Toras Emes

Toras Emes 6 Coke Street West, Salford M7 4AH

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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 not to meet all of the independent school standards (the 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 first. Under part 8, the proprietor is required to ensure that the school meets all of the independent school 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 time of the previous progress monitoring inspection in July 2025, the inspector found that many positive steps had been taken to ensure that the proprietor had an accurate understanding of what needed to be done at the school to ensure that the standards were met. However, it was found that the school had previously been too slow to address the unmet standards around the curriculum and its assessment arrangements. As a result, many aspects of these standards were still at the early stages of development.

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Part 8. Quality of leadership in and management of schools

The school’s subsequent action plan was accepted by the Department for Education (DfE) with modifications. Although the proprietor intended to establish clear procedures for monitoring the quality of education the school provides, it was not clear what criteria the proprietor intended to use to evaluate curriculum and teaching. FOR PUBLIC RELEASE

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Part 8. Quality of leadership in and management of schools

At this progress monitoring inspection, the proprietor has continued to ensure that they have oversight of the quality of education that the school provides. The proprietor is clear about the steps that leaders have taken to improve the curriculum and teachers’ competence to deliver it effectively, to ensure that pupils, including those with special educational needs and/or disabilities (SEND), can achieve well. The proprietor holds leaders to account to ensure that the momentum in curriculum improvement does not wane. As a result, there has been some progress in the school meeting some of the standards in part 1, particularly the extent to which the curriculum meets the ages, aptitudes and needs of pupils, including those with SEND and teachers’ understanding of curriculum content.

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Part 8. Quality of leadership in and management of schools

However, there remain some weaknesses in the quality of education that the school provides, notably in the implementation of the intended curriculum and the school’s arrangements to assess pupils’ progress through the curriculum. These standards have remained unmet since the school’s standard inspection in July 2024.

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Part 8. Quality of leadership in and management of schools

The previously unmet independent school standards in this part remain unmet.

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Curriculum

At the time of the previous progress monitoring inspection, the school had put in place effective curriculum plans for physical education and geography that enabled pupils to know and remember more about the topics that they studied. Added to that, the school had ensured that the curriculum plans for subjects such as technological and aesthetic and creative education had been designed to help pupils to build on their prior knowledge. However, the school had not implemented those curriculums. As a result, pupils did not have sufficient knowledge in those areas of learning. Furthermore, the arrangements for adapting the delivery of the curriculum for pupils with SEND were at the early stages of development. For example, strategies to support pupils to access the curriculum were limited. As a result, some pupils’ progression through the curriculum in some subjects was not as strong as it should be.

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Curriculum

In the school’s action plan, leaders intended to support staff to put in place the new subject curriculums. They intended to provide training to help staff to better support pupils with SEND and to make adaptations for these pupils so that they could access the curriculum as well as their peers.

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Curriculum

Since the previous inspection, the school has focused on improving the curriculum to take better account of pupils’ ages, aptitudes and needs. For example, the curriculum has more breadth across key stage 1 and 2 to ensure that pupils learn a broader range of subject- specific knowledge, vocabulary and skills. This includes in technological and aesthetic and creative education. Furthermore, leaders have ensured that staff are well equipped to identify pupils who may have SEND, or other barriers to their learning and/or wellbeing, so that they can identify strategies to better support these pupils. Leaders have prioritised FOR PUBLIC RELEASE

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Curriculum

inclusion in school to ensure that staff understand how to adapt their teaching to meet the needs of all pupils.

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Curriculum

However, although there are suitable curriculum plans and schemes of work in place, there is variability in the extent to which they are delivered as intended. For example, the sequence of learning, as set out in the school’s curriculum plans, is not consistently followed. Additionally, some learning activities and pupils’ work are incomplete. This hinders how well pupils can practise and rehearse subject content.

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Curriculum

Some of the previously unmet independent school standards in this part remain unmet.

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Teaching

At the time of the previous progress monitoring inspection in July 2025, the school had supported staff to improve their subject knowledge in some subjects. However, staff could not demonstrate their subject knowledge in technological or creative and aesthetic education because the revised curriculum plans, and the arrangements to assess pupils’ knowledge in those subjects, had not been introduced.

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Teaching

In the school’s action plan, leaders intended to provide training for staff to improve their subject knowledge in all subjects that the school teaches. Additionally, leaders intended to support staff to assess pupils’ learning and identify any misconceptions and gaps in pupils’ knowledge.

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Teaching

At this inspection, teachers have benefited from clearer curriculum guidance, particularly in subjects such as geography, science, art and design and technology. The school has ensured that staff have had support and training to better understand subject matter and curriculum content. This has helped teachers to present information clearly, to promote discussion and to use teaching resources and materials to help pupils to acquire new knowledge.

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Teaching

However, the school’s assessment framework to assess pupils’ work regularly and to use assessment information to shape teaching is not implemented consistently. For example, errors, misconceptions and gaps in pupils’ knowledge and the work they produce are not identified or addressed, including in pupils’ spelling, grammar and punctuation. Teachers do not routinely provide pupils with feedback about their work to help them to improve it. In subjects beyond English and mathematics, there is variability in how teachers check pupils’ understanding and any gaps in their knowledge. This means that errors and misconceptions persist over time and are not tackled quickly.

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Teaching

Some of the previously unmet independent school standards in this part remain unmet.

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Safeguarding

At the time of the school’s previous standard inspection, these standards were met. Safeguarding was found to be effective.

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Safeguarding

At this inspection, this remains the case. The school has 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. Leaders and staff have a clear understanding of local contextual safeguarding risks. They ensure that pupils are taught how to keep themselves safe. Staff follow the school’s policy and report and record any concerns they may have in a timely manner. Leaders take appropriate action in response to any safeguarding concerns.

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Safeguarding

These independent school standards continue to be 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.

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About this inspection

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 updated 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

This inspection was conducted without notice.

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About this inspection

Inspectors spoke with the proprietor, the headteacher, other school leaders and staff during the inspection.

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About this inspection

The school’s previous progress monitoring inspection took place in July 2025. The school was judged to not comply with the independent school standards. This was the school’s third progress monitoring inspection since the school’s last standard inspection in July 2024.

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About this inspection

The DfE required the school to submit an action plan to illustrate how it would meet the unmet standards at its previous inspection. This action plan was evaluated in November 2025, and the proposed action plan was acceptable with modifications.

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About this inspection

Toras Emes is an Orthodox Jewish faith school. The school provides a religious (Kodesh) and a secular (Chol) curriculum.

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About this inspection

The school does not make use of any alternative provision. FOR PUBLIC RELEASE

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About this school

Proprietor Arye Schleider Headteacher Rabbi Simon Roberts Type of school Other independent school Capacity 280 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 3 to 11 Gender of pupils Boys Annual fees for day pupils Voluntary contributions Email address mainoffice@torasemes.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  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress.

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Part 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- FOR PUBLIC RELEASE

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Part 8. Quality of leadership in and management of schools

– 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(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.

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Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(e) demonstrates good knowledge and understanding of the subject matter being taught. FOR PUBLIC RELEASE

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Part 1. Quality of education provided

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 1. Quality of education provided

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Part 1. Quality of education provided

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Part 1. Quality of education provided

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