Wiznitz Cheder School

Strengths

• Safeguarding standards are met, with statutory duties fulfilled and an open culture of safeguarding.
• Pupils feel safe, attend regularly and have positive attitudes towards their learning.
• Behaviour is calm and respectful, and bullying or discrimination is not tolerated.
• Pupils are proud of their school and have nurturing relationships with staff.
• Teachers model high expectations of behaviour and routines are consistently followed.
• Staff are positive about how leaders manage workload and support their wellbeing.
• Parents and carers value the school, and leaders know the needs of the community well.
• The relationships curriculum meets statutory requirements, including learning about respect, consent and personal space.
• Pupils develop a sense of responsibility through visiting local residential homes and fundraising.
• External professionals, such as occupational therapists and speech and language therapists, provide targeted support for some pupils.

Areas for Improvement

• Pupils, including those with SEND and other barriers to learning, have significant gaps in reading, writing and mathematics.
• Reading decoding is not modelled well enough, and older pupils have not secured grammar and punctuation skills.
• The secular curriculum is not coherently sequenced, so pupils experience disjointed learning that does not build on prior knowledge.
• Teaching does not routinely adapt to meet the needs of pupils with SEND or other barriers to learning.
• Teachers lack the subject knowledge to teach the secular curriculum well and do not address misconceptions quickly.
• Leaders do not have an accurate understanding of how well the secular curriculum is implemented.
• Leaders' actions to improve curriculum design and teaching are not quick or effective enough.
• Information gathered about pupils with SEND is not used effectively; barriers are not clearly identified and support strategies are too broad.
• Plans designed to help pupils with SEND are not reviewed carefully, so leaders do not know whether support has the intended impact.
• The work of external professionals is not embedded effectively in classroom practice.
• The accessibility plan is in place but is not overseen effectively to ensure planned actions have impact.
• Leaders do not ensure teachers receive suitable training to deliver the secular curriculum effectively.
• The proprietor body and school leaders lack the expertise and rigorous monitoring needed to ensure the independent school standards are met.
• Pupils are not prepared academically for their next steps.
• PSHE learning is not checked well enough, so pupils struggle to connect current learning to previous learning.
• Pupils have a very superficial understanding of other faiths and cultures different from their own.
• Pupils' understanding of how to keep safe online is extremely limited.
• Educational visits are infrequent, narrow in scope and have limited learning impact.
• Pupils are not well prepared for life in diverse Britain.
• The independent school standards continue not to be met in quality of education, SMSC development, provision of information, and leadership and governance.
• Annual written reports of pupils' progress and attainment in main subject areas are not provided as required.
• There is no effective framework in place to assess pupils' progress regularly and thoroughly.

• Primary Schools
• Secondary Schools