St Andrew's Benn CofE (Voluntary Aided) Primary School

St Andrew's Benn CE (Aided) Primary School Inspection report

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Unique Reference Number 130877 Local Authority Warwickshire Inspection number 360146 Inspection dates 29–30 September 2010 Reporting inspector Charalambos Loizou HMI

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Voluntary aided Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 252 Appropriate authority The governing body Chair Mrs Alison Farnell Headteacher Mr Rod Steward (acting headteacher) Date of previous school inspection 20 November 2007 School address Chester Street Rugby, Warwickshire CV21 3NX Telephone number 01788 574697 Fax number 01788 574697 Email address Admin3591@we-learn.com

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Age group 3–11 Inspection dates 29–30 September 2010 Inspection number 360146 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by one of Her Majesty's Inspectors and two additional inspectors. The inspectors visited 18 lessons and observed 10 teachers who were teaching at the time of the inspection. They held meetings with members of the governing body, staff and pupils as well as speaking to some parents and carers. Inspectors observed the school's work, the arrangements in place to safeguard pupils and looked at the improvement plan and self-evaluation, as well as assessment and tracking data that teachers use to monitor pupils' progress. Questionnaire returns from 116 parents and carers were analysed as well as returns from pupils and staff. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  The achievement of pupils in English, mathematics and science, and the impact of measures taken by the school to raise attainment.  The impact of the teaching on pupils' progress over time and the extent to which the

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Introduction

leadership team monitors and improves the quality of teaching and learning.  The extent to which the school has improved assessment and teachers' marking since its last inspection.  The effectiveness of intervention programmes and support provided for pupils with special educational needs and/or disabilities and those who join the school speaking English as an additional language.

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Information about the school

This is an average size school with an Early Years Foundation Stage that comprises a Nursery class for three-year-olds who all attend part time, and two Reception classes for four-year-olds. The majority of pupils are White British and, increasingly, many pupils join the school from a wide range of minority ethnic backgrounds. A high proportion of these speak English as an additional language with Portuguese, Polish or Urdu being the predominant home languages. In addition, a significant number of pupils join the school at different times of the year from abroad speaking a range of European, Asian or African languages. The proportion of pupils with special educational needs and/or disabilities is above that of most schools and a higher than average percentage has a statement of special educational needs. The main areas of additional need include pupils with moderate or specific learning, or emotional and behavioural difficulties. The acting headteacher

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Information about the school

joined the school at the start of this school year and remains in post until the governing body appoints a substantive headteacher. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

The school has maintained a satisfactory education for its pupils since its last inspection despite the many challenges it has faced. Its pastoral support is strong and consequently pupils' spiritual, moral, social and cultural development and well-being are good. Teachers and support staff are very committed to pupils' all round development. This is reflected in the warm and positive relationships that exist between pupils and staff. The leadership team and governing body have kept the school on an even keel during a period of rapid change in the community caused by significant inward migration in the local area. Consequently, the school has adapted its provision to serve the needs of pupils from a wide range of minority ethnic groups. To some extent it has done this successfully, as one pupil rightly explained, 'We welcome anyone from anywhere'. Although these challenges have placed greater demands on teachers and support staff, pupils achieve

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Main findings

satisfactorily in relation to their starting points and attainment is broadly in line with national expectations by the end of Year 6. Standards have fluctuated in the last three years, particularly in English, reflecting inconsistencies in the quality and effectiveness of the teaching. The teaching is satisfactory and there is enough good teaching to show that the school has the capacity to continue improving standards. The majority of children join the Nursery or Reception classes with skills and aptitudes that are well below those expected for their age. Pupils in the early stages of learning English and those with special educational needs and/or disabilities require intensive support. These challenges have prompted teachers to adapt their teaching, support and curriculum to accommodate wide-ranging learning needs. Effective teaching and good care and support enable most pupils to make satisfactory progress. However, some pupils do not

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Main findings

reach their full potential, especially in writing, because lessons do not allow enough time for pupils to edit or improve their independent writing, particularly in Key Stage 2. In the Early Years Foundation Stage, children improve their knowledge of letters and sounds well but this is not being consolidated enough in their early writing skills to prepare them adequately for Years 1 and 2. As a result, pupils do not always spell, punctuate or structure sentences accurately enough which slows their progress in writing. Variations in pupils' progress and attainment are also affected by inconsistencies in teachers' assessments and the lack of precise learning targets for pupils to work towards. There are few opportunities for pupils to assess their own and others' work and limited scope in some lessons for pupils to work independently. The most effective teaching adapts to the needs of pupils across the ability range but this is not yet common practice.

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Main findings

The progress of pupils with special educational needs and/or disabilities is checked regularly but the impact of the support provided is not being monitored with sufficient rigour. Consequently, there are variations in pupils' progress with some just falling short of their targets. Lessons are usually purposeful and engaging, although pupils learning Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

English as an additional language are not always provided with resources to work independently. However, some teachers are beginning to provide bilingual resources and support which is helping pupils to play a full part in lessons. Attendance rates are average although the school's systems for checking attendance are not robust enough to prevent some absences disrupting pupils' learning. Pupils feel safe and secure and parents and carers confirm that they are pleased with the care provided for their children. Pupils have a good understanding of how to adopt balanced eating habits and participate in many sports and activities to keep them fit and healthy. The acting headteacher has made a good start in evaluating what needs to be done to sustain improvements. The deputy headteacher leads by example in managing and demonstrating good classroom practice. Governors provide satisfactory support, although

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Main findings

play a limited role in evaluating the performance of the school.

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What does the school need to do to improve further?

 Accelerate the progress pupils make in English to raise standards by: linking children's knowledge of letters and sounds in the Early Years Foundation Stage to early writing skills improving pupils' handwriting, spelling and punctuation, particularly in Key Stage

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What does the school need to do to improve further?

providing more opportunities for pupils to write at length across a broader range of subjects and topics, and time to edit and improve their writing, particularly in Key Stage 2.  Improve teaching and learning to sustain a rise in attainment by: ensuring that teachers use assessments of pupils' progress regularly to plan tasks that are better matched to the needs and abilities of all pupils providing more opportunities for pupils to reflect and assess their own and others' learning to deepen their understanding providing targets for pupils to work towards that help them to understand the next steps towards higher levels.  Monitor the impact of teaching and support provided for pupils with special educational needs and/or disabilities, and those learning English as an additional language more robustly to: adapt resources and the deployment of support staff more flexibly and effectively to meet their specific learning needs

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What does the school need to do to improve further?

check pupils' learning regularly and intervene sooner if pupils are not making enough progress towards their targets.  Ensure that more effective systems are put in place to sustain improvements to attendance and minimise the disruption of absence to pupils' learning.  Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Outcomes for individuals and groups of pupils 3

The work seen in lessons and in pupils' mathematics and science books show that attainment is improving. There are improvements to attainment in English but progress in writing is uneven across classes. National tests results over the last three years show that some cohorts did not reach the standards expected in writing and standards were significantly below average. In reading, mathematics and science standards have been more typically average by the end of Year 6, reflecting satisfactory progress in relation to pupils' starting points. Progress measures between Key Stages 1 and 2 were average last year compared with schools nationally and standards, although fluctuating, are edging upwards. Pupils' behaviour is satisfactory, including those at risk of displaying challenging behaviour, which is as a result of the effective support provided by learning mentors and teaching assistants. Pupils respect each other's views and behaviour in lessons is often good as

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Outcomes for individuals and groups of pupils 3

they are attentive, responsive and keen to ask questions. They show initiative but in lessons, they do not have enough opportunities to work independently, share ideas, or reflect on their learning. Pupils feel safe and many have stated that they trust that adults will deal effectively with rare incidents of bullying. They know that their views are respected and their efforts valued and rewarded. School councillors, monitors and buddies are mature, and proudly wear their 'badge of office', taking their responsibilities seriously, for example, when organising charitable fund raising, caring for younger pupils, or representing the views of others. Pupils have satisfactory opportunities to contribute to their local and wider community through links and visits to other schools. They understand the changing nature of their community, and are increasingly learning about the diversity of ethnic and cultural traditions. Pupils enjoy coming to school, although some families

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Outcomes for individuals and groups of pupils 3

take extended holidays during term time or their children are repeatedly absent which disrupts their learning. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Outcomes for individuals and groups of pupils 3

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 3

Pupils' achievement and the extent to which they enjoy their learning 3

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Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attainment¹

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Outcomes for individuals and groups of pupils 3

The quality of pupils' learning and their progress 3

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Outcomes for individuals and groups of pupils 3

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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Outcomes for individuals and groups of pupils 3

The extent to which pupils adopt healthy lifestyles 2

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Outcomes for individuals and groups of pupils 3

The extent to which pupils contribute to the school and wider community 3

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Outcomes for individuals and groups of pupils 3

The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

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Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 3

The extent of pupils' spiritual, moral, social and cultural development 2

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Outcomes for individuals and groups of pupils 3

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

The pace of learning is satisfactory in most lessons with enough good teaching across the school to continue raising standards. Teachers plan their work so that pupils are provided with clear objectives for each lesson. However, some lessons do not incorporate enough work tailored specifically to meet the needs and abilities of all pupils. Teachers assess and check if pupils are on course to reach their learning targets, but this is not being done regularly enough to ensure that they are on course to reach their targets. Teachers mark pupils' work diligently but the advice and comments provided do not always refer pupils to their individual learning targets, making it difficult for them to assess how well they are doing or understand the next steps. In most lessons, class discussions are productive and stimulating but sometimes there is little time for more focused independent work to extend or deepen pupils' understanding.

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How effective is the provision?

Pupils who find learning difficult are supported by a skilled team of teaching assistants who provide good care and encouragement. Each stage of these pupils' progress is checked regularly but this is not rigorous enough to adapt interventions and programmes that ensure all pupils reach their targets. Overall, pupils learning English as an additional language make satisfactory progress and integrate well in lessons, especially when encouraged to work with others, which improves their spoken English. Resources are sometimes provided, such as translated text or cue cards, but the quality and use of these varies as there is no common approach across classes resulting in variable progress. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective is the provision?

The curriculum includes topics for pupils to study that draw together a range of subjects with good opportunities to use information and communication technology, but less opportunity to write at length across a broad range of subjects. Topics incorporate a good range of visits to places of interest or outdoor team-building activities, as well as music and sport that broaden pupils' experiences and have a positive impact on their personal development. Pupils are encouraged, with good success, to care for the local environment, such as the work done in the well-resourced garden where pupils grow plants and vegetables. Pupils develop a range of core skills that prepare them adequately for the future. There is strong pastoral support for pupils. The staff have well established partnerships and effective links with outside agencies and a local children's centre which offers additional welfare services and home links with families.

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How effective is the provision?

These are the grades for the quality of provision

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How effective is the provision?

Taking into account: The use of assessment to support learning

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How effective is the provision?

The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

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How effective is the provision?

The effectiveness of care, guidance and support 2

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How effective are leadership and management?

In a short time, the acting headteacher has brought stability and sound judgement to the school. The deputy headteacher has worked effectively with staff during a period without a substantive headteacher. Consequently, the process of self-evaluation, audit and review is improving as it has not always been thorough enough, reflecting inconsistencies in pupils' learning. The governing body supports the school well, although has not been as involved to the same extent as senior staff in assessing and evaluating the school's performance. A good start has been made in setting out a more systematic structure to development planning and monitoring so that the school is now in a stronger position to identify the most important priorities for improvement. Since the last inspection, refined assessment systems have contributed well to improving teachers' planning. Moderation meetings to look at pupils' work have improved teachers'

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How effective are leadership and management?

understanding of assessment. However, there are some inconsistencies in the progress that pupils make because checking systems and reviews of progress are not robust enough to ensure that all pupils reach their learning targets. The school listens to, and acts on, the views of its community, which accounts for the good level of satisfaction expressed in questionnaires. There is a commitment to inclusion and equality of opportunity, reflected most in the sensitive care and management of pupils with learning, emotional or behavioural difficulties. The school's contribution to community cohesion is satisfactory. Pupils learn about the main world religions with opportunities for them to experience different cultural traditions and learn about the diversity of the community in the local area. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective are leadership and management?

At the time of the inspection all safeguarding requirements were being met in line with statutory requirements with appropriate arrangements in place to ensure that only suitable adults come into contact with pupils.

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How effective are leadership and management?

These are the grades for leadership and management

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How effective are leadership and management?

The effectiveness of leadership and manage ment in embedding ambition and driving improvement

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How effective are leadership and management?

Taking into account: The leadership and management of teaching and learning

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How effective are leadership and management?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

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How effective are leadership and management?

The effectiveness of the school's engagement with parents and carers 3

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 3

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How effective are leadership and management?

The effectiveness with which the school promotes equality of opportunity and tackles discrimination

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How effective are leadership and management?

The effectiveness of safeguarding procedures 3

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 3

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 3

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Early Years Foundation Stage

Although attainment is below that expected in all areas of learning by the time they start Year 1, Nursery and Reception children make satisfactory progress. The staff provide a stimulating range of activities that broaden children's knowledge and understanding, laying secure foundations for their learning and development. The children settle quickly and make a good contribution to the setting when tidying away or getting themselves ready to play outdoors. Children make good progress linking letters and sounds to words through songs, nursery rhymes and a wealth of story books. However, the staff do not always link these skills to writing, which slows children's early writing development. There are warm and trusting relationships where each child is valued and rewarded for good behaviour and effort. Assessments and observations of the children are carried out diligently but there is insufficient focus on what the children are learning, leaving uncertainty about the next

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Early Years Foundation Stage

steps or targets to work towards. Children explore and develop their physical and creative skills using different textures through colour mixing, drawing and painting. Nursery and Reception children benefit from working in the well-resourced and exciting outdoor and indoor areas safely and productively. Teachers' planning incorporates time for the children to work and play together during 'activate time', helping them to generate their own ideas and engage in different activities. This improves their confidence and independence. However, some children find it difficult to choose activities that will hold their attention for good periods of time, which does not sustain or extend their learning. The Early Years Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Early Years Foundation Stage

Foundation Stage is managed efficiently and the staff work cooperatively ensuring there is a smooth transition between Reception and Year 1.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 3

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Early Years Foundation Stage

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Early Years Foundation Stage

The quality of provision in the Early Years Foundation Stage 3

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Early Years Foundation Stage

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

Approximately half the parents and carers returned inspection questionnaires and the very large majority of these expressed mainly positive views. Parents and carers believe that their children are safe and that this is a caring and supportive school. A small number are concerned about pupils' behaviour and academic progress, which to some extent are justified given that there are relative weaknesses in the performance and progress of some pupils. However, behaviour is satisfactory, standards are rising and pupils enjoy their time in school. Most pupils and parents expressed satisfaction with the positive and highly supportive ethos engendered by the staff and some have commented on the engaging way the acting headteacher and staff welcome them to the school. Inspectors endorse comments by a small number who would like the school to inform them better about their children's learning, and with the pupils who believe that the staff could do

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Views of parents and carers

more to help them understand their learning.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Andrew's Benn CofE (Voluntary Aided) Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 116 completed questionnaires by the end of the on-site inspection. In total, there are 252 pupils registered at the school.

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Responses from parents and carers to Ofsted's questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 58 50 53 46 3 3 1 1 The school keeps my child safe 59 51 51 44 4 3 0 0

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Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 45 39 55 47 11 9 1 1

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Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 45 39 52 45 10 9 4 3

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Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 49 42 55 47 7 6 1 1

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Responses from parents and carers to Ofsted's questionnaire

The school helps me to support my child's learning 43 37 58 50 12 10 1 1

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Responses from parents and carers to Ofsted's questionnaire

The school helps my child to have a healthy lifestyle 45 39 66 57 2 2 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 30 26 59 51 10 9 1 1

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Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 37 32 66 57 6 5 2 2

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Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 34 29 53 46 15 13 1 1

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Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 29 25 54 47 16 14 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 32 28 64 55 11 9 1 1

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Responses from parents and carers to Ofsted's questionnaire

Overall, I am happy with my child's experience at this school 56 48 49 42 6 5 2 2

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Responses from parents and carers to Ofsted's questionnaire

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures in clude those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Warwickshire, CV21 3NX

Thank you for your help during the recent inspection, as well as the welcome and consideration you gave the inspectors. Inspectors have judged that you go to a satisfactory school and your teachers and support staff are helping you to improve your work towards higher standards. You are making satisfactory progress, especially in reading, mathematics and science. However, the inspectors have judged that the school could do more to continue raising standards in writing. The staff are helpful, sensitive and caring, and are genuinely interested in your welfare and achievements. The acting headteacher, leadership team and governing body are managing the school to ensure that you continue to improve your work but there are some things that we have asked them and your teachers to do to make your school even better:  provide you with better opportunities and targets to improve your writing, including for younger children when they learn their letters and sounds, and older children

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Warwickshire, CV21 3NX

when writing independently  plan lessons that will provide work that is always matched to your abilities; make more regular checks and assessments to make sure that you all reach your learning targets; and provide more time for you all to assess your work and reflect on your learning to deepen your understanding  monitor the support provided for those pupils who find learning difficult and make sure they all do well to reach their targets; and also provide consistent support and resources for those children learning English as an additional language so they can work and learn independently in lessons  improve systems to monitor and improve attendance rates to avoid any long term absence causing disruption to pupils' learning and progress. You can all help too by continuing to try hard and making sure that you all come to school every day. I wish you all the very best.

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Warwickshire, CV21 3NX

Charalambos Loizou Her Majesty's Inspector out in the guidance 'Complaining about inspections', which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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