Ateres Elisheva

Jewish studies and secular learning share the timetable at Ateres Elisheva, an independent girls’ school with an orthodox Jewish identity in Broughton, Greater Manchester. Its current age range is 2 to 11, with 180 pupils across the whole school and capacity for 190. Devorah Dunner is headteacher.

Ofsted rated the school Good following its inspection of 13 to 15 June 2023, with the same judgement for education, behaviour, personal development, leadership and early years. A material change inspection on 15 January 2025 supported expansion through the remaining primary years, while also identifying a registration compliance issue at that time. Families should distinguish that expansion check from a fresh overall quality judgement.

Kodesh, Jewish studies, sits alongside Chol, secular subjects. This gives families a clear starting point: religious learning is part of everyday education, alongside the knowledge pupils need for their next stage.

Warm relationships and clear expectations shape school life. Pupils enjoy learning and friendships, treat others considerately and contribute readily in lessons. Younger children settle into routines quickly. These qualities matter because a predictable day can help pupils concentrate and participate confidently.

The accommodation combines first-floor space at Beis Menachem with modular classrooms in the grounds. Spacious teaching rooms and smaller areas for individual or group work give staff different settings for learning. Outdoor space accommodates both play and PE. The physical provision is practical, with room for focused support as well as whole-class teaching.

The strongest academic evidence is about how pupils learn rather than examination percentages. Pupils achieve well, including those with special educational needs and/or disabilities (SEND). Early reading is a particular strength: books match the sounds pupils have mastered, and extra support addresses difficulties before they become larger obstacles.

These are proprietary FindMySchool rankings built from official data: (Ranked against all schools in England with published KS2 results, state and independent.)

In January 2025, curriculum planning included Years 5 and 6, with attention to the sequence of concepts and suitable learning materials for older pupils. That provides a basis for education through the primary years, although it does not establish a secondary-school destination pattern.

Reading instruction combines accurate demonstrations of letter sounds with close checks on each pupil’s understanding. Teachers identify gaps and provide additional practice. This makes the support specific to what a pupil needs to learn next.

Assessment also informs teaching more broadly. Staff check understanding before introducing further content, while adaptations allow pupils with SEND to study the curriculum alongside their peers. In January 2025, parents received regular updates on progress and achievement.

There are qualifications to this positive picture. In June 2023, a few subjects lacked sufficiently complete sequences, especially between early years and key stage 1. Staff training also translated unevenly into classroom practice, producing differences in the depth of subject knowledge. The later expansion work is encouraging, but it should not be treated as proof that every earlier concern has been resolved.

The current age range extends to 11, and planning for Years 5 and 6 includes learning intended to build towards the next educational stage. Preparation rests on literacy, mathematics and progressively organised subject knowledge.

Named secondary destinations and specific transition arrangements would help families assess that next step. This is not published in the evidence we hold. Ask which schools recent leavers have joined and how staff prepare pupils for the move.

Provision now includes two-year-olds, alongside the primary age range. This is a change from the position in June 2023, when provision for that age was not operating. Provision for children younger than two is separately registered and should be distinguished from this school.

Application routes, entry assessments, deadlines and arrangements for moving from nursery into Reception require direct clarification. This is not published in the evidence we hold.

Expansion also needs context. In January 2025, older pupils had already been admitted and numbers exceeded the registration then in force. The relevant independent school standards were met for the proposed change, but the school was outside its registration agreement at that point. Families considering entry should confirm the subsequent approval position.

Support for SEND extends beyond adapting lessons. Needs are identified promptly, and leaders help families obtain specialist assistance, including accompanying them to local SEND clinics. This offers practical help when a family needs support beyond the classroom.

Safeguarding was effective in June 2023. By January 2025, the headteacher held the designated safeguarding lead role, with trained deputies and regular staff training. Internet filtering was checked regularly. Pupils learn whom to approach when worried, while relationships education addresses friendship and resolving disagreements.

A room equipped with a bed and sink provides short-term care for pupils who become ill or are injured. Together with suitable supervision inside and outside, this adds practical substance to the school’s care arrangements.

The Sunday club gives pupils a way to explore character and values through creating their own middos kinder book. Respect for others and confidence in themselves connect this activity to everyday behaviour.

Music and drama performances contribute to cultural learning, while a visiting farm gave pupils another way to encounter the wider world. These are concrete examples of enrichment rather than evidence of a fixed weekly programme. Outdoor space supports PE and play, bringing physical activity into school life.

Day-school costs were described as voluntary contributions in January 2025. That historical description should not be treated as a current fee schedule or a promise about what a family will pay.

Current school-age charges, payment conditions, bursaries and scholarships need clarification. This is not published in the evidence we hold. Request the complete financial arrangements before accepting a place. For nursery costs and any funded-hours participation, ask the school directly and consult government funding guidance.

School-day timings, travel arrangements, nursery hours and breakfast or after-school care are useful details for organising family life. This is not published in the evidence we hold. Confirm these arrangements before deciding whether the daily journey and care requirements fit.

• Curriculum consistency. Some subject sequences and the application of staff training needed improvement in June 2023. Ask how the school now checks progression and teaching quality across subjects.
• Expansion and registration. The January 2025 visit identified changes implemented ahead of registration approval. Confirm the subsequent position for the age group you are considering.
• Practical and financial arrangements. Obtain current contribution expectations, entry procedures and care hours together. These details may determine whether a place works for your family.

Ateres Elisheva is best suited to families seeking an orthodox Jewish girls’ education that combines Kodesh with secular learning and attentive support. Reading instruction, considerate behaviour and practical assistance for SEND are clear strengths.

The Good judgement provides a positive quality benchmark. Expansion through the primary years adds continuity, but families should confirm registration approval and ask how earlier curriculum weaknesses have been addressed. The decision also needs current financial and day-to-day arrangements, rather than assumptions drawn from the school’s independent status.