Yesoiday Hatorah Boys Academy

Name Yesoiday Hatorah Boys Academy
Ofsted Inspection Rating Requires improvement
Inspection Date 09 July 2019
Address Sedgley Park Road, Prestwich, Manchester, Lancashire, M25 0JW
Phone Number 01617736364
Type Academy
Age Range 3-11
Religious Character Jewish
Gender Boys
Number of Pupils 907 (47% boys 53% girls)
Number of Pupils per Teacher 28.2
Academy Sponsor Yesoiday Hatorah Multi Academy Trust, Manchester
Local Authority Bury
Percentage Free School Meals 0.2%
Percentage English is Not First Language 4.5%
Catchment Area Information Available Yes, our catchment area data is FREE

Information about this school

Yesoiday Hatorah School is considerably larger than the average-sized primary school. The school serves a growing Jewish community in Salford and Bury local authorities. Pupils are predominantly White British, and all have an Orthodox Jewish background. The proportion of pupils who speak English as an additional language is small. The school operates a policy of segregation by sex for the teaching of pupils in every year group, including the early years. The policy causes the following detriment to pupils. The policy inhibits the opportunities for pupils to socialise and work together in mixed-sex groups. The policy constitutes direct discrimination contrary to the Equality Act 2010. The number of disadvantaged pupils attending the school is very small. The proportion of pupils with SEND is above average. The proportion of pupils with an education, health and care plan is below average. The school uses no alternative provision.

Summary of key findings for parents and pupils

This is a school that requires improvement This school is organised so that pupils are, from the outset, segregated by sex for their education. This is unlawful and contrary to the Equality Act 2010. Boys and girls have a limited number of opportunities where they can mix if they choose to do so. These opportunities are not actively promoted by leaders. As a result, there is limited socialisation between boys and girls, beyond that which is impromptu, to prepare them for life in modern British society. Provision in the early years is good. Nevertheless, teaching is not precise enough to close the gaps in children’s knowledge in Reception. The school’s processes to reorganise and register as two separate single sex schools and therefore comply with the law are complete. Implementation is imminent. Nevertheless, leaders allowed unlawful segregation to continue during this planned structural change. Consequently, leadership and management require improvement. Teaching is good. On occasions some teachers do not make effective use of teaching assistants to support pupils’ learning. There is some variability in teachers’ expectations of the quality of presentation of pupils’ work. The school has the following strengths Leaders and staff are passionate about promoting high-quality education. They care deeply for the welfare of their pupils. Parents and carers overwhelmingly support the school. The school’s curriculum is rich and inclusive for all pupils. Careful planning ensures that the Kodesh and Chol elements enrich pupils’ learning well. The school gives pupils many worthwhile opportunities to expand their experience of the world and build their life skills. Pupils, including those with special educational needs and/or disabilities (SEND), make at least good progress. They attain well, particularly in writing and mathematics. Teachers have secure knowledge of the subjects that they teach. The teaching of phonics is especially strong. Improvements to the teaching of mathematics are having a very positive impact. Pupils feel safe in the school. They have impeccable conduct and excellent rates of attendance.