Wiznitz Cheder School

Wiznitz Cheder School

Address: 126b Stamford Hill, Hackney, London, N16 6QT Unique reference number (URN): 137809

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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 have high expectations of pupils' attendance. Pupils attend regularly here. On the rare occasion that leaders have concerns about pupils’ attendance, they intervene quickly to address concerns so that families receive the help they need. Admission and attendance registers are maintained in line with statutory requirements.

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Attendance and behaviour Expected standard

Behaviour across the school is positive. Pupils are respectful to teachers, their peers and visitors. This creates a calm environment where pupils feel valued and welcome. Pupils show patience in all they do. They make sure that when their friends are speaking, they do not interrupt.

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Attendance and behaviour Expected standard

Pupils learn in calm classrooms because routines for behaviour are clear and consistently followed. Teachers model the high expectations of behaviour that they expect from pupils. Some pupils take short breaks when needed to help them refocus on their learning. Leaders have established a culture where discrimination and bullying are not tolerated. If any incidents do occur, leaders take action to prevent them from escalating.

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Attendance and behaviour Expected standard

Pupils show positive attitudes towards their learning. They respond well to praise and receive support to reflect on how well they demonstrate the school’s values. Teachers reinforce respectful listening by ensuring that pupils listen carefully to peers who may have different views.

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Achievement Urgent improvement

Pupils, including those with special educational needs and/or disabilities (SEND) and those with other barriers to learning, have significant gaps in what they know and can do. For example, many pupils lack essential knowledge in reading, writing and mathematics. In reading, some pupils struggle to decode unfamiliar words because teachers do not model decoding well enough. In writing, older pupils have not secured the skills needed to write grammatically correct sentences with accurate punctuation. This hinders how well they can articulate their learning in writing across the curriculum.

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Achievement Urgent improvement

Some pupils, including those with SEND and those who face other barriers to learning, have difficulty recalling previous learning and struggle to make links to their current learning. This is because the sequencing of the secular curriculum lacks coherence. As a result, pupils do not make enough progress or achieve well. Pupils are not prepared for the next steps in their academic learning.

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Curriculum and teaching Urgent improvement

Leaders do not have an accurate understanding of how well the secular curriculum is implemented. In some subjects, the curriculum is not sequenced coherently. Therefore, pupils experience disjointed learning which does not build on what they know or develop their vocabulary over time. Too many pupils, including pupils with special educational needs and/or disabilities and those with other barriers to learning, are not taught the intended curriculum effectively. Tasks given to pupils do not routinely enable them to practise and apply what they know and can do across the secular curriculum.

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Curriculum and teaching Urgent improvement

Leaders do not ensure that teachers adapt teaching approaches effectively for some pupils. These pupils struggle to access the curriculum because they do not receive the help they need to secure basic knowledge in reading, writing and mathematics. This has a significant impact on the progress these pupils make.

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Curriculum and teaching Urgent improvement

Leaders have not ensured that teachers have the subject knowledge to teach the secular curriculum well. Teachers do not intervene quickly when pupils make errors in their work or have misconceptions. This means that pupils continue to make the same mistakes and gaps in their knowledge persist. Leaders’ actions to secure improvement do not address weaknesses in curriculum design and teaching quickly or effectively.

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Inclusion Urgent improvement

Leaders and teachers do not effectively use the information they gather about pupils with special educational needs and/or disabilities (SEND), or those facing other barriers to learning. Barriers to learning are not clearly identified, targets for pupils lack precision and support strategies are often too broad to meet pupils’ specific needs. In some cases, plans which are designed to help pupils are not reviewed carefully. This means that leaders and staff do not know whether the support provided to pupils has the intended impact. Consequently, some pupils do not access the curriculum as well as they should.

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Inclusion Urgent improvement

Leaders do not have robust processes to assess and monitor the impact of the school’s work. Leaders’ decisions to bring about improvement are not well considered. The school works with external professionals, such as occupational therapists and speech and language therapists, who provide well-informed targeted support and guidance for some pupils. However, leaders do not ensure that the work of external professionals is embedded effectively in classroom practice.

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Inclusion Urgent improvement

Leaders have an accessibility plan in place, but they do not oversee it effectively to ensure that the planned actions have impact. Pupils with SEND and those who have other barriers to learning are not prepared for the next stage of their academic learning because barriers are not addressed swiftly or successfully. This impacts the progress they make across the secular curriculum.

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Leadership and governance Urgent improvement

The proprietor body and school leaders lack the expertise to address the significant improvements needed to consistently meet the independent school standards. The proprietor body does not ensure that there are rigorous processes to monitor the effectiveness and impact of leaders’ actions. Therefore, the actions that leaders have identified to improve areas of the school’s work are not precise enough. This has a negative impact on pupils’ academic outcomes and their personal and social development. Leaders do not ensure that teachers receive suitable training to deliver the secular curriculum effectively. Consequently, teaching approaches and the implementation of the curriculum do not address significant gaps in pupils’ academic learning. Too many pupils, including pupils with special educational needs and/or disabilities and those with other barriers to learning, do not achieve well and make limited progress through the school’s

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Leadership and governance Urgent improvement

secular curriculum. Pupils do not have the knowledge and skills to be fully prepared for their next steps.

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Leadership and governance Urgent improvement

The proprietor body has processes to check the effectiveness of the school’s safeguarding procedures. It fulfils its statutory duties with regard to safeguarding. This includes ensuring that the required pre-employment checks are completed before staff are appointed.

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Leadership and governance Urgent improvement

Staff are positive about how leaders manage their workload and support their wellbeing. Parents and carers value the work of the school. The proprietor and leaders know the needs of the community well. However, there is work for the proprietor body and school leaders to do to ensure that pupils achieve and thrive across all aspects of the school’s work.

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Personal development and wellbeing Urgent improvement

Leaders do not check that pupils have been taught the intended curriculum in personal, social and health education (PSHE) and that they understand and remember important concepts over time. As a result, too many pupils struggle to connect current learning in PSHE to previous learning. This means that pupils, including pupils with special educational needs and/or disabilities and those with other barriers to learning, do not develop secure skills, knowledge and vocabulary to prepare them for life in modern Britain.

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Personal development and wellbeing Urgent improvement

Pupils do not learn in enough detail about other faiths and cultures that are different to their own. This is because leaders have not identified what they expect pupils to know about other faiths and cultures over time. As a result, pupils have a very superficial understanding of the similarities and differences between people from other faiths and cultures.

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Personal development and wellbeing Urgent improvement

Pupils have some knowledge of how to keep safe online; however, their understanding is extremely limited. As a result, pupils are not sufficiently equipped to keep themselves safe in an increasingly digital world.

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Personal development and wellbeing Urgent improvement

Although the school offers some opportunities for pupils to visit local parks and other places of interest, these experiences have limited impact. Pupils tend to recall the activity itself rather than the learning, and are largely unable to explain what knowledge or understanding they gained. Furthermore, such opportunities are infrequent and narrow in scope, which hinders pupils’ social and cultural development.

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Personal development and wellbeing Urgent improvement

Pupils are taught the importance of looking after others. They visit local residential homes and raise money to support their local community and school. This develops pupils’ sense of responsibility.

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Personal development and wellbeing Urgent improvement

In religious education, pupils learn about relationships, respect, wellbeing and the importance of the rule of law. Pupils learn about consent and know the importance of maintaining personal space. The school’s relationships curriculum meets statutory requirements.

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

There are significant weaknesses in the secular curriculum for all pupils, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to learning. In some subjects, leaders have not sequenced the curriculum content coherently. Therefore, pupils experience gaps and inconsistencies in their learning and do not achieve well from their starting points. Pupils are not prepared for their next steps academically.

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

The school has processes to identify pupils’ barriers to learning. However, leaders and teachers have not identified pupils' needs and barriers precisely enough. Teaching approaches do not routinely reduce barriers. Teachers do not consistently design activities that take into account pupils’ starting points. As a result, pupils with SEND and other pupils who are disadvantaged have significant gaps in their knowledge and skills.

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

Pupils are taught about the importance of respect. Despite this, there are few opportunities for pupils to learn about faiths and cultures different to their own. There is a range of extra- curricular activities for pupils to learn about their faith. However, pupils have limited opportunities to broaden their experiences and to develop their interests. Pupils are not well prepared for life in diverse Britain.

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

The proprietor body and school leaders lack robust oversight of the school to ensure that the independent school standards are consistently met.

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

Pupils are proud of their school. In lessons, they are motivated and enjoy their learning. Teachers have high expectations for pupils’ behaviour. Pupils learn in calm classrooms. They play and socialise well. Bullying is rare. If it were to occur, leaders would take appropriate action to prevent it from escalating.

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

Pupils feel safe at this school and attend regularly. Nurturing relationships exist between staff and pupils. This creates a positive ethos where pupils feel valued and belong. Pupils appreciate their teachers, who listen and help them if they have a worry.

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Next steps

The proprietor body must ensure that staff have the training, skills and knowledge so that teaching approaches meet the needs of pupils with special educational needs and/or disabilities and those with other barriers to learning effectively. Leaders must ensure that staff receive training so they have the subject knowledge to implement the curriculum and address gaps in pupils’ knowledge and understanding so that pupils develop secure learning across all secular subjects. Leaders must ensure that there are effective processes in place to swiftly address gaps in what pupils know and remember across the secular curriculum so that pupils develop the foundational skills in reading, writing and mathematics and achieve well. Leaders must review the personal development programme so that pupils have a secure understanding of cultures and faiths different to their own and ensure that pupils gain a wide set of experiences to prepare them for life in modern Britain.

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Next steps

The proprietor body must ensure that leaders have oversight of the curriculum and teaching so that they are able to hold school leaders to account so that the independent school standards are consistently met. The proprietor body must ensure that leaders have the expertise to implement plans for improvement which focus precisely on the improving the curriculum and teaching and address weaknesses in pupils’ personal development.

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About this inspection

Wiznitz Cheder is an Orthodox Jewish primary independent day school for boys.

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About this inspection

The school is registered to cater for boys between the ages of 3 and 11 years old.

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About this inspection

Since September 2022, the Department for Education has placed a restriction on the school, preventing it from admitting new pupils to the school. As a result, pupils on roll at the school are aged 6 to 11 years old. There are no children on roll in the early years.

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About this inspection

The chair of the board of proprietors resigned from his position as a trustee of the company in September 2022. He continues to act as the chair of the board of proprietors.

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About this inspection

The previous standard inspection took place in January 2024. The last progress monitoring inspection took place in January 2025. In January 2026, the school's proposed action plan was not acceptable.

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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

The Department for Education requested that the school’s standard inspection be combined with a progress monitoring inspection.

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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 school’s progress in meeting previously failed independent school standards:

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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 29 January 2025.

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About this inspection

The outcomes of this part of the inspection are that the school continues to not meet the independent school standards.

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Independent school standards

Independent school standards are either met or not met for each category. Part 8 Paragraphs 34(1), 34(1)(a), 34(1)(b), 34(1)(c) As described in the leadership and governance section of this report card, the proprietor has not ensured that all the independent school standards (ISS) are met. Some unmet ISS have a significant negative impact on pupils' academic and personal development. The proprietor does not demonstrate capacity to meet all of the ISS over time.

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Independent school standards

Part 1 Paragraphs 2(1), 2(1)(a), 2(2)(i), 3, 3(a), 3(c), 3(d), 3(g) As described in the curriculum and teaching and achievement sections of this report card, the proprietor does not ensure that the school's curriculum in some subjects is suitably structured, planned and taught to enable pupils, including those with special educational needs and/or disabilities, to build on their learning over time. There is not a framework in place to assess pupils’ progress regularly and effectively. These weaknesses hinder pupils’ progress.

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Independent school standards

Part 2 Paragraphs 5, 5(b), 5(b)(v) As described in the personal development and wellbeing section of this report card, the proprietor does not ensure that pupils are well prepared for life in modern Britain by teaching them systematically about the main religions, cultures and characteristics of people who live in Britain.

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Independent school standards

Inspectors spoke with the headteacher, other senior leaders and a member of the proprietor body.

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Independent school standards

Inspectors confirmed the following information about the school:

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Independent school standards

Pupils are taught religious studies in the morning and for some of the afternoon. These lessons are taught in Yiddish. Secular subjects are taught in English.

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Independent school standards

The school does not make use of any alternative provision.

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Independent school standards

The school does not charge annual fees for pupils.

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Independent school standards

The name of the chair of the proprietor body is Michael Rosenberg.

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Independent school standards

The email address of the school is admin@viznitzcheder.co.uk

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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: Paragraph 2(1)

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Independent school standards

The standard in this paragraph is met if–

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Independent school standards

(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

(b) that pupils acquire speaking, listening, literacy and numeracy skills; (h) that all pupils have the opportunity to learn and make progress; and (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 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; (e) demonstrates good knowledge and understanding of the subject matter being taught; (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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Independent school standards

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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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

(b) ensures that principles are actively promoted which– (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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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 not met

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Independent school standards

The following standards have not been met: Paragraph 32(1)

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Independent school standards

The standard about the provision of information by the school is met if the proprietor ensures that–

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Independent school standards

(f) an annual written report of each registered pupil's progress and attainment in the main subject areas taught is provided to the parents of that registered pupil except that no report need be provided where the parent has agreed otherwise;

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Independent school standards

The information specified in this sub-paragraph is–

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Lead inspector:

Deborah Walters, His Majesty's Inspector

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Total pupils

(c) particulars of the policy referred to in paragraph 2; (e) particulars of the school's academic performance during the preceding school year, including the results of any public examinations;

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Total pupils

7. Manner in which complaints are handled Standards met

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Total pupils

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

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Total pupils

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

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Total pupils

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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Total pupils

(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. 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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