Menorah Grammar School

What Ofsted said

From the inspection on 25 March 2025

Pupils are happy and enjoy coming to this school. They appreciate the positive relationships that they have built with staff. Adults know the pupils well, which ensures that pupils are kept safe. Staff have high expectations for what pupils can achieve. However, pupils sometimes do not retain knowledge or develop a depth of understanding of the curriculum. At times, the adaptations made to the curriculum for pupils with special educational needs and/or disabilities (SEND) are not as effective as they should be. This limits how well some pupils with SEND achieve. Pupils behave very positively during lessons and at breaktimes. They are friendly, polite, and considerate of others. The school has recently reviewed the behaviour system, which has had a positive impact on pupils' attitudes to learning and conduct around the school. The school has designed a personal development programme that supports pupils to be tolerant of and respect people with different beliefs and values. However, the school does not ensure that pupils have a depth of understanding of all aspects of life in modern Britain. Pupils develop their understanding of the wider world through a broad range of trips and experiences, including hiking trips and visits to concerts.

What the school should improve

• Sometimes, teaching does not systematically identify and address pupils' misunderstandings well. This means that sometimes pupils are not ready to learn new content and concepts or retain knowledge long term. The school should develop the expertise of all teachers so that they address any gaps in pupils' understanding and ensure activities in lessons promote a deep retention of knowledge.
• Teaching is not routinely adapted for pupils with SEND in mainstream lessons. This means that, at times, these pupils do not achieve as well as they could. The school should develop the skills and expertise of staff to ensure they understand pupils' particular needs and adapt learning accordingly.
• Pupils are not taught an appropriate depth of knowledge about all of the protected characteristics, including sexual orientation. As a result, pupils are not fully prepared for life in modern Britain. The school must ensure that pupils develop age-appropriate awareness of all of the protected characteristics, including sexual orientation.
• Staff sometimes lack the pedagogical knowledge to be able to deliver the curriculum effectively for all learners. This means that pupils do not achieve as well as they should. The school should develop the skills and expertise of staff and ensure that their professional development improves the quality of education.

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