Keser Torah Boys' School

What Ofsted said

From the inspection on 18 March 2025

Pupils enjoy attending this school. Joyful singing fills the air alongside purposeful reflection and learning. Pupils learn with equal determination and resilience in their Kodesh (religious) studies as they do in Chol (secular) lessons. The school has high expectations of pupils' behaviour. Adults reward pupils with certificates for following the school's rules and routines. Pupils play cooperatively at social times, and enjoy their games of football and cricket. They contribute to the school's campaign to 'keep Keser Torah tidy' by keeping their playground free of litter. Since the last inspection, the school has reviewed its secular curriculum. It has ensured that it is sequenced and meets the needs of the pupils. This has improved the school's ambition for pupils' achievement. Typically, pupils achieve well. Older pupils are positive role models. The Year 6 committee relishes the annual responsibility of planning the school carnival. Members organise stalls, demonstrating independence and leadership skills. However, younger pupils have fewer opportunities for personal development than their older peers. This limits their readiness for the next stage in their education. Pupils know how to stay safe. They understand that they should 'say no, run away, tell an adult' if they feel worried. Older pupils recognise the risks associated with technology. For instance, they know they must not share personal information online.

What the school should improve

• In some classes, low-level disruption sometimes goes unaddressed by staff. Some pupils do not listen and behave as well as they should. This means that the learning of others is sometimes interrupted. The school should ensure that staff consistently manage low-level disruption to enable pupils to learn effectively.
• The school does not have a coherently planned programme to develop staff expertise. This means that some staff do not support pupils as effectively as they could. The school should ensure that staff have the knowledge and skills needed to support pupils effectively.
• The programmes for PSHE and relationships education are under developed. The school's schemes of work do not set out all of the important knowledge that pupils should learn, for example, about faiths and cultures other than their own. This limits pupils' readiness for the next stage in their learning. The proprietor should ensure that the content of these programmes enables pupils of all ages to develop a solid body of knowledge that prepares them effectively for life in British society.
• The school provides only limited opportunities for pupils to develop personal interests, such as talents or hobbies. This limits pupils' development beyond the academic programme. The school should support pupils' personal fulfilment by fostering a wider range of opportunities to develop skills, talents and interests beyond the academic curriculum.

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