Beis Yaakov Girls School

Name Beis Yaakov Girls School
Ofsted Inspection Rating Good
Inspection Date 04 February 2020
Address 11 Amhurst Park, Stamford Hill, London, N16 5DH
Phone Number 02075022840
Type Independent
Age Range 3-11
Religious Character Charadi Jewish
Gender Girls
Number of Pupils Unknown
Local Authority Hackney
Percentage Free School Meals 0.0%
Pupils with SEN Support 17.8%
Catchment Area Information Available No
Last Distance Offered Information Available No

What is it like to attend this school?

Pupils, parents, carers and staff praise the ‘family feel’ at this school. Pupils are greeted in the morning by welcoming adults. This helps pupils to enjoy their learning. Relationships between adults and pupils are warm and caring. Pupils are kind and respectful. They feel part of the school community. For example, they spoke enthusiastically about fundraising for the school’s ‘garden’ upgrade.

Pupils develop into confident individuals. They are a delight to talk to. Pupils love to talk about their school and their many positive experiences. Staff place a high emphasis on all pupils achieving well, including those with special educational needs and/or disabilities (SEND).

Leaders oversee a careful balance between pupils’ learning in Jewish studies and secular subjects. This helps pupils to achieve strong outcomes in a range of subjects. Parents praise the school’s strong communication systems. They highly value the individual care and guidance that staff provide.

Pupils behave well. They listen to adults and follow instructions. Pupils are safe and happy. They know who to talk to should they have a concern. Bullying at the school is rare. Adults are quick to deal with any minor disagreements when they occur.

What does the school do well and what does it need to do better?

Reading is a high priority at this school. Children get off to a strong start in the early years. Leaders have a strong understanding of what phonics sounds pupils should know and by when. Pupils who need extra support receive strong guidance. This is because of staff’s strong subject knowledge. They build on pupils’ phonics knowledge and apply this to their reading. Leaders’ actions to increase the range of books available to pupils has been positive. As a result, pupils read high-quality texts and study these in depth. For example, Year 6 pupils have studied figurative language and compared different characters in the book ‘Midnight Fox’. Pupils read with fluency. Many shared that they ‘loved reading’.

Leaders’ subject plans in the secular subjects are well thought out. They are knowledgeable and know what pupils should learn and when. Leaders think carefully about the topics that pupils learn. For example, pupils in Year 4 shared their knowledge about the oesophagus and the function of different teeth with accuracy. Pupils build on their previous learning. In mathematics, pupils learn to build fluency in the topics that they learn. They have a strong ability to discuss different strategies they use to calculate.

Pupils’ knowledge is strong in other subjects, including history and geography. Pupils have opportunities to develop their experiences in art and technology. However, plans for these subjects are not as well developed as in other subjects.

Children in the early years learn well across all areas of learning. They enjoy making structures using the sandpit, growing their own plants and navigating across the tyres. All the while, adults provide high levels of motivation. Children enjoy themed learning opportunities. For example, they spoke with great excitement about the role of dentists and vets. Children learn to paint and use the work of artists as inspiration for their own paintings. For example, children used the painting ‘Stormy Night’ to create their own. In the Nursery, children develop their independence because of adults’ effective support.

Leadership requires improvement because leaders do not enable pupils to learn about the range of different families in modern Britain. As a result, the school does not meet all the independent school standards. Pupils do not learn about homophobic bullying. Leaders are clear about how they would deal with homophobic bullying should it arise.

The proprietor, governors and senior leaders are committed to pupils’ development. Policies and procedures are well understood by leaders at all levels. Leaders are knowledgeable and carry out their roles well. They review policies to include others, including the accessibility plan. Leaders have improved attendance since the previous inspection. Leaders’ knowledge and support for pupils with SEND is strong. These pupils are fully included in school life. External agencies are used positively to support the individual needs of these pupils.

Pupils’ wider development is taken seriously. They collaborate with each other and discuss their work with maturity. Younger pupils value opportunities they have to participate in ‘Tuesday clubs’ that Year 6 pupils lead. Pupils enjoy visits to local museums. They reflect on the role of public institutions, including the fire brigade. Pupils have a clear understanding of democracy. They develop this through visits by the local Mayor and taking part in their own mock elections.

Pupils’ physical and mental health are well supported. Pupils enjoy their physical education lessons and know about the importance of keeping fit. They learn about healthy eating and personal hygiene. For example, children in Nursery shared their knowledge of brushing teeth with excitement. Pupils learn to recognise and reflect on their own feelings. Year 6 pupils were highly articulate in describing what feelings individuals may have had in Anderson shelters during World War 2.

Pupils learn about other cultures, including through project work. In Reception, children learn about differences, including other races, faiths and by learning about the Chinese New Year. Leaders’ work to actively make pupils aware of those different to themselves is positive. The governing body have clear plans to further improve pupils’ experiences of other beliefs and cultures.

Staff morale is high. They feel well supported. Leaders take staff’s professional development seriously. This includes staff visiting other schools to develop their own practice. Staff have strong subject knowledge because of regular training opportunities.


The arrangements for safeguarding are effective.

The proprietor, governors and leaders have a strong understanding of their statutory responsibilities. Staff follow these well to keep pupils safe. Leaders review policies that reflect potential risks to their own community. Leaders use external agencies proactively when required. They follow up with vulnerable families and direct them to additional support.

Pupils are taught about personal safety and how to recognise the signs of grooming. Although the use of the internet is not promoted in the school, pupils still learn about the potential dangers. For example, they learn about the importance of not sharing personal information.

What does the school need to do to improve?

(Information for the school and proprietor)

The proprietor, governors and leaders do not make pupils aware of the range of different types of families in modern Britain. Furthermore, although pupils learn about bullying, they do not learn about homophobic bullying. Leaders should ensure that pupils’ understanding of these protected characteristics and of homophobia is developed. . Pupils benefit from well-thought-out plans in many subjects. However, in pupils’ learning of art and technology, plans are not as detailed as in other subjects. As a result, leaders are not as clear about how pupils can build on the prior learning in these subjects. Leaders should ensure that plans in these subjects identify the key knowledge and skills that pupils need to learn and when. . The school’s curriculum is not yet sufficiently coherently planned and sequenced in art and technology. However, it is clear from the actions that leaders have already taken to plan other subjects, that they are in the process of bringing this about.