Torah Vodaas

What Ofsted said

From the inspection on 25 March 2025

Pupils are happy and proud to attend this school. They arrive on time each day. Pupils rightly said that they are safe and well cared for. Parents and carers echoed this view. Typically, they said their children 'thrive' in this nurturing environment. Pupils get on well together and with staff. They behave well in lessons and around the school. Pupils feel confident that staff will deal with bullying on the rare occasion it occurs. Staff have high expectations of pupils' achievement. These expectations are more fully realised in early reading and mathematics. Pupils do not develop the same depth of knowledge in the wider curriculum. This means that they are not as well prepared for secondary school. Pupils engage well with their learning. They enjoy participating in the school's currency-based rewards system. Pupils collect, 'Perutahs' which they convert to 'Issars' and eventually exchange for prizes. They appreciate their learning about the British values of tolerance and respect. Pupils apply these values in the school and wider community. For example, Year 6 pupils take part in a programme whereby they use 10 pounds to buy food for a family for one week. This teaches them about budgeting and to have compassion for people less fortunate than themselves.

What the school should improve

• Some subjects are further developed than others in terms of what pupils should learn and in what order. Where this is not in place, pupils do not build their learning on what has gone before. The school must ensure that the curriculum builds pupils' knowledge and understanding securely over time.
• In some instances, staff design lesson activities that are not closely linked to the aims of the curriculum. This affects how well pupils secure their understanding of key concepts. The school should ensure that activities help pupils to consolidate their learning of the subject content identified in the curriculum.
• The systems to assess pupils' learning are not consistently well developed across subjects. This makes it difficult for teachers to check what pupils know and remember in these subjects before moving on to new content. The school should ensure that there is a clear approach to checking what pupils have learned and that staff use this information to inform adjustments to the curriculum.
• The school's leadership has many responsibilities. This has limited its ability to address some inconsistencies in the design and delivery of the wider curriculum. The school must prioritise its ambition to provide an equally high-quality education for pupils in all subjects. It must ensure that this ambition is realised by staff consistently well.

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