Kenmore Park Infant and Nursery School

Kenmore Park Infant and Nursery School Inspection report

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Unique Reference Number 102212 Local Authority Harrow Inspection number 355150 Inspection dates 9–10 March 2011 Reporting inspector Marion Wallace

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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 3–7 Gender of pupils Mixed Number of pupils on the school roll 339 Appropriate authority The governing body Chair David Morris Headteacher Rutinderjit Mahil-Pooni Date of previous school inspection 6 March 2008 School address Moorhouse Road Harrow HA3 9JA Telephone number 02082048759 Fax number 02089050368 Email address office@kpfs.harrow.sch.uk

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Age group 3–7 Inspection dates 9–10 March 2011 Inspection number 355150 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 23 lessons given by 16 teachers. They held meetings with parents and carers, groups of pupils, members of the governing body and staff. Inspectors observed the school's work, and looked at its improvement plan and those of subject departments, minutes of governing body meetings, pupils' work, assessment information and curriculum planning. In addition, 116 parental questionnaires were received and analysed. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The provision for more-able pupils in reading and writing.  The progress of White British, Pakistani, White background and Black Caribbean groups in reading, writing and mathematics.  The progress of pupils who have been in the school since Reception.  The provision and progress of pupils identified with school action and those with a

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Introduction

statement of special educational needs and/or disabilities.

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Information about the school

Kenmore Park is a larger than average infant school with a Nursery, serving a socially and ethnically mixed area. Most pupils are from minority ethnic groups. The predominant group is of Indian heritage, although 26 different languages are represented. The percentage of pupils who speak English as an additional language is very high and a majority of these pupils are in the early stages of learning English. The percentage of pupils with special educational needs and/or disabilities is above average, but the percentage of pupils with a statement of special educational needs is below average. The proportion of pupils known to be eligible for free school meals is above average. Mobility is very high and many pupils join and leave other than at the usual times. The Early Years Foundation Stage provision is a Nursery class providing 52 part time places and four Reception classes. The school has achieved the Basic Skills Award, Activemark and Healthy

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Information about the school

School Award. There is a joint governing body for this school, the neighbouring junior school and a Children's Centre. The latter two settings were not part of this inspection. The breakfast and after-school club is also shared with the junior 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

Kenmore Park is an outstanding school. Pupils of all abilities and from a wide range of backgrounds achieve well. The school is extremely popular with parents, carers and pupils, who appreciate and acknowledge the high quality care and exciting learning opportunities. One parental comment summed up the views of the vast majority, saying: 'It is a brilliant school, children flourish here. They are extremely happy and well behaved, they thoroughly enjoy their education. I am really pleased the way teachers are so supportive and helpful.' Many parents and carers were amazed at the progress their children had made since they came to the United Kingdom. Pupils were equally enthusiastic about their school saying, 'This school is the best! We love it here, we like learning literacy, numeracy, science and ICT (information and communication technology), art and physical education.' Pupils new to this country commented on how well the school has helped them to

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Main findings

understand and speak English. Pupils make excellent gains in their personal development because relationships are extremely strong and the school ethos is very warm and welcoming. Progress is good because the quality of teaching and learning is good or better. While increasing numbers of pupils are reaching the expected levels, not many pupils reach the higher levels in reading and writing. The provision in the Early Years Foundation Stage is good and ensures all children make a positive start to their education. Care, guidance and support are outstanding, behaviour is excellent and pupils are sensible and enthusiastic learners. The intervention for pupils who need additional help is extremely well planned and supports them superbly. The curriculum meets the needs of all pupils extremely well and consequently they develop a very positive attitude to their learning. The headteacher leads the school exceptionally well and is passionate about providing

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Main findings

high quality care and learning environment. Excellent links with the local community and external agencies contribute very effectively to the provision. 'community awareness day' gives pupils and their families an excellent opportunity to share and celebrate their own culture and traditions. The school works extremely well with the Children's Centre and the local junior school. Although attendance has improved a lot, it could be even better if families did not take extended breaks and holidays in term time. There is an excellent commitment from all staff to provide each pupil with the very best possible education and a continual drive for improvement. Equality of opportunity and the elimination of discrimination are pursued determinedly. The school's highly effective systems for evaluating the strengths and areas for development are playing their part in helping the school's leaders to continually raise standards, despite many barriers to

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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

learning. The school's excellent organisation and strong shared vision demonstrate its outstanding capacity to continue moving forward.

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What does the school need to do to improve further?

 Raise the levels of attendance to above average by working more closely with parents and carers to reduce holidays and long-term leave during term time.  Increase the proportion of pupils reaching the higher levels in reading and writing at Key Stage 1 by ensuring that teachers use assessment information more rigorously to plan more challenging reading and writing tasks for more- able pupils.

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Outcomes for individuals and groups of pupils 1

From very low starting points, pupils reach broadly average standards by the time they leave the school at the end of Year 2. Progress is good or better for all groups of pupils, including those with special educational needs and/or disabilities and pupils who join the school other than at the usual time, often with no or very little English. Extremely well planned intervention is ensuring there are no significant differences in the achievement between different groups of pupils. Excellent relationships contribute to the very positive climate for learning. In a Year 2 mathematics lesson, more-able pupils made good progress writing, ordering and comparing three digit numbers. Average pupils were able to write, order and compare two digit numbers. They are encouraged to think of their own ideas. Year 1 pupils enjoyed writing a speech bubble for the wolf in the 'Three Little Pigs' story. Pupils confidently tackled the task but more-able pupils were not challenged further

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Outcomes for individuals and groups of pupils 1

to extend their ideas and their written response. Pupils take a pride in their work, which is neatly presented, and handwriting skills are well developed. The school's tracking and inspection evidence indicates all pupils are on course to reach or exceed their challenging targets. Excellent outcomes are contributing well to pupils' economic well-being. Pupils work extremely well with a partner or small group and develop an excellent work ethic. They really enjoy learning because lessons are very well planned and teachers create an exciting climate for learning. Pupils have targets for literacy and numeracy and they know them well. There is a strong focus on key skills and teachers seize every opportunity to encourage the pupils to articulate their ideas and develop their language skills. While pupils achieve very well in their numeracy and information and communication technology skills, opportunities to challenge more-able

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Outcomes for individuals and groups of pupils 1

pupils in their reading and writing skills are less well developed. As a result, more-able pupils do not develop their reading comprehension and independent writing skills as well as they could. Pupils behave extremely well because they thoroughly enjoy coming to school. Attendance is satisfactory and improving; it is however, adversely affected by extended leave and holidays in term time. Pupils say they feel extremely safe and they can discuss any problems they have with adults. Pupils have a good knowledge of what constitutes a healthy lifestyle, selecting healthy options from the school lunches and attending the wide range of activities such as the multi-skills physical education programme. They make an excellent contribution to their school and local community. All children learn to be 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

responsible and enjoy opportunities to be playground buddies. The school council is very well organised and pupils plan, organise and run events to raise money for charities, for example, jeans for genes, Children in Need, local sheltered homes. Pupils have excellent awareness of other cultures, ethnicities and religions because the school celebrates and acknowledges the different ethnicities within the school. There is a real joy in celebrating the many languages within the school. The school is proud of links with schools in Chipperfield and Brazil. There was a real buzz of enthusiasm and excitement during a science workshop assembly. Pupils gasped with awe and wonder as the visiting scientists demonstrated different ways to create energy. Pupils reflected carefully and more-able pupils gave sensible suggestions about why the lighted match caused the balloon to burst.

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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 2

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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 2

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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 1

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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?

The large majority of lessons observed during the inspection were good. Teachers use assessment information well to plan work that matches the needs of all pupils. As a result, different groups are challenged well in most aspects of their work. Teachers use a range of methods and strategies to promote learning. For example, in a Year 2 literacy lesson, pupils were highly motivated by a short video snippet of a basement at night. They were encouraged to think of interesting words to describe the scene. They used words such as 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?

'dark', 'scary', 'messy' and 'smelly with creeping creatures'. Teachers use questions effectively to check pupils' knowledge and understanding. Pupils enjoy well-planned opportunities to discuss their ideas with others and to assess their own learning. In a Year 2 lesson, pupils talked enthusiastically to their partner about exactly what you had to do to be kind to someone. Teachers give good oral feedback to pupils on how to improve their work. Marking is regular but occasionally does not always challenge pupils to improve their work. Teaching assistants support pupils with additional needs and those who speak no or little English very well, so they make the same good progress as others. The curriculum is extremely well planned and matched to the needs of all groups of pupils. Thinking skills and strategies to improve pupils' confidence are well developed. The very strong personal and social education programme assists pupils' outstanding personal

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How effective is the provision?

development. Literacy, numeracy and information and communication technology skills are used superbly well in other subjects. Year 1 pupils used the computers confidently to create graphs showing their favourite food. This lesson made an excellent contribution to learning in mathematics, science and health education. Curriculum enrichment is excellent and there is a wide range of clubs and activities which are popular and well attended. Recent visits included London Zoo and theatre trips. Visiting specialists enrich learning. For example in a Kung Fu Opera workshop, pupils were helped to develop their listening, coordination and observational skills by performing a challenging movement sequence with a partner. Art work is a strength and pupils' art is attractively displayed. The extremely caring ethos results in very happy pupils who thoroughly enjoy school life. Pupils' needs are central to the work of the school and all adults help children, parents and

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How effective is the provision?

carers to get the best from learning, by excellent communication. The school works extremely well with external agencies to support all pupils in need of help. Induction and transition arrangements for children entering the school in the Early Years Foundation Stage and when moving on to other schools are excellent. One particularly positive comment stated, 'I am extremely happy with the progress my child has made. The headmistress and all the teachers have been extremely supportive and caring.' Bilingual support is extremely well organised and is one of the main reasons why pupils new to this country settle so well. There are extremely well considered mechanisms in place to help parents and carers support their children's learning.

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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's excellent leadership and management skills have permeated through the school. These are the key reason for the continual improvements, good progress and 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?

high-quality learning environment. Outstanding leadership by the headteacher has enabled significant improvement in the organisation of the intervention programmes and this is reflected in improved pupil progress and staff effectiveness. Senior leaders have encouraged a culture of self challenge and review for all staff. This has resulted in a high quality learning environment and consistently good or better achievement for all pupils. There is extremely strong, enthusiastic commitment from all staff to provide each pupil with the best possible education. Leaders have a very thorough understanding of the strengths and weaknesses of the school and they communicate their ambition extremely well. Middle leaders observe and evaluate learning regularly in their area of responsibility. The headteacher is dedicated to making sure pupils achieve their best and that staff bring high-quality expertise to their work. Pupils' work is monitored rigorously.

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How effective are leadership and management?

The headteacher leads the school with drive, competence and compassion, valuing the work of others and encouraging staff and pupils to take responsibility for their actions. The governing body ably supports staff and challenges the school well to ensure school improvement initiatives are successful. Governors monitor and evaluate the work of the school effectively and are well organised. Tracking of progress over time is very thorough and senior leaders quickly identify any dips in standards and swiftly put strategies and interventions in place to promote improvement. Appropriate developmental areas to further improve the effectiveness of the school are clearly identified in the school improvement plan. The school promotes equalities expertly, ensuring that there is no discrimination between different groups. This is reflected in the consistently good or better progress of all groups of pupils, including those who enter the school at different points and who join the school

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How effective are leadership and management?

with no or very little English. All safeguarding procedures and checks on adults are exemplary. Child protection, risk assessment and safeguarding procedures meet current statutory requirements and represent examples of outstanding practice. Risk assessments for the building and visits are extensive and detailed. The cultural diversity of the school is highly valued and, consequently, the promotion of community cohesion is good because pupils develop an excellent understanding of the school and local community for their age. The shared governance and excellent partnership links with local schools, with the children's centre and various support agencies contribute to the school's excellent provision. Close working relationships ensure high quality provision supporting families and children's 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 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 2

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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 1

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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

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Early Years Foundation Stage

Children settle extremely well into the Nursery and Reception classes because links with parents, carers and the local community are excellent. Most children join the Nursery class with skills and abilities which are well below those typical for their age. A significant number of children enter Reception with no pre-school experience and speaking little or no English. Children make good progress in the Nursery and Reception classes in all areas of learning, although overall standards are below average when children enter Year 1, particularly in linking sounds and letters and writing skills. Relationships are extremely strong and consequently children make excellent progress in their personal, social and emotional development. Behaviour is excellent. Children make good progress in their speaking and communication skills because teachers encourage them to respond to individual questions and to talk about their ideas. Personal aspects of

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Early Years Foundation Stage

care and welfare are exemplary and this contributes to a very positive start. Staff provide interesting activities and children have good opportunities to learn through activities led by adults and those they choose for themselves. Good teaching, good links with parents and carers and extremely well planned induction arrangements contribute successfully to children's enjoyment of school. Opportunities for using the outdoor area to enhance all areas of learning are well developed. Most activities are fun and challenging. In an observational art session, Nursery children made very good progress learning to recognise body parts and observe their own faces. They learnt to recognise the colour of their own hair and eyes and were given good opportunities to count eyes, ears and noses. They were encouraged to select paint to match their own skin tone. Children in Reception learn to cooperate well, especially in the role play areas. They helped each other create

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Early Years Foundation Stage

'smoothies' to sell in the juice bar. Adults occasionally miss opportunities to challenge more-able children to extend writing skills and to link sounds and letters. 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

Provision for children new to this country is excellent and they make very good progress because of the quality of support they receive. The provision is well led and managed.

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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

There were 116 responses from parents and carers; this is a typical level of response for a school of this size. Most parents and carers are extremely happy with the school. They feel it is very welcoming and friendly. The overwhelming majority of parents and carers say that their children enjoy attending and a very large majority say their children make good progress. Parents and carers regard the school as extremely caring and supportive and say the staff are approachable. Parents and carers were unanimous in saying the school provides a very safe learning environment. They identify a number of strengths in the school including: the good quality of teaching and learning; the good progress all pupils make; the excellent care and support for pupils and families who are new to this country; relationships with staff; the school ethos; the children's enjoyment; and the outstanding leadership and management of the school. There were very few criticisms from parents

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Views of parents and carers

and carers. Inspection findings confirmed the many positives expressed by parents and carers.

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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 Kenmore Park Infant and Nursery 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 339 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 88 76 28 24 0 0 0 0 The school keeps my child safe 78 67 36 31 2 2 0 0

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Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 74 64 42 36 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 62 53 51 44 2 2 0 0

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Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 72 62 41 35 3 3 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 74 64 38 33 3 3 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 54 52 45 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) 57 49 52 45 1 1 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 59 51 53 46 4 3 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 59 51 51 44 2 2 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 54 47 54 47 4 3 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 55 47 49 42 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 68 59 47 41 1 1 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 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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9JA

Thank you all very much for welcoming us to your school. We enjoyed talking with you and your teachers. We will remember how extremely polite and considerate you all were and how well you all behaved. A number of you and your parents and carers told us that Kenmore Park is an excellent school, and we agree. These are the things we found that your school does well.  You get off to a good start in the Nursery and Reception and continue to make good progress through the school. You reach standards by the end of Year 2 that are broadly average.  You all enjoy learning immensely and your teachers teach good lessons.  Your behaviour is excellent and you are extremely sensible and know how to keep safe.  You really enjoy and benefit from the many fun activities, clubs, visits and visitors, such as the Natural Science workshop and the Kung Fu Opera physical activity.  Those of you who join the school other than at the usual time or who speak very

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9JA

little or no English settle in extremely well and make good progress.  Your school cares for you extremely well and teaches you a lot about how to be healthy and to care for others.  Your headteacher and all the staff work very well together as a team to make sure that the school is a very safe and secure, fun place to learn.

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9JA

These are the things we have identified for staff and the governing body to improve.  Your attendance has improved a lot but it can be even better if you avoid taking holidays and long-term leave in term time.  Help those who can do more challenging work to reach higher levels in reading and writing. Thank you for a very enjoyable and memorable visit to your school and best wishes for your future. You can all help by continuing to work really hard.

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9JA

Marion Wallace Lead inspector 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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