Onslow Infant School

Unique Reference Number 125067 Local Authority Surrey Inspection number 359830 Inspection dates 26–27 January 2011 Reporting inspector Christopher Grove

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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 Infant School category Community Age range of pupils 4–7 Gender of pupils Mixed Number of pupils on the school roll 173 Appropriate authority The governing body Chair Sian Boden Headteacher Sarah Kemp-Powell Date of previous school inspection 13 May 2008 School address Powell Close Surrey GU2 7DD Telephone number 01483532726 Fax number 01483 453068 Email address head@onslow.surrey.sch.uk

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Age group 4–7 Inspection dates 26–27 January 2011 Inspection number 359830 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 three additional inspectors. They observed 16 lessons taught by eight teachers. Meetings were held with groups of pupils, and with members of the governing body and staff. Inspectors observed the school's work, and looked at analyses of pupils' attainment and progress, records of governing body meetings, the school's development planning and documents relating to monitoring, safeguarding and the curriculum. Inspectors analysed inspection questionnaires returned by 96 parents and carers and those completed by 20 members of staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The impact of leadership and management in the Early Years Foundation Stage, in improving children's outcomes and the quality of provision.  The extent to which the school's monitoring leads to accurate self-evaluation.  How well the school promotes community cohesion at all levels.

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Information about the school

Onslow Infant School is located on the outskirts of Guildford and is smaller than the average primary school. Most pupils are of White British or of other White heritage, and others are from a wide range of different ethnic backgrounds. The number of pupils for whom English is an additional language is below average. The proportion of pupils known to be eligible for free school meals is also below average. The number of pupils with special educational needs and/or disabilities, principally behavioural, emotional and social difficulties, or with autistic spectrum disorder, is also below average. The school has achieved several national accreditations, including the Healthy Schools and Activemark awards. It is also an Investor in People. 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

Onslow Infant is an outstanding school. Under the leadership of the new headteacher, a very strong team spirit has developed among the members of the teaching and support staff. This leads to the school's positive and nurturing ethos. As a result, the relationships between adults and pupils are warm and trusting. All the members of staff who completed the questionnaire agreed that they are proud of the school, and that their contribution is valued. One wrote that it is 'the best school I've ever worked at' and concluded that it is 'an inspiring place to work where all members of staff strive to ensure children reach their full potential and have exciting learning opportunities'. Without exception, all the parents and carers who took part in the survey agreed that they are happy with their child's experience, and that their child enjoys school. One delighted parent described it as 'a very lovely school - a safe, happy environment in which to learn,

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Main findings

explore and develop. This is a credit to the staff and teachers who work there'. Another felt that 'Onslow is a very special place, and my children will always have many special memories of their first school. What more could we ask for?' The school's outstanding care, guidance and support for pupils contribute significantly to the inclusive atmosphere. Consequently, all the personal outcomes for pupils are at least good and most are excellent. Pupils feel completely safe when they are at school. Their practice of healthy lifestyles is outstanding. Pupils' high attainment and high rates of attendance mean that they are particularly well prepared for the next stage of their education. Pupils' achievement is outstanding. Children make good progress in the Early Years Foundation Stage to enter Year 1 with above-average attainment in most aspects of their learning, except in writing. However, the assessment of their attainment at the end of the

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Main findings

Early Years Foundation Stage has not been fully secure. By the end of Year 2, pupils' overall attainment in reading, writing and mathematics is consistently high. Pupils' excellent progress in Years 1 and 2 reflects the outstanding quality of the teaching, and the imaginative curriculum. The headteacher and the other school leaders have outstanding ambition and drive to improve the school, and together they have created the very secure climate for learning. The members of the governing body work highly effectively as a team and make an exceptionally good contribution to the school's development through their close involvement. The engagement with parents is especially strong, as is evident from the many appreciative comments in the parental questionnaire. The excellent progress of pupils for whom English is an additional language, and those who have special educational needs and/or disabilities attests to the school's highly effective promotion of equal

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Main findings

opportunities. 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 headteacher, together with governors and other school leaders, is extensively involved in activities to monitor the quality of pupils' outcomes and the school's provision. Challenging targets for attainment are set, and are met or exceeded. Very good progress has been made on the issues for improvement from the last inspection. For instance, a much greater proportion of pupils now attain higher standards in writing, and the quality of marking now shows much greater consistency. The school has an excellent track record in improving pupils' academic achievement. More of the pupils' personal outcomes are now outstanding. Self-evaluation processes are thorough and accurate. Given the range of improvements in outcomes and provision, the school has an outstanding capacity to sustain further improvement.

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What does the school need to do to improve further?

 In the Early Years Foundation Stage: promote greater achievement in writing through a more consistent focus on the progress of individual children improve the accuracy of the final assessments of children's attainment at the end of the Reception Year.

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Outcomes for individuals and groups of pupils 1

Pupils' achievement is outstanding. On entry to the school, children's knowledge and skills are broadly similar to those expected for the age group. All groups of pupils make rapid progress across Years 1 and 2, in reading and mathematics, and especially in writing. For example, in a very well-organised lesson, pupils in Year 2 made very good progress in learning to write in a persuasive way because they were given excellent opportunities to evaluate their own learning using a range of criteria for good work. As a result, their writing included vivid vocabulary and exciting expressions. In an outstanding lesson in science in Year 1, pupils made excellent progress in understanding the properties of various materials, for instance discovering whether or not objects made of different materials float or are magnetic. The teacher's lively introduction, and the challenge to pupils' thinking, led to well-judged opportunities for practical investigation and effective

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Outcomes for individuals and groups of pupils 1

recording of findings, and to discussion of the meaning of terms such as 'rigid'. Pupils who have special educational needs and/or disabilities, and those who are learning English as an additional language, make the same excellent progress as others because tasks are well matched to their needs and adults offer them outstanding support and guidance. Pupils greatly enjoy school and feel entirely safe because there is little bullying and because they are confident that adults will deal with minor incidents. There have been no exclusions. In the survey, almost all parents and carers agreed that the school keeps their children safe. Pupils behave well in school. In class, attentiveness is good overall, and teachers and assistants are good at managing any minor inattention well. Pupils' spiritual, moral, social and cultural development is excellent. They respond very well to opportunities for prayer and reflection. In an impressive assembly, pupils in Year 1

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Outcomes for individuals and groups of pupils 1

showed maturity and excellent social development as they spoke confidently about the school in the Gambia with which they are associated. Pupils' practice of healthy lifestyles is excellent. They have a well-developed understanding of the benefits of exercise and a healthy diet. Lessons in physical education are 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 1

supplemented by daily 'Activate' sessions, and the good range of extra-curricular physical activities. The school holds the Activemark and the Healthy Schools awards, which together are testimony to pupils' commitment to outstandingly healthy lifestyles. Pupils make good positive contributions through the school forum, which gives them a significant voice in the school. One instance of the forum's influence has been the development of the outside learning area. Pupils' active engagement with the local community is illustrated by the link with the local branch of the Salvation Army. Pupils' high attendance further confirms their enjoyment of learning. Taken together with their very well-developed skills in literacy, numeracy and information and communication technology (ICT), this means that pupils are extremely well prepared for the next stage of their education.

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Outcomes for individuals and groups of pupils 1

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 1

Pupils' achievement and the extent to which they enjoy their learning 1

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Outcomes for individuals and groups of pupils 1

Taking into account: Pupils' attainment¹

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Outcomes for individuals and groups of pupils 1

The quality of pupils' learning and their progress 1

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Outcomes for individuals and groups of pupils 1

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 1

The extent to which pupils adopt healthy lifestyles 1

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Outcomes for individuals and groups of pupils 1

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

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Outcomes for individuals and groups of pupils 1

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 1

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 1

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

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Outcomes for individuals and groups of pupils 1

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?

Pupils' excellent progress is the result of teaching of high quality. Teachers plan lessons very well, and set clear learning objectives and criteria for successful work which they share with pupils. Learning tasks are very well matched to pupils' prior attainment. In setting written work for a Year 2 class, for instance, the teacher adjusted the task according to pupils' previous attainment, and the teaching assistant gave particular encouragement to the lower-attaining or less confident pupils. Teachers place a strong emphasis on developing pupils' understanding. This is often seen, for example in the high 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?

calibre of the speaking and listening work between teachers and pupils at the beginning and end of lessons, and is well supported by 'talk-partner' activities. In outstanding lessons, teachers combine a rapid pace to learning and challenging tasks with high expectations of their pupils. Teachers are adept at asking questions of pupils, although they do not consistently exploit other opportunities in lessons to assess pupils' understanding of their work. The use of target setting and teachers' marking contribute very well to pupils' learning. The curriculum has a good focus on basic skills, together with an emphasis on pupils' individual development, for instance through lessons in personal, social, health and citizenship education, which promote their understanding of issues of safety, health and personal relationships very well. One family recognised the school's good impact in recording that they had been 'very pleased with the creativity in the curriculum, and the

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How effective is the provision?

focus on progression and developing skills'. The curriculum is well designed to ensure interest and relevance for pupils, for example through themes such as the Great Fire of London or the work on Explorers, which provide opportunities to develop their other skills, for instance in art and design. Although partnerships help to offer curriculum breadth, for example in physical education and music, the school has yet to evaluate this provision in terms of value for money. A variety of special events such as World of Work Week and the half-termly Wow Days, are complemented by a well-developed programme of visitors and visits, for instance to London and to Portsmouth. The broad span of extra-curricular programme ranges from physical activities, including multi-skills, to French and cookery. These clubs have high rates of participation and greatly enhance pupils' enjoyment. Teachers and teaching assistants demonstrate a strong commitment to the school's caring

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How effective is the provision?

ethos so that pastoral care is outstanding. The home-school link worker provides excellent guidance and support for vulnerable pupils and their families. Through the local confederation, the school also employs a speech and language therapist who provides well-regarded support for pupils. Especially good use is made of the local authority's service to support pupils who are learning English as an additional language. Parents and carers who completed the questionnaire judge that the school meets their children's needs particularly well. The school also promotes high attendance outstandingly well.

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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 and the leadership team provide the school with an outstanding sense of common purpose and direction. In addition to leaders' checks on the quality of the school's provision, very good use is made of data and tracking information about pupils' 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?

attainment and progress. Improvement planning is ambitious and sets out in detail how new aims are to be met. The members of the governing body have an excellent insight into the school's many strengths. They are closely involved in contributing to the school's strategic direction, and in monitoring the impact of its work. They carry out the role of providing challenge and support to excellent effect. Parents and carers are highly appreciative of the school's very good relationship with them, and the efforts to strengthen parents' engagement. As one parent wrote, 'The school has organised excellent workshops to help parents support their child's learning.' A broad range of partnerships provides very good support for the pupils' well-being. The home-school link worker and the speech and language therapist both make strong contributions. Outside providers offer good support for the school's curriculum. In

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How effective are leadership and management?

addition, members of staff participate actively in the local confederation of schools, which offers very good support for their continuing professional development. The school's inclusive ethos attests to the strong commitment to the promotion of equal opportunities for all pupils. All groups of pupils attain higher results than their peers nationally. The school tracks extremely carefully the performance of these groups and that of individual pupils, especially any who may be vulnerable. School leaders and the governing body take their responsibility to safeguard pupils extremely seriously, with the result that all arrangements are rigorously evaluated. Risk assessments are thorough. The anti-bullying, equality and e-safety policies are comprehensive and safeguard pupils very well. The school has carefully assessed its provision for community cohesion and has a plan which it has evaluated. Cohesion at the

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How effective are leadership and management?

school and local levels is very well developed. At the international level, the link with a school in the Gambia provides pupils with good insights into life in a very different society. However, the school is aware that the promotion of cohesion at the national level is less well developed.

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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 2

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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 1 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

Children's very good relationships with adults enable them to settle quickly into life in school. Children understand classroom routines and teachers' expectations, showing positive attitudes and behaving well. They enjoy the large range of activities available to them indoors and in the outside area. As a result, they develop into confident and successful learners who cooperate well and know how to share resources. For example, in a good physical education lesson, children worked well with others, demonstrated good coordination, and showed that they knew how to keep themselves safe. They have good opportunities both to work with teachers and also to initiate their own learning. Their achievement is good. They enter Year 1 with knowledge and skills that are above average in almost all areas, including all aspects of their personal development and their learning in mathematics and reading. The exception is writing, where children's scores are lower.

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Early Years Foundation Stage

Teachers are fully aware of this, and are already making adjustments to accelerate children's progress in writing. Activities are well planned and purposeful. In a well-devised lesson, for example, children made good progress in recognising common words beginning with the sound 'ch', because of well-focused teaching. The teacher's intense concentration on individual children, strong interest in their learning and deft use of praise ensured high levels of success. There is good cooperation and teamwork between teachers and teaching assistants when pupils are working in groups. However, when teachers work with the whole class, the role of assistants is sometimes less clear. Stimulating activities are organised both indoors and outside. These reflect well the different areas of children's learning. Teachers provide well for children's welfare and learning, although not all teaching is consistently well paced.

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Early Years Foundation Stage

The leader of the Early Years Foundation Stage is very experienced. Procedures to monitor and evaluate outcomes and provision are thorough. The school recognises the very conscientious approach adopted in arriving at the final assessments at the end of the Reception Year. However, some procedures are also overly ambitious, which leads to some loss of accuracy in the final assessments. Teachers liaise well with pre-school settings, and this ensures a smooth transition into school. They also adopt a rigorous approach to issues of safeguarding. Parents are happy to acknowledge the good provision and learning. One happy parent readily acknowledged this, in writing: 'Our son started in Reception in September 2010 and we have been really pleased with how quickly he settled in at the school and how he is progressing.'

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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 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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Views of parents and carers

There was a high rate of return of completed questionnaires. All parents and carers agreed that the school is well led and managed, and most strongly agreed. All also feel that the school promotes a healthy lifestyle. Most feel well informed about their children's progress, and the overwhelming majority think they are making enough progress. Nearly every parent and carer believes that the quality of teaching is good and most think that the school deals effectively with unacceptable behaviour. Inspectors agree with all of these judgements.

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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 Onslow Infant 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 96 completed questionnaires by the end of the on-site inspection. In total, there are 173 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 76 79 20 21 0 0 0 0 The school keeps my child safe 76 79 19 20 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 54 56 37 39 2 2 0 0

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Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 60 63 35 36 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 75 78 20 21 0 0 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 62 65 32 33 1 1 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 63 66 33 34 0 0 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) 53 55 31 32 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 55 57 39 41 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 46 48 42 44 1 1 1 1

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Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 56 58 35 36 1 1 1 1

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Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 75 78 21 22 0 0 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 78 81 18 19 0 0 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 inspec tion outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 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. 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 Onslow Infant School, Guildford GU2 7DD

We would like to thank all of you for your help during the inspection. We enjoyed seeing you in your classrooms and talking to you at playtimes and lunchtimes. We think that you go to an outstanding school. This means that it does most things very well indeed.  Your school is very warm and welcoming.  All the adults take excellent care of you.  Your understanding of healthy lifestyles is excellent and you feel very safe at school.  You enjoy school, cooperate well in lessons and behave well around the school.  Through the school forum, you take on responsibilities, such as suggesting ideas for improving the outside area. You also take part in events locally.  Your attendance at school is high.  The teaching in your school is outstanding. The school has made the curriculum interesting for you.  Your achievement is excellent. You make outstanding progress, so that by the end of Year 2, your attainment in reading, writing and mathematics is high.

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Inspection of Onslow Infant School, Guildford GU2 7DD

 You take part very well in the excellent range of extra-curricular clubs.  The headteacher and the other leaders are extremely good at their jobs and know how to improve your school.  Nearly all your parents are very pleased with your experience at the school. To make your school even better, your school now needs to do the following in the Reception class:  help the children to do as well in their writing as they do in all their other learning  make sure that the way the children are assessed at the end of the year is more accurate. All of you can help, too, by continuing to work hard and continuing to come to school regularly. We wish you every success in the future.

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Inspection of Onslow Infant School, Guildford GU2 7DD

Chris Grove Lead 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 123 4234, or email enquiries@ofsted.gov.uk .

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