Setting

Purpose and scope of the inspection

This inspection was carried out by the Office for Standards in Education under Section 162A of the Education Act 2002 in order to advise the Secretary of State for Education and Skills about the school’s suitability for continued registration as an independent school.

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Information about the school

Bnos Yisroel is an independent girls’ day school established in 1965. Its aim is to provide the girls of the local Orthodox Jewish Community with a sound education. The school has grown from the original five pupils to the 453 who are currently on the roll, three of whom have statements of special needs. It now incorporates three departments: foundation, primary and secondary, with each department led by its own head. The school complex is centrally located and is within easy access of the strictly observant Jewish communities of Broughton Park and Prestwich, Greater Manchester. It caters for pupils of mixed abilities who come from different cultures and backgrounds from within the community.

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Summary of main findings

Bnos Yisroel provides its pupils with a balanced education at all levels. It is in the process of developing its curricula and methods of planning and assessing in both the Limmudei Kodesh (Jewish Studies) and Limmudei Chol (secular subjects) departments. Pupils’ spiritual, moral, social and cultural (SMSC) development, the basis of which forms part of the Kodesh curriculum, is a particular strength of the school. It ensures that the girls take pride in themselves, their culture and their school. The pupils behave well during lessons, are motivated to try their best and make good progress in their studies. The heads of the primary and secondary departments, and their staffs are sincerely devoted to the continued success of the school.

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Summary of main findings

The governors have ambitious plans for the redevelopment of the school site. A third floor is scheduled for completion in September 2006 and there are extensive plans for a new wing. At present, the size of the building is adequate, but Bnos Yisroel is a popular school and the new space will support expansion of its provision.

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What the school does well:

• it fosters an atmosphere of unity and learning, and the pupils clearly enjoy being in school;

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What the school does well:

• it enables the pupils to make good progress in their studies;

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What the school does well:

• its SMSC programme is well thought out and effective;

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What the school does well:

• it encourages the pupils to behave and be responsible for their actions; • its provision for pupils with special educational needs (SEN) in the primary department is of a very high standard; and

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What the school does well:

• there is good support in the secondary department for less experienced teachers and the quality of teaching in this department is particularly good.

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What the school must do in order to comply with the regulations:

• ensure that all staff receive the appropriate training on issues relating to child protection.

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Next Steps

Whilst not required by the regulations, the school might wish to consider the following points for development:

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Next Steps

• implement a consistent approach to in-depth planning to further develop the curriculum;

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Next Steps

• develop assessment procedures linked to weekly / yearly planning; and

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Next Steps

• consider the further appointment of curriculum co-ordinators for all subjects.

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The quality of the curriculum

The curriculum throughout the three departments of the school in both Limmudei Kodesh and Limmudei Chol is good. Curriculum policies are in place and are continually being assessed and developed. This is evident throughout the school, although the secondary department shows more evidence of organising this effectively. Pupils are given experience in the required areas of learning. The subject matter is appropriate for all ages and aptitudes of the pupils and it enables them to acquire good skills in speaking, listening, literacy and numeracy. The SEN department in the primary section is particularly well organised and uses the curriculum effectively to support pupils, including those with statements. Although SEN provision in the secondary department is run by devoted, trained members of staff, it is less structured than the provision in the primary department.

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The quality of the curriculum

All sections of the school provide personal, social and health education that reflects the school’s aims and ethos. The pupils’ hard work and application to their studies underpins much of what is done in the school. Pupils in the nursery are well cared for and educated according to the Foundation Stage guidelines. Pupils in the secondary department receive appropriate career guidance by their teachers. Throughout their schooling, they are prepared for the opportunities, responsibities and experiences of adult life. This is done by means of the education provided, mentoring and a general ethos that encourages growth and progress in all areas.

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The quality of teaching and assessment

The quality of teaching overall is good. Over sixty per cent of the lessons were good, and in the remainder, the strengths outweighed the weaknesses. There were no unsatisfactory lessons observed.

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The quality of teaching and assessment

In the best lessons, the teachers give pupils a clear and helpful opening summary of the objectives of the lesson. They present material in challenging and demanding ways. These lessons include good questioning strategies and impressive classroom management. Pupils respond by working enthusiastically and with obvious enjoyment. As a result of this, they learn well and make good progress. Work is planned carefully so that pupils of all levels of attainment are engaged in learning. Some lessons, although satisfactory have some common weaknesses that include a lack of suitable resources to support learning, ineffective differentiation strategies, and an over reliance on worksheets. In many cases, within these satisfactory lessons, pupils are set the same work regardless of ability.

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The quality of teaching and assessment

Teachers’ planning varies in quality. Some particularly good planning identifies clearly what is to be learned and the methodology to be used. Where planning is only adequate there is too little detail of what is to be learned. Marking is undertaken conscientiously and regularly in both Limmudei Kodesh and Limmudei Chol , however, the quality is inconsistent. Often, marking is accompanied by helpful comments. Occasionally, the marking is by way of just ticks or crosses, with no indication to the pupil as to how she could improve her work. The marking policy is not yet implemented consistently throughout the school.

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The quality of teaching and assessment

Teachers are generally well qualified and knowledgeable in their particular subject. They act as good role models for their pupils. Relationships between pupils and teachers are good. The pupils have the confidence to ask for further explanations and assistance if they experience any problems in understanding. Professional development opportunities are offered to staff and these opportunities are particularly impressive in the secondary department.

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The quality of teaching and assessment

There are satisfactory arrangements for supporting pupils with SEN throughout the school, and support in the primary department is exceptional. Very good individual education plans are drawn up and parents are fully involved in writing these.

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The quality of teaching and assessment

The quality, quantity and range of resources in the school are adequate and teachers make very effective use of these resources even though they are often shared between classes.

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The quality of teaching and assessment

Currently, assessment procedures are adequate but they are not yet developed fully. There is some evidence of assessment within classroom activities and through records of pupils’ progress. However, a more detailed assessment policy needs to be implemented in order to regulate lesson and topic evaluation with the aim of informing planning. Assessment strategies within the Foundation Stage are good.

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The quality of teaching and assessment

The school employs a large number of staff, nearly all of whom are part-time. This poses challenges in relation to curriculum continuity, progression and consistency in assessment. In the secondary department, there are some effective curriculum co- ordinators, who contribute valuable support and advice. However, this is not in operation in all subjects and sections of the school. There is an effective system within the school for mentoring and supporting new staff.

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2. The spiritual, moral, social and cultural development of pupils

The school provides for the spiritual, moral and cultural development of the pupils effectively. Pupils throughout the school are given opportunities to develop their self- knowledge, self-esteem and self-confidence. In the Foundation Stage and primary departments, this is done by means of incentives, encouragement and praise in the classrooms and during assembly, and through well-organised school projects.

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2. The spiritual, moral, social and cultural development of pupils

Pupils in the secondary department take an active role in school activities and charitable projects, and Year 11 pupils arrange the school hike and play. This provides them with opportunities to mature as individuals and in a social context. Primary and secondary pupils are actively involved in decorating their classrooms and corridors and these displays often convey messages of moral and ethical value. They are taught to respect the law as a part of the English and history curricula and, wherever appropriate during other lessons and outings. The pupils acquire a broad general knowledge of public institutions and services in England as is evident in various areas of the curriculum and through visits and school outings. The ethos of the school ensures that the pupils acquire a meaningful appreciation and respect for their own culture and traditions. They are taught about other cultures according to the set curriculum through coursework, relationships with

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2. The spiritual, moral, social and cultural development of pupils

members of staff and through the medium of school outings. This promotes an atmosphere of tolerance and harmony between different cultural traditions as is evident through discussion with pupils and scrutiny of the work and displays that they produce.

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3. The welfare, health and safety of the pupils

The school makes good provision for the welfare, health and safety of the pupils. It has devised and implemented well thought-out policies and procedures including the promotion of good behaviour, anti-bullying, health and safety of pupils on activities outside the school and child protection. The child protection officers in the school have not yet attended sufficient training to meet the current guidance from the Department for Education and Skills (DfES). The school has responded very quickly to this and has arranged appropriate training for its child protection officers. The school will ensure that all staff are kept up to date with current developments in the future.

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3. The welfare, health and safety of the pupils

The school has made effective provision to ensure fire safety; the fire officer has visited, a detailed fire risk assessment has been carried out and all fire appliances are checked annually. Fire drills are held and accurately documented. A sufficient number of staff are trained in First Aid and well-stocked First Aid boxes are located where needed.

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3. The welfare, health and safety of the pupils

Pupils are supervised closely at all times when on school premises. The admission and attendance registers are kept according to regulations.

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3. The welfare, health and safety of the pupils

The school fulfils its duties with regard to the Disability Discrimination Act 2002.

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Does the school meet the requirements for registration?

The school meets all but one of the regulations.

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What does the school need to do to comply with the regulations?

In order to comply fully with the Independent Schools Standards Regulations 2003 the school should:

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What does the school need to do to comply with the regulations?

• ensure that all staff are trained according to current guidance to safeguard and promote the welfare of children who are pupils at the school in compliance with DfES guidance 0027/2004 "Safeguarding Children in Education" (paragraph (3(2)(b)).

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4. The suitability of the proprietor and staff

The school is run by a board of six governors. There are appropriate procedures for the appointment of staff in the school. The school has worked very hard to ensure that it has appropriate procedures so as to meet the requirements for the suitability and checking of staff. Criminal Record Bureau certificates have been sought for all of the staff, but a few still remain to be returned. In the meantime, the school is adopting the procedures recommended in the DfES guidelines.

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5. The suitability of the premises and accommodation

Bnos Yisroel School is housed in a school building that was built at the beginning of the last century. Although the building itself has not been modernised, every attempt has been made to ensure that it meets all of the requirements for registration and that it is conducive to learning at all levels.

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5. The suitability of the premises and accommodation

The classrooms and corridors are adequately decorated and furnished. They are all of an appropriate size and are airy and bright. The playground is of a reasonable size, although the primary pupils do not have playground equipment. There is also no “free space” or seating outdoors, although this will change when building works are completed.

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5. The suitability of the premises and accommodation

At present, a third floor is being built with a projected completion in September 2006. Major building works are scheduled to begin shortly that will provide a new wing. This will include classrooms, disabled toilet facilities and office space. This will also provide opportunities to utilise space in the current building for expanded facilities. The Governors recognise the importance of refurbishing the older parts of the building, when the works are completed.

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6. The quality of information for parents and other partners

Parents and prospective parents are given a wide range of information. Both the primary and secondary prospectuses include all of the relevant information to meet the regulations. The informative prospectus for each department contains details about the school’s ethos, the curriculum and the education offered.

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6. The quality of information for parents and other partners

The school sends out helpful newsletters to parents and details of the curriculum are provided at the beginning of each year for parents of pupils in the secondary department. Both departments provide written reports for parents and they have the opportunity to attend meetings with staff. A significant number of parents responded to the questionnaire sent out before the inspection and expressed a high degree of satisfaction with the school. Some parents were unaware of the school’s procedures for dealing with complaints, despite the school sending out the information recently.

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complaints

The school has an effective Complaints Policy, which meets all of the regulations. This document has been revised only recently and has been disseminated to the parents.

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SCHOOL DETAILS

Name of school: Bnos Yisroel DfES Number: 355/6011 Type of school: Jewish Status: Independent Age range of pupils: 3 – 16 years Gender of pupils: Female Number on roll (full-time pupils): Boys: 0 Girls: 449 Total: 449 Number on roll (part-time pupils): Boys: 0 Girls: 4 Total: 4 Number of pupils with a statement of special educational need: Boys: 0 Girls: 3 Total: 3 Annual fees (day pupils): None Telephone number: 0161-792-3896 Fax number: 0161-708-0125 Headteacher: Rabbi Y. Lehmann, Rabbi R. Spitzer Proprietor: Bnos Yisroel Schools Reporting Inspector: Rabbi Dr. C. Tomlin Date of inspection: 30 January – 2 February 2006

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SCHOOL DETAILS

educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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SCHOOL DETAILS

School inspection reports are available on the Ofsted website ( www.ofsted.gov.uk ).

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SCHOOL DETAILS

The website lists Ofsted independent school inspection reports, together with information on the work Ofsted does in the independent sector.

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