Mechinoh School

Mechinoh School 13 Upper Park Road, Salford, Lancashire M7 4HY

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inspection report:

Overall outcome The school does not meet all of the independent school standards that were checked during this inspection

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inspection report:

At its most recent inspection, the school was judged to not meet all of the independent school standards and associated requirements.

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inspection report:

The purpose of this 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.

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Part 8. Quality of leadership in and management of schools

When we carry out progress monitoring inspections of independent schools, we report on the school’s likely compliance with part 8 of the independent school standards (the standards) first. Under part 8, the proprietor is required to ensure that the school meets all of the standards consistently. The standard in part 8 is intended to ensure that the quality of leadership and management at the school is sufficient for that purpose.

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Part 8. Quality of leadership in and management of schools

At the standard inspection in June 2024, inspectors found that the proprietor and leaders had failed to resolve the weaknesses identified at the previous inspection and in fact were meeting fewer standards. Inspectors found there were significant weaknesses in safeguarding and the welfare, health, and safety of pupils. The school’s premises were in a considerable state of disrepair, and the proprietor was offering a poor-quality education. Inspectors found that the proprietor had an inflated view of the school’s strengths and an inaccurate understanding of its weaknesses. Inspectors concluded that there was no capacity to improve the school.

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Part 8. Quality of leadership in and management of schools

When the school’s action plan was evaluated in November 2024, it was judged that the proprietor’s plans to improve leadership and management were likely to mean that this standard would be met. Since the standard inspection in June 2024, and after many years of inertia, the proprietor has set about making significant changes at the school. There has been a new headteacher appointed, as well as an experienced and expert governing body. Together, with other key appointments, they have taken decisive action to improve safeguarding, welfare, health and safety, the school’s premises and the curriculum. There has been considerable investment in improving the school building. A culture of appropriate, consistent safeguarding practice has been established. Procedures and practices are in place and are used consistently by leaders and staff. The numerous previously unmet standards around the welfare, health and safety of pupils are now all met. As a result, the

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Part 8. Quality of leadership in and management of schools

school actively promotes the wellbeing of pupils.

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Part 8. Quality of leadership in and management of schools

The new leaders are developing a carefully considered curriculum for pupils that demonstrates more aspiration and leads to appropriate qualifications to enable pupils to be better equipped for life in modern Britain.

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Part 8. Quality of leadership in and management of schools

The school has made positive steps to introduce assessment that identifies pupils’ individual needs and gaps in learning. Staff are beginning to benefit from a range of training so that they can implement this new curriculum confidently and use assessment to inform their planning.

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Part 8. Quality of leadership in and management of schools

However, the curriculum is at an early stage of development. It is too early to be assured of its effectiveness and successful implementation.

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Part 8. Quality of leadership in and management of schools

The proprietor has given thought to how it will ensure that the school continues to improve. There is a developing structure of accountability across school leaders, governors and the proprietor. There is now capacity in place to improve the school.

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Part 8. Quality of leadership in and management of schools

The requirement in paragraph 32(1)(c) is now met. The other standards checked in this part remain unmet.

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Curriculum

At the standard inspection in June 2024, inspectors found that leaders did not have the expertise or capacity to secure an acceptable quality of education. Pupils experienced a poor-quality curriculum that lacked depth and breadth. Pupils did not have the opportunity to complete their secondary education or gain formal qualifications. Curriculum design did not take into account pupils’ differing ages, abilities or special educational needs and/or disabilities (SEND). This meant that pupils did not overcome their barriers to learning and so did not learn all that they should. Additionally, inspectors found that the curriculum to support pupils’ personal, social, health and economic (PSHE) education and the statutory relationships and sex education (RSE) curriculum were inadequate. Pupils did not learn enough about fundamental British values or different cultures and religions, nor were pupils taught about aspects such as consent, contraception or sexuality and gender. This

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Curriculum

limited pupils’ readiness for growing up in modern Britain. When the school’s action plan was evaluated in November 2024, it was judged that the proprietor’s plans to improve the quality of education for pupils were, with refinement, likely to mean that many of these standards would be met. However, the requirements relating to RSE were likely to remain unmet.

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Curriculum

The proprietor has prepared an appropriate curriculum policy. It reflects the new culture of aspiration for pupils. There are now a full range of secular curriculum subjects in place to ensure that pupils study reading, writing, mathematics and science such that they can attain suitable qualifications. Additionally, pupils experience subjects such as citizenship, art and design, technology and physical education.

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Curriculum

The school has made a positive start toward taking into account the ages, aptitudes and needs of all pupils, including those with SEND. They have taken the time to change the culture of the school to one where staff recognise that pupils learn differently, have gaps in their learning and may have additional learning needs. A new head of SEND has been appointed. Work has begun to identify pupils’ needs and to develop strategies to support them in class. However, there is much more work to do before pupils’ needs are taken fully into account. This includes addressing the gaps that pupils in Years 9 and 10 have as a result of experiencing a poor-quality education in previous years.

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Curriculum

The school has revised the PSHE curriculum that it offers to pupils and has taken greater account of RSE requirements. PSHE and RSE are taught through timetabled lessons as well as woven into the Kodesh (religious) curriculum. The content has been extended to include some areas that previously were not being taught sufficiently, such as more detailed understanding of other faiths and cultures. There is an increased consideration of pupils’ emotional and wellbeing skills through covering areas such as consent and addiction.

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Curriculum

The school has recognised that it has a responsibility to support pupils in making informed choices about their future careers. To this end, there is a careers policy in place, and older pupils receive external advice and guidance about their future next steps. There is a diverse range of visitors invited to the school to help pupils to broaden their aspirations.

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Curriculum

However, the school still does not intend to pay regard to all of the protected characteristics as set out in the Equality Act 2010. Consequently, some of the standards checked in this part remain unmet.

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Teaching and assessment

At the time of the last inspection, inspectors found that leaders had not thought about the different abilities and needs of pupils, including those with SEND. The delivery of the curriculum was not adapted sufficiently well to enable pupils to succeed. The proprietor had not ensured that teaching at the school enabled pupils to acquire new knowledge and make good progress. Inspectors also found that pupils’ learning was stifled further because teachers did not have the training and support that they needed to deliver the curriculum well. Additionally, they found that teachers did not know how to check on pupils’ learning and use this information to design learning activities that helped pupils to embed their knowledge.

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Teaching and assessment

When the school’s action plan was evaluated, it was judged that the proprietor’s plans to improve teaching and assessment were, with refinement, likely to mean that these standards would be met.

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Teaching and assessment

The school has taken the time to support teachers to plan lessons that align with the curriculum content. Teachers have an appropriate knowledge of their subject. The proprietor has increased the opportunities that leaders and teachers have to engage in collaboration and training. This offers a positive range of teaching strategies and techniques that are beginning to have a positive impact on the confidence and skills of teachers to deliver the curriculum effectively.

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Teaching and assessment

However, there is still much more to do. Some older pupils still struggle to be motivated or interested in their secular education. Some of these pupils have limited educational resilience due to the previous years of not having to engage with a secular curriculum. Added to this, some classroom resources are not of suitable quality to support teaching effectively.

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Teaching and assessment

There is a suitable assessment policy in place. The school has a much-improved understanding of pupil’s aptitudes and prior attainment. It has introduced baseline assessments when pupils arrive at the school. This allows the school to identify any gaps in pupils’ knowledge and skills. The school has also worked with teachers to assess pupils’ work more regularly and to use this information to adapt and inform their teaching.

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Teaching and assessment

Overall, some of the standards checked in this part remain unmet.

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Part 2. Spiritual, moral, social and cultural development of pupils

At the previous inspection in June 2024, inspectors found that pupils were ill-prepared for life in modern Britain. Although some aspects of fundamental British values were present, there was no plan to promote them for all pupils. Teaching did not help pupils to understand cultures or religions beyond their own, nor did it cover the legal expectations around all of the protected characteristics. This left pupils without the knowledge or awareness needed to take part confidently in society.

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Part 2. Spiritual, moral, social and cultural development of pupils

When the school’s action plan was evaluated in November 2024, it was judged that the proprietor’s plans to improve the spiritual, moral, social and cultural (SMSC) development of pupils were inadequate and unlikely to mean that this standard would be met.

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Part 2. Spiritual, moral, social and cultural development of pupils

Aspects of SMSC development are now better threaded through the PSHE curriculum. For example, pupils now learn about different faiths and beliefs. There are also more opportunities for pupils to experience a more diverse range of cultural activities and traditions. As a result, in these areas, pupils are better equipped for life in modern Britain. However, the proprietor does not meet the requirement to encourage respect for all of the protected characteristics as set out in the Equality Act 2010.

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Part 2. Spiritual, moral, social and cultural development of pupils

Overall, some of the standards in this part remain unmet.

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Safeguarding and provision of information

At the time of the previous inspection in June 2024, the arrangements to safeguard and promote the welfare of pupils at the school were not effective. The proprietor did not fulfil its statutory responsibilities for safeguarding. It had not ensured that there was a robust safeguarding culture at the school. There was a lack of vigilance. The school did not have robust systems in place for staff to report and record any concerns about pupils’ welfare or wellbeing.

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Safeguarding and provision of information

When the school’s action plan was evaluated in November 2024, it was judged that the proprietor’s plans to improve safeguarding were likely to mean that this standard would be met.

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Safeguarding and provision of information

At this inspection, the proprietor has taken its previous failings seriously. There have been substantial improvements. There is now an open safeguarding culture at the school. Leaders and staff understand their safeguarding responsibilities and are vigilant to any concerns. The proprietor has ensured that there is a suitable safeguarding policy that takes into account statutory guidance. This is available to parents and carers on request. Staff have the training they need to identify pupils who may be at risk of harm. Staff follow the school’s policy and report any concerns they may have in a timely manner. Leaders record any safeguarding concerns and take appropriate action. Leaders and staff ensure that pupils are taught how to keep themselves safe.

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Safeguarding and provision of information

The standard in paragraph 7 and the requirement in paragraph 32(1)(c) are now met.

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Behaviour

At the time of the previous inspection, the school did not keep accurate records of serious behaviour incidents. This hindered leaders’ ability to have an accurate view of behaviour across the school and to identify and address any emerging patterns and trends.

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Behaviour

When the school’s action plan was evaluated, it was judged that the proprietor’s plans to improve their recording and understanding of behaviour, with modification, were likely to mean that this standard would be met.

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Behaviour

At this inspection, the school has established an online platform to record any pertinent information about individual pupils. This includes any concerns about a pupil, incidents of positive conduct or misbehaviour, and any sanctions that have been imposed. These records enable leaders to have oversight of behaviour across the school and to identify any important patterns or trends.

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Behaviour

These previously unmet standards are now met.

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Health and safety, fire safety and risk assessments

At the time of the previous inspection, inspectors identified serious concerns in how the school managed health and safety. The proprietor had not ensured the health and safety of pupils, staff and visitors. An external health and safety assessment, carried out during the inspection, highlighted several hazards that presented a serious risk of harm. For example, the school did not meet the requirements of the Regulatory Reform (Fire Safety) Order 2005. Additionally, the proprietor had not effectively identified risks and hazards in the school, nor had it identified any actions to mitigate or reduce these risks.

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Health and safety, fire safety and risk assessments

When the school’s action plan was evaluated, it was judged that the proprietor’s plans to urgently improve health and safety practice and procedures in school, including fire safety and risk assessments, with modification, were likely to mean that these standards would be met.

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Health and safety, fire safety and risk assessments

At this inspection, the proprietor has ensured that there are suitable health and safety and risk assessment policies. They comply with all relevant laws. Leaders have taken action to identify risks in the school premises and during off-site trips and visits. They have identified measures and actions to reduce identified risks. All of the serious risks identified by the external health and safety assessment have been effectively actioned. Another external fire risk assessment has been completed since the previous inspection. This identified 2 minor defects relating to some fire doors, both of which have been addressed. The school ensures that there is fire signage around the school, emergency lighting, accessible fire-fighting equipment, detectors and alarms and regular fire safety drills. There are systems in place to maintain these.

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Health and safety, fire safety and risk assessments

These previously unmet standards are now met.

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Admissions and attendance

At the time of the previous inspection, inspectors found that the school had not paid enough attention to the widespread persistent absence of pupils in Year 11. The school had failed to take urgent and effective action to ensure that these pupils attended regularly. Moreover, the school did not inform the local authority that these pupils were missing from education. Additionally, the school’s admissions register was not maintained in accordance with regulations.

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Admissions and attendance

When the school’s action plan was evaluated, it was judged that the proprietor’s plans to address attendance and admissions practice and procedures in school were likely to mean that this standard would be met. At this inspection, inspectors found that the proprietor and leaders now accept their responsibility for Year 11 pupils. The school is working with parents and carers to encourage pupils to stay in school in Year 11. However, this work is in the early stages and is yet to have an impact. Pupils continue to leave the school at the end of Year 10 because parents typically withdraw them. However, the school fulfils its responsibilities and notifies the local authority that these pupils are either missing from education or that parents are electing to home educate their child. Additionally, the school’s admissions register is now maintained in accordance with regulations. It contains the information that is required by

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Admissions and attendance

This previously unmet standard is now met.

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and the proprietor

At the time of the previous inspection in June 2024, the single central record (SCR) did not contain all of the checks on the suitability of staff that it should. In particular, checks for members of the proprietor body were not recorded on the SCR.

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and the proprietor

When the school’s action plan was evaluated in November 2024, it was judged that the proprietor’s plans to ensure the SCR was fully compliant were likely to mean that this standard would be met.

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and the proprietor

At this inspection, all members of the proprietor body are now included on the SCR. Checks, including the barred list check, enhanced criminal record check and right to work record check, have been completed and recorded on the SCR.

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and the proprietor

These previously unmet standards are now met.

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acoustic conditions

At the time of the previous inspection in June 2024, the school’s premises were in a considerable state of disrepair. For example, the basement that was used as a social area for pupils was damp and the walls were covered with mould. Also, many windows were broken and boarded up. There were no showering and changing facilities and there were poor acoustic conditions across several classrooms. Sound insulation was inadequate, indicating that the proprietor had not considered whether the environment was suitable for the activities taking place. When the school’s action plan was evaluated in November 2024, it was judged that the proprietor’s plans to improve the school premises, and to ensure that the environment assures the welfare, health and safety of pupils, were likely, with modification, to mean that these standards would be met.

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acoustic conditions

At this inspection, it is clear that the proprietor has invested a significant amount of money into improving the premises. For example, there is a new roof and new windows. The basement has been renovated, replastered and retiled and has new flooring throughout. It is now a light, clean space for pupils to spend their social times in. General health, safety and welfare have also improved. Throughout the school premises, classrooms and spaces are bright and largely free of clutter. Thought has been given to sound insulation and the appropriate use of rooms, so that the acoustics are conducive to pupils’ learning. Furthermore, the proprietor has installed a suitable changing and showering facility for pupils.

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acoustic conditions

These previously unmet standards are now met.

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Part 6. Provision of information

At the time of the previous inspection in June 2024, inspectors found that the proprietor had not ensured that it had made important information available to parents and carers, such as the proprietor’s name, address and telephone number. The school prospectus also lacked information about pupils’ academic performance from the previous year.

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Part 6. Provision of information

When the school’s action plan was evaluated in November 2024, it was judged that the proprietor’s plans to address the missing requirements in this part were, with modification, likely to mean that this standard would be met.

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Part 6. Provision of information

The school prospectus now contains the name, address and contact details of the proprietor and chair of the proprietor body. There is also information on the school notice board that outlines the various documents that parents can ask for and key people, such as the headteacher and chair of the proprietor body, they can contact if needed. The proprietor is clear about how they intend to report the academic performance of pupils when they sit GCSE qualifications for the first time this year.

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Part 6. Provision of information

This previously unmet standard is now met.

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About this inspection

Inspectors carried out this inspection under sections 109(1) and (2) of the Education and Skills Act 2008, at the request of the registration authority for independent schools. Inspectors 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

The purpose of the inspection was to monitor the progress the school has made in meeting the standards that it was judged to not comply with at its previous inspection.

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About this inspection

This was the first progress monitoring inspection since the standard inspection in June 2024. It was conducted with no notice.

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About this inspection

The Department for Education (DfE) required the school to prepare 2 action plans. The first was to immediately address the concerns around the safety and welfare of pupils; the second, with a longer timescale, to address unmet standards relating to the curriculum, SMSC, staffing, premises, and provision of information. The proprietor submitted one action plan covering all the unmet standards. This plan was statutory. Ofsted evaluated the plan on 26 November 2024. It was evaluated as unacceptable.

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About this inspection

The inspectors met with the headteacher, who is also the designated safeguarding lead, and the leaders responsible for SEND and for developing the curriculum.

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About this inspection

The inspectors met with 3 members of the governing body and the chair of the proprietor body.

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About this inspection

The inspectors also met with teaching staff and spoke to a group of pupils.

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About this inspection

The inspectors looked at a wide variety of documentation in relation to the standards checked.

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About this inspection

The inspection also considered the school’s safeguarding arrangements, including the single central record of pre-employment checks and whether the school’s safeguarding policy is available to parents and carers. These requirements of the independent school standards are met.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This is an Orthodox Jewish faith school.

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About this inspection

The school does not use any alternative provision. The school operates from premises at 13 Upper Park Road, Salford, Lancashire M7 4HY.

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About this inspection

The school has an agreed capacity with the DfE for 73 pupils. However, at the time of this inspection it was operating above its maximum pupil number. There were 74 pupils on roll at the school.

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About this inspection

At the time of this inspection, there were no Year 11 pupils. Pupils typically leave the school at the end of Year 10.

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About this inspection

The proprietor is Mechinoh L’Yeshiva and is registered with the Charity Commission. The chair of the proprietor body is Yehuda Aryeh Leib Baddiel. The school has now set up a governing body. It currently has 3 members.

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About this inspection

Since the standard inspection in June 2024, a new headteacher has been appointed. However, the headteacher as recorded on the DfE Get Information about Schools website is named as Rabbi Noah Baddiel. From November 2024, the headteacher has been Rabbi Zeev Cohen.

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About this inspection

On 21 July 2025, the proprietor received a notice from the DfE to impose relevant restrictions under section 116(1)(A) of the Education and Skills Act 2008. This required the proprietor not to admit any new pupils to the school after 20 August 2025. The proprietor has made an appeal against this decision. While awaiting the outcome of the appeal, the proprietor has admitted 18 pupils into Year 7.

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About this school

Proprietor Mechinoh L’Yeshiva Headteacher Rabbi Zeev Cohen Type of school Other independent school Capacity 73 Number of full-time pupils of compulsory school age on roll Number of part-time pupils of compulsory school age on roll Age range of pupils 11 to 16 Gender of pupils Boys Annual fees for day pupils None Email address menahel@mechinoh.co.uk

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans, and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes, and needs of all pupils, including those pupils with an EHC plan; and – 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.  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 is excused as mentioned in sub-paragraph (2); and

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Part 1. Quality of education provided

– 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.  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(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; – 3(c) involves well planned lessons and effective teaching methods, activities, and management of class time; – 3(f) utilises effectively classroom resources of a good quality, quantity, and range.

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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.

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Part 1. Quality of education provided

 2(2) For the purposes of paragraph (2)(1)(a), the matters are – 2(2)(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; – 2(2)(e) for pupils receiving secondary education, access to accurate, up to date careers guidance that – 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential. – 2(2)(h) that all pupils have the opportunity to learn and make progress; and – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  3 The standard in this paragraph is met if the proprietor ensures that the teaching

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Part 1. Quality of education provided

at the school – 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(e) demonstrates good knowledge and understanding of the subject matter being taught; – 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.  4 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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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(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs; – 5(b) ensures that principles are actively promoted which – 5(b)(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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Part 3. Welfare, health, and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.  9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that – 9(c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.  11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.  12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005.  15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education

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Part 3. Welfare, health, and safety of pupils

(Pupil Registration) (England) Regulations 2006 and 2024.  16 The standard in this paragraph is met if the proprietor ensures that- – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified.

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Part 4. Suitability of staff

– 20(6) The standard in this paragraph is met in relation to an individual ("MB"), not being the Chair of the school, who is a member of a body of persons corporate or unincorporate named as the proprietor of the school in the register or in an application to enter the school in the register, if – 20(6)(a) MB – 20(6)(a)(i) is not barred from regulated activity relating to children in accordance with section 3(2) of the 2 006 Act where that individual is or will be engaging in activity which is regulated activity within the meaning of Part 1 of Schedule 4 of that Act; and – 20(6)(a)(ii) does not carry out work, or intend to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition, or restriction which takes effect as if contained in either such direction;

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Part 4. Suitability of staff

– 20(6) 6)(b) subject to sub paragraphs (7) to (8), the Chair of the school makes the following checks relating to MB – 20(6)(b)(i) where relevant to the individual, an enhanced criminal record check; – 20(6)(b)(ii) checks confirming MB’s identity and MB’s right to work in the United Kingdom; and – 20(6)(b)(iii) where, by reason of MB’s living or having lived outside the United Kingdom, obtaining an enhanced criminal record certificate is not sufficient to establish MB s suitability to work in a school, such further checks as the Chair of the school considers appropriate, having regard to any guidance issued by the Secretary of State.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub paragraph (2), the standard in this paragraph is met if the proprietor ensures that – 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.  25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.  26 The standard in this paragraph is met if the proprietor ensures that the acoustic conditions and sound insulation of each room or other space are suitable, having regard to the nature of the activities which normally take place therein.

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Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that – 32(1)(a) the information specified in sub paragraph (2) is provided to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate; – 32(1)(b) the information specified in sub paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State, or an independent inspectorate.  32(2) The information specified in this sub paragraph is – 32(2)(b)(ii) where the proprietor is a body of persons, the address and telephone number of its registered or principal office;  5 The standard about 32(3) The information specified in this sub paragraph is – 32(3)(e) particulars of the school s academic performance during the preceding school year, including the results of any public examinations.

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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)(c) actively promote the wellbeing of pupils. inspects 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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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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