Beis Malka Girls school Review 2026: Orthodox Jewish all-through education for girls in Higher Broughton

For families seeking an Orthodox Jewish education for girls from early years through to GCSE, Beis Malka Girls school offers a tightly defined model, faith-led learning in the morning, secular study later in the day, and an orderly culture shaped around clear routines. The most recent standard inspection (25 to 27 June 2024) describes pupils who feel safe, enjoy school, and apply themselves well across the curriculum, with safeguarding judged effective.

It is also a school in transition. Local reporting in 2024 and 2025 indicates plans approved to relocate from Bury New Road to a nearby, larger site at the converted Laburnum Court building off Priory Grove. If timelines hold, families should expect operational change in premises and logistics, even if the educational model remains consistent.

Daily life is framed by two intertwined curriculums. Older inspection evidence describes Kodesh (religious studies) taught in Yiddish in the morning, with Chol (secular subjects) taught in English in the afternoon, a structure designed to maintain immersion in the community’s religious life while also delivering a broad academic offer.

The most recent inspection picture is of a calm, orderly setting where pupils of different ages trust adults to look after them, and where behaviour expectations are understood and consistently followed. Pupils are described as courteous, moving sensibly around the building, and responding to established cues and routines, including in early years.

Faith identity is not an “add-on” here, it is foundational. The school’s Orthodox Jewish character shapes content, language, and daily rhythms. At the same time, families within any faith community vary in observance, and it is sensible to clarify, early, how the school approaches everyday practicalities such as dress, language expectations, and the boundary between faith learning and wider personal development topics.

This is an all-through school (ages 3 to 16) with published GCSE-phase performance metrics in the FindMySchool dataset. For GCSE outcomes, Beis Malka Girls school is ranked 3,850th in England and 9th in Salford (FindMySchool ranking based on official data). That position sits below the England average overall, and it is consistent with some of the underlying indicators, including an average EBacc APS of 2.43 versus an England average of 4.08, and 0% achieving grades 5 or above in the EBacc measure shown.

The school’s average Attainment 8 score is 20.6. Taken alongside the England ranking, the published figures indicate that outcomes at GCSE level are currently a development area relative to typical England performance.

For primary-age pupils, the usual Key Stage 2 benchmark reporting is not available in the same way for many independent schools. In practice, the strongest externally verified indicators for younger years here are inspection evidence about reading, curriculum sequencing, and pupils’ attitudes to learning.

Curriculum coherence is a recurring strength in the latest inspection narrative. Subject knowledge is sequenced into smaller steps, taught in logical order from early years to Year 11, with regular checking for understanding and timely correction of misconceptions.

Reading is positioned as a core driver. Early years provision includes regular stories, songs, and rhymes, leading into a phonics programme starting in Reception and continuing into Year 1 so pupils can apply phonics knowledge in both reading and writing. Pupils are encouraged to read widely and often, with rewards supporting reading habits.

Language context matters. The inspection record notes that almost all pupils come from homes where English is an additional language, and the school provides targeted support in vocabulary and communication so pupils can access the secular curriculum successfully.

One area to watch is consistency across subjects. The June 2024 report indicates that in a small number of subjects, routine checks on how the curriculum is implemented are less developed, which can make it harder to identify where staff need extra support to deliver the intended curriculum consistently well.

The school educates pupils through to the end of Year 11, with no sixth form. As a result, the key transition point is post-16. The most recent inspection notes that careers advice and guidance for older pupils has been improved since the previous inspection, with a structured programme giving information about future options and opportunities for work and study.

Because published destination statistics are not available here, families should treat post-16 planning as a discussion topic to raise directly: typical colleges or training routes used by recent cohorts, how careers guidance is delivered in practice, and how the school supports applications, references, and transition.

Admissions information is not published as clearly as many mainstream schools, and the safest approach is to confirm the school’s entry process directly. For families aiming at standard entry points aligned to the local authority cycle, Salford’s coordinated deadlines provide useful anchors:

• Secondary (Year 7) entry for September 2026: applications open 01 September 2025 and close 31 October 2025.

• Reception entry for September 2026: the closing date is 15 January 2026.

• Nursery entry for September 2026: applications open 01 September 2025 and close 15 January 2026.

Offer timelines are also set out by Salford for these routes, including early March for secondary offers and mid-April for nursery and reception offers.

Independent schools sometimes operate parallel steps (registration meetings, internal assessments, documentation checks) alongside, or instead of, local authority coordination. With no definitive published admissions guide available from the school itself, families should verify, in writing, whether an LA application is required for the intended year of entry and what additional steps the school expects.

A practical suggestion: use FindMySchool’s Map Search tool to understand the surrounding area options and compare travel practicality, then keep a shortlist in Saved Schools while you confirm entry steps and timelines.

The most recent inspection evidence supports a picture of pupils who feel safe, trust adults, and experience a calm, predictable day. Safeguarding arrangements were judged effective in the June 2024 standard inspection.

The school also identifies pupils with special educational needs and disabilities and adapts teaching so they can access the curriculum, working with parents and other professionals to understand needs and secure extra support where required.

Personal development is described as supported through curriculum content and activities that help pupils recognise similarities and differences between people. However, the June 2024 inspection also states that the school does not fully meet its statutory duty to teach secondary-age pupils about all protected characteristics, which limits how fully pupils are prepared for life in wider British society. This is a key point for families to understand in context, including how the school is addressing the requirement.

Extracurricular detail is not published in a prospectus-style format, but inspection evidence shows pupils access a range of activities supporting wider development. The June 2024 report references opportunities including drama and musical performances, sports, craft, and cookery activities, plus educational visits that connect learning to civic life. Examples given include visits to a magistrates’ court to learn about the rule of law, and a trip to the Houses of Parliament linked to democracy.

Earlier inspection evidence adds texture around community-minded activities and charitable giving, with pupils contributing to local and broader charity efforts, alongside an emphasis on respectful conduct and strong routines.

If extracurricular breadth is a priority for your child, the right approach is to ask for a current termly clubs list, how activities are scheduled around the Kodesh and Chol structure, and whether trips and performances are year-group specific or whole-school.

As an independent school, fee transparency matters. The most recent standard inspection lists annual fees for day pupils as voluntary contributions, rather than a fixed published tuition fee.

In practical terms, families should ask for clarity on the expected level of contribution for 2025 to 2026, what it covers (for example, resources, trips, lunches, or transport), and which costs sit outside the contribution model. Where bursary or hardship support exists, it should also be confirmed directly, as there is no published bursary statement available in the sources used here.

The school is located in Higher Broughton, Salford. The published inspection materials do not set out standardised school-day start and finish times, so families should confirm daily timings, wraparound availability, and holiday arrangements directly.

One practical factor likely to affect day-to-day experience is premises. Local reporting indicates a planned relocation to a larger nearby site, which could change drop-off patterns, facilities, and space for specialist rooms over time.

• GCSE outcomes are currently a development area. The FindMySchool dataset places the school at 3,850th in England for GCSE outcomes, which is below typical England performance. Families with high academic ambitions should ask how the school is strengthening Key Stage 4 delivery and how progress is tracked through Years 7 to 11.

• Statutory curriculum coverage is a specific compliance issue. The June 2024 inspection states that secondary-age pupils are not taught about the full set of protected characteristics, which the school is required to cover. This is worth discussing directly, including what has changed since the inspection.

• Admissions information is not clearly published. Salford’s deadlines are clear for September 2026 entry, but families should confirm whether the school requires additional steps beyond the local authority process.

• Premises change may affect logistics. Plans have been reported for relocation from the current site to a nearby converted building, which could reshape facilities and day-to-day routines during implementation.

Beis Malka Girls school will suit families who want an Orthodox Jewish all-through education for girls, with clear routines, a calm culture, and a curriculum structured around faith learning alongside secular study. The most recent inspection evidence supports a picture of pupils who feel safe and who engage positively with learning.

The main trade-offs are around transparency and outcomes. GCSE performance, as captured in the FindMySchool dataset, is currently below typical England levels, and key statutory curriculum coverage issues were highlighted in 2024. For families comfortable with the religious framework and willing to do detailed diligence on admissions, costs, and post-16 pathways, it can be a focused option within its community context.