Talmud Torah Yetev Lev

Talmud Torah Yetev Lev

Address: 111-115 Cazenove Road, London, N16 6AX Unique reference number (URN): 100289

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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. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Attendance and behaviour Expected standard

Pupils attend school regularly and on time. Attendance rates are high because leaders set clear expectations and take appropriate action if concerns about pupils' absence arise. Leaders monitor attendance data to ensure it remains high. They work alongside parents and carers to address any concerns so that families receive the help they need. The school maintains its admission and attendance registers in line with statutory requirements.

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Attendance and behaviour Expected standard

Pupils’ behaviour across the school is very positive. They learn in calm surroundings where lessons are not interrupted. Pupils demonstrate positive attitudes to learning and respond well to staff’s high expectations. Staff apply the school’s behaviour policy consistently well, using praise and reflective conversations to help pupils understand the impact of their actions.

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Attendance and behaviour Expected standard

The school promotes an environment where discrimination and bullying are not tolerated. Leaders take timely action if bullying occurs so that incidents are resolved.

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Attendance and behaviour Expected standard

Pupils are motivated learners. Staff award pupils points when they demonstrate the high standards of behaviour that the school expects. When pupils need help to manage their behaviour, staff take time to talk with them about what happened and how they could respond differently next time. This encourages pupils to be reflective.

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Achievement Needs attention

Pupils, including those with special educational needs and/or disabilities, do not achieve as well as they should across a range of secular subjects. Some pupils have gaps in the foundational knowledge that they need in reading, writing and mathematics. For example, while some younger pupils read books that are matched to the sounds that they know, some pupils in Year 5 lack the phonics knowledge they need to access reading across the secular curriculum. Similarly, in mathematics, some pupils have not secured essential number facts and mathematical methods. As a result, these pupils struggle to access other subjects in the curriculum.

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Achievement Needs attention

Some pupils find it difficult to make links between new learning and what they already know. Their ability to recall prior learning is variable. This means that these pupils develop considerable gaps in their knowledge over time. As a result, they are not prepared well enough for the next stage of their educational journey.

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Inclusion Needs attention

The school has systems in place to identify pupils with special educational needs and/or disabilities (SEND) and those pupils who face other barriers to learning. However, staff have not received the training they need to understand pupils’ individual needs. As a result, staff

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Urgent improvement

do not assess pupils’ barriers to learning consistently well or accurately enough. The targets in pupils’ individual plans are often too broad. These plans are not reviewed closely enough to determine whether they are having the intended impact. Some teaching approaches do not meet the needs of pupils with SEND well enough. Consequently, some pupils do not access the curriculum as well as they should or make the progress of which they are capable.

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Urgent improvement

Leaders are at the early stages of monitoring the impact of the school’s work. They are not using their evaluations of support strategies and teaching approaches effectively to inform strategic decisions. Leaders work with external professionals, such as speech and language therapists and occupational therapists, who provide targeted support. Nevertheless, leaders do not check the impact of this support sharply enough over time.

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Urgent improvement

The school has an accessibility plan in place. However, leaders are not using it effectively enough to anticipate and remove barriers to learning. Pupils with SEND are not as well prepared as they should be for the next stage of their education because leaders’ actions have not reduced barriers quickly or effectively enough.

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Curriculum and teaching Urgent improvement

Leaders do not have an accurate understanding of the quality of the secular curriculum or how effectively it is taught. Their actions to drive improvement to the curriculum lack precision and do not address underlying weaknesses. Therefore, they do not make the adaptations needed to strengthen classroom practice.

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Curriculum and teaching Urgent improvement

Leaders have not constructed a broad, ambitious or logically sequenced curriculum. In many subjects, teachers introduce new concepts without considering pupils’ starting points. Schemes of work do not outline a clear progression of the knowledge, skills and vocabulary which pupils should learn. Leaders do not ensure that teaching is suitably adapted for pupils with special educational needs and/or disabilities and those facing other barriers to learning. Consequently, these pupils do not build their knowledge securely across the secular curriculum.

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Curriculum and teaching Urgent improvement

Teachers’ subject knowledge is not secure enough. Some do not use correct subject-specific vocabulary or address misconceptions swiftly, allowing errors to persist. Teachers do not routinely extend pupils’ spoken and written language, so pupils miss opportunities to speak in full sentences or to use appropriate vocabulary to talk about their learning.

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Curriculum and teaching Urgent improvement

Targeted teaching is not effective because staff lack the expertise to help older pupils close gaps in their phonics knowledge. These weaknesses mean that many pupils lack basic skills in reading, writing and mathematics.

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Early years Urgent improvement

Leaders have not ensured there is a curriculum that enables children to learn all that they should across the 7 areas of learning. Activities do not routinely provide opportunities for children to learn and practise important concepts. This means teachers do not build on children’s starting points well enough.

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Early years Urgent improvement

There are limited opportunities in the secular curriculum for children to hear adults modelling effective sentence structures and vocabulary. This limits children’s communication skills.

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Early years Urgent improvement

Teachers do not have the subject knowledge required to deliver the secular curriculum. Some are not secure in the teaching of early mathematics. For example, teachers do not address misconceptions in mathematics quickly enough or adapt their teaching to help children, including those with special educational needs and/or disabilities, access learning.

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Early years Urgent improvement

Leaders do not have suitable processes to assess children’s progress. Therefore, staff do not have an accurate understanding of what children know and can do.

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Early years Urgent improvement

The indoor and outdoor environments do not reflect the breadth of the 7 areas of learning. Leaders have not provided the resources needed to ensure children access purposeful activities.

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Early years Urgent improvement

Children learn and play happily alongside one another because teachers reinforce positive learning behaviours. Staff gather information from parents and carers about their children. However, staff do not use this information to shape the curriculum or teaching. Children are not well prepared for their next steps.

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Early years Urgent improvement

Teachers teach early reading securely and follow the school’s phonics programme as leaders intend.

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Leadership and governance Urgent improvement

The proprietor, school leaders and governors do not have an accurate understanding of the school’s strengths and most urgent next steps needed for improvement. Leaders have identified very broad priorities. The decisions and actions they take lack precision and do not impact on school improvement quickly enough. The proprietor and governors do not have the appropriate skills and knowledge or the processes in place to hold school leaders to account. As a result, the proprietor and governors are unable to assure themselves that leaders' actions are in the best interests of pupils, including those with special educational needs and/or disabilities and others who face barriers to learning.

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Leadership and governance Urgent improvement

Leaders do not focus staff's professional learning sharply enough on improving the quality of education across the secular curriculum. Too many staff do not receive training that is coherent and impactful to strengthen their practice. Consequently, leaders’ and teachers' approaches do not help many pupils achieve and thrive across all areas of the school’s work.

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Leadership and governance Urgent improvement

Staff speak positively of leaders’ efforts to manage their workload and support their wellbeing. Leaders and governors have established effective relationships with parents, carers and the local community.

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Leadership and governance Urgent improvement

The proprietor and governors check the effectiveness of the school’s safeguarding procedures and fulfil their statutory safeguarding duties. However, leaders have not ensured that the school consistently meets the independent school standards. The proprietor, governors and leaders have not demonstrated, over time, the capacity to drive sustained improvement. This is having a negative impact on pupils’ academic outcomes and personal development.

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Personal development and wellbeing Urgent improvement

The school has a personal, social and health education programme that begins in the early years and continues through to Year 6. However, leaders have not sequenced the knowledge and skills that children learn in the early years logically from the provision for 2- and 3 ‑ year ‑ olds to the end of the Reception Year. As a result, children do not have a secure starting point on which teachers in the rest of the school can build.

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Personal development and wellbeing Urgent improvement

In religious studies, pupils learn about a range of important topics such as health, wellbeing and respect. Pupils learn about democracy and the importance of laws. Pupils are taught about healthy relationships, consent and online safety in an age ‑ appropriate manner. The school’s relationships provision is compliant with statutory requirements. However, pupils’ experience of the personal, social and health curriculum is often disjointed. Teachers do not meaningfully connect current learning to what pupils have learned previously. Consequently, pupils, including those pupils with special educational needs and/or disabilities and those facing other barriers to learning, do not develop secure knowledge, understanding and skills that prepare them well for their future lives.

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Personal development and wellbeing Urgent improvement

The school is not doing enough to prepare pupils for life in modern Britain. For example, pupils do not learn about faiths and cultures that may be different to their own in sufficient detail. This limits how much pupils know about other cultures and beliefs outside of the school community.

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Personal development and wellbeing Urgent improvement

Some pupils have had the opportunity to visit institutions such as the Houses of Parliament and other places of interest. However, there are still very few educational visits or enrichment opportunities to broaden pupils' horizons and develop their interests and talents. This limits pupils’ social, cultural and character development.

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Personal development and wellbeing Urgent improvement

Pupils are taught about how to keep safe within and beyond the school. Visits from local police officers contribute to pupils’ understanding of how to stay safe in the community.

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

Significant weaknesses in the secular curriculum limit what pupils know and can do. Curriculum content is not sequenced well enough from the early years to Year 6. As a result, some pupils do not gain the knowledge and skills that they need for their next steps. There are suitable systems to identify pupils' needs and barriers to learning. However, teachers do not consistently design suitable activities that draw on their knowledge of pupils’ starting points. Teaching approaches do not reduce barriers to learning effectively enough. Consequently, some pupils, including those with special educational needs and/or disabilities, have significant gaps in their secular learning.

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

The proprietor and leaders do not have a suitable oversight of the school. Their actions to drive school improvement are too slow. Therefore, they have not ensured that the independent school standards are consistently met.

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

Pupils are proud of their school. However, they have too few opportunities to learn about faiths and cultures beyond their own. This means that pupils are not prepared for life in modern Britain. In addition, pupils have limited opportunities to take part in wider enrichment activities such as clubs and visits to broaden their experiences and develop their interests.

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

Pupils enjoy coming to school because they have kind friends and want to do their best. Teachers set high expectations for pupils’ behaviour. Pupils are attentive in lessons and behave extremely well during social times and as they move around the school. The school takes all forms of bullying seriously. If bullying occurs, leaders take appropriate action so that incidents do not escalate.

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

Caring, respectful relationships exist between staff and pupils. From the early years, children learn to take turns and share. Pupils feel confident that adults will listen and help if they have a worry. As a result, pupils feel safe and attend school regularly.

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Next steps

The proprietor must ensure that staff have the training, skills and knowledge, so that teaching approaches effectively meet the needs of pupils with special educational needs and/or disabilities and others who face barriers to learning. Leaders must ensure that teachers design suitable activities across the curriculum that draw on their knowledge of pupils’ needs and starting points. Leaders should also ensure that teachers identify and address gaps in pupils’ knowledge promptly and effectively so that pupils' achievement improves. The proprietor must ensure that the school adheres to all the statutory requirements of the Early Years Foundation Stage paragraphs 1.4 to 1.12, 1.15 to 1.20, 2.4 to 2.5 and 3.33 so that staff plan and teach effectively, enabling children to develop secure knowledge across all 7 areas of learning, so that children are fully ready for the demands of Year 1. Leaders should review how well the personal development programme benefits all pupils

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Next steps

and refine it, so pupils deepen their understanding of the world and gain a wide and rich set of meaningful experiences. Leaders and governors must ensure that the plans for improvement focus with precision on improving the quality of the curriculum and teaching and address weaknesses in pupils’ personal development. The proprietor must ensure that school leaders and governors have the capacity, skills and knowledge to meet the independent school standards consistently well.

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About this inspection

Talmud Torah Yetev Lev is an independent day school for the Satmar Orthodox Jewish community.

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About this inspection

The school’s main building is located at 111 to115 Cazenove Road, London N16 6AX. The school also uses additional buildings at 112 Cazenove Road, London N16 6AD, 2 to 6 Chardmore Road, London N16 6JA, and 122 Cazenove Road, London N16 6AB. All buildings are within a short walking distance from each other in the Stamford Hill area of Hackney.

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About this inspection

The school is registered to cater for boys between the ages of 2 and 12 years old. Currently, the school is educating pupils aged 3 to 11 years.

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About this inspection

The school does not charge annual fees for pupils.

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About this inspection

The school has exceeded the maximum number of pupils on roll that it is registered to admit. Currently, there are 902 pupils on roll. The school is in breach of its registration agreement. Inspectors were made aware that, during the inspection, leaders submitted a request to increase the numbers on roll to the Department for Education (DfE).

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About this inspection

Ofsted is aware that the school submitted a material change request (to increase the number on roll and add an additional premises) to the DfE during the inspection

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About this inspection

The previous standard inspection took place in February 2024. The last progress monitoring inspection took place in November 2024.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school’s compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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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

Inspection activities: Inspectors spoke with the headteacher, other senior leaders and members of the governing body. They also met with an external adviser during the inspection.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

Pupils are taught religious studies in the morning and for some of the afternoon. These lessons are taught in Yiddish. Secular subjects are taught in English.

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About this inspection

The school does not make use of any alternative provision.

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About this inspection

The name of the chair of the proprietor body is Joel Gross.

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About this inspection

The email address of the school is mail@satmar.co.uk

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Independent school standards

Independent school standards are either met or not met for each category. Headteacher: Bernard Margulies

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Independent school standards

1. Quality of education provided Standards not met

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Independent school standards

The following standards have not been met: Paragraph 2(1)

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Independent school standards

The standard in this paragraph is met if–

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Independent school standards

(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

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Independent school standards

(b) the written policy, plans and schemes of work– (i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and

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Independent school standards

For the purposes of paragraph (2)(1)(a), the matters are–

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Independent school standards

(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 social, physical and aesthetic and creative education; (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; (g) where the school has pupils above compulsory school age, a programme of activities which is appropriate to their needs; (h) that all pupils have the opportunity to learn and make progress; and (i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.

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Independent school standards

The standard in this paragraph is met if the proprietor ensures that the teaching at the school–

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Independent school standards

(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; (b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; (c) involves well planned lessons and effective teaching methods, activities and management of class time; (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; (e) demonstrates good knowledge and understanding of the subject matter being taught; (f) utilises effectively classroom resources of a good quality, quantity and range; (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

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Independent school standards

The standard in this paragraph is met where the proprietor ensures that a framework for pupil performance to be evaluated, by reference to the school's own aims as provided to parents or national norms, or to both, is in place.

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Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards not met

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Independent school standards

The following standards have not been met: Paragraph 5

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Independent school standards

The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor–

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Independent school standards

(b) ensures that principles are actively promoted which– (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;

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Independent school standards

(c) precludes the promotion of partisan political views in the teaching of any subject in the school; and

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Independent school standards

(d) takes such steps as are reasonably practicable to ensure that where political issues are brought to the attention of pupils– (i) while they are in attendance at the school, (ii) while they are taking part in extra-curricular activities which are provided or organised by or on behalf of the school, or (iii) in the promotion at the school, including through the distribution of promotional material, of extra-curricular activities taking place at the school or elsewhere, they are offered a balanced presentation of opposing views. 3. Welfare, health and safety of pupils Standards met

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Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards met

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Independent school standards

5. Premises of and accommodation at schools Standards met

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Independent school standards

6. Provision of information Standards not met

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Independent school standards

The following standards have not been met:

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Independent school standards

The standard about the provision of information by the school is met if the proprietor ensures that–

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Independent school standards

(g) any information reasonably requested in connection with an inspection under section 109 of the 2008 Act which is required for the purposes of the inspection is provided to the body conducting the inspection and that body is given access to the school's admission and attendance registers;

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Independent school standards

The information specified in this sub-paragraph is–

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Independent school standards

(e) particulars of the school's academic performance during the preceding school year, including the results of any public examinations;

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Independent school standards

7. Manner in which complaints are handled Standards met

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Lead inspector:

Deborah Walters, His Majesty's Inspector

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Team inspectors:

Katerina Christodoulou, Ofsted Inspector Janet Hallett, Ofsted Inspector

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

8. Quality of leadership in and management of schools Standards not met

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Exceptional

The following standards have not been met: Paragraph 34(1)

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Exceptional

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–

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Exceptional

(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; (b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and (c) actively promote the wellbeing of pupils. 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.

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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

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Insufficient evidence

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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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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