Etz Chaim Boys School

What Ofsted said

From the inspection on 24 September 2024

Pupils value their education here. The school has successfully created a welcoming and positive culture. Staff encourage pupils to be happy, friendly and to grow spiritually. Pupils enjoy affirming relationships with caring staff. They know that there are trusted adults who they can speak to about any worries that they may have. The school expects all pupils, including those with special educational needs and/or disabilities (SEND), to achieve well. In the main, this ambition has been realised for pupils in Years 9 and 10, including in subjects such as English, mathematics and science. However, there are weaknesses in how well the curriculum for pupils in Years 7 to 8 is designed and delivered in some subjects. This means that some pupils in these year groups do not achieve as well as they should. Pupils are very respectful of others. They conduct themselves well around school and are positive role models for their peers. Pupils are clear about the behaviours expected of them. Inappropriate behaviour is dealt with fairly by adults. The popular 'Forest Centre' in the school grounds provides all pupils with the chance to learn skills such as woodwork, pottery, pet care and horticulture. Pupils' knowledge and understanding of the full variety of people in modern Britain is limited.

What the school should improve

• In some subjects, and particularly at key stage 3, the school has not considered exactly what pupils should learn and in what order. This hinders some pupils from achieving as highly as they could. The school should finalise the curriculum content in these subjects to ensure that teachers know exactly what knowledge pupils must learn and when they should learn it.
• In some subjects, assessment strategies are not used effectively. In these subjects, teachers are not clear about what pupils have learned and where there might be gaps. The school should ensure that teachers have a clear understanding of exactly where pupils are in their learning and use this information to precisely determine pupils' next steps.
• Reading is not promoted sufficiently in school. Pupils that struggle to read are not identified early enough and appropriate strategies are not in place to help them catch-up quickly. This means that some pupils do not access the curriculum on offer as effectively as they should. The school should ensure that reading is a priority in school and staff have the skills and resources to identify and support pupils that struggle to read.
• A small number of the school's systems to ensure pupils' welfare and safety are not robust enough. This means that leaders do not have the information that they need to be reassured that they can spot any patterns or trends and that risks to pupils are minimised. The proprietor should make sure that the school's safeguarding and health and safety systems are thorough, robust and ensure pupils' safety.
• The school does not ensure that pupils learn about the diverse characteristics of people in modern Britain. The protected characteristics that relate to sexual orientation and gender reassignment are not taught. Consequently, this limits pupils' knowledge of British society. The school must ensure that pupils are better prepared for their lives in modern Britain.

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