Talmud Torah D'chassidie Belz

What Ofsted said

From the inspection on 4 June 2024

Pupils love their happy, friendly school. They arrive at school full of enthusiasm for the day ahead. Pupils enjoy playing with their friends at breaktimes. They know that there is always something exciting to do such as the games and activities that staff provide. Pupils develop strong and positive relationships with staff. These relationships help them to feel safe and secure. The school sets high expectations for pupils' achievement. Pupils try their best to live up to these expectations. They usually settle down quickly to learning and listen carefully in lessons. Pupils are excited to show their knowledge, for example by answering teachers' questions in class. Gentle reminders from staff help pupils to manage this excitement sensibly. Pupils typically achieve well, including those with special educational needs and/or disabilities (SEND). There are simple rules and routines for pupils to follow in school. For example, pupils know that they must walk sensibly indoors. This helps to keep the school environment calm and orderly. With sensitive support from adults, pupils learn how to resolve disagreements with each other and to behave well. Pupils relish the opportunity to take responsibility for classroom tasks, such as distributing books or cleaning the board. They learn, in ways appropriate to their age, about values such as tolerance, respect for others and democracy. These experiences help them to prepare successfully for future life.

What the school should improve

• In a small number of subjects, the curriculum does not contain enough information about the knowledge that pupils need to learn. This limits the ability of teachers to make sure that pupils are taught the knowledge that they require for subsequent learning. The school should ensure that in these subjects, teachers are clear about the essential subject knowledge that pupils should build securely over time.
• On occasion, there are inconsistencies in the way that staff teach the phonics programme. When this happens, some pupils do not receive the support that they need to remember and apply their phonics knowledge to their reading books successfully. The school should ensure that teachers are suitably equipped to implement the phonics programme consistently well.

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