Kerem Shloime

What Ofsted said

From the inspection on 26 November 2024

Pupils are happy and safe at Kerem Shloime. Warm relationships feature throughout the school. Pupils look out for each other and are clear about the school's high expectations of their behaviour and conduct. Learning is rarely disturbed. Pupils show positive attitudes to school and encourage others to do the same. The school's expectations for pupils' achievements are not high enough in some subjects. This happens when staff are less clear about what pupils should be learning, and when. In key stage 1 and key stage 2, the curriculum design is under- developed. As a result, pupils do not learn as well as they could. In contrast, children in the early years learn well because there are clear expectations and a well-organised curriculum. Pupils learn how to keep themselves safe in different situations. They identify risks and know what to do if something worries them. Pupils are confident that there are a range of adults who they can speak to in school with any concerns. They said that staff would act quickly to help them. Parents and carers are happy to send their children to the school. They see it as a supportive and nurturing environment.

What the school should improve

• The school has not identified the most important knowledge for pupils to know and remember in some subjects. In addition, the sequence of learning in some subjects does not support pupils to build knowledge well. Pupils do not learn the curriculum as well as they could. The school should identify the key knowledge it wants pupils to know and remember in all subjects and ensure that the sequence of learning supports pupils to achieve this.
• In some subjects, teaching is not informed by pupils' prior knowledge. Where this is the case, pupils are unable to learn what is intended in the curriculum. The school should develop assessment systems in all subjects so that learning is based on pupils' prior knowledge.
• Pupils' knowledge of how different people live is limited. This means that pupils are not prepared well enough for life in modern Britain. The school should ensure that pupils know enough about the range of ways that people may live differently to them.
• Some parts of the school's plans for improvement do not prioritise those aspects that will make the biggest difference to the quality of education that pupils receive. This means that the school's actions to improve the quality of education do not happen quickly enough. The proprietor should make sure that there are effective systems in place to check on the effectiveness of the school's actions to further improvements.

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