Menorah High School for Girls Review 2026: High-Achieving Jewish Girls' School with Exceptional Progress

North London's exceptional educational offering for Jewish girls takes shape across a campus where rigorous academic teaching sits alongside deep cultural and spiritual development. Founded in 2001 as an independent school before gaining voluntary-aided status in 2016, Menorah High serves around 400 girls aged 11 to 18. The school's recent ungraded Ofsted inspection in December 2024 suggested significant improvement since its previous Good rating, with inspectors highlighting exemplary behaviour, highly dedicated teaching staff, and an ambitious curriculum. Academically, the school ranks 261st in England for GCSE outcomes (top 6%, FindMySchool ranking), placing it second locally in Brent. At A-level, similar strength holds: ranked 254th nationally (top 10%, FindMySchool ranking). The Progress 8 score of 1.36 places the school in the top 2% of secondary schools in England, demonstrating that pupils make significantly above-average progress from their starting points.

The school inhabits what it calls the Lady Amélie Jakobovits Campus, a purposeful environment where Orthodox Jewish observance integrates seamlessly with National Curriculum study. The ethos centres on the dual aim of preparing girls to succeed in the modern world while remaining committed to Jewish tradition and values. Staff describe the school community as the "Menorah family"—a phrase that resonates through parent feedback, with 98% of parents agreeing their child is happy and feels safe.

The teaching body appears genuinely dedicated. With a pupil-to-teacher ratio of approximately 11:1, staff know their students well. Mrs Esther Pearlman, the headteacher, leads with high expectations and clear commitment to both academic rigour and personal character development. The inspection process confirmed that pupils exhibit politeness, confidence, and respectful attitudes, whilst staff demonstrate strong subject knowledge and adapt teaching effectively to ensure all learners can access an ambitious curriculum.

The broader atmosphere reflects inclusivity. Girls with special educational needs make exceptional progress and participate fully in school life. The school's commitment to British values — equality, tolerance, and respect for diverse backgrounds — is genuinely embedded, despite the school's Orthodox Jewish identity.

Academic Achievement at GCSE

Menorah's GCSE outcomes represent consistent, high-level attainment. The Attainment 8 score of 69 sits comfortably above the England average of 46. In 2024, 98% of GCSE entries achieved grade 4 or above (standard pass), whilst 93% secured grade 5 or above (strong pass). More impressively, 66% of entries scored grade 7 or higher, and nearly half (48%) achieved top grades of 8 or 9, well above the England average of 27%.

The English Baccalaureate (EBacc), which encourages breadth across English, mathematics, sciences, languages, and humanities, is entered by 75% of the cohort — above the national take-up rate. The average EBacc score of 6.77 (out of 9) exceeds the England average of 4.08, reflecting sustained excellence across the full range of disciplines.

Progress and Rankings

The Progress 8 metric — which measures how much ground pupils cover from age 11 to 16, adjusted for their starting point — yields a score of 1.36. This places the school in the 13th position nationally among secondary schools, putting it in the elite tier for progress. This metric is crucial: it shows that girls at Menorah make notably faster progress than girls of similar ability across England, suggesting effective teaching and strong pastoral support.

Menorah ranks 261st in England for GCSE outcomes (FindMySchool ranking, top 6% nationally). Locally, it ranks second among Brent schools, demonstrating regional strength in a competitive context.

A-Level Performance

The sixth form population achieves at comparably high levels. At A-level, 17% of entries achieved A*, 26% achieved A, and 36% achieved B, with 80% overall gaining A*-B grades. This compares strikingly with the England average of 24% for A*-A combined. The school ranks 254th in England for A-level performance (FindMySchool ranking, top 10% nationally), underlining sustained academic strength through post-16 education.

Sixth Form Curriculum and Structure

The sixth form experience is distinctive. The timetable allocates 21 lessons per week to secular studies (including three A-levels or vocational subjects, with some students adding Biblical Hebrew as a fourth), constituting 50% of study time. An equivalent 14 lessons per week focus on Jewish Studies (Kodesh), comprising 33% of the timetable, with optional tutorials available through the dedicated Jewish Studies team. The remainder includes weekly PSHE delivered by sixth form tutors, plus independent study periods.

This dual-track approach reflects the school's mission to prepare girls for university entry whilst maintaining depth in Jewish observance and study. Many students utilise the additional Kodesh tutorials to prepare for the seminary pathway — a traditional element of Orthodox Jewish education for girls. The careers programme, beginning in Year 7, explicitly exposes students to seminaries, universities, and vocational pathways, allowing informed choice by the time sixth form applications are made.

Teaching in sixth form is notably specialised. Teachers provide bespoke support and extensive feedback on coursework. Mock examinations in January of Year 13, combined with rigorous tracking throughout, ensure struggling students receive rapid intervention. A-level mathematics, in particular, emphasises thoroughness in problem-solving, building strong analytical skills that serve students well in competitive university admissions.

University Destinations

The outcomes for sixth form leavers reflect strong progression to higher education. Recent data suggests approximately 45% of students progress to higher education or training following A-levels, with 18% securing places at Russell Group universities. The school does not publish Oxbridge-specific numbers publicly; however, the calibre of students and teaching suggests competitive representation at top universities.

Teaching quality is high. The inspection process confirmed strong subject knowledge across all departments, with teachers who leverage assessment data effectively to identify and correct misconceptions rapidly. Students are challenged to think deeply and independently about complex material. The curriculum is broadly ambitious, meeting statutory requirements across English, mathematics, sciences, languages, and humanities, with careful sequencing to allow meaningful application of knowledge.

Quality First Teaching is the school's foundation — high-quality, inclusive classroom practice designed to meet the diverse starting points of learners. Scaffolding techniques support students as they develop new concepts. Differentiation ensures stretch for higher-ability pupils alongside meaningful access for those requiring additional support. Beyond the core offer, many subjects provide lunchtime sessions to deepen learning, demonstrating a genuinely enriching approach to academic life.

The dual-curriculum model (secular and Jewish Studies) is seamlessly integrated. Rather than feeling compartmentalised, the two streams are presented as complementary pathways toward holistic development. Pupils report valuing their learning and relishing the opportunities presented.

Drama and Performance

The annual school play stands as a defining tradition. Held during winter term, it engages the entire school community. The production is remarkable in scope: it features full orchestration arranged and performed by students, multiple choirs and dance sequences, a striking gymnasium-based dance performance, and musicals woven throughout. Backstage, students design props, sew costumes, manage digital graphics, and handle all production logistics. The intention is explicit: every pupil, regardless of dramatic flair, has a meaningful role, ensuring that talent is celebrated and confidence built across the whole community.

Additional musical performances and presentations are threaded through the academic calendar, providing regular platforms for creative expression.

Informal Education and Jewish Life

The school's informal education programme is deeply interwoven with Jewish practice and values. Rosh Chodesh — the beginning of the Jewish month — is marked each month with a structured celebration. A special prayer, led by the school choir, is followed by communal breakfast and dancing. Each monthly celebration introduces a themed initiative; recent examples include Shabbos awareness, technology mindfulness, or "Guard Your Tongue" (promoting kindness and mutual care).

Yom Tov celebrations mark every major Jewish festival, allowing students to engage deeply with the spiritual and communal significance of Jewish tradition. These activities, described by the school as core to curriculum enrichment, unite the school as a whole whilst fostering year-group cohesion.

Academic Societies and Enrichment

Beyond these formal programmes, the school encourages academic and creative pursuits. Students benefit from subject-specific enrichment: additional lunchtime tutorials, competitive mathematical engagement, and rigorous essay-writing opportunities. The Sixth Form students take on leadership roles, supporting younger students at lunchtimes, organising Tzedakah (charitable giving) activities, facilitating the Year 9 walking tour, and helping to run the annual school show. This peer-mentoring culture reinforces responsibility and deepens sixth formers' own learning.

Career guidance is embedded from Year 7 onwards, with an explicit aspirational programme introducing girls to university pathways, professional networks, and vocational options. From Year 12, work experience opportunities with alumni and industry professionals enrich students' understanding of their potential futures.

Sport and Physical Education

Physical Education is compulsory throughout the school, and there are plans to extend the range of sporting opportunities available. Whilst the school website does not currently list a comprehensive roster of named sports teams or competitive fixtures, the commitment to inclusion and participation is clear. The expansion of sports facilities and offerings is acknowledged as an area for continued development.

Menorah High is a non-selective state school, accepting girls from age 11 through the standard secondary admissions process coordinated by the local authority. However, its Jewish religious character means it operates admission criteria aligned to Jewish observance and heritage. Families of other faiths may apply, but the school expects engagement with and respect for its Jewish ethos.

Entry to the sixth form is internal unless spaces arise. Year 11 to Year 12 progression is not automatic; students must meet sixth form entry requirements set by the school, typically including grade thresholds in relevant GCSEs.

The school is oversubscribed at Year 7 entry, with significantly more applications than places. This reflects both the quality of education and the strong demand from families seeking a Jewish girls' education within the state sector.

Catchment and Local Context

Menorah is located at 105 Brook Road, Dollis Hill, in North London, spanning the boundary between Brent and Barnet local authorities. The school draws pupils from across North London and beyond, as families value its distinctive combination of academic rigour and Jewish education. There is no formal catchment area; admission is based on the school's religious character criteria and local authority procedures. The school serves a diverse pupil population, with 11% from ethnic minority backgrounds — notably low compared to the surrounding area (93% at nearby schools), reflecting its distinctive Jewish intake.

Students feel secure and well looked after. Safeguarding arrangements are robust and embedded as central to daily life. The inspection process confirmed that pastoral care is strong, with particular commendation for support around mental health and wellbeing. An aspirational career programme runs from Year 7, preparing students for their post-school pathways with clear information and encouragement.

The Sixth Form pastoral structure includes a dedicated pastoral lead overseeing sixth form tutors, ensuring girls know staff are available whenever support is needed. The Head of Sixth Form serves as both academic monitor and listening ear for those requiring additional support or advocacy.

Inspection feedback noted that 98% of parents agree their child feels safe, and 97% believe pupils are well behaved. Some areas warranted note: only a small proportion (9%) felt bullying is dealt with effectively, and two-thirds (66%) felt concerns have been properly addressed by the school. These parental perspectives suggest ongoing attention to behaviour management and complaint resolution would be beneficial.

School hours run from 8:50 am to 3:20 pm. The school is located on a single site in North London with good transport links via the Northern and Metropolitan lines serving nearby Dollis Hill and Cricklewood stations. Parking in the local area is limited; families are encouraged to use public transport or walking routes where possible. The school building reflects its 2001 founding, with subsequent improvements to facilities. No formal wraparound childcare is offered, though the school operates a structured day with ample enrichment during the school week.

Jewish commitment expected. The school's Jewish ethos is genuine and central, not merely cultural. All pupils are expected to respect and engage with daily Jewish observance, including prayer and festival celebrations. Families uncomfortable with regular religious practice should look carefully at the school's detailed information before applying.

Limited sports profile. Whilst physical education is compulsory and the school is working to expand sports offerings, the current formal sports programme (as publicly described) is less visible than at many comprehensive secondaries. Families with children passionate about competitive sport might find limited structured pathways compared to other schools.

Exam pressure in high-achieving context. The school's academic strength and the progress focus mean that girls work at sustained intensity. This suits many; others may find the atmosphere more pressured than preferred. The relatively narrow peer group — comprising largely Jewish Orthodox families — may not suit all families, even if they respect the school's character.

Parental concerns on bullying. Whilst the broader inspection feedback was positive, parental responses indicate that some families felt bullying concerns were not always handled swiftly or to their satisfaction. Prospective parents should seek clarity on the school's current approach to behaviour management and bullying prevention.

Menorah High School for Girls is a genuinely high-achieving school that successfully combines rigorous academic teaching with deep cultural and spiritual education. The Progress 8 score placing it in the top 2% of schools nationally is striking evidence that girls progress faster from their starting points than the vast majority of their peers. Teaching is strong, expectations are clear, and the school community is notably warm and inclusive.

Best suited to families (both Jewish and from other faiths) who value academic excellence alongside spiritual or cultural development, who appreciate a smaller, cohesive community, and who can engage authentically with the school's Orthodox Jewish identity. The sixth form is particularly strong and suited to girls aiming for university entry, including competitive courses.

The main caveat is that this is an uncompromisingly Jewish environment; families seeking a secular or multi-faith setting should look elsewhere. For those whose values align, however, Menorah represents exceptional value within the state-funded sector.