Beis Rochel Mcr Girls school ltd

What Ofsted said

From the inspection on 24 June 2025

This is a friendly and welcoming school where pupils are safe and happy. They value the positive relationships that they have with staff, who care for them well. Pupils enjoy coming to school. They relish the strong friendships that they make. This helps pupils to feel a sense of belonging. Pupils live up to the high expectations that the school has of their behaviour and conduct. They display positive attitudes towards their learning. Pupils are extremely polite, well mannered and respectful towards each other and visitors to school. The school has high ambitions for pupils' academic success. However, the school's expectations for pupils' achievement are not entirely realised. Weaknesses in the design and delivery of the curriculum in some subjects, and the early years, have not been addressed. This limits how well some pupils progress through the curriculum and achieve. Coupled with this, there is a lack of oversight of the quality of education by the proprietor and the school. Pupils reflect regularly on their actions, feelings and behaviours. The school helps them know the importance of genuine respect, care and kindness towards others. However, the school has not ensured that this is supported by a clear understanding and knowledge of other cultures and faiths.

What the school should improve

• The school has not clearly defined the key knowledge that pupils need to learn across the curriculum. As a result, some pupils do not build on their subject knowledge as well as they should. The school must ensure that in all subjects, key knowledge is identified and logically ordered so that pupils know and remember more over time.
• The school has not ensured that staff have sufficient expertise to deliver the curriculum, including in the early years, effectively. This means that some pupils do not learn key knowledge as well as they should. The school must ensure that staff have the necessary knowledge to teach the curriculum as intended.
• The school does not routinely check that pupils have secured prior learning effectively. This means that teaching moves on to new learning without addressing gaps in pupils' knowledge. This weakens how well some pupils progress through the curriculum. The school must ensure that staff have the expertise to check what pupils understand and address misconceptions before new learning is introduced.
• The school does not provide sufficient opportunity for children to apply their phonetic spoken and written language across all areas of provision in the early years. Consequently, children who speak English as an additional language or who are in the early stages of learning to read, do not improve their reading knowledge as quickly as they should. The school must ensure that the curriculum in the early years supports children's development of their spoken and written language.
• The school has not ensured that pupils are taught key knowledge about life in modern Britain, including the statutory elements of the curriculum. This means that pupils do not have a secure understanding of people who live in their communities with beliefs or cultures different to their own. Pupils are not prepared for life beyond school. The school must ensure that its curriculum teaches pupils the required content and knowledge they need to be ready for life in modern Britain.
• The proprietor has not maintained sufficient oversight of the quality of the school's provision. Nor has it ensured that the standards are met consistently well. This means weaknesses in the quality of education and other parts of the school's provision have not been addressed effectively. The proprietor must ensure that its monitoring systems identify and address any weaknesses in the provision to improve the quality of education that pupils receive.

Read the full Ofsted report (opens in a new tab)