Harlington School

Harlington Community School Inspection report

p.1

Unique Reference Number 102451 Local Authority Hillingdon Inspection number 355195 Inspection dates 30–31 March 2011 Reporting inspector Peter Gale HMI

p.1

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

p.1

Type of school Comprehensive School category Foundation Age range of pupils 11–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 1132 Of which, number on roll in the sixth form 178 Appropriate authority The governing body Chair Ms C Mosdell Headteacher Ms E Horrigan Date of previous school inspection 20 May 2008 School address Pinkwell Lane Harlington Hayes UB3 1PB Telephone number 020 8569 1610 Fax number 020 8569 1624 Email address hcs@hillingdongrid.org

p.1

Age group 11–19 Inspection dates 30–31 March 2011 Inspection number 355195 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.

p.1

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 .

p.2

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

p.2

Introduction

This inspection was carried out by one of Her Majesty's Inspectors and four additional inspectors. Inspectors visited 34 lessons and observed 33 teachers. Meetings were held with groups of students, parents and carers, members of the governing body and staff. The inspectors observed the school's work, and looked at the school development plan, curriculum plans, the school's tracking data showing students' progress, teachers' lesson plans, students' work and the displays around the school. They also scrutinised questionnaires from 89 parents and carers, 111 staff and 170 students. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  It looked at the progress of lower- and middle-ability students, particularly in mathematics.  It looked at provision for and achievement of those students with special educational needs and/or disabilities.  It looked at the quality of teaching and assessment to support learning across the

p.3

Introduction

curriculum.  It looked at the ability of leaders at all levels to evaluate and monitor provision across the school to bring about improvement.  It looked at the quality of provision and outcomes, particularly retention, for students in the sixth form.

p.3

Information about the school

Harlington Community School is a large school, close to Heathrow Airport. The school site includes also an adult education centre, a sports centre and a public library. Students come from a wide range of economic and ethnic backgrounds with the proportion of students known to be eligible for free school meals being double the national average. Over half of the students come from families where English is not the first language and a small proportion of students are in the early stages of learning English. The number of students identified with special educational needs and/or disabilities has been reduced in the last few years and is now broadly average. The school is designated as Hillingdon's Specialist Resource Provision for students with physical difficulties and disabilities. The school has achieved a number of awards including Artsmark, Sportsmark and the Healthy Schools award. The headteacher took up post in

p.3

Information about the school

April 2010. 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

p.3

Main findings

 Harlington Community School is providing its students with a satisfactory and improving education.  Outstanding leadership of the sixth form has resulted in good and improving provision and outcomes for older students.  Care, guidance and support are good. Potentially vulnerable students, including those in the Specialist Resource Provision for students with physical difficulties and disabilities, are well supported and integrated into the life of the school. The increasing numbers of students learning English for the first time receive good specialist support to help improve their skills.  Most students feel safe and adopt safe practices in, for example, practical lessons. Safeguarding practice is robust and staff work hard to ensure safety.  Systems for evaluating the performance of the school have been improved since the last inspection. Senior leaders have a clear understanding of the strengths and areas

p.4

Main findings

for development. However, data systems are at an early stage of development and do not provide easy access to all of the information the school requires about student progress. For example, the tracking of Year 11 students, by individual and groups, is well developed, but this has not reached the same stage for other year groups.  The school recognised significant underachievement by groups of students, including those with special educational needs and/or disabilities, and in mathematics, in 2010. Robust action has seen this remedied and rates of progress for the current Year 11 have risen, being satisfactory for all groups and in mathematics.  There is secure evidence that attainment, although low, is now improving strongly. For example, accurate tracking of the current Year 11, supported by GCSE module results, shows the proportion of students set to gain five A*-C grade GCSEs including English and mathematics will rise to 40%.

p.4

Main findings

 Leadership of teaching and learning has improved since the last inspection. The school has established a very accurate view of the quality of teachers' work. School leaders have provided appropriate training, challenge and support to improve teachers' practice.  Teaching and the use of assessment to support learning are satisfactory. The best teaching is of a high standard. However, teaching remains inconsistent across and, to a lesser extent, within subjects, with weak and occasionally inadequate teaching in a small proportion of lessons. Assessment has been a focus for improvement and, while good practice to support learning exists, this is yet to be the case consistently. 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

p.4

Main findings

 Students report that behaviour has improved significantly in the school. Behaviour in lessons is mostly good, but congestion in the corridors at lesson changeover leads to occasional incidents of over-boisterous behaviour. Punctuality of a minority is poor both at lesson changeover and at the start of the school day.  The governing body fulfils statutory responsibility, but a minority of staff feel governors are distant, being in the school rarely. The governing body engages with parents and carers on an ad hoc basis to shape the direction of the school, but this is yet to be systematic.  Satisfactory capacity to improve is demonstrated by accurate self-evaluation of strengths and areas for development, improvements in teaching and a rapidly improving sixth form. Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

p.5

What does the school need to do to improve further?

 Raise attainment by further improving the teaching and learning across the school so that it is consistently good by: raising staff expectations of student achievement sharing and embedding the good practice in teaching that exists in the school so that all teachers match work carefully to the full range of learners in their classes sharpening use of assessment systems, including written feedback, to improve students' understanding of and engagement with their own progress ensuring the pace of learning is brisk and students are active in their learning.  Strengthen the strategic leadership of the school by: developing data systems to ensure that the achievements of groups of learners are as easy to track in all year groups as they are in Year 11 ensuring the governing body has a sharper understanding of the challenges facing the school by being more proactively involved in its day-to-day work and

p.5

What does the school need to do to improve further?

engaging more systematically with parents and carers.  Improve punctuality and behaviour, ensuring that the school day encourages enhanced personal outcomes by: phasing lesson changeovers to avoid the corridor congestion ensuring that lunch facilities and timing allow students more time to eat altering the start of the school day.

p.5

Outcomes for individuals and groups of pupils 3

Students' attainment on entry is low. For the cohort completing their GCSEs in 2010, progress and achievement for lower-ability boys and middle-ability girls were inadequate. Progress and achievement were also inadequate in mathematics. Improved tracking and intervention with the current year group has accelerated their progress across the curriculum. This, coupled to an intensive support programme in mathematics, has led to 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

p.5

Outcomes for individuals and groups of pupils 3

all groups making at least satisfactory progress. There was also significant underachievement last year by those students identified with special educational needs and/or disabilities. This was due partly to over-identification and the inclusion of too many students on the special educational needs register. The school has improved progress for the current Year 11 by reducing numbers on the special educational needs register, allowing for better focus and support of individuals. Students enjoy particularly and make rapid progress in lessons where they are involved actively in a variety of fast-paced tasks. These are available to students most frequently in arts subjects. Good examples were observed by inspectors in several subjects. For example, in a Year 11 drama lesson, students enjoyed working together and made good progress developing their performances. In a Year 8 dance lesson, boys were very

p.6

Outcomes for individuals and groups of pupils 3

engaged by practising their dance skills to deliver a Haka. Good specialist support for those students learning English as an additional language, including individual withdrawal for those at the early stages, coupled to improving teaching, means they make satisfactory and improving progress. Students' behaviour is generally welcoming and considerate. Behaviour in the majority of lessons is good and behaviour around school is mostly satisfactory. A few students are less calm in between lessons, due to the number of pupils in a confined space. The school is aware of this and developing plans for staggered timetables to mitigate it. Although the percentage of pupils who are excluded for a fixed term is higher than the national average, this has reduced considerably during this year, as has the incidence of detentions. Most students feel safe in school and understand and adopt safe practices well in their work, for example in science and technology lessons. Students are aware of

p.6

Outcomes for individuals and groups of pupils 3

healthy lifestyles, but do not pursue them in large numbers, for example, through extra- curricular activity. Students make a good contribution to the school community, although opportunities for work in the wider community are more limited. Attendance is in line with national averages, although the punctuality of a small minority is poor. Students develop workplace skills satisfactorily. 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

p.6

Outcomes for individuals and groups of pupils 3

These are the grades for pupils' outcomes

p.7

Outcomes for individuals and groups of pupils 3

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

p.7

Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attainment¹

p.7

Outcomes for individuals and groups of pupils 3

The quality of pupils' learning and their progress 3

p.7

Outcomes for individuals and groups of pupils 3

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

p.7

Outcomes for individuals and groups of pupils 3

The extent to which pupils adopt healthy lifestyles 3

p.7

Outcomes for individuals and groups of pupils 3

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

p.7

Outcomes for individuals and groups of pupils 3

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

p.7

Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attendance¹

p.7

Outcomes for individuals and groups of pupils 3

The extent of pupils' spiritual, moral, social and cultural development 3

p.7

Outcomes for individuals and groups of pupils 3

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

p.7

How effective is the provision?

Teaching is satisfactory, but improving. Good relationships exist between students and their teachers. Teachers demonstrate secure subject knowledge consistently. Additional adults are usually deployed effectively to support the learning of students. In good lessons, teachers use assessment information to plan well for the full range of learners. A variety of different learning opportunities is enjoyed by students and teachers check learning gains frequently against assessment criteria. However, there is inconsistency remaining in the quality of teaching across and within subject areas. Very occasionally, lessons are inadequate because they are pitched at the wrong level. For example, a few teachers' expectations of what students can achieve are too low. Lessons that are no better than satisfactory suffer from being too teacher led with tasks not adapted for the range of abilities in the classroom. Students are either not challenged enough or work can

p.7

How effective is the provision?

be too difficult for them and the pace of learning slows as a result. Due to over-direction, students become passive in their learning, not developing sufficient independence. Assessment practice is very variable in the school. In the best examples of written feedback, teachers' comments on assessed pieces of work are taken very seriously by students, who act on them swiftly. In other examples, marking is cursory or, occasionally, non-existent. Students say that teachers are generous with their time and always available should they need help. Questioning skills are variable, with the best teachers demonstrating very good practice. 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

p.7

How effective is the provision?

The curriculum is under review; currently, it matches the needs of most students. The school is currently developing plans to alter the curriculum organisation radically for September 2011. The rationale for this is to accelerate students' progress further and improve outcomes, while overcoming some of the difficulties with facilities; for example, staggering lunchtimes to increase student throughput. Extra-curricular provision and enrichment are strengths of the curriculum, with numerous opportunities provided, although the uptake of these opportunities is variable. Very good attention is given to all aspects of care, guidance and support. The school works well with a wide range of agencies to support students who are facing challenging circumstances. Transition arrangements to Harlington are good due to strong links with primary schools. Transition into the sixth form is excellent and this, coupled to good work

p.8

How effective is the provision?

with the Connexions careers service, has seen a significant reduction in the number of students not in employment, education or training.

p.8

How effective is the provision?

These are the grades for the quality of provision

p.8

How effective is the provision?

Taking into account: The use of assessment to support learning

p.8

How effective is the provision?

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

p.8

How effective is the provision?

The effectiveness of care, guidance and support 2

p.8

How effective are leadership and management?

A determined headteacher is focused sharply on improving weaker aspects of the school's provision. Middle leadership is satisfactory and developing. Judicious use of external review, coupled to a programme of training in lesson observation for middle and senior leaders, has helped managers to develop an accurate view of the strengths and weaknesses of the school. Clear priorities for improvement flow from self-evaluation and are articulated in a good school development plan. All staff are aware that the school faces significant challenges and most think recent changes have been for the better. However, a minority of staff feel that incidents of poor behaviour could be dealt with more robustly. Leadership of teaching and learning has eradicated systemic weakness in the teaching of mathematics and teaching is now satisfactory. Challenging targets have been set for students and new tracking systems are, increasingly, allowing the school to support

p.8

How effective are leadership and management?

students in achieving them. The promotion of equality of opportunity is satisfactory. The school is aware that there is variation in the performance of groups and is working to begin to close the gaps. Exclusion data show that a higher proportion of Somali boys are excluded. The school has engaged with Somali parents and carers, with the support of local Somali community groups, to begin to remedy this. Safeguarding procedures are robust and securing the safety of students. Staff are vetted very carefully in accordance with current requirements and risk assessment is extremely rigorous. Partnership working is supporting improvements in outcomes for students, both academic and personal, but 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

p.8

How effective are leadership and management?

recognises that there is further work to be done. Parents and carers are generally supportive of the school. However, engagement is satisfactory overall, rather than good, as a minority of parents and carers are not involved actively in supporting their children's education, for example, by attending parents' evenings. The diverse school community is cohesive, but promotion of community cohesion in the wider community is no better than satisfactory.

p.9

How effective are leadership and management?

These are the grades for leadership and management

p.9

How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

p.9

How effective are leadership and management?

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

p.9

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

p.9

How effective are leadership and management?

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

p.9

How effective are leadership and management?

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

p.9

How effective are leadership and management?

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

p.9

How effective are leadership and management?

The effectiveness of safeguarding procedures 2

p.9

How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 3

p.9

How effective are leadership and management?

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

p.9

Sixth form

Students in the sixth form make good progress from their starting points so that their attainment is slightly above the national average. Progress has accelerated rapidly in the last three years and is now good or outstanding in most subject areas. The number of students completing the courses they have chosen has improved markedly and other outcomes, including attendance, show a positive trend. Students have good attitudes to their studies and respond well to the effective teaching they receive. Teaching in the sixth form is of higher quality than in the main school, being good in most lessons. Teachers display very secure subject knowledge and use this to plan a range of learning activities to engage students thoroughly. However, occasionally, teachers over-direct lessons, which restricts students' ability to develop as independent learners. Students report that they are very well supported and that they have and, increasingly, take up a good range of

p.9

Sixth form

opportunities to participate in the leadership of the school. Leadership of the sixth form is excellent. A rigorous and effective tracking system has been developed to ensure that teachers and students are very aware of students' progress towards very challenging targets. Very well- thought-out plans for improving the sixth form are ambitious but realistic. The curriculum is under constant review, with an increasing number of courses being offered, including extra vocational options. More students are choosing to stay on in 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

p.9

Sixth form

the sixth form. This is due to very effective transition arrangements, coupled to the very good relationships potential students enjoy with their teachers in the main school.

p.10

Sixth form

Overall effectiveness of the sixth form 2

p.10

Sixth form

Taking into account: Outcomes for students in the sixth form

p.10

Sixth form

The quality of provision in the sixth form 2

p.10

Sixth form

Leadership and management of the sixth form 1

p.10

Views of parents and carers

A much smaller-than-average proportion of parents and carers completed the questionnaire and there were few additional comments. Most parents and carers are satisfied that students are safe in school and enjoy it. A larger sample of parents' and carers' views has been gathered by the school, over time, using the same questions at parents' evenings as on the Ofsted questionnaire. This has generally given a more positive outcome. However, a minority of parents and carers feels that the school does not deal effectively with unacceptable behaviour. During this inspection, inspectors found that behaviour was satisfactory in the school. There are occasional incidents of poor behaviour and a range of new systems, including rewards, has seen some improvement, with the rates of detention and exclusion dropping.

p.10

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Harlington Community 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.

p.11

Responses from parents and carers to Ofsted's questionnaire

The inspection team received 89 completed questionnaires by the end of the on-site inspection. In total, there are 1132 pupils registered at the school.

p.11

Responses from parents and carers to Ofsted's questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 17 19 60 67 10 11 2 2 The school keeps my child safe 14 16 57 64 17 19 1 1

p.11

Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 21 24 47 53 17 19 2 2

p.11

Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 19 21 52 58 17 19 0 0

p.11

Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 15 17 55 62 16 18 1 1

p.11

Responses from parents and carers to Ofsted's questionnaire

The school helps me to support my child's learning 14 16 48 54 21 24 0 0

p.11

Responses from parents and carers to Ofsted's questionnaire

The school helps my child to have a healthy lifestyle 12 13 55 62 13 15 1 1

p.11

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) 20 22 45 51 12 13 2 2

p.11

Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 11 12 56 63 15 17 0 0

p.11

Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 16 18 41 46 23 26 6 7

p.11

Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 9 10 50 56 20 22 3 3

p.11

Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 13 15 54 61 10 11 1 1

p.11

Responses from parents and carers to Ofsted's questionnaire

Overall, I am happy with my child's experience at this school 21 24 49 55 11 12 2 2

p.11

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%.

p.11

Grade Judgement Description

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

p.12

Grade Judgement Description

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

p.12

Grade Judgement Description

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

p.12

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.

p.12

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.

p.12

Common terminology used by inspectors

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

p.13

Common terminology used by inspectors

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

p.13

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.

p.13

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.

p.13

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.

p.13

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.

p.13

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.

p.13

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.

p.13

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

main findings from the inspection of their school.

p.14

Inspection of Harlington Community School, Hayes UB3 1PB

Thank you for the warm welcome you gave to inspectors when we visited your school recently. Here are our main inspection findings.  Your school is satisfactory. Overall, students, including those with special educational needs and/or disabilities, make satisfactory progress.  Care, guidance and support are good. The school looks after you very well. As a result, you feel increasingly safe.  Behaviour is satisfactory overall and improving.  The school is improving its ability to monitor your progress and is now ensuring that extra help is provided to help you meet your challenging targets in Year 11.  Students learning English for the first time receive good specialist support to help improve their skills.  The sixth form is good and improving rapidly. This is providing an increasing number of you with an appropriate route to higher education. To help ensure that all of you make consistently good progress, we have asked school

p.14

Inspection of Harlington Community School, Hayes UB3 1PB

leaders to improve the quality of education you receive by:  ensuring that all of your lessons are as good as the best in the school  making sure the school's systems for assessment are employed consistently by your teachers and that you actively engage with the targets they set  developing data systems so that staff can track your progress in all years as well as they do in Year 11 so that you can be given more help if you are falling behind  getting the governing body to take a more active role in the life of the school and engage with your parents and carers more regularly, to shape its direction  making changes to the school routines and facilities to help you be more punctual to school and lessons, behave better at lesson changeover and have more time to get and eat your lunch. All of you can help by always trying to get to school on time, focusing strongly on your learning in class, and responding to teachers' comments on your work.

p.14

Inspection of Harlington Community School, Hayes UB3 1PB

Peter Gale Her Majesty's Inspector (on behalf of the inspection team) 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 .

p.14