Pupils attend well at 'genuinely inclusive' Leeds Jewish school - Ofsted
Leaders' actions achieve sustained improvement in attendance
Pupils at Jewish school in Leeds attend “consistently well,” according to visiting Ofsted inspectors.
Leeds Jewish Free School, located on Wentworth Avenue, Alwoodley, received a ‘strong standard’ rating in the category of attendance and behaviour - during an Ofsted visit on September 15.
The school received an ‘expected standard’ rating in five of the remaining six categories - achievement, curriculum and teaching, inclusion, leadership and governance, and personal development and wellbeing.
They were previously rated as Good under Ofsted’s old scoring system in 2015.
“Pupils are proud to be part of this small, caring school where the Jewish ethos supports pupils to achieve and develop a sense of belonging,” the education watchdog said. “The school community goes beyond faith or cultural identity and is genuinely inclusive.
“They attend consistently well. In particular, pupils with special educational needs and/or disabilities (SEND) attend consistently well above their peers nationally. Year on year, leaders' actions achieve sustained improvement in attendance.”
Leaders adapt, or adopt, an appropriate curriculum for pupils to learn, according to the report. They understand “precisely where the curriculum is having the greatest impact.”
Pupils attain highly in national tests and assessments. This attainment is reflected across different curriculum subjects.
Staff receive relevant training to help them identify pupils with special educational needs and/or disabilities or other barriers to their learning.
Occasionally, the way that some teachers adapt different tasks for pupils with barriers to their learning, including those with special educational needs and/or disabilities, is “not consistent.”
Focusing on next steps, inspectors added: “Leaders should ensure that teachers check precisely what pupils do and do not understand about their current learning so that they can make highly effective choices about how to shape future learning.
“They should ensure that the curriculum is consistently taught well so that barriers to achievement are swiftly and consistently removed for all pupils, notably those who are disadvantaged.”
Pupils feel safe from bullying, discrimination and harm, according to the report. There is someone they can speak to if they need to.
Leaders' strategic oversight and understanding of school improvement priorities is “highly effective.” They work at pace to address several areas of development since the last inspection.
The school’s personal development offer and curriculum have “undergone significant change” over time. Leaders are committed to ensuring that all pupils access a wide, rich set of experiences that develop their talents and interests.