Avigdor Hirsch Torah Temimah Primary School, located in Dollis Hill, London, has recently undergone an inspection on the 13th and 14th of June 2023. The overall effectiveness of the school has been rated as good, which reflects positively on the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision, all of which have also been rated as good. This marks a consistent performance since the previous inspection, which also received a good rating.
Pupils at the school exhibit happiness and enthusiasm for their learning, achieving commendable results. The strong relationships between teachers, pupils, and families contribute to a supportive school community. The curriculum is broad and ambitious, enhanced by regular educational visits that extend learning beyond the classroom. Leaders have ensured that the curriculum is accessible to pupils with special educational needs and disabilities, which is recognized as a significant strength of the school.
The school emphasizes the development of pupils beyond academics, encouraging them to be considerate and active citizens. There is a clear stance against bullying and unkind behavior, fostering a respectful environment. While pupils are generally engaged, their enthusiasm can sometimes lead to challenges in listening to instructions from teachers. The early years provision effectively prepares children for their transition into Year 1, and Year 6 pupils are well-equipped for secondary school.
Staff members express pride in their work at the school, feeling well-supported by the leadership and governing body. The leadership team has carefully considered the curriculum, ensuring it is rich, broad, and balanced. Pupils are encouraged to explore their identity and place in the world through overarching questions integrated into the curriculum. For instance, Year 4 pupils engage with a text about the conquest of Everest, which allows for interdisciplinary learning across history, geography, and writing.
Leaders have established a clear progression of knowledge, starting from early years. In mathematics, for example, pupils build on prior learning to tackle more complex concepts over time. Teachers are adept at ensuring that pupils with special educational needs can access the same curriculum as their peers, with effective information-sharing practices in place. Early years teachers are skilled at identifying additional needs promptly, and leaders collaborate with external agencies to support pupils with more complex requirements.
Teachers demonstrate good subject knowledge and regularly assess pupil progress, setting clear targets for improvement. However, there are instances where teachers may not be sufficiently precise in their instructional delivery, which can lead to gaps in pupil understanding. Reading is prioritized, with a strong phonics program in place from Reception. Trained staff quickly identify pupils needing extra support in reading, ensuring they can keep pace with their classmates. The selection of reading materials is thoughtfully curated to expose pupils to diverse cultures.
The school maintains high expectations for pupil behavior, with rare occurrences of bullying effectively managed by leaders. Pupils are generally polite and respectful, and early years children learn essential social skills such as sharing and kindness. However, there are times when pupils may not fully engage with their teachers during lessons, resulting in lost learning opportunities.
Beyond academics, pupils are taught about relationships and safety in an age-appropriate manner. Leaders are committed to equipping pupils with essential life skills, such as through a bicycle awareness course for Year 6 students. The school offers a variety of extracurricular activities, including clubs for chess, football, and choir, which are well-received by pupils.
Leaders demonstrate ambition for all pupils, showing resilience in overcoming challenges and actively seeking support from local authorities. The governing body works closely with school leaders to identify strengths and areas for improvement. Teachers feel valued, and their well-being is prioritized by the leadership team.
The safeguarding arrangements at the school are effective, with leaders prioritizing pupil safety and well-being. Staff adhere to established processes for reporting concerns, and pupils feel secure, knowing they can approach adults with any worries. The school teaches pupils how to stay safe in the wider community.
To enhance the school further, leaders should focus on ensuring consistent application of the behavior system by teachers, which will help pupils settle into tasks more quickly. Additionally, there is a need for greater precision in curriculum delivery to prevent gaps in knowledge. Overall, Avigdor Hirsch Torah Temimah Primary School demonstrates a strong commitment to providing a quality education and fostering a supportive environment for all pupils.
