On Leicester Road in Higher Broughton, Bnos Yisroel School Manchester runs a single, continuous journey from nursery age through to GCSE, with day places funded by voluntary donations rather than set tuition fees. It is a large school by independent standards, with a published capacity of 650, and its all-through structure matters: routines, expectations and relationships are built over years, not handed over at a Year 6 to Year 7 break.
This is an independent all-through school for girls aged 3 to 16 in Salford, Greater Manchester. The 2024 Ofsted inspection rated the school Requires Improvement overall.
The clearest theme in the school’s recent reporting is relational: strong, affirming bonds between pupils and staff, and a culture of respect that starts early and carries through to the oldest year groups. For families, that matters as much as any headline outcome. In an all-through setting, “how it feels” becomes structural, because younger pupils are shaped by what they see older students modelling every day.
Faith is not a bolt-on here. The school is described as an Orthodox Jewish girls’ school, and the curriculum is organised around both Jewish studies and a secular programme. That dual focus tends to suit families who want the day to reinforce home values, while still expecting a broad base of academic knowledge and skills.
At the same time, a school can be warm and still have hard edges. One of the key weaknesses flagged relates to how well pupils are prepared for life in modern Britain, specifically around parts of relationships and equality education. For parents, that is not an abstract policy point. It shapes what a child knows, what questions they feel able to ask, and how confidently they will move through further education and wider workplaces later on.
Because Bnos Yisroel finishes at 16, GCSEs are the main set of published outcome measures. Ranked 3,662nd in England and 6th in Salford for GCSE outcomes (FindMySchool ranking, based on official data), results place the school below England average overall.
The Attainment 8 score is 32.1. EBacc average point score is 3.4, compared with an England average of 4.08. Progress 8 is not available for this school.
For parents comparing local options, the FindMySchool comparison tool on the local hub page is a practical way to put these measures alongside nearby schools, then sense-check the numbers against what you learn from conversations about curriculum, exam entry choices and the routes students take after Year 11.
England ranks and key metrics (where available)
GCSE 9–7
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% of students achieving grades 9-7
The most compelling academic detail is how deliberately the curriculum is planned across phases. The school’s reporting describes a broad and ambitious curriculum, with particular strength in key stages 3 and 4 and a well-developed programme in early years. Where this works best, teachers are clear about what pupils should know, and lessons build knowledge in a sensible sequence so that later learning has something solid to rest on.
Reading is treated as a whole-school priority rather than a “primary-only” project. In nursery, pupils are introduced to books through stories, rhymes and songs, with staff building listening and language. Reception and Year 1 then move into phonics and early reading routines, and by the time pupils leave key stage 1, most are described as reading with confidence and fluency. What matters for families is the continuity: when early reading is coherent, it frees up a child’s cognitive bandwidth later, because comprehension is no longer the bottleneck.
In key stages 1 and 2, there is also an identified curriculum challenge: a small number of subjects where the sequencing and content are not as fully pinned down as they should be. That does not mean pupils are not learning. It does mean consistency can vary, and parents may want to ask how leaders have tightened subject planning so that pupils do not get an uneven experience in the middle primary years.
The school does not have a sixth form, so the next step is always a deliberate choice at 16. For some families, that is a positive. It creates a natural pause to reassess subjects, travel, and the kind of environment a student will thrive in for A-levels or vocational courses.
A distinctive element here is faith-related progression. Many students are described as continuing their next steps at a Jewish seminary. Alongside that, careers support is framed as preparation for adulthood, with external input and employment workshops used to help students think through education, employment or training options.
The practical implication is that families should think early about what “success at 16” looks like for their daughter. Is it a direct route into a faith pathway, a sixth form with a wide A-level menu, or a college where technical courses and work placements are central? The right destination will depend on the student’s appetite for academic exam intensity, subject breadth, and travel.
As an independent school, admissions are handled directly rather than through the local authority’s coordinated system. For families already embedded in the local Orthodox Jewish community, the school’s expectations and rhythms may be well understood. For newcomers to the area, it is worth asking clear, practical questions early: which year groups have capacity, how mid-year entry is handled, and what information the school expects from parents at registration.
Nursery provision begins from age 3, which can be a significant draw for families who want early years education and primary schooling aligned in one setting. It also means the transition into Reception can be smoother, because children are already used to the routines and language of the school day.
Without relying on a published calendar, it is sensible to assume that applications, visits and any meetings will run well ahead of a September start. If you are considering entry into Year 7 or Year 10, ask about curriculum fit and subject continuity, particularly where exam specifications are already underway.
A useful FindMySchool step here is simply logistical: use the Map Search to check travel time from your door at realistic school-run hours, because daily transport pressure can shape family life more than any prospectus promise.
Pastoral care at Bnos Yisroel is framed through relationships and behaviour. Pupils are described as having trusted adults they can speak to, and the culture is portrayed as calm and purposeful once lessons begin. Behaviour is a stated strength, with pupils consistently respectful of staff and peers, and rewards used to reinforce positive conduct and learning habits.
The school is also described as identifying special educational needs and disabilities accurately and in a timely way, working with families and external agencies to support access to the curriculum. In a setting where faith and community are central, that matters: good SEND support is not just about interventions, it is about whether a child feels understood and able to participate fully in class and wider school life.
Safeguarding is described as effective. For parents, the more useful question is how safeguarding culture shows up in everyday practice: staff vigilance, clear boundaries, and whether pupils feel able to speak up when something does not feel right.
Enrichment here is not presented as a glossy menu of niche clubs. It reads as purposeful, community-linked activity, shaped around pupils’ talents and the school’s values. Examples given include extra-curricular opportunities such as sport, drama, sewing and cookery, and structured chances to do homework in school with access to staff support. That last detail is easy to overlook, but it can be a game-changer for busy households: it shifts academic stress out of the evening and into a supervised, supported window.
There is also evidence of pupils taking responsibility for service and event leadership. A recent example described Year 9 pupils coordinating an evening of celebration and activities for local children and young people with SEND. This kind of pupil-led project develops confidence, organisation and public-facing skills, and it signals that personal development is not treated as a worksheet exercise.
Trips are also part of the wider picture, including visits beyond the local area such as a trip to Poland and another to London to visit the House of Commons. For families, these experiences often become the moments pupils remember, precisely because they place classroom learning into a broader social and historical context.
*Bursaries may be available for eligible families.
Bnos Yisroel operates from one site in Higher Broughton, Salford, which simplifies daily logistics for families with children across age groups. With no sixth form, the rhythm of school life is focused on early years, primary and secondary through to GCSE.
Transport will be shaped by the realities of an urban, residential part of Salford. Families should plan around local traffic at peak times and think carefully about the school-run impact if you are balancing multiple drop-offs or work commitments. Wraparound and after-school arrangements are best confirmed directly with the school, especially if you are relying on childcare around working hours.
Overall judgement and next steps: The current overall judgement is Requires Improvement, with strengths in areas such as behaviour alongside clear requirements for improvement. Before committing, ask what has changed since the most recent report and how leaders are measuring impact.
Curriculum coverage and modern Britain: A key issue raised relates to pupils’ understanding of some protected characteristics, specifically sexual orientation and gender reassignment. Families will want clarity on how relationships, equality and life in modern Britain are taught, and what the school’s approach means for pupils as they move into broader further education and workplaces.
GCSE headline measures: The FindMySchool GCSE ranking places outcomes below England average overall. If your daughter is academically ambitious, ask detailed questions about subject pathways, exam entry choices, and how the school supports high attainment through key stage 4.
Post-16 planning: With no sixth form, every student transitions at 16. That can be liberating, but it requires planning. Be clear early about whether you are aiming for A-level sixth form, a college route, or a faith pathway such as seminary, and how the school supports each.
Bnos Yisroel School Manchester offers something specific: a large, Orthodox Jewish, all-through girls’ education in Salford, with day places funded by voluntary donations and a clear emphasis on relationships, behaviour and spiritual growth. It will suit families who want faith and schooling aligned day-to-day, and who value continuity from early years through to GCSE.
The question for most families is not whether the school feels caring; the reporting points strongly in that direction. The sharper decision is whether the curriculum breadth and life-preparation work, alongside the GCSE headline measures and the required improvements, match what you want for the child in front of you.
It has clear strengths in behaviour, relationships and the way pupils are supported to feel safe and known by adults. It also has defined areas that require improvement, particularly around aspects of curriculum coverage and how well pupils are prepared for life beyond their community.
Day places are funded by voluntary donations rather than set tuition fees. Families should ask directly what the current expectations are, and what additional costs typically arise for items such as uniform and educational visits.
No. The school’s age range runs to 16, so students move on to a new setting for post-16 study.
Published headline measures place outcomes below England average overall in the FindMySchool ranking. If GCSE attainment is a key priority for your family, it is worth asking how the school supports high grades across subjects and what its approach is to curriculum and exam pathways in key stage 4.
Students take their next step at 16. Many continue to a Jewish seminary, and careers guidance is designed to support choices across education, employment and training routes.
Get in touch with the school directly
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