A requires improvement academy converter school in Manchester. Explore Ofsted ratings, admissions information, and performance data for The King David High School.
Overall school rating
/ 100
Secondary with Sixth Form weighted harmonic mean of 5 indicators
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Official inspection outcomes
Source: Ofsted inspection outcomes. Grades: Outstanding, Good, Requires Improvement, Inadequate.
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Basic details and characteristics
Official government statistics
What happens to students after they leave this school
Where sixth form students go after graduation
Derived insights and analysis
Subjects where students perform significantly above national average
Strong performance in 5 subjects
Information extracted from the school's own website
The school is founded on traditional Jewish values with a belief in respect, courtesy, self-discipline, diligence and the pursuit of excellence. Judaism is taught as a subject and its teachings permeate everything at school. Judaism contains a fountain of wisdom and knowledge. The rights of man, equality before the law, consideration for others, charity kindness and respect for all, are examples of true Torah and British values. We aim to imbue our pupils with authentic knowledge and pride in their heritage so that they grow to become outstanding Jews and outstanding citizens. experiential Jewish learning is central, with emphasis on Israel education and trips to Poland and Israel; a deep connection and love to Zionism, the land of Israel, the State of Israel is encouraged.
Headteacher Mrs T. Basger describes the school as a warm, supportive Jewish faith school with high academic standards, a holistic approach to education, wide extracurricular opportunities and excellent facilities, and a strong commitment to preparing students for success in their futures.
King David High School’s SEND Information Report describes a needs-led approach to SEND support. The SEND team (SENDCo and Assistant SENDCo) identifies and supports students across four needs areas: communication and interaction; cognition and learning; social, emotional and mental health difficulties; sensory and/or physical needs. Identification can occur at transition, during meetings with school staff, assessments, external agencies, or referrals. The school uses an APDR (Assess, Plan, Do, Review) cycle and aims to provide opportunities for all pupils to participate in the curriculum, often without removal from class, though some students may be supported in small groups or one-to-one as needed. The SENDCo and Assistant SENDCo coordinate training for staff to support pupils appropriately.
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