All Saints CofE Primary School, Horsham

All Saints CofE Primary School Inspection report

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Unique Reference Number 133321 Local Authority West Sussex Inspection number 364034 Inspection dates 1–2 February 2011 Reporting inspector Melanie Knowles 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 4–11 Gender of pupils Mixed Number of pupils on the school roll 211 Appropriate authority The governing body Chair Jane Dufton Headteacher Susan Costa Date of previous school inspection 12 February 2008 School address Tylden Way Horsham RH12 5JB Telephone number 01403 270460 Fax number 01403 756109 Email address head@allsaints.w-sussex.sch.uk

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Age group 4–11 Inspection dates 1–2 February 2011 Inspection number 364034 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 123 4234, 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 123 4234 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 two of Her Majesty's Inspectors and one additional inspector. Thirteen lessons were observed, taught by seven teachers. Inspectors also carried out a learning walk to look at provision for pupils with special educational needs and/or disabilities and visited two small group support sessions. Meetings were held with senior and middle leaders, members of the governing body and pupils. Inspectors observed the school's work, and looked at relevant documentation including data on pupils' attainment, progress and attendance, evidence of the school's monitoring and lesson plans. Inspectors considered the 131 responses to the parental questionnaires issued during the inspection. They also analysed questionnaires completed by pupils in Key Stage 2 and members of staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas:

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Introduction

 how well the school has addressed the issues from the previous inspection  the current levels of attainment and rates of progress in mathematics  the opportunities for cross-curricular learning in mathematics and information and communication technology (ICT) and planning for the topic-based curriculum  how well leaders are managing the changes to staffing and maintaining the quality of provision.

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Information about the school

All Saints Church of England Primary School opened as a new school in 2001 with only 45 pupils in the Reception Year and Years 1 and 2. It has now grown to an average-size primary school. Most pupils are of White British heritage. The proportion of pupils eligible for free school meals is very small. The percentage of pupils from different ethnic backgrounds and those learning English as an additional language has risen over the last three years, but remains low. These pupils come mainly from western European backgrounds. The overall percentage of pupils with special educational needs and/or disabilities is very low, though the proportion of pupils with a statement of special educational needs is broadly average. There has been considerable change to the teaching staff over the last year with new subject leaders for mathematics and English, a new senior teacher and a new deputy headteacher now in post.

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Information about the school

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

This is a good school that has continued to improve since the last inspection. There are several significant aspects of its performance that are now outstanding. The school's mission statement, 'Seeking God in all we do', underpins every aspect of its work, so that all members of the school community are valued, cared for and supported. The headteacher leads by strong example in this regard and one parent wrote 'Her strong sense of caring for all pupils is brilliant.' Pupils say that they feel safe at all times. The school is welcoming and has highly positive relationships with parents and carers. It works very effectively with external partners to enhance its provision. The school's church foundation makes a significant contribution to the excellent spiritual, moral, social and cultural development of pupils. For example, the recent 'REspect' week enabled pupils to think deeply about the key values of Love, Hope and Peace and learn

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Main findings

about them through Judaism and Islam, helping them to see the similarities between the faiths. Pupils achieve well academically, particularly in English. Children in the Early Years Foundation Stage make a good start to school life and then continue to make good progress in all areas of their learning through Key Stage 1. In the upper part of the school, there have been variations in rates of progress between subjects. Although levels of attainment in mathematics at the end of Year 6 have been above average, achievement in mathematics has not been as strong as it has been for English in Key Stage 2. The vast majority of teaching is securing good learning and progress for all pupils in mathematics and English. Lessons are well planned with clear objectives, though there are instances when activities do not meet the needs of different ability groups as well as they could. The attendance, punctuality and behaviour of pupils are outstanding, reflecting pupils'

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Main findings

high level of enjoyment of coming to school. Pupils work equally well together or independently. They develop a wide range of high-level skills, which they use innovatively and extremely well. These abilities prepare pupils exceptionally well for the future. Since the last inspection the school has redesigned its curriculum so that subjects are linked and taught through topics or themes. The school calls this the 'Captivating Curriculum'; inspectors found that the curriculum is indeed providing truly memorable experiences for learners of all ages and is outstanding. The headteacher has managed recent staff changes effectively and, with the support of the governing body, has recruited teachers who are well motivated and committed. However, staff who are new in post have yet to develop their skills and expertise fully to enable them to contribute as much as possible to sustaining school improvement. Nevertheless, the school has strong mechanisms to evaluate its effectiveness and senior

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Main findings

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

leaders and managers have judged the overall effectiveness of the school accurately. Senior leaders and the governing body have a good understanding of what the school needs to do to improve further and have been successful in making improvements since the last inspection. The school has therefore demonstrated that it has good capacity for further improvement.

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What does the school need to do to improve further?

 Further raise achievement in mathematics to match the very high standards seen in English by: ensuring that teachers refine the quality of support and challenge they provide during lessons so that the needs of all pupils are always met equally well ensuring that learning is always put into a meaningful context and is more relevant and engaging to pupils, especially girls embedding the use of assessment in mathematics more consistently across the school ensuring that support provided by additional adults in mathematics lessons is of a consistently high quality.  Develop the role of leaders and managers, particularly those new in post, to enable them to make a greater contribution to driving and embedding improvement by: improving the quality of action planning so that the targets are focused on specific outcomes for learners and have appropriate actions and milestones monitoring and evaluating the learning and progress made by different groups of

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What does the school need to do to improve further?

pupils making better use of the data to compare the progress made by different groups of learners.

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Outcomes for individuals and groups of pupils 2

Throughout the school, pupils enjoy their learning and achieve well. Work in lessons and in books shows that most pupils are making good progress in English, mathematics and science and that they take a pride in their achievements. However, the school has correctly identified that the girls are not making as much progress as the boys in mathematics. Pupils show that they can work purposefully on their own or in collaboration with others and they cooperate well on planning tasks and sharing resources. For example, in a Year 6 science lesson, pupils were working in groups of three to plan a scientific investigation and made decisions about who would carry out the test, use the data logger and record the results. Pupils with special educational needs and/or disabilities make good progress and are well supported by learning support assistants. In most lessons, the teacher's well-matched questioning means these pupils are fully involved in whole-class sessions. At times,

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Outcomes for individuals and groups of pupils 2

learning for these pupils is slowed, for example when they are not secure about the meaning of new or unfamiliar words or how to read or write them. 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 2

Pupils have an excellent understanding of how to stay safe and are very aware of the risks posed by the internet. They have a good understanding of how to live healthy lives and engage in plenty of exercise at playtimes. Older pupils have been trained as 'mini- midday supervisors' and help to organise activities and games for their peers. Many pupils take part in after-school sporting activities. Pupils make a strong contribution to school life and the local community. The recently introduced Pupil Parliament, which has replaced the school council, is providing opportunities for more pupils to have a voice in decisions relating to their school. A good example was seen in the pupils' desire to help the school to become even more environmentally friendly by building a green house using recycled materials. Attendance is consistently high and punctuality is very good. Little time is wasted in lessons and pupils settle quickly to their work. Pupils have opportunities to apply their

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Outcomes for individuals and groups of pupils 2

well-developed ICT skills in practical, 'real-life' situations. Pupils in Years 5 and 6 create musical compositions using ICT and also create high-quality presentations about the work they have been doing, for example about the Second World War. The school also organises 'careers days' for older pupils which provide opportunities for them to meet with professionals from the world of work.

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 2

Pupils' achievement and the extent to which they enjoy their learning 2

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Outcomes for individuals and groups of pupils 2

Taking into account: Pupils' attainment¹

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Outcomes for individuals and groups of pupils 2

The quality of pupils' learning and their progress 2

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Outcomes for individuals and groups of pupils 2

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 2

The extent to which pupils adopt healthy lifestyles 2

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Outcomes for individuals and groups of pupils 2

The extent to which pupils contribute to the school and wider community 2

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Outcomes for individuals and groups of pupils 2

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 2

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 2

The extent of pupils' spiritual, moral, social and cultural development 1

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Outcomes for individuals and groups of pupils 2

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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Outcomes for individuals and groups of pupils 2

is low 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?

Observations of lessons confirmed the school's view that teaching is good. Teachers demonstrate good subject knowledge and have very positive relationships with their pupils. In the majority of sessions, there is good pace to the session, a clear focus on the learning intention and clear links with learning in other areas. Where this is not as strong, it is because teachers sometimes talk at length while pupils sit passively, especially during the introductory parts of lessons. In these sessions, teachers do not always check the learning and progress of pupils early enough and this, at times, slows the progress of lower- as well as higher-ability pupils. In some lessons, such as in mathematics, learning is often taught out of a cross-curricular context. However, the school has already recognised this as an area for development. Planning throughout the school is detailed and the best is characterised by an imaginative

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How effective is the provision?

use of resources ? including the interactive whiteboard, a good balance of teacher-directed and independent work and clear roles for teaching assistants so that they understand how they can support the learning of pupils and help them progress. Most planning does not identify new or unfamiliar vocabulary that needs to be reinforced or explicitly taught. As a result, in some lessons, including in mathematics, this key aspect of teaching is overlooked and at times slows the progress made by pupils who find aspects of reading and writing difficult. Senior leaders now review pupils' progress each term and this is helping teachers to focus clearly on next steps in learning. Teachers make good use of progression statements to set targets for pupils in reading and writing, but this system is not being used in mathematics at present. Marking of written work is thorough and, at its best, informs pupils if they have met the learning intention of the lesson and gives good guidance on

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How effective is the provision?

what they need to improve. The new curriculum provides rich, linked learning experiences for most subjects. This helps to maximise learning opportunities and promotes high levels of creativity. The use of the outside area is exemplary: the whole school site is an outdoor classroom with a pond, class flower beds, a sensory garden, allotments and a new willow dome. One parent wrote, 'The captivating curriculum is superb and engages her each term, keeping her motivated and interested ? we learn a lot too.' The school provides an excellent level of pastoral care and support for pupils. One parent who is new to the school wrote, 'Our children have been welcomed in and have been looked after and cared for. The school teaches wonderful values.' The school identifies pupils who may be vulnerable to underachievement quickly and puts appropriately targeted support in place so that needs are addressed early. It is clear that this tightly

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How effective is the provision?

focused short-term support has often enabled pupils to catch up, especially with their reading and writing skills. The learning mentor is very effective in her work to support potentially vulnerable pupils so that they can be included fully in school life. 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?

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 1

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How effective are leadership and management?

The headteacher has guided the school skilfully through a challenging period of staff changes so that morale has remained high and the school has continued to progress. Other school leaders, staff and governors all share her vision. However, new middle and senior leaders require support to develop their skills in analysing data, in improvement planning and in their monitoring of learning and progress to enable them to contribute fully to embedding and driving improvement in the school. The school holds an annual self-evaluation meeting which is attended by governors and staff and is informed by reviews of data and surveys of pupils, parents and carers. This ensures that school improvement planning identifies and tackles the right priorities. The governing body has a high profile in the school and is increasingly involved in monitoring its work. It, together with school leaders, has good regard to the need to promote

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How effective are leadership and management?

equality. As a result, the headteacher and deputy headteacher have introduced new systems to assist with the tracking and monitoring of the performance of different groups of pupils. However, the governing body has yet to ensure that it communicates to parents and carers the impact of key policies. There have been no incidents of racial discrimination and leaders and managers ensure that pupils learn to respect and value differences. A wide range of effective provision is in place to promote community cohesion and this is supported well with the school's links with the local parish. There are particularly strong links in the local community and there has been some good work to improve pupils' understanding of national and global diversity. The school works in a well-established partnership with other local schools which enhances provision and supports continuous school improvement. School leaders and governors ensure that arrangements to keep

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How effective are leadership and management?

pupils safe are good and are well understood by staff. 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?

These are the grades for leadership and management

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How effective are leadership and management?

The effectiveness of leadership and management 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 1

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 1

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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 2

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 2

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 2

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Early Years Foundation Stage

Children join the Reception Year from at least six different nurseries. Their attainment on arrival is generally above the levels expected for their age. They make good progress overall and by the end of the year they attain higher levels in all the areas of learning than most children nationally. For the last couple of years, girls have attained higher in nearly all areas than boys. Currently, children are making the most progress in learning to link letters and sounds. The least amount of progress is in their mathematical development, particularly in relation to problem solving and their use of mathematical language. The Early Years Foundation Stage is well led and managed. This has contributed to the recent improvements, such as the development of a more creative curriculum. As a result, children become excited about their learning and they engage enthusiastically with a range of adult-led and child-initiated activities such as: making puppets; role play; taking

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Early Years Foundation Stage

photographs; and writing lists of what they need for their show. However, at times, there are not enough activities to support and enhance the development of children's mathematical language. Additional adults make a valuable contribution to helping children with activities; however, they do not always contribute as well as they might to extend the children's learning. Children's experience in the Early Years Foundation Stage enables them to foster a love for learning and coming to school. Welfare arrangements for children are fully in place and the progress made by every child is carefully assessed on a regular basis. However, the progress made by different groups of pupils has yet to be compared. Staff work well with parents and carers and this helps children to settle well. Links with the feeder nursery schools are underdeveloped and this reduces the amount of information staff receive about children prior to their arrival.

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Early Years Foundation Stage

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

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 2

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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 2

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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

The vast majority of parents and carers are happy with their children's experience at All Saints Church of England Primary School; believe that their children enjoy school and that the teaching is good. A very small minority express concerns about their children's progress and a few parents and carers believe that the school does not take enough account of their suggestions. Pupils say that they would like more information about their progress. The school is looking at ways that it can improve the way it shares information about progress. Although most parents and carers feel the school deals well with unacceptable behaviour, there are a few who disagree. Inspectors saw good behaviour in almost all lessons and observed pupils behaving in a very considerate way towards adults and each other at break times. Pupils moved around the school in a calm and orderly way. A very large majority of pupils agreed that behaviour is good in school when they responded to their

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Views of parents and carers

questionnaire. Most parents and carers agree that the school is well led and managed and helps their children to have a healthy lifestyle. They also believe that the school helps them to support their children's learning. Particularly positive comments from parents and carers include how happy their children are at school, praise for the headteacher and the teachers and appreciation of the care their children receive.

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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 All Saints Church of England 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.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 131 completed questionnaires by the end of the on-site inspection. In total, there are 211 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 83 63 46 35 1 1 1 1 The school keeps my child safe 94 72 33 25 1 1 2 2

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Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 34 26 89 68 7 5 0 0

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Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 48 37 73 56 9 7 0 0

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Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 66 50 62 47 3 2 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps me to support my child's learning 59 45 64 49 6 5 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps my child to have a healthy lifestyle 65 50 62 47 3 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) 43 33 78 60 3 2 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 45 34 76 58 5 4 1 1

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Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 44 34 78 60 6 5 2 2

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Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 36 27 85 65 6 5 2 2

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Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 74 56 52 40 4 3 0 0

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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 70 53 58 44 3 2 0 0

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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 August 2010 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2009/10 was not representative of all sc hools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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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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Inspection of All Saints Church of England Primary School, Horsham RH12 5JB

Thank you for making the inspection team feel welcome when we visited your school recently. We were very interested in what you as well as your parents and carers had to say about the school. We agree that All Saints is a good school and that there are many things about your school that are excellent. We enjoyed watching you build the willow dome and were also very impressed by all your lovely art work displayed around the school. These are the main things we found to be best about your school.  The staff at the school care for you extremely well and this helps you to feel very safe.  The outstanding curriculum provides you with many memorable learning experiences and encourages the use of the outdoor learning areas.  The way the school works with your parents, carers and other people makes an excellent contribution to your learning and well-being.  The way that most of you behave is exemplary .You come to school when you are

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Inspection of All Saints Church of England Primary School, Horsham RH12 5JB

supposed to and arrive on time for your lessons. This helps to ensure you make the most of your education and also shows how much you enjoy coming to school. You make good progress in English already and by the end of Year 6 standards are higher than in most schools. To help your school to become even better we have asked the school to do two main things. The staff at the school have been asked to help you all to make even better progress in mathematics so that you reach higher levels in this subject by the end of Year 6, especially girls. We have also asked the school to help staff with leadership and management responsibilities, particularly those who are new to the school, to become even better at helping the school to improve further. We know you will continue to work hard and do your best, but do let your teachers know if at times the work they give you is either too hard or too easy.

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Inspection of All Saints Church of England Primary School, Horsham RH12 5JB

Melanie Knowles Her Majesty's Inspector (on behalf of the inspection team) out in the guidance 'Complaining about inspections', which is available from Ofst ed's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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