to 385 pupils.  The school’s most recent standard inspection took place on 19 to 21 November 2024.  A progress monitoring inspection, commissioned by the Department for Education (DfE), took place in July 2025.  The DfE required the school to submit an action plan to illustrate how it would meet the unmet standards at its previous standard inspection. This action plan was evaluated in March 2025, and the proposed action plan was not acceptable.

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Information about this inspection

 This inspection was carried out at the request of the registration authority for independent schools. The purpose of the inspection was to monitor the progress the school has made in meeting the independent school standards and other requirements that it was judged to not comply with at its previous inspection.  The school’s most recent standard inspection took place on 19 November 2024. At this inspection, the school was judged not to comply with the standards.  This was the second progress monitoring inspection since the standard inspection in November 2024.  This progress monitoring inspection was conducted with 30-minutes notice.  The inspector spoke with both headteachers and other senior leaders. They also met with the proprietor.  The inspector reviewed a range of documentation, including that relating to the standards.  The inspection also considered the school’s safeguarding arrangements, including the

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Information about this inspection

single central register of pre-employment checks for staff and whether the school’s safeguarding policy is available to parents. These requirements of the independent school standards are met.  The inspector spoke with pupils about their experience of school life, including their learning.  The inspector spoke with staff about their wellbeing, workload and safeguarding.

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Inspection team

Stuart Perkins, lead inspector His Majesty’s Inspector

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The school does not meet the following independent school standards

Standards that were not met at the previous inspection and remain un-met at this inspection

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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. – 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.  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

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Part 1. Quality of education provided

is excused as mentioned in sub-paragraph (2), – 2A(1)(d) in making arrangements for the purposes of paragraphs (a), (b) or (c), 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, – 2A(1)(e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b), – 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e).  2A(2) Arrangements made by the proprietor for the purposes of sub-paragraph (1)(b) must ensure that where a pupil’s parent requests that the pupil is wholly or partly excused from sex education provided as part of relationships and sex education, the pupil is so excused until the request is withdrawn, unless or to the extent that the head teacher

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Part 1. Quality of education provided

considers that the pupil should not be so excused.  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(d) shows a good understanding of the aptitudes, needs, and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 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- – 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 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. guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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Part 8. Quality of leadership in and management of schools

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