North West London Jewish Day School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher has rapidly forged a strong and highly capable leadership team.

She ensures that new leaders receive the training and guidance they need to fulfil their roles. Teachers know their pupils well and swiftly provide the support that they need to succeed and be happy in their studies. Pupils generally make good progress across the school.

Pupils who have special educational needs and/or disabilities, those who speak English as an additional language and disadvantaged pupils achieve at least as well as their peers. Pupils are polite and respectful and have positive relationships with their teachers and each other. They are self-...assured and appreciative of their school and education.

Leaders maintain positive communications with parents and collaborate with them effectively to support the few pupils who need to improve their attendance and behaviour. A fruitful combination of Jewish studies, the secular curriculum and a wide range of special events and extra-curricular opportunities promote pupils' spiritual, moral, social and cultural education well. The early years is well led and provides children with a very good start to their education.

Leaders, including governors, ensure that safeguarding is integral to day-to-day routines, as well as to the ethos of the school. Leaders have an accurate view of the strengths and areas for further development of the school. They rapidly revise and renew strategies to improve key aspects of the school.

Some new systems are in the early stages of having impact or are to be launched in the new academic year. Pupils thrive on challenge and on attempting more difficult work. Sometimes teachers do not ensure that work, especially in the secular curriculum, is sufficiently challenging for pupils.

Pupils then become distracted and do not make as much progress as they are capable of. Pupils in Year 6 make limited progress in some subjects because their teaching in the secular curriculum focuses on mathematics and English. On occasion, pupils' self-confidence and enthusiasm can translate into over-excitement.

Leaders have recently created new opportunities for older pupils to take on more responsibilities, to nurture a more mature approach to their communication with each other and adults.

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.

The school is an orthodox Jewish primary day school. Teaching is divided between the secular curriculum and Jewish studies (the Kodesh) in proportions of 70% and 30% respectively. The school is an average-sized primary school.

Most pupils are from a White British background. The proportions of pupils from minority ethnic groups and who speak English as an additional language are higher than the national average. The proportion of pupils eligible for pupil premium funding is well below the national average.

A slightly lower proportion of pupils than average receive support for special educational needs and/or disabilities. More pupils than average have a statement of special educational needs and/or disabilities, or an education, health and care plan. The school meets the government's current floor standards, which are the minimum expectations for the attainment and progress of pupils in English and mathematics by the end of key stage 2.

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