Pardes House Grammar School

Pardes House Grammar School

Address: Hendon Lane, Finchley, London, N3 1SA Unique reference number (URN): 101385

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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 is high. Leaders are proactive in improving pupils' attendance and punctuality. They closely track and analyse attendance patterns. Leaders routinely explore the reasons why a pupil is absent from school or late to lessons. Leaders are highly considerate of individual pupils' barriers to attendance, including those with special educational needs and/or disabilities. Leaders work closely with pupils and their families to identify specific challenges to regular attendance and the approaches needed to overcome these.

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Attendance and behaviour Strong standard

Since the previous inspection, leaders have revised their behaviour policy and their approaches to tracking attendance. Leaders have ensured that staff, pupils, parents and carers know and understand their high expectations and that the school's policies are implemented consistently and effectively.

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Attendance and behaviour Strong standard

There is a purposeful atmosphere in classrooms throughout the school, characterised by pupils' positive attitudes to learning. Pupils interact pleasantly and productively to support each other’s learning. Pupils behave with respect towards staff and to each other. They are confident that staff use rewards and sanctions fairly. Pupils from all year groups socialise cheerfully, playing football together at the start of the school day. Older pupils set a fine example of mature and responsible conduct, for example when they organise activities for younger pupils.

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Achievement Expected standard

Over recent years, there have been improvements in pupils' achievement. Outcomes in GCSE mathematics and English are generally in line with national averages for increasing proportions of pupils.

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Achievement Expected standard

Pupils develop their understanding and use of subject-specific vocabulary. They develop competent reading and writing skills. In small group sessions, pupils demonstrate clear progression in their learning through carefully guided tasks that help them to overcome areas they find more difficult. Pupils deepen their understanding and grasp more complex ideas across a range of subjects. When pupils leave the school, most usually at the end of Year 10, they are well prepared for their next step, moving successfully to their chosen Yeshiva prior to taking on a range of educational and career opportunities in the future.

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Curriculum and teaching Expected standard

Leaders have reviewed the school's curriculum and how it is taught. They have raised expectations for pupils' achievement. Leaders have extended lesson timings for the secular curriculum and removed the need for pupils to make subject choices at the end of Year 7. Pupils study a suitably broad range of subjects over time. The school's secular curriculum focuses on mathematics and English while also providing the opportunity for pupils to develop creative, technical and physical skills in subjects including design and technology, history, geography and science. The curriculum is appropriately sequenced to ensure pupils reinforce and build on prior learning. For example, in physical education, the curriculum clearly sets out how pupils will develop their bowling and batting skills in cricket.

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Curriculum and teaching Expected standard

Lessons are characterised by positive relationships between staff and pupils. Teachers have secure subject knowledge. They provide clear explanations and use questioning effectively in order to identify and address misconceptions and deepen understanding. Pupils routinely have opportunities to develop and practise their reading and writing skills in English and Hebrew.

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Curriculum and teaching Expected standard

Teaching approaches are adapted appropriately so that all pupils can access the same curriculum. Staff identify promptly when pupils have gaps in learning and provide timely, targeted support, including effective one-to-one sessions. This includes pupils with special educational needs and/or disabilities.

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Inclusion Expected standard

Since the previous inspection, leaders have prioritised the development of inclusive practice in the school. They have extended their oversight of provision for pupils with special educational needs and/or disabilities (SEND). Leaders and staff have received training to help them recognise the reasons that a pupil may experience barriers to their learning.

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Inclusion Expected standard

Staff know their pupils well. Staff take purposeful steps to support pupils' successful engagement with school, such as overcoming challenges to their attendance and punctuality and to help them achieve well. Leaders work closely with families and outside agencies to facilitate the right support to meet each pupil's needs. External specialists provide staff with guidance on strategies to support pupils with specific needs, such as helping to develop pupils’ speech, language and communication.

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Inclusion Expected standard

Leaders carefully consider the adaptations to teaching that enable pupils with SEND to learn well alongside their peers, reviewing and making suitable adjustments as needed. Leaders expect staff to swiftly spot pupils who are falling behind in their learning and ensure that they receive bespoke support to enable them to catch up. Teachers are increasingly applying effective inclusive teaching approaches to meet pupils' needs. Although this remains an ongoing area of focus.

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Inclusion Expected standard

The school has a suitable accessibility plan that meets the requirements of Schedule 10 of the Equality Act 2010.

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Leadership and governance Needs attention

Leaders, including the proprietor, understand the requirements of the independent school standards. The proprietor has not ensured that the standards relevant to some aspects of pupils' personal development and wellbeing are securely and consistently met. The proprietor does not ensure that all statutory elements of relationships and sex education and health education are covered.

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Leadership and governance Needs attention

Leaders, including the proprietor, have a clear and accurate evaluation of the strengths of the school. The proprietor has restructured and expanded school leadership responsibilities to ensure there is cohesive and consistent oversight of all aspects of the school’s work. This includes high expectations for the quality of curriculum and teaching across all subjects. Leaders take swift and effective action where improvements are needed. Their increased oversight of inclusive practice in the school has led to rapid improvements in the provision for pupils with barriers to their learning.

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Leadership and governance Needs attention

Through changes and developments over recent years, staff have felt leaders have kept them well informed and supported, both in their workload and wellbeing. They appreciate the support they receive to fulfil their roles through individual guidance and training.

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Leadership and governance Needs attention

Leaders have well-established and positive links with parents and carers, working collaboratively to support pupils' learning at school and at home.

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Leadership and governance Needs attention

The school engages productively with outside agencies, including the local authority, healthcare professionals and external specialists to help meet pupils' additional needs and to deliver the curriculum effectively.

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Personal development and wellbeing Needs attention

This aspect of the school's work needs attention because relevant independent school standards (ISS) are not met. Leaders do not ensure that the school’s curriculum covers all statutory elements of relationships and sex education and health education. The school's provision for pupils' spiritual, moral, social and cultural development does not include learning about all the protected characteristics set out in the Equality Act 2010.

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Personal development and wellbeing Needs attention

Leaders ensure that most key themes in personal, social, health and economic education are covered across a range of subjects. The curriculum provides an age-appropriate progression of learning for pupils about a range of issues, such as healthy relationships and safeguarding. This includes learning about online safety, taking responsibility, helping others, a sense of community and marriage. Pupils develop their understanding of finance and economic education in mathematics, geography and extra-curricular enterprise activities.

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Personal development and wellbeing Needs attention

Pupils are articulate and confident, engaging maturely in discussions with adults and each other. They discuss and debate with confidence while remaining respectful of different points of view. Pupils speak proudly of their fundraising endeavours for various charities. Leaders ensure that pupils receive appropriate guidance to inform their decision-making about their next intended step in education to a Yeshiva. Through visiting guest speakers and a careers fair towards the end of their time at the school, pupils gain familiarity with careers relevant to the different subjects they study.

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Personal development and wellbeing Needs attention

Pupils enjoy a range of enrichment activities. They participate enthusiastically and respectfully in festivals and celebrations, largely connected to their local community and faith. They also become familiar with and respectful of faiths and cultures other than their own. Educational visits and reward trips help develop pupils' understanding and experience of British institutions, their social skills and confidence. Leaders closely check that all pupils have the opportunity to take part in the enrichment activities, working closely with families to resolve any barriers to their participation. Leaders are further developing the programme of educational trips to broaden pupils' outlook beyond their studies.

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

Pupils are enthusiastic about their school, where they make friends and enjoy learning different subjects. Pupils say they feel safe because staff look after them and there are caring adults to talk to if they have any worries. Pupils do not have any concerns about behaviour in the school because people are kind to each other and rarely behave badly. Boys from different year groups get on well. They enjoy socialising and playing football and basketball at the start of the day.

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

Pupils respect their teachers and value the support they receive to learn well. Pupils appreciate that their teachers quickly provide extra help if they find their work difficult. Staff help pupils prepare well for when they leave the school. Over time, pupils become more confident and independent, manage their studies and develop public speaking skills. Pupils recognise that the knowledge and skills they gain in all their subjects, including woodwork and cookery, will be useful to them in the future.

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

Leaders make sure that all pupils have the opportunity to take part in extra-curricular activities. Pupils take on responsibilities such as organising events for younger pupils to raise funds for charities, celebrate festivals and participate in community events. Pupils enjoy the reward trips, such as to a theme park. Older pupils explore their family heritage on the school's overseas residential trips. In 'activities week', pupils are introduced to new pastimes, including building robots, learning Jewish calligraphy and go-karting. Guest speakers introduce pupils to the work of a range of British institutions and public services. Pupils fill their breaktimes productively, playing table tennis, attending chess club or using the fiction library, which is popular.

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Next steps

Leaders should ensure that the relationships and sex education and health education statutory guidance is followed in full so that all the independent school standards are met.

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Independent school standards

Independent school standards are either met or not met for each category. Leaders should continue to develop their guidance and training for staff to ensure that adaptive teaching strategies are well established across all subjects taught at the school. Leaders continue to develop the school's extra-curricular programme to broaden pupils' experiences beyond their academic studies further.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school's compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with school leaders, including the proprietor and the chair of the governing body. Inspectors also spoke with pupils and staff.

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About this inspection

In meetings with pupils, inspectors did not discuss some aspects of relationships and sex education and health education, as agreed with school leaders.

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About this inspection

The proprietor of the school is Michael Lisser. The proprietor body is PHGS Foundation Ltd.

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About this inspection

The email address of the school is: office@pardesgrammar.co.uk

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Jewish ethos.

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About this inspection

Since the previous inspection, the school has undergone some changes to leadership, including a new headteacher and an extended senior leadership team.

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About this inspection

The school does not make use of any alternative provision.

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About this inspection

1. Quality of education provided Standards not met 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

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

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: Paragraph 5

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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 All standards have been 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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About this inspection

8. Quality of leadership in and management of schools 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 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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About this inspection

(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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Facts and figures used on inspection

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

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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

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