Beis Rochel Mcr Girls school ltd

Beis Rochel Mcr Girls School Ltd 315–317 Great Clowes Street, Salford M7 2FZ

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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 (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 standard inspection in June 2025, inspectors found that the proprietor had ensured that many of the standards were met. This included premises and accommodation and welfare, health and safety standards. However, it was found that despite having capacity to make rapid improvement where required, the proprietor did not have sufficient oversight of the quality of education or the requirements for relationships and sex education (RSE) and health education. This resulted in unmet standards in parts 1 and 2 and unmet statutory requirements of the early years foundation stage. The school’s subsequent action plan was rejected by the Department for Education (DfE).

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Part 8. Quality of leadership in and management of schools

At this progress monitoring inspection, the proprietor and school leaders have taken appropriate action to address some of the weaknesses that were identified at the previous inspection in the curriculum and early years. For example, the proprietor has sought out support from external advisers and other school leaders. The school has benefited from this expertise, particularly when reviewing and developing the curriculum across the school, including in the early years. Furthermore, working with external advisers has helped the proprietor to have improved oversight of the quality of education that the school provides.

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Part 8. Quality of leadership in and management of schools

Although there has been progress in addressing some of the shortcomings that led to the unmet standards, there remain some weaknesses in the quality of education that the school provides, as outlined below. As a result, the previously unmet standards in this part remain unmet.

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Curriculum

At the time of the previous standard inspection in June 2025, inspectors found that the curriculum in some subjects, and the early years, was not well developed. For example, curriculum plans did not set out the important knowledge for pupils to learn. This hindered how well pupils built on previous learning. Additionally, the curriculums for personal, social, health and economic (PSHE) education and RSE and health education were in the early stages of development. These curriculums lacked clarity about what pupils should learn and when they should learn it. This meant that pupils were not as prepared as they should be for life in modern Britain.

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Curriculum

At this progress monitoring inspection, leaders have taken action to improve the curriculums in most subjects, including the early years. The school has ensured that pupils experience linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education. However, the curriculums in technological and aesthetic and creative education lack precision in identifying the knowledge and skills that pupils should acquire. The school’s work to address this is in its infancy.

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Curriculum

Furthermore, the curriculum for PSHE education and RSE and health education does not include all of the statutory requirements. For example, pupils do not learn about different kinds of families or puberty.

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Curriculum

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

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Teaching

At the time of the previous standard inspection, inspectors found that in most subjects and the early years, the school had not provided staff with sufficient support to deliver the curriculum effectively. Staff struggled to design appropriate learning activities and pupils did not gain a deep enough understanding of the subject content. Added to that, staff did not check that pupils had learned the intended curriculum well. Staff did not address gaps in pupils’ learning. This meant that some pupils moved on to new learning before they were ready. At this progress monitoring inspection, the school has supported staff to develop their understanding of curriculum content and the subject matter being taught. Improved curriculums in some subjects provide guidance for staff so that they are clear about what knowledge to teach, the sequence of teaching, subject-specific vocabulary and suitable learning activities. This has helped staff to present information clearly, to ask suitable

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Teaching

questions to probe pupils’ understanding and to use teaching resources effectively to help pupils to acquire new knowledge. Additionally, the school has provided a framework for staff to check what pupils know and can do. Staff use assessment information to inform teaching. For example, they revisit lessons if pupils have not learned the essential knowledge they need before moving on to new learning. This helps pupils’ knowledge to build securely over time.

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Teaching

However, in curriculums that are less clearly defined, staff do not have adequate curriculum guidance and support to know precisely what to teach and the order of learning. Nor do they have sufficient support to design suitable learning activities that best help pupils to acquire subject-specific knowledge and skills.

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Teaching

Although most of the standards in this part are now met, some of the previously unmet standards remain unmet.

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

At the time of the previous inspection, pupils were not as prepared as they should be for life in modern Britain. For example, pupils did not have a clear understanding and knowledge of other cultures and faiths.

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

At this inspection, the school ensures that the curriculum does not undermine fundamental British values. Pupils are taught to have mutual respect for their own and other cultures, faiths and beliefs. However, the school does not pay particular regard to all of the protected characteristics set out in the 2010 Act.

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

Although most of the standards in this part are now met, some of the previously unmet standards remain unmet.

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Safeguarding

At the time of the school’s previous standard inspection, safeguarding was found to be effective. Pupils were safe and happy. They valued the positive relationships that they had with staff, who cared for them well.

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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 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

This standard in this part continues to be met.

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Statutory requirements of the early years foundation stage

At the time of the previous inspection, the curriculum in the early years was not well defined. It did not ensure that children secured a strong foundation for their development in the three prime areas or across the other areas of learning. Furthermore, children who spoke English as an additional language were not given opportunities to apply their spoken and written language in the Nursery classes and Reception Year. As a result, many children struggled to grasp new learning when they entered the Year 1 class.

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Statutory requirements of the early years foundation stage

At this inspection, the school has taken appropriate action to improve the curriculum in the early years. Leaders have drawn on early years guidance and support to define the essential knowledge and skills for children to acquire by the end of the Reception Year. Staff consider children’s needs, interests and development when designing learning activities and staff interactions. For children whose home language is not English, staff provide opportunities for children to develop and use their home language in play, while modelling key vocabulary in English. Leaders and staff check how well children are progressing through the curriculum and take action to address any gaps in children’s knowledge and skills. Transition between early years and Year 1 is much improved.

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Statutory requirements of the early years foundation stage

However, the school has not ensured that children have sufficient opportunities to learn and reach a good standard in English language during their time in the early years. Although the school has taken action to train all staff in a new, carefully chosen phonics programme, this is not established. At the time of this inspection, children do not learn phonics in a systematic way. This hinders their communication, language and literacy skills in English and does not prepare them sufficiently well for key stage 1.

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Statutory requirements of the early years foundation stage

Although most of the requirements of the early years foundation stage are now met, some of the previously unmet requirements remain unmet.

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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. 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, an external adviser, the headteacher, other school leaders and staff during the inspection.

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About this inspection

This was the school’s first progress monitoring inspection since the school’s last standard inspection in June 2025.

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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. The proposed action plan was rejected by the DfE.

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About this inspection

Beis Rochel Mcr Girls School 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.

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About this school

Proprietor Yoel Horowitz Headteacher Brocha March Type of school Other independent school Capacity 200 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 Girls Annual fees for day pupils Voluntary contributions Email address admin@beisrochel.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. – 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.  2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(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.  2A(1) The standard in this paragraph is met if the proprietor- – 2A(1)(a) ensures that every registered pupil who is provided with primary education at

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Part 1. Quality of education provided

the school is provided with relationships education.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time.

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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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Statutory requirements of the early years foundation stage

1.15 Providers must ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS, ensuring children are ready to benefit from the opportunities available to them when they begin Key Stage 1. When assessing communication, language, and literacy skills, practitioners must assess children’s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay.

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Statutory requirements of the early years foundation stage

1.17 As children grow older and move into the reception year, there should be a greater focus on teaching the essential skills and knowledge in the specific areas of learning. This will help children to prepare for Key Stage 1.

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if-  2(1)(b) the written policy, plans and schemes of work-  2(1)(b)(ii) do not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.  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)(b) that pupils acquire speaking, listening, literacy and numeracy skills.

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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(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(e) demonstrates good knowledge and understanding of the subject matter being taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range;

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Part 1. Quality of education provided

– 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 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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Statutory requirements of the early years foundation stage

1.12 Practitioners should be ambitious for all children. To do this they must consider the individual needs, interests, and development of each child in their care. They must use this information to plan a challenging and enjoyable experience for each child in all areas of learning and development. Practitioners working with the youngest children are expected to ensure a strong foundation for children’s development in the three prime areas. The specific areas of learning provide children with a broad curriculum and with opportunities to strengthen and apply the prime areas of learning. This is particularly important in developing language and extending vocabulary.

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Statutory requirements of the early years foundation stage

1.14 For children whose home language is not English, providers may take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home.

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Statutory requirements of the early years foundation stage

1.16 This framework does not prescribe a particular teaching approach. Play is essential for children’s development, building their confidence as they learn to explore, relate to others, set their own goals, and solve problems. Children learn by leading their own play, and by taking part in play and learning that is guided by adults. Practitioners need to decide what they want children in their setting to learn, and the most effective ways to teach it. Practitioners must stimulate children’s interests, responding to each child’s emerging needs and guiding their development through warm, positive interactions coupled with secure routines for play and learning.

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Statutory requirements of the early years foundation stage

2.4 Assessment should inform an ongoing dialogue between practitioners and year 1 teachers about each child’s learning and development, to support a successful transition to Key Stage 1.

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Statutory requirements of the early years foundation stage

2.5 Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners understanding children’s interests and what they know and can do, and then shaping teaching and learning experiences for each child reflecting that knowledge. In their interactions with children, practitioners should make and act on their own day-to-day observations about children’s progress and observations that parents and carers share. However, there is no requirement to keep written records in relation to this. 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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Statutory requirements of the early years foundation stage

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Statutory requirements of the early years foundation stage

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Statutory requirements of the early years foundation stage

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