Lubavitch Yeshiva Ketanah of London

What Ofsted said

From the inspection on 10 March 2026

Pupils enjoy school and feel safe. They behave well around the school and in classes. They attend regularly. They like learning new information about the wider world. They appreciate the caring and enthusiastic staff, and engage positively during religious and secular classes. On the rare occasions that bullying takes place, staff deal with it swiftly and effectively. Pupils value outings organised by the school. For example, pupils in Year 7 took part in a biking tour in central London. They learned about the history and diversity of London, and visited key landmarks. The school organises a visit to Wales each year, where pupils take part in hiking and sports and visit historical sites. Through this, pupils learn about how to work together as a team. During religious festivals, pupils take part in community events to support others. This includes playing in a marching band and creating food packs for the local community. Beyond these experiences, and the religious education provided for pupils at the school, pupils' academic and personal development experiences are very limited. For example, all pupils in Years 10 and 11 do not receive any secular education. This includes no teaching in many secular subjects. As a result, vital knowledge that pupils need for their future success, such as English and mathematics, is not taught. Pupils with special educational needs and/or disabilities are not identified or supported effectively to learn. No pupils have access to a structured careers programme. Pupils are not taught statutory relationships and sex education. Pupils have limited access to extra-curricular activities in order to develop their talents or interests. As a result, pupils are not prepared for the next stage in their education or well prepared for life in modern Britain.

What the school should improve

• The school should ensure there is a suitably broad curriculum for all pupils that includes scientific, technological, human, social, physical, aesthetic and creative subjects.
• The school should ensure that the curriculum taught is clearly planned and sequenced.
• The school should ensure that all pupils have access to a range of English texts and that any pupils who are weaker readers are identified and supported to improve their reading.
• The school should ensure that there are effective processes to systematically and accurately identify the needs of disadvantaged pupils, those with special educational needs and/or disabilities, those who are known (or previously known) to children’s social care and those who may face other barriers to their learning and/or wellbeing. Once identified, the school should ensure that appropriate academic support is in place for these pupils.
• The school should ensure that it fulfils its statutory responsibility to deliver relationships and sex education, including teaching pupils about protected characteristics, as part of a personal development programme for all pupils.
• The school should ensure that all pupils receive careers education, as part of a whole-school careers programme, to prepare them for their future education, employment or training.
• Those responsible for governance should ensure that the school has the resources, staffing and strategic leadership expertise to ensure that the school meets its statutory obligations to provide pupils with a broad and high-quality secular education.

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