Beis Medrash Elyon

Beis Medrash Elyon

Address: 233 West Hendon Broadway, West Hendon, London, NW9 7DH Unique reference number (URN): 140492

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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 Strong standard

Attendance rates are high. The school has introduced a new system to better track attendance. This approach, while new, is well embedded and allows leaders to identify clear trends promptly. They are using this to target support for families and pupils even more precisely, and in turn improve attendance further where needed.

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Attendance and behaviour Strong standard

Staff are deeply committed to the pastoral care of pupils. They know their pupils well. Pupils' views are valued. Pupils take on a range of leadership roles which make a substantial impact on school life. This work is strategically designed to ensure that pupils are mature and respectful and enable older pupils to be viewed as positive role models by their younger peers. As a result, the school environment is pleasant and welcoming.

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Attendance and behaviour Strong standard

Pupils enjoy achieving rewards for their excellent behaviour. Pupils are keen to do their best and follow the instructions of staff. Rules for behaviour are clear and consistently applied. Leaders keep an accurate record of sanctions. Instances of poor behaviour are rare and dealt with swiftly, including bullying. The school has worked to raise the profile of the secular curriculum. It has introduced a home-school partnership agreement to ensure these studies are taken seriously. As a result of these actions, behaviour in the these lessons is now as positive as other times of the school day.

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Achievement Needs attention

Pupils' achievement in national examinations is variable. Most pupils take up to five GCSEs. Pupils typically achieve most highly in mathematics and Biblical Hebrew. Achievement in other GCSE subjects is generally weaker, including English language. This reduces pupils' readiness for their next steps, including the options for those pupils who wish to continue with an academic education in the future. As a result, some independent school standards that relate to the progress of pupils are unmet.

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Achievement Needs attention

In class, pupils demonstrate a general knowledge of the subjects they are learning. Through discussion, they are able to challenge each other's answers and consider different theories. However, opportunities to explore and make sophisticated links between different pieces of learning in the secular subjects are generally limited. For example, there are not enough opportunities for pupils to write at length in order to develop and deepen their thinking. This prevents some pupils from attaining as highly as they should.

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Curriculum and teaching Needs attention

Leaders know that they are on an improvement journey with curriculum and teaching. There is a coherently sequenced and broad curriculum in place for the secular subjects. Work to develop the curriculum and how it is taught is ongoing. This includes a focus on ensuring that the school clearly defines the knowledge and skills that pupils need to secure at each stage.

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Curriculum and teaching Needs attention

Teachers are passionate about the subjects they teach. They take an active role in the classroom and use a variety of appropriate resources. Teachers' explanations are generally clear. However, teaching does not typically use questioning effectively or demonstrate clearly to pupils what they need to do to be successful. Opportunities for pupils to revisit their prior learning are not clearly planned. The curriculum and teaching are not consistently adapted for pupils with special educational needs and/or disabilities. Teachers regularly use formal assessments to check pupils' learning. Teaching is less skilled at checking how much pupils understand lesson by lesson. As a result, gaps in pupils' knowledge or misconceptions can go unnoticed. Some independent school standards in part 1 are therefore unmet.

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Curriculum and teaching Needs attention

When joining the school, some pupils who have gaps in their reading or mathematical knowledge receive the help that they need to catch up. Discussion is a feature of most lessons and public speaking is greatly encouraged. However, some pupils continue to struggle to read unfamiliar words and lack confidence to decode these. When writing, younger pupils make frequent spelling and grammatical errors which often go uncorrected.

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Inclusion Needs attention

The needs of pupils with special educational needs and/or disabilities (SEND) are communicated to teaching staff. However, this is not currently translating to high-quality support for pupils with SEND in the classroom. Adaptive teaching strategies are not being used routinely. This means that some pupils who face barriers to learning are not consistently receiving the support that they need to succeed. As a result, some of the independent school standards are unmet.

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Inclusion Needs attention

Since the last inspection, the proprietor and the governing body have increased investment in support for pupils with SEND. There are appropriate processes to identify the needs of pupils with SEND. Leaders engage well with parents and carers, professionals and external agencies to provide individual support for these pupils when needed. Pupils with SEND are encouraged to take full part in the various opportunities outside the curriculum which the school offers.

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Inclusion Needs attention

Leaders, including school governors and the proprietor, demonstrate a clear commitment to inclusivity. They are alert to and support those families and pupils in the school community who are experiencing difficult or challenging circumstances. The school organises charity events throughout the year to raise funds in support of families. For example, pupils get involved in planning and leading fundraising events. The funds raised are used to ensure equal access to all areas of school life, such as enrichment activities, school books and school uniform. In this way, disadvantaged pupils are well served.

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Leadership and governance Needs attention

The proprietor and governors check the effectiveness of the school’s safeguarding procedures and fulfil their statutory safeguarding duties. However, they have not ensured that the school meets all the independent school standards (the standards). Among others, this includes unmet standards linked to the requirement to ensure that the education provided encourages respect for others, with particular regard paid to the protected characteristics. The school has shown improvement since its last inspection. However, leaders remain reluctant to commit to work to meet standards that they view as being incompatible with their faith.

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Leadership and governance Needs attention

Leaders, working alongside the governing body and the proprietor, show a clear, overarching commitment to, and capacity for, school improvement. They have an accurate understanding of the school's current strengths and areas that needed further development. They do not work in isolation, but seek outside support when needed. Decisions are made overall in the best interests of pupils.

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Leadership and governance Needs attention

Staff find leaders approachable and caring. They appreciate the efforts of leaders to reduce their workload and support their wellbeing. School staff receive training to develop their skills. Currently, this training is not built around the most relevant evidence-informed theories and strategies to promote improvement in the areas needed. For example, although staff understand the needs of pupils with special educational needs and/or disabilities (SEND), they do not know the most effective approaches to support them in class. As a result, there are unmet standards linked to curriculum and teaching and the provision for pupils with SEND.

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Personal development and wellbeing Needs attention

Currently, all parents and carers withdraw their children from sex education. Even so, the school's relationship and sex education curriculum does not take full account of statutory guidance and some key topics are not covered, such as sexual harassment and the law. The school does not ensure that pupils learn about legal rights and responsibilities regarding all the protected characteristics as defined by the Equality Act 2010. As a result, pupils are not fully prepared for life in modern Britain. This means that some independent school standards are not met.

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Personal development and wellbeing Needs attention

There is a lively range of extra-curricular activities that support pupils' personal development. These are planned with the aim of developing pupils' confidence and resilience. Older pupils take a leading role in their organisation. For example, with the support of staff, pupils in Year 10 plan and lead the annual 3-day hiking trip to Snowdonia and other areas within the United Kingdom. They organise groups for walking and supervise activities such as clearing up and cooking. Pupils enjoy a range of trips to museums and historic landmarks. They also enjoy taking leading roles in fundraising initiatives and supporting their local community.

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Personal development and wellbeing Needs attention

Careers education is built into the school curriculum. Pupils learn about a range of careers and have visits from professionals within and beyond their community. They learn about economics and principles of business. Pupils have the opportunity to visit a university. They are given tailored careers guidance to help them choose where to continue their studies.

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Personal development and wellbeing Needs attention

Pupils learn a curriculum that covers many of the expected themes of personal, social and health education. Through their religious studies, pupils gain an age-appropriate understanding of healthy relationships, mental health and some aspects of consent. They learn how to keep themselves safe, including the risks associated with being online. They develop a strong sense of right and wrong and learn to debate different sides to an argument.

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

The school is a lively community where pupils feel safe and valued. Pupils demonstrate a sincere love of learning and enjoy the range of religious studies and GCSE subjects the school offers. They learn from teachers who are passionate about their subjects. The school continues to develop its curriculum and is working to improve the quality of teaching in the classroom. At present, pupils experience a coherent curriculum but teaching does not ensure that they consistently retain what they have learned or build on it successfully. Teachers are not routinely using the most effective strategies to support pupils with special educational needs and/or disabilities. As a result, pupils do not attain as highly as they should in some subjects.

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

The behaviour of pupils is exemplary. Pupils are committed learners. They enjoy regular opportunities to debate modern and historic topics and the school promotes skills such as public speaking. They learn to show respect for their peers and engage with mature themes around bullying and discrimination. Behaviour around the school is very positive. However, the education that pupils receive does not give due regard to all of the protected characteristics when encouraging respect for others. Some statutory aspects of relationships and sex education are not covered. This hinders how well pupils are prepared for life in modern Britain.

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

The school offers pupils the opportunity to experience democracy in action, for example when pupils vote for those who should take on lead toles during religious festivals. Pupils also prepare campaigns and give speeches. In the annual talent show, pupils enjoy showcasing their various talents and interests. They develop their creative skills as they write plays and design costumes and scenery. The school ensures that all pupils make the most of these opportunities.

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Next steps

Leaders should ensure that strategies and approaches used to best support pupils with special educational needs and/or disabilities (SEND) are understood and consistently implemented by all staff. Leaders should develop the curriculum in the secular subjects to identify the key knowledge and skills that pupils need to secure at each stage and ensure that it builds sequentially on what has already been taught and learned. Leaders should ensure that staff routinely and systematically check what pupils know and can do to allow them to make changes to the curriculum and teaching in response to any knowledge gaps or misconceptions. Leaders should ensure that the curriculum and teaching across all subject areas are adapted to suit the needs of all pupils and, in turn, better support pupils, including those with SEND, to achieve well.

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Independent school standards

Independent school standards are either met or not met for each category. Leaders should develop the provision for relationships and sex education (RSE) so that all aspects of RSE statutory guidance are followed and that pupils learn about and can demonstrate respect for the full range of protected characteristics as defined in the Equality Act 2010. The school should ensure that staff consistently benefit from helpful and well-targeted professional learning which draws on the most up to date and evidence-informed practices. Leaders should take effective steps to ensure that all of the independent school standards are met consistently.

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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

During the inspection, inspectors spoke with the headteacher responsible for the Chol (secular) curriculum and the Menahal who leads the religious curriculum.

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About this inspection

The school is voluntary aided. School fees are variable.

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About this inspection

The school email address is admin@elyon.org.uk.

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About this inspection

The name of the proprietor is Anthony Adler. The school also has a governing body, chaired by Joel Jacobs.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school is an Orthodox Jewish School situated in West Hendon, Barnet. The school is registered for pupils aged 11 to 16, but currently caters for pupils from ages 11 to 15. It is registered for up to 100 pupils but is currently exceeding this. The current number on roll is 109.

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About this inspection

The school complies with schedule 10 of the Equality Act 2010.

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About this inspection

The school does not use any alternative provision.

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About this inspection

Headteacher: Rabbi Yaakov Lang 1. Quality of education provided Standards not met

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About this inspection

The following standards have not been met: Paragraph 2(1)

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About this inspection

The standard in this paragraph is met if–

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About this inspection

(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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About this inspection

(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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About this inspection

For the purposes of paragraph (2)(1)(a), the matters are–

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About this inspection

(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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About this inspection

The standard in this paragraph is met if the proprietor–

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About this inspection

(b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2), (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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About this inspection

The standard in this paragraph is met if the proprietor ensures that the teaching at the school–

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About this inspection

(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; (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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About this inspection

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

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About this inspection

The following standards have not been met:

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About this inspection

The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor–

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About this inspection

(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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About this inspection

3. Welfare, health and safety of pupils Standards met

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About this inspection

4. Suitability of staff, supply staff, and proprietors Standards met

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About this inspection

5. Premises of and accommodation at schools Standards met

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About this inspection

6. Provision of information Standards met

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About this inspection

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:

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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

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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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