|Ofsted Inspection Rating||Good|
|Inspection Date||19 June 2018|
|Address||51 Rigby Street, Salford, M7 4NX|
|Number of Pupils||66 (62% boys 38% girls)|
|Percentage Free School Meals||0%|
|Percentage English is Not First Language||0%|
Information about this school
Aim Habonim is an independent specialist day school that provides education for boys and girls aged from four to 19 years who are severely disabled or have profound and multiple learning difficulties. Pupils are from the Jewish community in Salford, Bury and Manchester. The school offers an education which it describes as ‘sensitive to pupils’ religious and cultural requirements’. The school is located on the ground floor of a community building which has other organisations operating from the upper floor. A childcare and early years provision is co-located with the school, which has the same proprietor and is led and managed by the same leadership team and governing body. The early years provision is registered and inspected separately. The last inspection of the early years provision was January 2017. This inspection considered the early years provision for children in the Reception class and provision for pupils from age five to 19 years. There are currently 62 pupils on roll in total, including 36 children in early years provision that is inspected separately. There are 26 pupils in classes that were inspected during this inspection. The school is registered for up to 80 pupils, including children in the early years provision. All pupils in the school have special educational needs and two thirds have education, health and care plans. There are eight part-time pupils who are dual registered with Karem Shliome or Yesoiday Hatorah School. Education is provided off-site for pupils who are unable to attend the school. The last standard inspection of the school took place in May 2015.
Summary of key findings for parents and pupils
This is a good school Leaders have sustained good teaching and learning and outstanding personal development, behaviour and welfare as the school has expanded. They have ensured that all the independent school standards are met. Governors are committed to improving pupils’ life chances. Their commitment and ambition for pupils is shared by all staff. Highly positive relationships between staff and pupils are a key factor in the school’s success. Staff are respectful and caring towards pupils. Pupils thrive in the safe and encouraging atmosphere. They are highly motivated and become increasingly confident and self-reliant. Good-quality, individualised teaching meets pupils’ needs effectively. Teachers plan activities carefully to build on pupils’ strengths. The school’s integration of therapy, education and personal development ensures that pupils make good progress from their varied starting points. Good provision in the early years supports children to build on their skills successfully. Practitioners assess children’s learning accurately and plan interesting experiences. Good teaching and highly effective personal development extend to the sixth form. Students are supported to follow their interests, develop their talents and build on their skills successfully. Occasionally, teaching is not honed as effectively as it could be to help pupils achieve the targets in their individual education plans. At times, pupils who are most able do not work at the pace best suited to their ability. Their progress, while good, is not as rapid as it could be. Leaders know the strengths and development areas well. For example, they are rightly developing outdoor learning. However, leaders do not have a consistent approach to checking the impact of teaching on learning. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.