Mechinoh School

Independent School

DCSF Registration Number 355/6020 Unique Reference Number 105999 Inspection number 320169 Inspection dates 30-31 January 2008 Reporting inspector Ronald Cohen

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Independent School

This inspection of the school was carried out under section 162A of the Education Act 2002 (as amended by schedule 8 of the Education Act 2005). This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Independent School

Alexandra House 33 Kingsway London WC2B 6SE T 08456 404040 www.ofsted.gov.uk

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Purpose and scope of the inspection

This inspection was carried out by Ofsted under section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, in order to advise the Secretary of State for Children, Schools and Families about the school’s suitability for continued registration as an independent school.

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Information about the school

The Mechinoh Boys’ School was opened in 1982 and is situated in North Manchester. It offers secondary education for Orthodox Jewish boys, with provision for both religious and secular studies. There are 65 pupils on roll between the ages of 11 and 16 years. This is the school’s first published section 162A inspection report.

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Information about the school

The school states its aim as ‘to enable its pupils to reach a proficiency level in Talmudical Studies whilst placing great emphasis on developing sound character traits and a high standard of ethical behaviour’. The more able students are expected to help the less able and stimulate an atmosphere of co-operation and unity. On leaving school, all the pupils continue their education in Yeshivot (Talmudical Colleges) in the United Kingdom.

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Evaluation of the school

Mechinoh Boys’ School is a good school which provides good education and care for its pupils. The main focus is on the development of pupils’ knowledge and understanding of their own rich cultural and academic inheritance, whilst developing pupils' middos (desirable personal traits of responsibility and consideration). The school very successfully meets its aims. This is because of its strengths. These include the good teaching by dedicated staff and the devoted commitment of the principal. Pastoral care is also a strong feature of the school and pupils’ spiritual and moral development is outstanding. The school complies with most, but not all, of the regulations.

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Quality of education

The quality of education is good. The satisfactory curriculum forms an effective basis on which good and effective teaching and learning lead to pupils making good progress. The curriculum is made up of religious studies (Limmudei Kodesh) and secular studies (Limmudei Chol). A strength is the fusion of secular elements (Chol) with Jewish values. This is achieved by effective use of an extended school day. This enables Kodesh and Chol to be taught at various times during the day which gives the two strands parity of esteem. The Limmudei Kodesh is taught predominantly in English, but with some input in Yiddish. Limmudei Chol is taught in English. The secular curriculum includes English, mathematics and science. History, geography and physical education are taught as discrete subjects. The school covers personal, social and health education and citizenship within both Kodesh and Chol curricula. The opportunities for

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Quality of education

development of pupils’ aesthetic, technological and multi cultural skills and knowledge are very restricted. The coverage of the art, music and literature of other cultures, is meagre. Care and respect for others permeate the entire curriculum, which includes many additional activities taking place both in the school and the wider community. These range from pupils’ leading the daily synagogue services to taking part in residential outdoor pursuits.

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Quality of education

Most of the teaching and learning is good, occasionally outstanding, and none is unsatisfactory. In the best lessons, teachers' subject knowledge is secure, and their planning is precise and well matched to pupils' capabilities. Teachers create an exciting and stimulating learning environment, in which there is good interaction with pupils, based on relationships of mutual respect. Activities give a sharp focus to learning. Consequently, pupils make good progress and achieve good standards in their work. In a very small proportion of lessons, assessment is not used well to check on what pupils have learnt. Furthermore, in this minority of lessons, teaching tends to be overly teacher-directed and pupils are passive recipients rather than active participants in their own learning. As a result, teaching does not engage pupils as well as it does in most lessons and their progress slowed. Nevertheless, pupils make

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Quality of education

good progress and achieve well overall, because of the good teaching they receive, the strong work ethic within the school and the high value given to education by the community the school serves. Marking is regular and undertaken conscientiously. In much of the marking, there are constructive comments which make clear to pupils why their work is good or how they can improve some aspects. However, this good practice is not yet uniformly implemented. Assessment is satisfactory overall. Systems for target setting, monitoring and tracking of pupils’ academic progress are increasingly effective, but differ between individual teachers. Consistency of good practice in using assessment to inform teaching and pupils’ learning is not yet embedded in all areas of the curriculum, nor is it consistently applied by all staff. All the pupils go on to Yeshivot (Talmudical Colleges) to continue their education. The high standards achieved in Kodesh subjects give them a good preparation for

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Spiritual, moral, social and cultural development of the pupils

Overall, this aspect of the pupils’ development is good. Pupils’ knowledge and understanding of some aspects of world culture, such as art, literature and music, are very restricted and this aspect of their development is only satisfactory. However, pupils’ spiritual and moral development is outstanding and leads to their outstanding behaviour. Pupils’ attendance is very good and they enjoy school thoroughly. The school meets its aims of promoting pupils’ personal development very successfully. Relations at all levels are excellent, and the school is a secure and well-ordered community that is characterised by friendliness and mutual concern. Pastoral care is a strong feature of the school, a major focus of which is the development of pupils' middos . Central to this is the growth in their knowledge and understanding of Jewish spiritual heritage. This is achieved well through Limmudei Kodesh lessons, regular opportunities for prayer and through the whole ethos of the

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Spiritual, moral, social and cultural development of the pupils

school. Through extensive discussion of Jewish law and ethics, pupils develop a strong sense of right and wrong.

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Spiritual, moral, social and cultural development of the pupils

Pupils are well informed of, and retain a lively interest in, the environment and other issues. They have a deep appreciation of, and respect for, their own culture. They are given opportunities to discuss other religious cultures in various lessons, both Kodesh and Chol, and are encouraged to appreciate the virtues of tolerance and harmony.

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Spiritual, moral, social and cultural development of the pupils

Pupils prepare effectively for their economic well-being through the in-depth study of classical Talmudic and Halachic (legal) texts and by being encouraged to apply lessons to daily life. Pupils learn how to be responsible with money and show full understanding of their religious obligations through the practical application of charity. They are effective in their contribution to the life of the school, their community and beyond.

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Spiritual, moral, social and cultural development of the pupils

Pupils have very good attitudes to learning. The ethos of their families and community is very much learning-orientated. For the most part pupils strive, from a very young age, to meet the community’s high expectations.

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Welfare, health and safety of the pupils

Provision for pupils’ welfare, health and safety is satisfactory. The pupils say that they feel safe, secure and valued. These sentiments are supported by parents who see the caring attitude of the school as a key factor in their sons’ learning and progress. The school cares well pastorally for its pupils and encourages them to adopt healthy eating habits. The school ensures that the pupils stay safe and has implemented the appropriate policies for bullying, and fire safety. Staff members are deployed in ways that ensure the proper supervision of pupils. The school keeps careful records of sanctions imposed upon pupils, appropriate admission and attendance registers and it fulfils its duties under the Disability Discrimination Act 2002. However, risk assessments prior to outside visits, if done at all, are not sufficiently rigorous to ensure pupils’ safety. Key staff are first aid trained, but they

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Welfare, health and safety of the pupils

have not had recent update training. Similarly, the named person responsible for child protection, (the principal), has not had recent update training. In these respects the school does not comply with regulations.

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Suitability of the proprietor and staff

All staff at the school have List 99 clearance. However, details of staff have not all been promptly forwarded to the Criminal Records Bureau to confirm their continued suitability to work with children. Some have applied and have not come through yet but they are working in the school. The school, therefore, does not meet current regulations as it has not carried out the required checks on these members of staff prior to them taking up their appointments. The single central register is in place but it has not been fully completed for each member of staff and was not up to date at the time of the inspection. The register does not meet the requirement that the information recorded is capable of being reproduced in legible form.

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School’s premises and accommodation

The school is housed in older adapted premises which have not been adequately maintained over years. Some parts of the building are in need of attention. The standard of maintenance and decoration around the school is poor overall. The rooms would benefit from painting and decorating so as to create an environment more conducive to learning. There are insufficient washrooms and toilets for staff and pupils.

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Provision of information for parents, carers and others

The school provides parents and prospective parents with comprehensive and useful information through its prospectus, which contains full details of school policies. Parents are regularly updated by informative meetings. A detailed half-yearly report is written for each pupil. This is augmented by a further report at the end of the academic year, which gives parents a clear picture of the progress their sons are making in each subject.

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Procedures for handling complaints

The school has detailed and comprehensive complaints procedures that are clearly outlined in an informative policy document. All parents are informed of the procedures when pupils are admitted and the school makes further copies available on request.

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Compliance with regulatory requirements

The school meets all of the Education (Independent School Standards) (England) Regulations 2003 as amended January 2005, with the exception of those listed below.

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Compliance with regulatory requirements

The school does not meet all requirements in respect of provision for pupils’ welfare, health and safety (standard 3) and must:  prepare and implement written policies to safeguard and promote the welfare of children who are pupils at the school in compliance with DCSF guidance Safeguarding children and safer recruitment in education (2007 ) (paragraph 3(2)(b))  prepare and implement a written policy relating to the health and safety of pupils on activities outside the school which has regard to DCSF guidance Health and safety of pupils on educational visits (reference HSPV2) (paragraph 3(2)(c)).

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Compliance with regulatory requirements

The school does not meet all requirements in respect of suitability of proprietor and staff (standard 4) and must:

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Compliance with regulatory requirements

 prior to the confirmation of the appointment of all staff carry out appropriate checks to confirm their identity, medical fitness, right to work in the United Kingdom, previous employment history, character references and, where appropriate, qualifications and professional references and take such information into account in determining whether their appointment will be confirmed (paragraph 4(2)(a))  ensure that an enhanced Criminal Record Bureau (CRB) check has been made by the proprietor in respect of any member of staff appointed to a position at the school and that the certificate which is the subject of the application is obtained before or as soon as was practicable after his/her appointment (paragraph 4(2)(b))  in relation to each member of staff in post on or after 1 August 2007, ensure that the register shows checks made (and certificates obtained where relevant) of: his/her identity; qualifications (where required); whether an

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Compliance with regulatory requirements

enhanced CRB clearance was obtained, or where appropriate, that he/she is not working in contravention of section 142 of the Education Act 2002 (List 99) and further ensure that the register includes the date on which each such check was completed or the certificate obtained (paragraph 4C(2 and 3))  ensure the register meets the requirement that the information recorded is capable of being reproduced in legible form. (paragraph 4C(9)).

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Compliance with regulatory requirements

The school does not meet all requirements in respect of the premises and accommodation (standard 5) and must:

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Compliance with regulatory requirements

 provide sufficient washrooms for staff and pupils, including facilities for pupils with special needs, which take account of the Education (School Premises) Regulations 1999 (paragraph 5(k))  ensure a satisfactory standard and maintenance of decoration throughout the school (paragraph 5(q)).

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What the school could do to improve further

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

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What the school could do to improve further

 ensure that all teaching is as good as the best practice

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What the school could do to improve further

 strengthen the multicultural aspects of the curriculum.

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School details

Name of school Mechinoh School DCSF number 355/6020 Unique reference number 105999 Type of school Jewish secondary school Status Independent Date school opened September 1982 Age range of pupils 11-16 years Gender of pupils Boys Number on roll 65 Number of pupils with a statement of special educational needs Number of pupils who are looked after 0 Annual fees Voluntary contributions (no set fees) Address of school 13 Upper Park Road Salford Lancashire M7 4HY Telephone number 0161 795 9275 Headteacher Rabbi Baddiel Proprietor Mechinoh School Organisation Reporting inspector Ronald Cohen Dates of inspection 30-31 January 2008

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