Little Houghton Church of England Primary

Little Houghton Church of England Primary Inspection report

p.1

Unique Reference Number 122025 Local Authority Northamptonshire Inspection number 359149 Inspection dates 23–24 May 2011 Reporting inspector Kath Campbell

p.1

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

p.1

Type of school Primary School category Voluntary aided Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 93 Appropriate authority The governing body Chair Linda Browett Headteacher Patricia George Date of previous school inspection 6 February 2008 School address Lodge Close Lodge Road, Northampton NN7 1AF Telephone number 01604 890788 Fax number 01604 890788 Email address head@lt-houghton.northants-ecl.gov.uk

p.1

Age group 4–11 Inspection dates 23–24 May 2011 Inspection number 359149 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 two additional inspectors. The inspection team observed five teachers and eight lessons. Four lessons were jointly observed with the headteacher. The inspectors held meetings with representatives from the governing body, staff and pupils. The lead inspector also spoke informally to parents and carers. Inspectors observed the work of the school and looked at a wide range of documentation including information about pupil's progress, child protection and safeguarding procedures. They looked at pupils' current and past work and scrutinised 52 questionnaires completed by pupils and 59 by parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The progress made by different groups of pupils, particularly in reading and mathematics.  The degree to which assessment information is used to match pupils' future work to

p.3

Introduction

their needs and abilities and whether information and communication technology is a sufficiently integral part of learning.  The effectiveness of the leadership in ensuring consistently good teaching.  The effectiveness of the restructured subject leadership in identifying priorities and driving through improvement.

p.3

Information about the school

Little Houghton is a smaller-than-average sized school located in a village on the outskirts of the town. Nearly all pupils are from a White British background. No pupils speak English as an additional language. The number of pupils known to be eligible for free school meals is low and the proportion of pupils with special educational needs and/or disabilities is below average. The proportion of pupils with a statement of educational needs varies from year to year and is currently above average. The school has recently gained Healthy Schools status and has received many awards, including Geographymark, in recognition of its work. A privately run playgroup operates from the school site. It is not managed by the governing body and was not included in the inspection. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

p.3

Main findings

Little Houghton is a satisfactory and improving school. The quality of provision for children in the Early Years Foundation Stage is a notable strength. The school's good care, guidance and support make a strong contribution to pupils' good personal and social development. Effective partnerships with other schools greatly enhance pupils' learning. Most parents and carers have very positive views about the school. As one parent commented, 'I could not have asked for a better education for my child. She has flourished in all areas'. This is a happy school with a friendly and welcoming atmosphere. It is a place where staff and pupils feel valued. There is a powerful sense of community and pupils enjoy school a great deal. The headteacher and senior teacher complement each other's skills well. They have successfully created a good climate for learning and are the major driving force behind improvement. All staff work closely together and share the same ambitions for

p.4

Main findings

moving the school forward. Pupils make satisfactory progress, after a good start in the Early Years Foundation Stage, and typically reach above average standards by the time they leave. There is strong evidence in pupils' current work to show that standards are continuing to rise and that the proportion of higher-attaining pupils in Key Stage 2, in particular, is increasing. Well- targeted initiatives, such as those to encourage greater enthusiasm in boys for reading, have had a positive impact on their attainment. This has been a real success story. The school is now turning its attention towards raising boys' attainment in writing, using the same methods to develop greater confidence in written work. In the recent past, standards in mathematics in Key Stage 1 have not been as good as in other subjects and the school is starting to raise the profile of the subject in order to secure improvement. However, not enough younger pupils currently reach higher levels. The introduction of

p.4

Main findings

more effective assessment procedures now identifies potential underachievement much earlier. This enables pupils to receive well-targeted support quickly in order to get them back on track. Although further work remains to be done, the picture is positive. The quality of teaching has improved since the previous inspection, but is not yet consistent enough to ensure good learning and progress throughout the school. Parents and carers rightly believe that teachers make lessons interesting. However, occasionally, in teachers' quest to make activities exciting and relevant, the focus on what pupils are learning gets lost and there is not always enough challenge for higher-attaining pupils. When assessing pupils' learning, marking is not always used effectively enough to show pupils the next step forward. The curriculum has a richness and diversity that motivates pupils well. They value the opportunities on offer, particularly those that develop healthy

p.4

Main findings

lifestyles. Pupils' care and welfare are given a high priority. The school caters very well for pupils from families whose circumstances sometimes make them hard to reach. 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

The school's leaders have an accurate view of strengths and weaknesses, enabling them to identify the right priorities for moving the school forward. However, self-evaluation is sometimes too optimistic, particularly about the quality of teaching and pupils' progress. This is because it tends to be based more on pupils' good personal outcomes, rather than on their satisfactory academic progress. Senior leaders monitor the work of the school satisfactorily, although not always with enough precision. The governing body has high levels of commitment and involvement, but it does not always have enough first-hand information to hold the school to account for standards achieved. Taking all the above points into account, particularly the rise in standards of boys' reading and the improvements brought about by tighter tracking of progress, the school has a satisfactory capacity to improve. Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a

p.5

Main findings

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 the proportion of pupils reaching higher levels in mathematics in Key Stage 1 by: increasing the proportion of good or better teaching ensuring lesson activities provide enough challenge, especially for higher- attaining pupils focusing with greater precision on the day-to-day quality of learning of individual pupils providing more opportunities for pupils to extend their numeracy skills in other subjects.  Raise standards in boys' writing throughout the school by: extending the range of opportunities within the curriculum themes that are specifically designed to engage boys' interest, as well as girls' using marking more effectively to let pupils know how well they are doing and to move them on to the next step involving pupils more in assessing their own levels of understanding.  Strengthen the monitoring role of leaders and the governing body by: ensuring monitoring focuses with greater precision on measuring the success of

p.5

What does the school need to do to improve further?

initiatives by their impact on pupils' learning outcomes.

p.5

Outcomes for individuals and groups of pupils 3

Most children enter the Reception class with knowledge and skills that are broadly at levels expected of children at this age. Through good teaching, they move into Year 1 with a higher than expected proportion having exceeded the Early Learning Goals. Recently introduced strategies to focus on the development of early reading and writing skills right from the start now provide secure foundations for future development. In Key Stages 1 and 2, because teachers are starting to use assessment information with greater precision than in the past, they have a far more accurate view of whether pupils are making enough 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

progress. Although there is still more work to be done, this tighter focus has led to a sustained upward trend in standards because higher-attainers, in particular, receive a greater level of challenge. The progress of pupils with special needs and/or disabilities, although satisfactory overall, is often good in group activities. At these times, the work these pupils receive is more accurately focused on their individual needs. Progress is at its best in lessons where the teachers move learning on at a good pace and the level of challenge is high. A good example of this was seen in a successful lesson in the Reception class, where children were learning about money. Boys and girls of all abilities were equally challenged by the activities. Higher-attaining children, in particular, made good gains in their knowledge by coming up with a wealth of interesting ways to make 15p using 1p and 2p coins. The whole session was very rewarding because children were

p.6

Outcomes for individuals and groups of pupils 3

animated and excited and the class teacher never gave up in her quest to ensure that individual children enjoyed success. Pupils of all ages greatly appreciate the opportunities on offer. Behaviour is good in lessons and around school. Pupils are courteous, polite and considerate. In discussion, they display a good understanding of how to keep safe. They are particularly proud of their school garden project and take their roles and responsibilities very seriously. The high participation in good quality extra-curricular clubs successfully promotes a good understanding of healthy lifestyles. Pupils' strong contribution to the school and wider community is demonstrated well by the involvement of the school council in numerous activities, such as the recent initiative to raise funds for an outdoor clock. Residential visits to places such as the Isle of Wight develop pupils' social skills very effectively. A strong

p.6

Outcomes for individuals and groups of pupils 3

ethos successfully underpins good spiritual, moral, social and cultural development. Assemblies contribute well to pupils' spiritual development. Music is an important part of their cultural growth. Parents and carers rightly judge pupils' good academic and personal skills prepare them well for their future lives. By the time pupils leave, most have developed a mature, confident approach towards their work. Attendance, although broadly average, is not as high as at the time of the previous inspection because a small minority of pupils are taken out in term-time for holidays. 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 2

p.7

Outcomes for individuals and groups of pupils 3

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

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 2

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?

Teachers and support staff work very closely together. They know their pupils well and relationships are strong. There is a good level of support for pupils with special educational needs and/or disabilities, enabling them to make as much progress as others. Where teaching is at its best, staff have high expectations of work and behaviour. However, the picture is not entirely consistent. In some lessons, the pace of learning is not brisk enough and occasionally, there are missed opportunities to move higher- attaining pupils on to even greater challenge. Day-to-day assessment is used well in some classes. In others, it does not build sufficiently on pupils' past knowledge and sometimes does not ensure pupils know whether they are making enough progress. The recently restructured 'themed curriculum' motivates pupils of all ages and abilities well. Special events, such as 'India Week', successfully bring the curriculum alive by

p.7

How effective is the provision?

combining learning across a range of subjects. Partnerships with schools within the A shby Cluster are particularly effective in adding greater breadth to the curriculum. The provision for information and communication technology, although in the process of development, has improved since the previous inspection and is now a more integral part of learning. A good range of educational visits consolidates learning well and adds greatly to pupils' enjoyment. A strong personal, social and health education programme makes a positive contribution towards pupils' good personal development. There is still further to go before 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 new curriculum is embedded firmly enough to have a measurable impact on pupils' achievement. This school is a very supportive community where older pupils care about younger ones, successfully developing strong bonds of friendship. Parents and carers are justifiably confident that their children are well looked after. The school works closely with outside agencies to support pupils whose circumstances make them potentially vulnerable, enabling them to participate fully in school life. Good quality transfer arrangements ensure pupils are well prepared for the next stage of their education.

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?

The headteacher and senior teacher have effectively developed a very inclusive approach towards leadership and management. Staff are strongly supportive because they have a valued voice in decision making. There is a real sense of ownership among staff. The restructured subject leadership team plays a key role in identifying priorities and there is a shared commitment towards driving through improvement. Strategic planning accurately identifies areas in most need and is increasingly underpinned by better analysis of data about pupils' achievement. Monitoring and evaluation are purposeful, though sometimes lacking in precision, particularly when measuring the impact of initiatives on learning. The governing body is well organised and it oversees areas such as safeguarding and community cohesion well. Safeguarding procedures are very secure, meet requirements and follow good practice. The single central record, in particular, is well maintained. In

p.8

How effective are leadership and management?

many respects the school is a highly inclusive community but the fact that, for example, some younger higher-attaining pupils do not achieve standards in line with their ability in mathematics means that equality of opportunity is satisfactory rather than good. The school tackles discrimination well. Pupils throughout the school are particularly appreciative of each other's success and show great care and consideration towards those who sometimes find learning hard. The school's promotion of community cohesion is satisfactory. It is strong at a local level, through good links within the parish. Pupils are also well informed and gain good insights into diverse cultures at a global level through their charitable works and long-standing links with India. Links at a national level are in the pipeline, but are currently not as well developed. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

p.8

How effective are leadership and management?

Please turn to the glossary for a description of the grades and inspection terms

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 2

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

Early Years Foundation Stage

Parents are rightly appreciative of the Early Years Foundation Stage. They are successfully encouraged to become involved in their child's education right from the start. All staff know families and individual children's needs very well and this enables children to flourish within a warm, nurturing environment where they feel secure. They know they are part of a very caring community. Activities are fun and children are provided with good opportunities to explore indoors and outside. Independence is promoted well because the balance between adult-led and independent activities is just right. Children gain a good early understanding of eating healthily and keeping fit. Teaching is always of high quality, ensuring children of all abilities make good progress. There is a real commitment to challenge in group activities. This high expectation is the major reason why children move into Year 1 with above expected levels of knowledge and understanding for children this

p.9

Early Years Foundation Stage

age. Occasionally, some free choice activities, although purposeful, do not provide enough challenge to promote good learning. The job share arrangement works very well because the two teachers work impressively well together. Children's 'My Treasure' books are of high quality and give clear insight into the progress of individuals. Leadership and management of the Early Years Foundation Stage are good because all staff share the same clear vision for future development and a strong commitment towards securing improvement. 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

Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

p.10

Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2

p.10

Early Years Foundation Stage

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

p.10

Early Years Foundation Stage

The quality of provision in the Early Years Foundation Stage 2

p.10

Early Years Foundation Stage

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

p.10

Views of parents and carers

Most parents and carers have positive views about the school. They particularly like their children's enjoyment of school and the fact that they feel safe. They believe the school is well led and managed. They are unanimous in their view that their children are taught well. However, over a third of parents and carers who responded to the questionnaire expressed concerns about how well the school listens and whether it takes sufficient account of their views. They felt communication at a personal level could be better. The lead inspector looked into the concerns raised and followed up all written and verbal comments. She spoke with key staff and held informal discussions with a cross-section of parents and carers. The school recognises that there have been isolated incidents relating to, for example, parents taking pupils out of school in term time, as well as discussion with a small minority of parents and carers about behavioural concerns. The headteacher is

p.10

Views of parents and carers

reviewing the way in which the school deals with such incidents and is looking into ways of working more closely with parents and carers to resolve their current concerns.

p.10

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Little Houghton Church of England Primary 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 59 completed questionnaires by the end of the on-site inspection. In total, there are 93 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 44 75 11 19 3 5 0 0 The school keeps my child safe 43 73 15 25 1 2 0 0

p.11

Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 24 41 28 47 7 12 0 0

p.11

Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 21 36 31 53 7 12 0 0

p.11

Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 23 39 36 61 0 0 0 0

p.11

Responses from parents and carers to Ofsted's questionnaire

The school helps me to support my child's learning 26 44 25 42 8 14 0 0

p.11

Responses from parents and carers to Ofsted's questionnaire

The school helps my child to have a healthy lifestyle 28 47 30 51 1 2 0 0

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) 27 46 28 47 0 0 1 2

p.11

Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 22 37 32 54 4 7 0 0

p.11

Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 22 37 29 49 8 14 0 0

p.11

Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 23 39 16 27 17 29 2 3

p.11

Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 23 39 33 56 3 5 0 0

p.11

Responses from parents and carers to Ofsted's questionnaire

Overall, I am happy with my child's experience at this school 30 51 27 46 2 3 0 0

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 2010 to 31 December 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 2010/11 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

NN7 1AF

Thank you for looking after us so well when we visited your school. There are many things of which you should be really proud. You try hard to eat healthily and keep fit. You get on well with the grown-ups who teach you and look after you and you enjoy working and playing together. We liked talking with some of you about your work. We really liked looking at all the topics you have done this year. You go to a satisfactory school that is improving all the time. You enjoy school very much because it is a happy, friendly place and your teachers try to make the work you do interesting and exciting. You told us that you enjoyed your 'India Week' when you tried lots of different kinds of food. When I visited your assembly, I thought your singing was really good. However, not everyone makes as much progress as they should, particularly those of you who are good at numeracy in Key Stage 1. I have asked those in charge to help you by

p.14

NN7 1AF

giving you harder work. I want to make sure you know how to improve your work and that you have enough time to practise your skills when you do your topic work. The boys are getting much better at writing but some of you still need more help to be really good. I want you to enjoy the work that you do so that you want to write more. Your headteacher and governors are going to check more carefully on whether all of you are making enough progress. You can help your teachers by coming to school every day on time, listening to your teachers and making sure you always try to do your best. My best wishes to you all.

p.14

NN7 1AF

Kath Campbell 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 .

p.14