Yesodey Hatorah School

What Ofsted said

From the inspection on 25 March 2025

This is a friendly and welcoming school where pupils are safe, happy and valued as individuals. Pupils get on well with each other. Many describe school as their 'second family'. Older pupils act as positive role models to the younger ones. They take responsibility for leading activities and help them with their learning. Pupils rise to the school's ambitious expectations. They work hard in lessons and try their best. Overall, pupils achieve well in their learning. Many pupils achieve success in a range of GCSE qualifications before they leave the school. Children in the early years settle in well and make good friends. They enjoy their time in school. However, the quality of education for these children is not as strong as it should be. Pupils reflect regularly on their actions, feelings and behaviours. The school helps them to know the importance of genuine respect, care and kindness to others. Pupils benefit from a variety of trips and activities which help them to experience life outside their local community. The school's annual three-day residential trip is a particular favourite among pupils. This helps pupils to put their leadership and teamwork skills into action, particularly during the long hikes and outdoor activities. The school's programme for relationships and sex education (RSE) does not meet the requirements set out in the statutory guidance for secondary-age pupils.

What the school should improve

• The promotion of communication and language skills and physical development in the early years is not routinely effective. The learning environment and use of resources do not promote these areas of learning as well as they should. These inconsistencies hinder children's progress through the curriculum in the early years. The school should ensure that the early years curriculum is implemented consistently well so that children achieve highly.
• The activities which pupils complete sometimes do not align well to the intended curriculum knowledge. They do not provide sufficient opportunities for pupils to recap, retrieve and build on what they learned previously. As a result, some pupils do not learn as securely as they could. The school should ensure that the curriculum is implemented consistently well so that pupils build their knowledge securely over time.
• The school's RSE programme does not give due regard to the statutory requirements for secondary-age pupils. The RSE and PSHE programmes do not provide pupils with information about some of the protected characteristics and different types of relationships. This affects how well pupils develop an age- appropriate understanding of relationships and of the differences between people. The school should ensure that its RSE programme meets the statutory requirements for secondary-age pupils and the related independent school standards are met.

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