Schools & FE · Report card

Talmud Torah London

Inspected 2 Jun 2026 · published 25 Aug 2026 · URN 142572

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Summary

No overall grade in this frameworkSafeguarding met

Lascelles Haughton (lead), Jonathan Newby, Simon Conway

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
2 Jun 2026
Inspectors verified
Jonathan Newby, Lascelles Haughton, Simon Conway
Postcode verified
N16 5AW
Name on report verified
Talmud Torah London
Safeguarding verified
Met
URN verified
142572

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+65Positivemore positive than 36% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivecleareffectivelyfeel safepromptlyconsistentlystrengths

Criticismconcernsgapsseriousnot metlackslimitedpersistent absenceabsence

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1347w+64
Leadership268w+87
Safeguarding51w−11
What needs to improve89w+14

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 10
Words of findings: 1,753; about usual (typical 1698)
Reading level: Hard; Flesch 33, typical 43
Average sentence: 16 words
Next steps: 3; typical 3
Hedged sentences: 7%; “some”, “not always”, “most”…

Where the words go

Findings 55%Leadership 11%Safeguarding 2%What needs to improve 4%About the inspection 28%

Full report text

Talmud Torah London

Address: 69 Amhurst Park, London, London, N16 5AW Unique reference number (URN): 142572

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Pupils make steady progress from their starting points because leaders and staff understand their needs and provide structured support. Many arrive with gaps in prior learning. The school ensures that pupils receive effective support to help them build knowledge securely over time. As a result, pupils gain confidence and show growing understanding across subjects as they move through the school. Pupils are suitably prepared for their next steps in education.

p.2

Achievement Expected standard

Pupils' achievement is most positive where teaching is well structured and revisits key skills regularly, particularly in reading. A consistent phonics approach enables pupils to read accurately, develop fluency and apply these skills independently. Pupils, including those who are disadvantaged or have special educational needs and/or disabilities, generally make positive progress because leaders reduce barriers and ensure they receive effective support. Sometimes, when teaching does not use assessment with precision, some pupils' depth of learning is limited.

p.2

Attendance and behaviour Expected standard

Leaders establish effective and well-embedded systems to promote pupils' attendance, and this has a clear positive impact. Attendance remains high because leaders check and review it daily. They follow up any pupils' absence promptly and maintain clear communication with families. As a result, most pupils attend regularly. Leaders identify any concerns in pupils' attendance quickly. They provide targeted support, including for pupils with additional needs, which keeps persistent absence low. Careful management of transitions reflect leaders’ rigorous commitment to pupils’ welfare, stability and continuity in learning.

p.2

Attendance and behaviour Expected standard

Leaders create an orderly and respectful environment where pupils feel safe, valued and ready to learn. Positive relationships underpin this culture. Pupils behave well in lessons and at social times. They respond to clear routines enthusiastically. Pupils concentrate well in lessons, listen carefully, and participate actively in discussions. Staff apply the behaviour policy consistently. This ensures that behavioural expectations remain high while support is tailored effectively, allowing all pupils to succeed. Staff use positive reinforcement to encourage high standards. Any serious behaviour incidents are rare and managed effectively. This fosters a sense of safety and trust, enabling pupils to focus on their learning without concern.

p.2

Curriculum and teaching Expected standard

Leaders have a clear and accurate understanding of strengths and priorities in the curriculum and teaching. They take effective action to improve any areas that need additional work. Recent developments in the structure of leadership have strengthened focus and driven improvements. For instance, structured programmes in reading and mathematics have led to consistent approaches across the school. Leaders’ focus on staff's professional development strengthens teaching and supports the delivery of the intended curriculum. Staff ensure that pupils develop secure foundations in their writing and mathematics. However, sometimes the precise use of assessment within lessons and in some pupils' work lacks consistency. This reduces teachers’ ability to identify and address misconceptions promptly. On occasion, higher-attaining pupils do not receive regular challenge when they are ready for new content. This limits some pupils' depth of

p.2

Curriculum and teaching Expected standard

understanding of key knowledge and vocabulary.

p.3

Curriculum and teaching Expected standard

Leaders have designed an appropriate and increasingly coherent curriculum that equips pupils with the knowledge and skills they need for their next stages of learning. For example, pupils develop fluency, confidence and independence through a systematic phonics programme, consistent teaching and well-matched resources. As a result, most pupils build the skills they need to access learning successfully across the curriculum.

p.3

Inclusion Expected standard

Inclusion is a clear strength and is embedded at the heart of the school. Leaders demonstrate a detailed and accurate understanding of individual pupils and their families. Leaders prioritise the identification of pupils' needs. They ensure the timely use of baseline assessments, ongoing reviews and clear recording systems. Leaders ensure that pupils, including those who are disadvantaged, have special educational needs and/or disabilities or those known or previously known to social care, receive prompt and appropriate support. As a result, pupils feel known, supported and able to succeed in their learning. Staff support and develop pupils' confidence, wellbeing and progress.

p.3

Inclusion Expected standard

Leaders generally reduce barriers through suitable classroom practice, targeted support and reasonable adjustments. Teaching strategies such as small-step learning, questioning and scaffolding help pupils access the curriculum effectively. Targeted support helps regulate pupils' behaviour and builds their independence. While information about pupils is detailed and accessible, it is not sometimes used with sufficient precision to inform teaching. This results in occasional variability in how effectively lessons are adapted and how well teaching addresses gaps in pupils' learning.

p.3

Inclusion Expected standard

Leaders track pupils' progress carefully through assessment, structured interventions and review processes. This ensures that provision remains purposeful. Staff benefit from focused training. Positive collaboration with families and external professionals enhances consistency and impact for individual pupils well. Multi-agency work particularly supports vulnerable pupils to succeed.

p.3

Leadership and governance Expected standard

The proprietor and leaders provide clear and increasingly effective leadership. This has a direct and positive impact on pupils’ experiences and outcomes. An unwavering vision rooted in high expectations and care shapes the school’s work. The proprietor and leaders foster practice that ensures everyone is treated fairly. Those responsible ensure that everyone is given an equal chance to participate, be heard, and belong, as outlined in Schedule 10 of the Equality Act 2010, Leaders ensure that pupils who face additional barriers receive targeted support, enabling them to remain included in learning and make steady progress. As a result, pupils learn in a supportive environment where they feel valued and encouraged to succeed. Leaders understand the school’s strengths and priorities and take effective action to improve provision. They have strengthened the curriculum, invested in staff development and

p.3

Leadership and governance Expected standard

improved systems. This is leading to clear gains, especially in reading and inclusive practice. The proprietor has secured important changes following previous challenges, including strengthening leadership structures. Their reflective approach, combined with a clear commitment to improvement, positions the school well to continue developing. Staff benefit from focused professional learning opportunities and feel supported, which improves teaching and consistency. Leaders manage staff workload carefully and maintain a positive culture because leaders are approachable and mindful of staff's needs.

p.4

Leadership and governance Expected standard

Leaders and managers are effective in meeting the independent school standards. All required documentation is in place and fit for purpose. Despite some ongoing uncertainty around the use of the premises in the future, the proprietor and leaders maintain a sharp focus on ensuring that pupils continue to receive a safe and effective education.

p.4

Personal development and wellbeing Expected standard

Leaders have designed a personal development programme that reflects the distinctive context and values of the school. Through Kodesh, personal development lessons and daily interactions, pupils reflect on their own beliefs and develop a clear understanding of right and wrong. They respect others’ views and recognise that people may live differently or hold different beliefs. Pupils talk confidently about respecting different family structures and backgrounds. This prepares them well for life beyond the school while maintaining a strong connection to their own identity and community.

p.4

Personal development and wellbeing Expected standard

Leaders work closely with parents and carers with regards to relationships and health education. This includes consulting them on key content such as puberty, which builds trust and ensures alignment with family values. Pupils learn how to stay safe both online and offline, and leaders reinforce these messages regularly, recognising that pupils’ access to technology can vary. When sensitive issues arise, staff respond with care and provide individual guidance, ensuring that pupils feel supported and understood.

p.4

Personal development and wellbeing Expected standard

Leaders place importance on developing pupils’ character and resilience. Pupils are encouraged to try their best because staff encourage them and support them to succeed. Enrichment opportunities, including visits, practical activities such as design and technology work, and many clubs, broaden pupils’ experiences and help them develop new interests. These opportunities also provide important avenues for pupils, including those with special educational needs, to experience success beyond the classroom.

p.4

Personal development and wellbeing Expected standard

There is a growing emphasis on preparing pupils for future pathways, including early exposure to careers through planned visits and experiences. While this is developing, it already helps pupils begin to understand the wider world and consider future possibilities in a way that is appropriate to their age and context.

p.4