Wiznitz Cheder School

Overview: Wiznitz Cheder School is an Orthodox Jewish primary independent day school for boys that requires urgent improvement in several areas. The school has significant weaknesses in its secular curriculum, including gaps and inconsistencies in pupils' learning, and leaders have not ensured that teachers have the subject knowledge to teach the secular curriculum well.

Strengths:

• Pupils attend regularly and have high expectations of their behaviour.
• Pupils are respectful to teachers, their peers, and visitors, creating a calm environment where pupils feel valued and welcome.
• Pupils show patience in all they do and make sure that when their friends are speaking, they do not interrupt.
• Pupils are taught about the importance of respect and are encouraged to listen carefully to peers who may have different views.
• The school has processes to identify pupils' barriers to learning, and staff are positive about how leaders manage their workload and support their wellbeing.

Areas to improve:

• The school requires urgent improvement in its achievement, with pupils having significant gaps in what they know and can do, particularly in reading, writing, and mathematics.
• The school requires urgent improvement in its curriculum and teaching, with leaders not having an accurate understanding of how well the secular curriculum is implemented and teachers not adapting teaching approaches effectively for some pupils.
• The school requires urgent improvement in its inclusion, with leaders and teachers not effectively using the information they gather about pupils with special educational needs and/or disabilities (SEND) or those facing other barriers to learning.
• The school requires urgent improvement in its leadership and governance, with the proprietor body and school leaders lacking the expertise to address the significant improvements needed to consistently meet the independent school standards.
• The school requires urgent improvement in its personal development and wellbeing, with leaders not checking that pupils have been taught the intended curriculum in personal, social, and health education (PSHE) and that they understand and remember important concepts over time.

Safeguarding: The safeguarding standards are met, with leaders and/or those responsible for governance and oversight fulfilling their specific responsibilities and having established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon, and managed.