Yesodey Hatorah Senior Girls School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and kept safe at school. They feel leaders include them in discussions around safety and trust their teachers wholeheartedly, confident to raise any worries they may have.

Pupils are confident that leaders will deal with any such concerns swiftly.

Pupils are highly respectful and polite. They greet visitors warmly and are generous and kind towards each other.

There is an atmosphere of harmony and peace. Pupils move around the corridors safely and considerately while happily chatting with their friends. In classrooms, pupils are industrious, focused and hardworking, demonstrating exemplary attitudes towards their learning.

Pupils bene...fit from an exceptionally ambitious curriculum. They consistently rise to meet the high expectations that are set for them, and they set for themselves. They are fully engaged, taking responsibility for their learning.

As a result, they achieve highly in a broad range of subjects.

Through both the religious and secular curriculum, pupils learn about fundamental British values and different faiths and cultures. They strongly believe in, and demonstrate, respect for all, including those who have different beliefs.

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

Since the previous inspection, the school has broadened the secular curriculum so that it matches the breadth and ambition that is expected nationally. In each subject, the curriculum has been carefully designed to develop pupils' understanding in a coherent way. The knowledge leaders expect pupils to learn is clearly identified and logically ordered.

This helps to ensure that pupils secure the understanding they need to tackle the more complex and sophisticated concepts that follow. For example, in English, pupils are well prepared to compare and contrast complex poems. This is because they have already studied the forms and features of different types of poetry.

Teachers implement the curriculum with precision. They have very secure subject knowledge, provide clear explanations and use well-chosen resources and activities when introducing new ideas. Assessment is used effectively to check what pupils have learned and understood.

This ensures that any errors or misconceptions are swiftly identified and addressed. Ample opportunities are provided for pupils to revisit and embed previous learning. This helps pupils to know and remember more.

As a result of the ambitious and well-taught curriculum, pupils secure a depth of knowledge and understanding in each subject. They produce work of exceptional quality and achieve highly, including in national examinations and qualifications. They are very well prepared for the next stage of their education, employment or training.

Pupils with special educational needs and/or disabilities (SEND) are swiftly identified and well supported. Staff have been extensively trained on how to meet different needs. They are adept at ensuring everyone is fully included and can access the same ambitious curriculum, wherever this is possible.

Where pupils need additional support, the school works closely with external specialists to secure advice and guidance and to offer appropriate interventions. As a result, pupils with SEND also achieve highly.

Behaviour in classrooms and around the school is excellent.

Pupils display exceptionally positive attitudes to learning. Attendance is very strong. This is because it is managed well.

Leaders have worked closely with families to support pupils who struggle to come to school. Bespoke, tailored and highly effective support ensure these pupils attend school more regularly.

Pupils' personal development is extensive.

The curriculum is well designed to help pupils learn about important issues. These include different world faiths, values such as democracy and the rule of law, and how to maintain financial, physical and emotional health. The personal, social and health education (PSHE) curriculum has been recently updated to ensure pupils learn about different family structures and lifestyles.

This element of the curriculum is more recent, meaning leaders' work in this area is not fully realised.

Pupils receive comprehensive advice and guidance and learn about a range of careers. For example, when they visit galleries and museums, they meet apprentices who work there and hear about their experiences.

Pupils benefit from workshops and visiting speakers, including the local member of parliament and Rabbis from across the globe.

The principal, leaders and those responsible for governance have worked closely with the local authority to bring about embedded and sustained improvements to the curriculum. Staff have benefited from visits to other schools to develop the curriculum and their own teaching practices.

As a result, staff value the support they receive to develop professionally. They appreciate the high regard leaders demonstrate for their well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Aspects of the PSHE curriculum are newly designed and implemented. While pupils demonstrate a developing awareness of the protected characteristics, some aspects lack depth and specificity. The school must ensure that its well-designed curriculum in this area is fully implemented.