Tashbar of Manchester

Tashbar of Manchester

Address: 20 Upper Park Road, Salford, Lancashire, M7 4HL Unique reference number (URN): 106002

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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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Achievement Expected standard

Pupils achieve well in reading, writing and mathematics. The school ensures that children in the early years are typically well prepared and have the skills they need for the demands of Year 1. During their time at the school, pupils build up their knowledge in these subjects well. They produce high-quality work. Pupils have the knowledge they need to get off to a positive start when they move to secondary school. Pupils with special educational needs and/or disabilities are well prepared for the next stages of their learning.

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Achievement Expected standard

Across the rest of the curriculum, pupils typically progress well as they move through the school. In most cases, pupils are well prepared as they reach the next phase of their education. However, in a minority of subjects, pupils in key stage 2 do not achieve as well as they could. Some aspects of their learning have not been well developed. Where this is the case, pupils have gaps in their knowledge.

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Attendance and behaviour Expected standard

The school uses a broad range of systems to promote positive attendance and identify concerns. Pupils' attendance information is carefully analysed. This helps the school to identify any patterns of absence or when a pupil is at risk of becoming persistently absent. Pupils typically attend well, with leaders ambitious to sustain this focus to improve attendance further. The school works with pupils and their families when there are issues in coming to school. The school has been especially successful when ensuring that pupils with special educational needs and/or disabilities attend school regularly.

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Attendance and behaviour Expected standard

The school has shared clear expectations for pupils' behaviour across the school. Staff consistently model and champion these. Pupils rise to these high expectations. This begins in the early years, where staff quickly settle children into routines and teach them the importance of following adults' requests. Consistently positive attitudes to learning across the school help to create focused classrooms where pupils diligently work. The school has created a safe and nurturing environment where bullying and discrimination are seldom seen. Pupils know and trust that staff will help them with any worries or concerns. Caring staff support those who need extra help in managing their emotions well.

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Curriculum and teaching Expected standard

In reading, writing and mathematics, the school ensures that staff have the specialist subject knowledge they need to teach the curriculum effectively. Teachers quickly identify and address pupils’ gaps in knowledge. Teachers develop the spoken language of pupils well. Pupils learn and readily use technical vocabulary to describe what they have learned. Pupils demonstrate this skill in their writing.

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Curriculum and teaching Expected standard

Work by the school to improve the curriculum in subjects other than reading, writing and mathematics has been prioritised effectively. The school has designed an ambitious curriculum that is carefully sequenced from the Nursery Year through to Year 6. It provides clear detail on what important knowledge staff should make sure pupils learn. In most subjects, staff teach the curriculum well. There remain a minority of subjects where the curriculum is not implemented as well as the school intends. While the school has identified this, actions to improve the consistency of teaching are at an early stage.

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Curriculum and teaching Expected standard

The school has put in place a carefully considered package of social, emotional and academic support for pupils. This helps pupils who need it, such as pupils with special educational needs and/or disabilities and those who are disadvantaged, to fully take part in learning.

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Early years Expected standard

Children get off to a positive start in the early years. This begins in the Nursery Year, where children successfully develop the skills and knowledge they need in readiness for when they move up to the Reception Year.

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Early years Expected standard

Typically, staff design learning activities that help children to develop the key knowledge set out in the curriculum. Staff introduce and explore interesting unfamiliar words with children through books and play. Children develop from activities that help them to build up their balance, coordination and strength. Staff help and encourage children to solve problems through cooperation with one another. Staff ensure that children learn important basic hygiene, such as washing their hands before eating.

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Early years Expected standard

Staff focus on helping children learn the different sounds that letters make. They read books that are closely matched to the sounds that they know. Parents and carers receive helpful information from the school on how to support their child in learning to read. Children are supported effectively as they learn how to begin to write and to develop a command of numbers and counting. Children leave the Reception Year suitably prepared for the demands of Year 1.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) have their additional needs quickly identified by the school. It puts strategies in place to support pupils. Staff in the early years have a secure understanding of child development. This helps them to identify any potential developmental concerns at an early stage.

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Inclusion Expected standard

There are effective systems in the school to identify pupils who experience personal situations that may put them at a disadvantage. When this happens, pastoral support and help from school-based therapists provide pupils with effective assistance during times of need. When required, the school seeks the support of specialists to work with pupils. This includes working with external speech and language therapists.

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Inclusion Expected standard

Staff carefully monitor the impact of support for pupils. Where needed, they make timely and relevant adjustments. The school works closely with parents and carers through these processes.

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Inclusion Expected standard

The school ensures staff have relevant training and additional advice from professionals. Staff use this information well. They put adaptations in place that support pupils with SEND with their learning. The training planned by the school helps staff to support pupils with SEND to become increasingly independent.

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Leadership and governance Expected standard

The proprietor has a clear understanding of the different aspects of the school's work. They have a clear oversight, coupled with a secure understanding and knowledge of the independent school standards (the standards). The proprietor has ensured that the standards are met, including compliance with schedule 10 of the Equality Act 2010. The school meets the health and safety and premises requirements of the standards. There is a safe outdoor area that pupils enjoy spending time in to play football and use as part of their physical education lessons.

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Leadership and governance Expected standard

Leaders have an informed understanding about the strengths of the school and where there is further work to do. They have ensured that the improvements identified at the last standard inspection have been successfully addressed in a timely manner.

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Leadership and governance Expected standard

Leaders have prioritised meeting the needs of pupils with special educational needs and/or disabilities (SEND). They have responded appropriately to ensure that the changing needs of pupils with SEND are provided for in school. Overall, leaders make decisions in the best interests of pupils.

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Leadership and governance Expected standard

Staff value the actions taken by leaders to ensure they have a manageable workload and feel supported. Staff develop expertise from the guidance and training put in place by leaders. This helps them to further develop their expertise in teaching. Leaders support staff in their different roles through a range of training opportunities. Staff appreciate this and the impact it has in helping pupils get off to a positive start in their education.

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Personal development and wellbeing Expected standard

The school has put in place a well-considered personal development programme which helps prepare pupils for life beyond the school. It ensures that pupils with special educational needs and/or disabilities fully benefit from this. The personal, social and health education curriculum is clearly planned. It prioritises the topics that the school deems particularly important for pupils. For example, the school is located by some very busy main roads. Pupils explore aspects of road safety in detail, including the safe places to cross in the local area and how to use a bicycle safely on the roads. This also extends pupils’ understanding of fundamental British values. They link the importance of laws in place that set the speed limits on roads to helping keep people safe.

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Personal development and wellbeing Expected standard

Pupils contribute positively to the local community. For example, pupils in the choir perform at local residential homes, and pupils across the school join public prayer services and run fundraising events for the school. These experiences elevate their understanding of what it means to be a positive member of society.

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Personal development and wellbeing Expected standard

Pupils understand and respect similarities and differences in different faiths and cultures. They have a keen sense of what is right and wrong and develop their understanding of how to keep themselves safe online. Pupils have a depth of understanding about how to keep their bodies healthy through balanced diets and regular exercise. The school’s Kodesh (religious) curriculum enhances this knowledge further.

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Personal development and wellbeing Expected standard

The school understands that pupils need to be emotionally secure and assured in order to learn well. Pastoral support focuses on pupils’ wellbeing and creates an environment in the school where pupils feel confident to seek out help when they need it.

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

Pupils enjoy coming to school and most attend regularly. At the start of the day, pupils settle quickly into their activities. The school’s values help pupils to know how to behave positively. The school is calm and orderly. Pupils understand the importance of treating one another in a way that they would like others to treat them. They demonstrate this in the way that they interact with one another and with members of staff. The youngest children in the early years quickly learn the importance of sharing and taking turns. Bullying is very rare. Staff sort out any problems quickly and in a supportive way. This helps pupils to feel safe at school.

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

Pupils with special educational needs and/or disabilities are well supported in school and make positive progress building on the knowledge they have secured. This is also the case for pupils who experience different challenges that put them at a disadvantage. Pupils receive carefully considered support that helps them to develop their independence.

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

Staff in the early years provide caring support and encouragement to help children start the day ready to learn. In the early years, knowledgeable staff guide children to make a positive start in their education. Across the school, pupils enjoy learning and typically achieve well. When they leave Year 6, they are well prepared for their next stage of education.

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

Pupils enjoy going on a range of trips, most of which enhance the curriculum. For example, pupils take part in a hike that helps them to develop their understanding of geographical features. The school plans opportunities for pupils to develop their talents and interests. For instance, pupils join the choir and enjoy performing as part of the celebrations for Hanukkah. Clubs such as chess, arts and crafts and reading are enjoyed by many pupils.

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Next steps

Leaders should ensure that those aspects of the key stage 2 curriculum which are not implemented as well are further strengthened so that the curriculum is delivered with greater consistency. Leaders should maintain their focus to further improve the attendance of all pupils so that consistently higher levels of attendance are sustained over time.

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Independent school standards

Independent school standards are either met or not met for each category.

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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

Inspectors spoke with the proprietor, the headteacher, members of staff, pupils and a representative of the local authority during the inspection.

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About this inspection

The chair of the proprietor body is Maurice Bengio.

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About this inspection

The fees currently charged are voluntary contributions.

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About this inspection

The email address of the school is tashbarm7@gmail.com

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

Tashbar of Manchester is an Orthodox Jewish day school.

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About this inspection

The school’s previous standard inspection took place from 12 to 14 March 2024.

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About this inspection

The school operates from premises at 20 Upper Park Road, Salford M7 4HL.

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About this inspection

The school does not currently make use of any alternative provision.

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About this inspection

1. Quality of education provided Standards met

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About this inspection

2. Spiritual, moral, social and cultural development of pupils Standards met All standards have been met.

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About this inspection

3. Welfare, health and safety of pupils Standards met

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About this inspection

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

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About this inspection

5. Premises of and accommodation at schools Standards met

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About this inspection

6. Provision of information Standards met

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About this inspection

7. Manner in which complaints are handled Standards met

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About this inspection

8. Quality of leadership in and management of schools Standards met

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Team inspectors:

Sanjay Patel, Ofsted Inspector Pauline Rowland, 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

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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