Clear routines, high expectations, and a community-rooted ethos define daily life here. The school serves girls through to Year 11 in Stamford Hill, with early years and primary provision feeding into a secondary phase that has recently moved older pupils to additional premises nearby.
Academic outcomes at GCSE level stand out in the Hackney context. Ranked 273rd in England and 1st in Hackney for GCSE outcomes (FindMySchool ranking based on official data), it sits well above England average (top 10%) on this measure. An Attainment 8 score of 59.8 and an EBacc average point score of 6.65 reinforce that headline. The school’s intake and curriculum are shaped by its Orthodox Jewish faith identity and the local Bobov community, with Yiddish noted as a first language for many families.
The current inspection picture is mixed, with notable strengths in behaviour alongside specific weaknesses around personal development and statutory relationships education coverage.
The culture is strongly aligned to community values and a structured day. Pupils are described as keen to attend, feeling safe, and confident that concerns will be taken seriously. Staff expectations are presented as consistently high, with pupils responding positively in lessons and social times.
Faith is not a light overlay. The school’s educational approach is explicitly framed around Torah principles, with a morning religious curriculum and a secular curriculum taught later in the day. For families who want education to sit firmly inside a particular religious framework, that clarity matters. For families who prefer a more plural setting, it will be a decisive factor the other way.
Practical context is also part of the story. The school has expanded its footprint, moving secondary-aged pupils to a building at 100 Amhurst Park from September 2023. This kind of split-site arrangement can work well when it reduces crowding and gives older pupils their own space, but it can also introduce logistics and communication complexity, particularly around arrival, departure, and safeguarding consistency.
This is a school where the published GCSE indicators are the major differentiator for many parents.
Ranked 273rd in England and 1st in Hackney for GCSE outcomes (FindMySchool ranking based on official data).
This places the school well above England average (top 10%) on this ranking measure.
Attainment 8 score: 59.8
Pupils achieving grades 5 or above in the EBacc: 82.4%
EBacc average point score: 6.65
For parents, the practical implication is that the school appears to secure consistently strong outcomes for a large share of the cohort in the English Baccalaureate suite, which typically signals strength in the academic core that matters for post-16 pathways.
A sensible way to use these numbers is comparative, not absolute. If you are weighing several local options, FindMySchool’s Local Hub and Comparison Tool can help you view these GCSE measures side by side, in the same format, before you spend time on visits and conversations.
England ranks and key metrics (where available)
GCSE 9–7
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% of students achieving grades 9-7
The curriculum model is clearly structured around two distinct strands: religious studies (Kodesh) and secular subjects taught later in the day. That structure tends to suit pupils who thrive when the purpose and boundaries of learning time are explicit.
Within the secular curriculum, published inspection evidence points to stronger consistency in English and mathematics, including careful checking for misconceptions and confident pupil articulation. Early reading is described as a priority, with a consistent phonics approach, regular checks, and daily additional support for pupils who fall behind, so gaps close quickly rather than compounding.
Where the picture is less even is in some foundation subjects in the primary phase and elements of early years sequencing. The reported issue is not lack of intent, but coherence and depth in parts of the curriculum, alongside variable subject knowledge in areas where structure is weaker. For parents, the implication is to ask practical questions about how the school is tightening progression in these areas, what training looks like, and how leaders check that planned curriculum content is actually taught consistently.
The school runs through to Year 11, with no sixth form in the available data. In practice, that means the key transition is post-16, with pupils moving on to a suitable sixth form or college route.
Because destination outcomes are not published in the available sources, parents should treat this as a priority line of enquiry. Useful questions include: which sixth form settings are most common for leavers, what guidance and application support Year 11 pupils receive, and how the school supports pupils whose best next step is vocational or mixed pathways as well as traditional A-level routes.
Admissions information, including deadlines and open events, is not published in a clear, verifiable way in the accessible official sources for this review. The most reliable summary available is that the school serves the local Bobov community and is explicitly a day school for girls within an Orthodox Jewish context.
In practical terms, families should expect that eligibility and fit will be closely tied to the school’s religious character and community orientation. If you are considering early years entry, ask how nursery entry links to progression into Reception and beyond, what assessment looks like in early years, and whether there are points where families commonly join later in the school.
Daily experience is described as orderly and respectful, with pupils responding quickly to staff instructions and engaging enthusiastically with learning. High attendance is highlighted, alongside close work with families when attendance becomes a concern.
The key pastoral strength to take seriously is the clarity of behaviour culture. The inspection evidence describes behaviour as exceptional and rooted in consistently modelled expectations. That typically benefits pupils who prefer predictable routines and a calm learning climate.
The pastoral risk area sits inside personal development content, particularly around relationships education coverage and statutory expectations. Parents should ask how pupils are prepared for wider society, what is covered at what age, how parental consultation is handled, and how the school ensures pupils learn age-appropriate content that supports safety and readiness for modern life.
Enrichment is presented less as a long menu of clubs and more as a programme of planned experiences and pupil responsibility.
The school organises visits such as museums, parks, and fieldwork trips, with older pupils also taking part in a residential trip to Devon. The implication for families is that learning is reinforced through structured, purposeful experiences beyond the classroom, rather than relying only on textbooks and worksheets.
There is also a strong theme of pupil leadership through whole-school events and performances, with pupils taking a lead in organising and managing these occasions. This is a meaningful form of character education when done well, because it builds practical responsibility, teamwork, and confidence in public-facing roles, all within a familiar cultural setting.
On the facilities side, the inspection record references a school garden as part of social time and play, which is a small but telling indicator of provision for outdoor space in a dense urban area. The move of secondary-aged pupils to separate premises also suggests the school is actively shaping space to suit age phases.
This is an independent school, but the most recent published inspection record does not present a standard termly fee schedule. Instead, it lists annual fees (day pupils) as a voluntary contribution, with no figure stated.
For parents, the practical takeaway is to clarify the real financial commitment early. Ask what the voluntary contribution covers, whether there are expected additional costs (uniform, trips, materials), and whether there is any means-tested support or flexibility for families whose circumstances change.
Nursery and early years costs, where applicable, should be confirmed directly with the school, as verified published figures are not available in the accessible sources.
Fees data coming soon.
Key operational details such as start and finish times, wraparound care, and published transport guidance are not available in the accessible official sources used for this review. Families should confirm:
Daily timings for each age phase, particularly if the site split affects arrival and collection
Whether breakfast or after-school provision exists, and for which year groups
How drop-off and pick-up are managed across the premises used for different ages
Inspection profile remains mixed. The latest Ofsted report (published 13 January 2025) judged overall effectiveness as Requires improvement, with Outstanding for behaviour and attitudes and Good for quality of education, but Requires improvement for personal development and leadership and management.
Personal development and statutory relationships education need careful scrutiny. The reported issue is not simply curriculum preference, but compliance and coverage that affects preparedness for modern life. Discuss content, sequence, and safeguarding links in detail.
Capacity and growth pressures. The inspection record notes the school has exceeded the maximum number of pupils it was registered to admit, alongside requests to increase capacity. Rapid growth can strain space and systems if not managed carefully.
Fees are not presented as a standard schedule. With annual fees described as a voluntary contribution, you should clarify expectations, what is covered, and what additional costs typically arise.
For families seeking an Orthodox Jewish girls’ education closely aligned to the Bobov community, with strong GCSE indicators and a highly structured behaviour culture, this is a compelling local option. The fit is strongest for pupils who thrive on routine, clear expectations, and a faith-centred daily framework.
The main caveat is that parents should examine the personal development and statutory relationships education arrangements carefully, alongside how leadership is addressing the latest inspection areas for improvement. It suits families who want academic focus, calm order, and a community-based ethos, and who are prepared to ask detailed questions about curriculum breadth, compliance, and the practicalities of a growing, multi-premises school.
The school combines strong GCSE indicators with a clear behaviour culture. It ranks 273rd in England and 1st in Hackney for GCSE outcomes (FindMySchool ranking based on official data), placing it in the top 10% on that measure. The most recent inspection profile is mixed, with strengths in behaviour and education quality alongside weaker areas in personal development and leadership.
The latest published inspection information does not show a standard termly fee schedule. Instead, it lists annual fees for day pupils as a voluntary contribution, without stating an amount. Parents should confirm the expected contribution and typical additional costs directly with the school.
No sixth form provision is indicated in the available information for this review. The main transition point is after Year 11, so it is important to ask which post-16 routes are most common for leavers and what guidance Year 11 pupils receive.
The published GCSE indicators are strong. Attainment 8 is 59.8, 82.4% of pupils achieved grade 5 or above in the EBacc, and the EBacc average point score is 6.65. The school ranks 273rd in England for GCSE outcomes on FindMySchool’s ranking.
Admissions details, including deadlines and open events, are not published in a clear, verifiable way in the accessible official sources used for this review. Families should contact the school to understand entry points, what information is required, and how early years entry links to progression through the main school.
Get in touch with the school directly
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