The Independent Jewish Day School located in Hendon, London, underwent its first inspection by Ofsted on December 7 and 8, 2022, since becoming an academy in February 2012. The school received an overall effectiveness rating of Requires Improvement, with specific areas such as the quality of education, leadership and management, and early years provision also rated as Requires Improvement. However, the school demonstrated strengths in behavior and attitudes, as well as personal development, both rated as Good.
Pupils at the school express enjoyment in their educational experience, feeling valued and well cared for. They exhibit good behavior during lessons and social interactions, and they are eager to learn and succeed. The nurturing relationships between staff and pupils contribute positively to the school environment, with effective measures in place to address any instances of bullying. The school community, including parents and carers, appreciates the support provided for pupils' emotional well-being.
Despite the positive aspects, the school faces challenges in its curriculum planning and delivery. Leaders have developed a curriculum that includes a variety of subjects alongside Jewish studies, but there are inconsistencies in how knowledge is imparted across different subjects. Some subjects lack sufficient instructional time, hindering pupils' ability to acquire necessary knowledge. In the early years, while children settle well, there are inconsistencies in promoting language and communication skills, and outdoor areas are underutilized for learning.
The school has made commendable progress in reading, with a phonics program that begins in the early years and continues through Years 1 and 2. Pupils achieve well in reading and receive additional support if needed. The school library has been renovated, and junior librarians assist in maintaining an organized space for book selection. In mathematics, pupils build knowledge in a logical sequence, and teachers effectively check understanding.
However, the curriculum for art and computing lacks depth and coherence, with insufficient time allocated for these subjects. This results in gaps in pupils' knowledge and understanding. The early years provision also requires improvement, particularly in promoting language skills and utilizing outdoor spaces effectively for learning.
Pupils demonstrate pride in their school and engage positively in their learning environment. They are eager to earn rewards and show kindness to their peers. Initiatives such as the eco-council reflect their commitment to community involvement and environmental awareness. Staff members report feeling valued and supported by school leaders, who consider their workload and well-being.
The safeguarding arrangements at the school are effective, with appropriate checks in place for staff and ongoing training to identify at-risk pupils. Leaders collaborate with external agencies to ensure the safety and well-being of students.
To improve, the school must focus on refining its curriculum planning to ensure clarity in what pupils need to learn across all subjects. Leaders should prioritize the development of art and computing to provide a more comprehensive educational experience. Additionally, enhancing the early years provision to promote language and communication skills effectively is essential. By addressing these areas, the school can work towards achieving a higher standard of education and overall effectiveness.
