Tiferes review 2026, an Orthodox Jewish independent girls’ school in Salford (ages 3 to 16)

For families seeking an all the way through girls’ education from nursery age to GCSE, Tiferes offers continuity, clear routines, and high expectations around conduct and effort. The current picture is slightly mixed in formal terms. The most recent standard inspection (15 to 17 July 2025) judged overall effectiveness as Requires improvement, even while describing behaviour and attitudes as Outstanding and the quality of education as Good.

This is a school that places strong emphasis on a calm working environment and purposeful learning. External evidence also points to careful curriculum sequencing from early years through to key stage 4, plus a strong focus on reading. At the same time, the latest inspection raised concerns about personal development coverage, including statutory relationships and sex education (for secondary-age pupils) and pupils’ understanding of some aspects of life in modern Britain.

For parents, the practical takeaway is straightforward. If your priority is a settled, orderly day and a coherent academic journey to GCSE, the strengths described will matter. If your priority is broad personal development content delivered in line with statutory expectations for secondary-age pupils, you will want to ask very specific questions about what has changed since July 2025, and how that is now taught and quality assured.

The tone described in official reporting is consistently warm and structured. Pupils are portrayed as arriving happily and engaging positively with learning, with staff modelling the school’s values and creating a culture of kindness and care. Behaviour is presented as exceptionally strong, with pupils understanding rules, responding well to praise and rewards, and keeping lessons focused and disruption-free.

Early years is positioned as a settled starting point rather than a separate add-on. Nursery and Reception children are described as settling quickly and being taught routines such as sharing and kindness, with older pupils building on that foundation. This matters in an all-through context, because it suggests consistent expectations from the start and fewer cultural jolts as pupils move into the primary and secondary years.

Leadership details available publicly confirm the headteacher as Mrs Judith De Vries. The sources reviewed list her in post but do not provide an appointment date, so it is sensible to verify tenure and leadership structure directly if that is important to your decision.

Tiferes’ GCSE outcomes in this review use FindMySchool rankings and metrics only.

Ranked 2,015th in England and 3rd in Salford for GCSE outcomes (FindMySchool ranking based on official data), performance sits in line with the middle 35% of schools in England (25th to 60th percentile).

On the core GCSE headline measures provided, the school’s Attainment 8 score is 52.2, and the EBacc average point score is 4.4.

These figures indicate a school delivering broadly typical outcomes by England standards in the FindMySchool ranking context, with a solid local standing within Salford. (No Progress 8 figure is available provided, so this review does not make any value-added claims.)

The most recent reporting describes a broad and ambitious curriculum, with subject curricula set out so that knowledge and skills build securely over time. Sequencing is described as continuous from early years through key stage 4, which is a meaningful claim in an all-through environment. It implies that the secondary curriculum is not treated as a fresh start, but as the next stage of a planned learning pathway.

Reading is positioned as a priority, with pupils reading a wide range of books and staff moving swiftly to support pupils who find reading difficult, including keeping up with phonics where needed. Teachers are described as checking understanding purposefully and addressing misconceptions and gaps, which should suit pupils who benefit from clear explanation and regular correction.

The most pointed teaching-and-learning improvement area in the latest reporting is writing accuracy. The issue raised is not a lack of writing, but inconsistency in spotting and correcting errors, leading some pupils to repeat mistakes over time, including spelling accuracy affecting fluent writing across the curriculum. This is worth probing at open events or meetings, because it is the kind of issue that is very visible in exercise books and marking routines.

As an all-through school ending at age 16, post-16 planning matters. The school does not operate a sixth form in the official reporting reviewed, so families should expect transition to further education or sixth form elsewhere after GCSEs.

One concrete data point is available from earlier official reporting: in 2022, pupils were described as successfully securing appropriate places in further education institutions. That is reassuring as a baseline, and it also suggests the school offers careers guidance and transition support, including activities such as work experience and talks from external speakers.

Because the school does not publish destination statistics in the provided dataset, parents should ask for practical detail rather than general assurances. Useful questions include which local providers pupils typically move on to, what guidance is offered for course selection, and how references and predicted grades are managed.

Publicly available admissions detail for Tiferes is limited. The official records reviewed list the school as an independent day school, and the most recent inspection documentation indicates that the school does not record a public website in the same way many schools do.

Given the age range (3 to 16), families typically care about three entry points:

• Nursery and Reception entry, including how places are offered and how transition into key stage 1 works.

• Key stage 2 and key stage 3 in-year entry, which can be relevant for families moving into the Salford area.

• Key stage 4 entry, if any, including subject availability and how the school supports new starters with exam specifications.

A sensible approach is to treat admissions as a conversation rather than a formality. Ask what information is required, whether there are set assessment steps for particular year groups, and how the school handles waiting lists and mid-year entry. If you are comparing options, the FindMySchool Saved Schools feature can help you keep notes on entry requirements and next steps across your shortlist.

The pastoral picture in formal reporting is largely positive on day-to-day safety and climate. The environment is described as calm and harmonious, with pupils feeling safe and accepted, and attendance monitored so that absence is followed up quickly with support where needed.

Safeguarding is described as effective in the most recent inspection documentation reviewed.

Where the pastoral and wellbeing picture becomes more nuanced is in personal development content for older pupils. The July 2025 findings raised concerns about the depth and breadth of pupils’ understanding of diversity in modern Britain and statutory relationships and sex education for secondary-age pupils. For many parents, this will be the deciding discussion point. It is reasonable to ask for a clear outline of what is taught, how it is delivered, and how the school ensures statutory expectations are met while remaining consistent with the school’s ethos.

The most useful way to understand enrichment at Tiferes is through the specific examples in official reporting, rather than generic claims. Pupils have been described as engaging in enrichment activities including art club and baking club, as well as educational visits and field trips such as trips to the Yorkshire Dales and North Wales.

More recent reporting points to a broad programme of clubs, trips and experiences, including visits to the Houses of Parliament and museums. That combination, local cultural learning plus national civic exposure, suggests leaders are trying to broaden pupils’ understanding beyond the immediate community, even though the latest inspection also judged that this was not yet secure across all required areas.

Leadership opportunities also appear in the examples given. Pupils are described as taking on roles in school and raising money for local charities, and as initiating projects such as recycling campaigns. For many children, this kind of structured responsibility is a strong fit, particularly when paired with clear behavioural expectations.

Tiferes is an independent school. In the most recent official documentation reviewed, fees are described as voluntary contributions, rather than a published tuition schedule with 2025 to 2026 termly figures.

Because exact 2025 to 2026 fee figures were not available from an accessible official school fees page in the sources reviewed, this review does not state a specific £ amount. Families should ask directly how contributions are structured by year group, what is included, and what additional costs are typical (for example, uniform, trips, and any optional activities). If bursaries or scholarships are offered, ask whether support is means-tested, what the criteria are, and how confidentially applications are handled.

Nursery fee figures are not stated here. For early years costs, request the current nursery schedule directly.

Tiferes is a day school in the Broughton area of Salford, serving girls aged 3 to 16.

School day start and finish times, wraparound care arrangements, and term-time operational details are not set out in the official sources reviewed for this report. Parents should confirm these directly, particularly if you need breakfast provision, after-school care, or clarity on how early years hours align with work patterns.

• Inspection context. The July 2025 standard inspection judged the school as Requires improvement overall, with Outstanding behaviour and attitudes but weaker judgements in personal development and leadership and management. This combination often points to a school that feels highly orderly day to day, but needs tighter strategic oversight in specific compliance areas.

• Personal development and statutory coverage. The latest findings raised concerns about secondary-age relationships and sex education and pupils’ understanding of some protected characteristics. Families should ask to see what has changed since July 2025 and how the school evidences coverage and impact.

• Post-16 transition. With education ending at 16, a smooth move into sixth form or further education is essential. Ask early about careers guidance, references, subject pathways, and typical next steps after GCSE.

• Limited published admissions and fees detail. Official records indicate limited online publication of admissions and fee structure information. That makes direct engagement more important, and it is sensible to document what you are told so you can compare like with like across schools.

Tiferes is best understood as a school with a strongly orderly culture and a carefully planned academic pathway from early years to GCSE, reinforced by exceptionally strong behaviour. The challenge is not day-to-day conduct or curriculum ambition, but ensuring that personal development and statutory expectations for older pupils are delivered in full and with clear leadership oversight.

Who it suits: families seeking a girls’ all-through independent setting with clear routines, calm classrooms, and structured learning, and who are willing to engage closely with the school on post-16 transition and the content of personal development for secondary-age pupils.