Menorah Foundation School

Menorah Foundation School is a happy, community-focused Jewish Orthodox voluntary-aided primary school that is performing well overall. Pupils feel safe, behave typically well, and benefit from an ambitious curriculum, strong early reading, a well-designed early years provision and high outcomes in national assessments. Personal development is a standout strength, with pupils showing maturity and understanding around safety, British values, resilience and respect. Safeguarding is effective, and leaders and governors have a precise understanding of the school’s strengths and development areas. The school has seen significant leadership changes in recent years, and a new curriculum has been introduced first in English, mathematics and science before being extended to wider subjects. This means some subjects are further along than others. In the less developed subjects, teaching is occasionally less consistent, misconceptions are not always addressed promptly, and pupils with SEND do not consistently receive the adaptations they need to access learning successfully. Leaders know these areas well and are taking action, including further training for staff. The school also has a wide enrichment offer and strong community links. This was the first routine inspection since the COVID-19 pandemic, and the report notes that the school is well placed to continue improving.

Strengths

• Happy, inclusive school at the heart of its community with strong parental and governance support
• Pupils feel safe and know trusted staff will listen and help them
• Pupils typically behave well in classrooms and around the school
• Ambitious curriculum with high outcomes in national assessments
• Strong early reading provision with consistent phonics teaching and quick support for pupils falling behind
• Well-designed early years provision that builds strong physical and mathematical foundations
• Exceptional personal development, including safety, online awareness, British values and respect
• Wide enrichment offer including football, drama, chess, choir, coding and trips
• Leaders and governors understand the school’s strengths and development areas and monitor improvement plans closely
• Effective safeguarding arrangements
• Staff workload is considered carefully and appreciated

Areas for Improvement

• Pupils with SEND do not consistently receive the adaptations they need to access learning successfully
• Some subjects are at an earlier stage of curriculum design and implementation, leading to less consistent teaching
• In less developed subjects, teaching sometimes does not support the intended curriculum and misconceptions are not identified or addressed promptly
• Occasional weaker curriculum delivery can lead to pupils not being fully engaged
• Staff do not always use information about SEND support as effectively as they could in the classroom

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Menorah Foundation School attended 95.6% of sessions (the national figure for primary schools was 94.8%). 5.3% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.9% of pupils at Menorah Foundation School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Menorah Foundation School had 19.2 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 18.6% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 10.3% of pupils at Menorah Foundation School were on SEN support (nationally 15.4%) and 3.7% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Menorah Foundation School received £10,523 and spent £10,422 for each of its 300 pupils. It ended the year with reserves of £11,000 (£36 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Barnet · Barnet local authority: places and applications

What is Menorah Foundation School's Ofsted rating?

The latest Ofsted rating for Menorah Foundation School is Good, from an inspection in April 2025.

When was Menorah Foundation School last inspected by Ofsted?

Menorah Foundation School was last inspected in April 2025.

How many pupils does Menorah Foundation School have?

Menorah Foundation School has 300 pupils on roll.

What age range does Menorah Foundation School cover?

Menorah Foundation School for pupils aged 3 to 11.

What are Menorah Foundation School's SATs (KS2) results?

In 2025, 96% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Menorah Foundation School?

Menorah Foundation School is at 2-8 Abbots Road, Edgware, Middlesex, HA8 0QS.