Talmud Torah Yetev Lev, London

What it's like to be a pupil at Talmud Torah Yetev Lev

Significant weaknesses in the secular curriculum limit what pupils know and can do. Curriculum content is not sequenced well enough from the early years to Year 6. As a result, some pupils do not gain the knowledge and skills that they need for their next steps. There are suitable systems to identify pupils' needs and barriers to learning. However, teachers do not consistently design suitable activities that draw on their knowledge of pupils' starting points. Teaching approaches do not reduce barriers to learning effectively enough. Consequently, some pupils, including those with special educational needs and/or disabilities, have significant gaps in their secular learning. The proprietor and leaders do not have a suitable oversight of the school. Their actions to drive school improvement are too slow. Therefore, they have not ensured that the independent school standards are consistently met. Pupils are proud of their school. However, they have too few opportunities to learn about faiths and cultures beyond their own. This means that pupils are not prepared for life in modern Britain. In addition, pupils have limited opportunities to take part in wider enrichment activities such as clubs and visits to broaden their experiences and develop their interests. Pupils enjoy coming to school because they have kind friends and want to do their best. Teachers set high expectations for pupils' behaviour. Pupils are attentive in lessons and behave extremely well during social times and as they move around the school. The school takes all forms of bullying seriously. If bullying occurs, leaders take appropriate action so that incidents do not escalate. Caring, respectful relationships exist between staff and pupils. From the early years, children learn to take turns and share. Pupils feel confident that adults will listen and help if they have a worry. As a result, pupils feel safe and attend school regularly.

What Ofsted says the school should do next

• The proprietor must ensure that staff have the training, skills and knowledge, so that teaching approaches effectively meet the needs of pupils with special educational needs and/or disabilities and others who face barriers to learning.
• Leaders must ensure that teachers design suitable activities across the curriculum that draw on their knowledge of pupils' needs and starting points. Leaders should also ensure that teachers identify and address gaps in pupils' knowledge promptly and effectively so that pupils' achievement improves.
• The proprietor must ensure that the school adheres to all the statutory requirements of the Early Years Foundation Stage paragraphs 1.4 to 1.12, 1.15 to 1.20, 2.4 to 2.5 and 3.33 so that staff plan and teach effectively, enabling children to develop secure knowledge across all 7 areas of learning, so that children are fully ready for the demands of Year 1.
• Leaders should review how well the personal development programme benefits all pupils and refine it, so pupils deepen their understanding of the world and gain a wide and rich set of meaningful experiences.
• Leaders and governors must ensure that the plans for improvement focus with precision on improving the quality of the curriculum and teaching and address weaknesses in pupils' personal development.
• The proprietor must ensure that school leaders and governors have the capacity, skills and knowledge to meet the independent school standards consistently well.

The school has successfully expanded to new premises while maintaining strong safeguarding practices and appropriate health and safety standards across all buildings. Leaders demonstrate understanding of independent school requirements and have carefully planned the transition between buildings to keep pupils safe. The new facilities are well-resourced with suitable classrooms, medical rooms, outdoor spaces, and canteen facilities for older pupils and early years children.

Safeguarding is effective with a positive school culture, clear policies available to parents, accurate record-keeping, effective external agency partnerships, and appropriate staff training including consideration of risks from new buildings.

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