Lubavitch House School (Senior Girls)

Highlights from Latest Inspection

What is it like to attend this school?

Pupils described life at this school as like being part of a family where everyone knows each other. Leaders have established a culture of care that is modelled by adults and practised by pupils.

Pupils are encouraged to be curious about the world, ask questions and express themselves with clarity and confidence. Behaviour is generally calm and allows everyone to learn. Older pupils actively support those in younger classes.

They also take responsibility for planning and organising special events, such as staging the annual performance.

Working relationships between staff and pupils are warm and respectful. Instances of bullying are rare.

Pupils know... that they can report any concerns they may have. Teachers deal with these issues quickly and effectively. This helps to ensure that pupils are kept safe and feel safe.

Pupils enjoy their studies. The curriculum is generally well designed and ambitious. Students in the sixth form can now access a wider range of courses and qualifications.

In most subjects, pupils typically increase their understanding effectively. Their teachers have high expectations. However, pupils' learning in a few subjects is not as carefully considered.

In these subjects, pupils do not develop deep knowledge over time.

What does the school do well and what does it need to do better?

In most subjects, the curriculum is well thought out. Leaders have identified the important knowledge that pupils should learn.

This is typically well sequenced, so that pupils have regular opportunities to revisit and embed their understanding. As a result, pupils are well prepared for more demanding learning as it builds on the knowledge that has already been taught in earlier years. For example, in English, pupils study a novel with a simple narrative in Year 8.

This prepares them well for when they analyse more complex narrative structures in Years 10 and 11.

Pupils' reading is a clear priority. Pupils read often and widely.

This helps them to learn about other communities and cultures, and enriches their vocabulary and language use. Pupils who struggle to read are well supported to catch up by well-trained specialist staff.

Teachers check for any gaps in pupils' knowledge.

They make adaptations to learning to fill these gaps. This helps to make sure that pupils have a secure understanding of important concepts before moving on to more difficult learning.

However, there are a small number of subjects that have not been as carefully considered.

In music and design technology, leaders have not identified the important ideas that pupils should learn. As a result, pupils do not develop detailed understanding in these subjects over time.

Pupils with special educational needs and/or disabilities access a full curriculum.

Teachers and additional adults identify pupils' needs and provide well-focused support. This enables these pupils to keep up with their peers and to build their understanding in different subjects.

Pupils behave well and show enthusiasm in lessons.

They are keen to explore and contribute ideas. Occasionally, teachers need to pause and ask pupils to listen. Teachers do not allow learning to be disrupted.

Leaders prepare pupils well for life outside of school and in modern Britain. For example, pupils learn about different types of relationships and how other people live. A range of visitors are used to help pupils understand how to maintain good physical and mental health.

Pupils receive a carefully designed careers programme. They are provided with helpful information about different options for their next stage of education, employment and training. This includes different university and seminary courses.

Since the last inspection, leaders have ensured that students in the sixth form have access to a broader range of subjects and courses. Arrangements, such as work with local schools, contribute well to leaders' work to supplement what is available on site. Sixth-form students act as role models for their peers in the rest of the school.

They frequently take the opportunity to lead a range of activities, both inside and outside of school.

Leaders have provided appropriate training in most areas of the curriculum. As a result, teachers generally have strong and up-to-date subject knowledge.

Staff enjoy working at the school and appreciate how leaders support them to manage their workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured staff are well trained.

As a result, they understand how to report concerns and do so quickly. The safeguarding leads work closely with the local authority, local schools, health agencies and families to ensure that the right support is in place for those who need it.

The curriculum has been designed to help pupils understand how to stay safe.

For example, they learn about how to stay safe online.

Leaders and trustees have ensured that all the required pre-employment checks on adults have been carried out correctly.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not considered the curriculum in music and design and technology in as much depth as other subjects.

As a result, pupils do not develop a detailed knowledge and understanding in these subjects. Leaders should identify the important ideas and concepts that pupils need to learn. These should be sequenced carefully so that pupils are able to learn and remember more over time.

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