Beis Ruchel Girls School

Beis Ruchel Girls School

Address: 87 Devonshire Street, Salford, Manchester, Lancashire, M7 4AE Unique reference number (URN): 130286

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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

Leaders communicate their expectations around attendance well to the school community. They have established a positive culture where pupils attend regularly. Leaders understand the causes of any absence. They work well with parents and carers to help improve attendance rates, especially for those pupils who are persistently absent.

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Attendance and behaviour Expected standard

Leaders have ensured that the clear and consistent approach to maintaining pupils' positive behaviour is adhered to by staff. The school's values promote respect for others. Negative behaviours are not tolerated. Appropriate adaptations are put in place for those pupils who need additional support to manage their emotions. This results in a calm and harmonious learning environment. Staff truly care for pupils. The excellent relationships that pupils have with each other ensure that they approach their learning with enthusiasm.

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Attendance and behaviour Expected standard

Pupils are reassured by the way in which staff consistently set expectations for their behaviour. As a result, pupils' behaviour is generally calm and respectful. Bullying is rare, and such incidents are dealt with well.

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Inclusion Expected standard

Leaders have developed a school where everybody is welcome and feels valued. Pupils feel very much part of the school. Leaders have ensured that there is a clear process in place for identifying pupils that may have special educational needs and/or disabilities (SEND) and other pupils who may have barriers to learning. They work well with parents and carers to help pupils overcome the obstacles that prevent them from learning.

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Inclusion Expected standard

The school has an appropriate approach to reducing barriers to pupils' learning and wellbeing. Staff are suitably trained, and leaders harness the expertise of outside agencies when required. Staff use the information that they receive to support pupils with SEND effectively. Pupils are encouraged to think about their own actions, and this strategy has enabled them to focus on their learning during lessons. Leaders check on pupils' progress regularly to inform and adapt their approach to helping pupils achieve.

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Inclusion Expected standard

Leaders have put in place additional small-group and individual support for those pupils who need it in key stages 1 and 2. This extra help successfully provides pupils with more time to consolidate and apply their learning, particularly in English and mathematics.

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Achievement Needs attention

Many pupils start Year 1 without the basic knowledge that they need to access the key stage 1 curriculum. This delays their learning, especially in reading, writing, communication and mathematics. Consequently, some pupils are not as well prepared as they should be when they move to key stage 2. Pupils' work shows that some weaknesses in basic skills, such as

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Urgent improvement

handwriting and spelling, are not addressed quickly enough. This hinders some pupils from moving smoothly through the curriculum and gaining a secure body of knowledge by the end of Year 6.

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Urgent improvement

Some pupils, especially those with special educational needs and/or disabilities (SEND) or other barriers to learning, are supported well to overcome some of the factors that stand in their way. However, the deficits experienced by all pupils mean that those with SEND have the same gaps in their knowledge.

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Curriculum and teaching Needs attention

The early years curriculum lacks ambition for pupils’ language and communication. As such, some aspects of part 1 of the independent school standards are not met. Pupils start Year 1 without the necessary communication skills that are typically expected for their age. They enter key stage 1 without the phonics knowledge and writing skills that they need. This causes a delay to pupils' ability to read and write confidently and fluently. As a result, many pupils have gaps in their learning. The curriculum in key stage 2 is more ambitious and structured. This helps some pupils to catch up from the slow start they make earlier in their education.

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Curriculum and teaching Needs attention

Teachers have the subject knowledge that they need to teach most aspects of the curriculum. They generally check on pupils' learning well to ensure that they have remembered key subject-specific learning. Leaders generally have a clear understanding about the quality of education in the school. They have identified the need to improve pupils' handwriting skills and spelling knowledge. Even so, these areas have not been addressed quickly enough. The impact of leaders' early work to support teachers to resolve weaknesses in pupils' English knowledge is showing some positive signs of improvement. Some teachers spot common errors and adapt their teaching so that these are not repeated. However, this work is not consolidated well enough when pupils are writing in subjects across the curriculum.

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Early years Urgent improvement

The early years provision does not meet the independent school standards or the requirements of the early years foundation stage framework.

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Early years Urgent improvement

The proprietor has chosen to focus mainly on the development of the Yiddish language in the early years, with an aim of promoting the school's Jewish culture. However, this means that the promotion of English language is poor and does not equip children with the skills and knowledge that they need for the curriculum in key stage 1 and beyond. Children in the Nursery class are taught almost entirely in Yiddish. This means that their understanding of phonics and the development of their writing and communication skills are not addressed until midway through the Reception Year. This has a considerable negative impact on children making the progress that they should through all of the areas of learning. Consequently, children are not well prepared for their move into Year 1. The Orthodox Jewish ethos of the school attracts parents and carers because the school's values align with their own. Those that contacted inspectors greatly value the work of

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Early years Urgent improvement

leaders and the way in which they work with parents to help their children's education. Leaders are proactive in supporting and working in partnership with parents to help reinforce pupils' learning at home.

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Leadership and governance Urgent improvement

The proprietor has not taken effective action to address some of the unmet independent school standards that were identified at the previous inspection. These include some aspects related to the promotion of protected characteristics. In addition, the proprietor has not ensured that the Department for Education's statutory guidance for relationships and health education is met in full. For example, pupils do not gain an insight into different types of families. This inhibits pupils' preparation for life in modern Britain. The proprietor has not ensured compliance with the early years foundation stage framework. These are all areas that the proprietor believes conflict with the school’s strictly Orthodox Jewish approach. The proprietor’s unwillingness to bring about the necessary improvements in these areas limits the school's capacity to improve.

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Leadership and governance Urgent improvement

The proprietor makes decisions with the best of intentions for the community that the school serves and what they want for the pupils. Leaders keep the needs of pupils at the heart of the decision-making process, especially for the most vulnerable pupils, including those with special educational needs and/or disabilities. Leaders have identified some relevant areas for school improvement, such as gaps in pupils' reading and writing knowledge, and are taking suitable action to address these weaknesses.

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Leadership and governance Urgent improvement

Staff are positive about the way in which their wellbeing is managed by leaders. They enjoy the opportunities that they get to develop their professional skills.

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Personal development and wellbeing Urgent improvement

Leaders believe that they are preserving the requirements of their Orthodox Jewish faith through their personal development offer. However, pupils' personal development is not fostered well enough. Pupils do not learn about online safety. This means that they do not know how to manage risks and remain safe. Although pupils are taught about respect, they do not learn enough about other faiths. Religious education does not cover some statutory elements of the Department for Education's guidance. In addition, pupils do not learn about the differences between people and that some pupils come from different family structures to their own. Pupils do not gain the knowledge that they need about diversity in modern society. This means that they are not prepared well enough for life in modern Britain. As a result, the independent school standards for this aspect of school life are not met.

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Personal development and wellbeing Urgent improvement

Within the requirements of their faith, leaders have attempted to extend pupils' awareness of other cultures through a number of initiatives. For example, pupils enjoy ‘world weeks’, were they learn about different countries across the world.

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Personal development and wellbeing Urgent improvement

Other aspects of the personal development offer have a positive impact. Pupils are taught to engage thoughtfully with debates. This builds their skills in cooperating with others and learning how to resolve different points of view. Pupils have a strong moral grounding in distinguishing between right and wrong. Leaders have ensured that pupils understand the principles of fundamental British values, for example democracy.

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Personal development and wellbeing Urgent improvement

All pupils, including those who have special educational needs and/or disabilities, enjoy the wider range of activities beyond the academic curriculum. Leaders ensure that all pupils participate in a range of dramatic and artistic activities. Pupils also take part in trips and listen to visiting speakers in school.

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

Pupils are not equipped to understand the diversity of the wider community in which they live. They are not taught the breadth of knowledge that they need to be prepared for life in modern Britain. These shortcomings were evident at the previous inspection. Consequently, the proprietor has not ensured that all of the independent schools standards are met. Despite this, parents and carers view the school as a cornerstone of their local community. They welcome the fact that the proprietor strictly adheres to the core principles of the Hassidic Orthodox Jewish faith.

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

In the early years, children's learning gets off to a slow start. Children, all of whom speak English as an additional language, are not equipped with the English language skills and knowledge that they need to communicate effectively by the end of the Reception Year. The curriculum in Year 1 does not have high enough expectations to help children to make up for the missed education in the early years. Pupils' achievement starts to improve across key stage 2 due to the fact that they follow a more structured and age-appropriate curriculum. As a result, some pupils are prepared for the next stage of their education. However, other pupils continue to have gaps in their knowledge by the time they leave the school.

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

The school identifies pupils who may have special educational needs and/or disabilities accurately. Staff work purposefully to reduce pupils' barriers to learning. All pupils feel included and have a strong sense of belonging to the school.

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

Pupils have positive relationships with one another and with staff. They feel safe in school because of the nurture that they receive. They approach their learning with enjoyment and excitement and gain confidence through wider opportunities such as singing, acting or reciting poetry. They debate different topics and develop a strong moral sense of right and wrong. Their positive attitudes towards school result in their above-average attendance rates. Pupils behave well. They are taught about the harmful effects of bullying. Leaders and staff pick up on small aspects of misbehaviour when they occur.

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Next steps

The proprietor should immediately take steps to ensure that the teaching of English language and communication skills, including phonics, is significantly improved in the early years so that children are prepared well for Year 1. The proprietor should take swift action to ensure that the statutory early years foundation stage learning requirements are met. The proprietor should ensure that the school's provision for pupils' personal development meets the Department for Education's statutory relationships and sex education and health education guidance. The proprietor should ensure that the unmet independent school standards are addressed effectively so that they are consistently met. The proprietor should ensure that the early work to address common errors in some pupils' writing continues, so that gaps in knowledge are reduced and pupils are better prepared for their next stage of education.

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About this inspection

The name of the proprietor is Berusch Krausz.

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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 headteacher, curriculum leader, special educational needs coordinator and the proprietor during the inspection.

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About this inspection

Inspectors were requested not to ask certain questions about some areas of relationships and sex education and health education, and an adult was present when inspectors spoke with pupils. This did not have an effect on evidence gathering or the inspection gradings.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having an Orthodox Jewish religious character.

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About this inspection

The school does not use any alternative provision.

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About this inspection

The school operates from premises at 87 Devonshire Street, Salford, Manchester, Lancashire M7 4AE.

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About this inspection

The email address of the school is finance@beisruchel.co.uk.

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About this inspection

During the inspection, inspectors checked whether the school now meets the independent school standards that it was judged to have failed at its previous progress monitoring inspection on 2 July 2025.

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Independent school standards

Independent school standards are either met or not met for each category. The outcome of this part of the inspection is that the school continues to not meet the independent school standards.

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Independent school standards

At the time of the previous progress monitoring inspection in July 2025, inspectors found that the school's personal, social, health and economic (PSHE) and relationships and sex education (RSE) curriculums did not fulfil statutory requirements. In addition, insufficient action had been taken to address these standards. As described in the leadership and governance section of this report card, these standards remain unmet: Part 8: 34(1) to 34(1)(c).

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Independent school standards

At the time of the progress monitoring inspection in June 2025, there had been no changes made to the RSE curriculum. As such, the school’s curriculum did not meet the statutory requirements for primary-age pupils. This inspection found a similar position as described in the curriculum and teaching section of this report card. As such, the following standards remain unmet: Part 1: 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(2)(d), 2(2)(d)(ii), 2(2)(f), 2(2)(i), 2A(1), 2A(1)(d).

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Independent school standards

At the time of the previous progress monitoring inspection in July 2025, the inspector found that the PSHE curriculum was underdeveloped and pupils did not acquire the knowledge to develop a deep enough understanding of people different to themselves. The inspector also found that the school’s curriculum did not give due regard to the statutory requirements of the Department for Education's RSE and health education guidance for primary-age pupils. As such, pupils are not prepared well for life in modern Britain. As leaders have not taken action to address some of these standards as described in the curriculum and teaching and personal development sections of this report card, the following standards remain unmet: Part 2: 5, 5(a), 5b, 5(b)(vi).

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Independent school standards

At this inspection, the actions to develop pupils' cultural understanding had developed to ensure that pupils did gain a wider knowledge of countries around the world and of other cultures. As such, the following standards were met: Part 2: 5(b)(iii), 5(b)(v).

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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:

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Independent school standards

The standard in this paragraph is met if– (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

(d) personal, social, health and economic education which– (ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[1];

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Independent school standards

(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; (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–

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Independent school standards

(a) ensures that every registered pupil who is provided with primary education at the school is provided with relationships education, (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,

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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; (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;

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Independent school standards

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

(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;

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Independent school standards

(b) ensures that principles are actively promoted which– (vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; and

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Independent school standards

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 met

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Independent school standards

7. Manner in which complaints are handled Standards met

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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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Pupils with an education, health and care (EHC) plan

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

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Pupils with an education, health and care (EHC) plan

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

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Pupils with an education, health and care (EHC) plan

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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Pupils with an education, health and care (EHC) plan

(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.

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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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