Paget High School

Age group 11–18 Inspection date(s) 5–6 October 2011 Inspection number 380882 Paget High School, Business and Enterprise College Inspection report

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Unique Reference Number 124392 Local Authority Staffordshire Inspection number 380882 Inspection dates 5–6 October 2011 Reporting inspector Trevor Riddiough HMI

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

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Type of school Secondary School category Community Age range of pupils 11–18 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 974 Of which, number on roll in the sixth form 198 Appropriate authority The governing body Chair David Shilton Headteacher Donald Smith Date of previous school inspection 17 September 2008 School address Burton Road Branston Burton-on-Trent DE14 3DR Telephone number 01283 239000 Fax number 01283 239019 Email address office@paget.staffs.sch.uk 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

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other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. 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 . 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 information 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’.

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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 one of Her Majesty's Inspectors and four additional inspectors. Inspectors observed 31 teachers in 31 lessons, five tutor groups and two whole-school assemblies. Inspectors held meetings with senior leaders and other staff, groups of pupils, and members of the governing body. They observed the school's work and looked at the tracking of pupils’ progress; performance data; pupils' work; whole-school and subject development plans; numerous policies; school documents; and case studies. Completed questionnaires from 84 staff and 355 parents and carers were received and analysed.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.

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Introduction

 The extent of the increase in pupils’ in attainment and progress, predicted by the school, for the current Year 11 and in the sixth form.  To what extent have leaders, at all levels, improved the provision and raised standards across all years, especially in mathematics and for boys?  To what extent does the curriculum meet the needs of pupils of all abilities both in the main school and in the sixth form?

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Information about the school

Paget High School is an average-sized comprehensive school for pupils aged 11-18 serving the community in and around Branston. The proportion of pupils known to be eligible for free school meals is above average and this number is rising. Around one third of the school population come from minority ethnic backgrounds, the majority being of Pakistani heritage and most speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is just above the national average. The school was designated a Business and Enterprise College in September 2006, and was redesignated in 2008. It also holds accreditation in Investors in People and has received the Healthy Schools Award. Inspection grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

Paget High School is a good school with a satisfactory sixth form. The main school is steadily improving. The good and improving curriculum is central to its success and the good care, guidance and support ensure that the needs of all pupils are well met. The business and enterprise specialism has improved the breadth of provision in Years 10 and 11, with additional qualifications, productive partnerships and improved facilities enhancing learning. Parents and carers and their children are fulsome in their praise of what staff do to ensure that pupils succeed. One parent summed up the views of the majority by saying, ‘It is very clear that the headteacher and his staff want the very best for the children and are passionate about making sure they get it.’ Improvements in the quality of teaching are engaging pupils more effectively so that their attitudes to learning and progress are good. As a result, attainment,

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Main findings

which was below average in 2010, has improved in 2011 to levels that are broadly average. This means that pupils' achievement is good in the main school given their low starting points in Year 7. There has been a notable increase in the proportion of pupils achieving five or more GCSE grades or their equivalent since 2008.This is evident in the progress observed in lessons and through the school's accurate tracking data. These data are used well to inform intervention and eradicate underachievement.

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Main findings

At the heart of this success is the valiant and committed leadership provided by the headteacher. When he took over the school, he and the governing body set out to challenge its pupils. They wanted to raise the sights of pupils, staff and parents as to what could be achieved and to remove barriers, particularly the indifference to learning that had been hindering success. Leaders are prepared to take risks or innovate to raise standards and increase pupil’s enjoyment. They are also prepared to learn from their mistakes as well as successes. Despite the improvements that have been made, weak spots remain in a few areas. The school has accurately identified these and set them as priorities in its improvement plan. There is still some variation in the progress pupils make in lessons. This is because, although teaching has improved with many good and some outstanding lessons, there remains some inconsistency in the use of assessment to support learning and in the quality of

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Main findings

planning. In a small minority of lessons, pupils’ independence is held back by learning that is too teacher-led. However, the school does have some exemplary practice in these areas on which to build.

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Main findings

The sixth form has not been given the same attention to driving improvements as the main school and consequently students’ achievement has remained static since Inspection grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

the last inspection. While standards have risen slightly, they remain well below the national average and progress remains satisfactory. In a minority of subjects, success rates are too low. This is because the capacity of the sixth form management to monitor provision and improve outcomes, an issue identified at the last inspection, has not improved sufficiently to identify and remedy the weaknesses that remain.

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Main findings

The school, therefore, has satisfactory capacity to improve current levels of performance. In the main school it is well placed to improve further, but the sixth form lacks the strategic direction to drive it forward to the same extent. The track record of improvement in the main school is evident in rising trends which are not seen in the sixth form. This includes improving the quality of teaching and meeting or exceeding the challenging targets the school has set itself. Most staff understand fully what the school is striving to achieve and are committed to its goals. While the main school has good self-evaluation and is effective monitoring and evaluation at department levels, self evaluation of provision in the sixth form is less effective.

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What does the school need to do to improve further?

 Remove the inconsistencies in the quality of teaching so that the very large majority of lessons are good or outstanding by:  ensuring that pupils know what they are expected to learn in lessons, how well they are learning and what they need to do to improve even more  providing consistently clear advice and guidance to pupils through the day-to-day marking of their work on to how to accelerate their progress  developing pupils to be independent learners across all subjects.

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What does the school need to do to improve further?

 Raise standards and accelerate students' progress in the sixth form by:  ensuring good success rates in all subjects  ensuring that the monitoring of provision, progress and outcomes is more effective in bringing about improvement.

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Outcomes for individuals and groups of pupils 2

Pupils enter the school with attainment that is below average. They progress well and, by the end of Year 11, attainment is broadly average in most subjects, with only slight variations year by year. Pupils with special educational needs and/or disabilities receive well-targeted support that is tailored specifically to meet their needs and, as a result, they too make good progress. Particular attention is given to promoting literacy in Year 7 and to supporting pupils when they enter the school with little or no English. There are few differences in the achievement of different groups of pupils in the school; however, some boys do not achieve the GCSE grades that could be expected of them. There is also still some variation in the performance of subjects, notably in mathematics. However, in both cases there are good arrangements in place to tackle these variations and the gaps are closing. Inspection grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

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Outcomes for individuals and groups of pupils 2

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

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Outcomes for individuals and groups of pupils 2

Pupils’ attitudes to learning and their ability to apply themselves in lessons are good. For example, in an information and communication technology (ICT) lesson on sound, pupils worked hard and supported each other, in small groups to research and develop their skills in a particular aspect of the software, which they then taught to others. Activities are generally well planned and pupils have regular opportunities to discuss and extend their learning. This is reflected in the good progress they make in lessons. The school’s data show an improving trend of attainment that is set to rise again in the coming year.

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Outcomes for individuals and groups of pupils 2

Pupils demonstrate many positive attributes in their personal development. Most pupils attend school regularly. They show a good understanding of how to be safe. They say that bullying incidents are rare and that they are confident that there is always a member of staff to talk to should the need arise. Pupils’ behaviour is good both around school, at break and lunch times, and in the large majority of lessons. Pupils are very well aware of what makes a healthy lifestyle. Large numbers of pupils participate in sporting activities. Enrichment opportunities promote healthy living and challenge pupils’ perception of a range of issues, such as the making of a film on knife crime, and organic vegetable growing as part of a humanities programme.

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Outcomes for individuals and groups of pupils 2

Pupils are effective members of their school and there are many opportunities to engage in the wider community. Pupils were particularly enthusiastic about the community orchard, which involved them and their families in maintaining this innovative community facility. They develop good workplace skills and the school’s specialism contributes well here. For example, enterprise champions form small teams to create a product or service, taking on responsibility for planning, project management and delivery.

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Outcomes for individuals and groups of pupils 2

Pupils have a good sense of right and wrong, and most show respect to their teachers and other pupils. They show a curiosity in the world around them and are keen to participate in a good range of social and sporting settings. Pupils are provided with a range of opportunities to reflect on the spiritual dimension, for example by handling a falcon or an owl on the school farm that creates awe and wonder as pupils consider the power and design of the natural world.

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils’ outcomes Pupils’ achievement and the extent to which they enjoy their learning Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disa bilities and their progress The extent to which pupils feel safe 2

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Outcomes for individuals and groups of pupils 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low Inspection grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Outcomes for individuals and groups of pupils 2

Pupils’ behaviour 2 The extent to which pupils adopt healthy lifestyles 2 The extent to which pupils contribute to the school and wider community 2 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils’ attendance 1 The extent of pupils’ spiritual, moral, social and cultural development 2

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How effective is the provision?

Good relationships between pupils and teachers create a positive environment for learning which results in pupils making good progress over time. Teachers generally have good subject knowledge, which enthuses and motivates pupils to give their best. In the best lessons, planning is effective and clearly linked to the demands of the curriculum and the needs of individual pupils. The lively delivery of a range of learning activities ensures good pace and challenge, so that pupils are engaged in their learning. Focused questioning is used well so that the teacher is clear about the learning of all pupils. Despite many strengths in teaching observed during the inspection, there remain some inconsistencies. Not all teachers plan to extend and develop key lesson objectives. Opportunities are sometimes missed to use assessment information to enable pupils to know what they can do and how to improve, and to give pupils regular feedback particularly through marking.

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How effective is the provision?

Opportunities for independent learning are sometimes limited. Consequently, in these lessons, pupils make less progress.

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How effective is the provision?

The curriculum provides well-organised, imaginative and effective opportunities for learning and a broad range of experiences which contribute well to the pupils’ development and well-being. Its strengths lie in the balance between the academic and applied courses so that pupils of all abilities and interests can succeed. It has been tailored especially to respond to the need to improve the performance of boys through, for example, the creation of single sex sets in English. The curriculum caters well for pupils whose first language is not English, providing them with intensive literacy support to enable them to learn English quickly and succeed at school. These pupils also have the opportunity to take a GCSE qualification in their first language. Enrichment opportunities are varied and include a wide range of academic and non-academic experiences, ranging from Young Chamber of Commerce to first aid qualifications and sports leader programmes. The family learning provision is

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How effective is the provision?

popular and enables parents, carers and pupils to work and learn together effectively. The school farm and community orchard offer an extra dimension in an urban setting.

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How effective is the provision?

The school provides a welcoming environment through well-maintained buildings and displays which inform as well as celebrate achievements. This sets the scene for the positive ethos that is present. Pupils are enthusiastic in their praise of how well the Inspection grades: 1 is outstanding, 2 is good, 3 is sat isfactory, 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?

school cares and supports them. One pupil said, 'Teachers are really helpful and kind'. Pupils are known as individuals, and a strong pastoral system supports intervention, where necessary, through good links with outside agencies. Evidence was seen of the effective provision made for pupils who had diverse and challenging needs. Good transition arrangements for pupils who join Year 7 enable them to settle into their new school quickly and smoothly. Robust systems for attendance ensure that it is monitored and action is taken when attendance falls below trigger levels.

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How effective is the provision?

These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 2

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How effective are leadership and management?

There is a great deal of confidence in the ambition of the headteacher and senior team. Who, over time, have raised staff expectations and driven improvements on a number of fronts. There is a determination by senior and middle leaders in tackling the school’s key priorities. Underachievement is being challenged. Commitment is evident at all levels and staff morale is high. Detailed monitoring and evaluation of the work of subjects areas are leading to a quickened pace of improvement, most notably in mathematics. Middle leaders have a good understanding of data and how to use it to promote pupils’ progress. Leaders have consistently communicated high expectations about the quality of teaching and learning with staff and they provide an accurate diagnosis of strengths and areas for improvement in their teaching. The impact of training activities was seen in the good or better lessons.

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How effective are leadership and management?

The governing body is highly supportive to the school and discharges its statutory duties appropriately. Its members understand the strengths and weaknesses of the main school. However, their involvement in the evaluation of the sixth form, which forms a significant part of the school population, is not sufficiently focused to make an impact. Senior leaders and governors agree that they have concentrated their efforts on improving outcomes at Key Stage 4 where there has been a significant improvement disproportionately to the sixth form where there is a greater need. The school is not achieving good value for money due to the relatively high drop out rates and low pass rates in some subjects in the sixth form, which have hitherto gone unchecked. Furthermore, this oversight limits the effectiveness of the drive and ambition to effect the improvements that are needed in this important area of the school’s work.

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How effective are leadership and management?

All safeguarding arrangements are met; the school has very clear policies, strategies and procedures which rigorously ensure the safety and welfare of pupils. The school Inspection grades: 1 is outstanding, 2 is good, 3 is sat isfactory, 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?

has a generally positive relationship with parents and carers, providing them with frequent information through newsletter, text messages and its website. Those who are reluctant to approach the school are supported, including those for whom English is their second language. Good partnerships to promote pupils’ learning and well- being are evident in curriculum links especially through the business specialism and personal support to pupils is offered through links with a wide range of external agencies.

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How effective are leadership and management?

Equality of opportunity and tackling discrimination are central to the school’s aims, and discriminatory behaviour is always challenged. The school undertakes a detailed analysis of the performance of a range of groups, for example boys, and is targeting appropriate action to close gaps in performance. The school has a clear understanding of its context. It is itself a cohesive community with a broad social and cultural mix, and elements of the curriculum, as well as a range of trips and visits, help to develop pupils’ understanding of other cultures and communities.

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How effective are leadership and management?

These are the grades for leadership and management The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school’s engagement with parents and carers 2 The effectiveness of partnerships in promoting learning and well-being 2 The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion 2 The effectiveness with which the school deploys resources to achieve value for money

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Sixth form

The majority of students make satisfactory progress and demonstrate sensible, mature attitudes to their studies. Students make good use of opportunities to contribute to the school and local community through a range of voluntary work. Students run clubs for younger pupils, such as dance, gym and cheerleading; a large number organise the very popular ‘Skool Daze’ productions, providing memorable experiences for others. The large majority go on to higher education, employment or further training. Particular strengths in lessons include high-quality dialogue facilitated by probing questioning and strongly developed skills of critical thinking. For example, in a geography lesson students were able to illustrate and deepen their Inspection grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Sixth form

understanding of the impact of global networks through an imaginative question and answer session.

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Sixth form

The school offers an increasingly broad range of courses, with more vocational provision. However, not all courses are suited to the needs of the students. In some subjects too many students leave courses or fail them because of insufficient guidance. Nevertheless, students say that the support given by their tutors is valuable but suggest that they would benefit from more detailed feedback and more frequent guidance on how their progress matches their target grades.

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Sixth form

While heads of faculty and senior leaders monitor provision and performance of sixth form subjects in their area, there is limited strategic overview of the sixth form. This means that key weaknesses are not identified and acted upon as rigorously as is done in the main school. Although sixth form issues feature in the school development plan, there has been a limited drive to improve sixth form provision since the last inspection. The current monitoring and leadership of the sixth form, while sufficient to maintain the existing provision, is not enough to improve it to ensure the better progress of all its students. As a result, provision and outcomes are only satisfactory, and have remained so in recent years. Measures are only now being taken including increasing entry requirements for a number of subjects, and an improved induction programme. Appropriate tracking systems are now in place to help monitor individual students’ progress and target any who underperform.

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Sixth form

These are the grades for the sixth form Overall effectiveness of the sixth form Taking into account: Outcomes for students in the sixth form The quality of provision in the sixth form Leadership and management of the sixth form

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Views of parents and carers

A large number of parents and carers responded to the questionnaire, and those who did were generally positive about the education their children received at Paget High School. Most of their views are in line with the judgements made by the inspectors. A small minority said that the school did not help them enough to promote a healthy lifestyle. An equally small proportion raised behaviour as a concern. Inspectors followed up these concerns: they judged that the school is promoting healthy lifestyles well. Furthermore, they found that the school has effective policies in place with regard to behaviour and procedures are followed consistently, which together contribute to the good behaviour of pupils in the school.

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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 Paget High School, Business and Enterprise College 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 355 completed questionnaires by the end of the on-site inspection. In total, there are 974 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 126 35 201 57 22 6 5 1 The school keeps my child safe 137 39 207 58 6 2 4 1 The school informs me about my child’s progress 100 28 218 61 28 8 4 1 My child is making enough progress at this school 110 31 209 59 24 7 2 1 The teaching is good at this school 99 28 226 64 21 6 2 1 The school helps me to support my child’s learning 82 23 228 64 31 9 6 2 The school helps my child to have a healthy lifestyle 65 18 234 66 42 12 4 1 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) 104 29 218 61 17 5 1 0

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Responses from parents and carers to Ofsted’s questionnaire

The school meets my child’s particular needs 85 24 231 65 26 7 2 1 The school deals effectively with unacceptable behaviour 113 32 192 54 30 8 13 4 The school takes account of my suggestions and concerns 66 19 234 66 27 8 5 1

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Responses from parents and carers to Ofsted’s questionnaire

The school is led and managed effectively 107 30 220 62 13 4 4 1 Overall, I am happy with my child’s experience at this school 140 39 193 54 11 3 7 2

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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. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. 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

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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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 2010 to 08 April 2011 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.

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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.  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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on-Trent, DE14 3DR

As you know, inspectors visited your school recently. I am writing this letter to tell you what we found out. As we walked through the front entrance we could feel the positive ethos. The team enjoyed meeting you. We welcomed your friendliness, politeness and honesty when answering our questions. Inspectors particularly enjoyed seeing your community orchard and school farm and saw many of you working there.

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on-Trent, DE14 3DR

Inspectors judge that you go to a good school with a satisfactory sixth form. Your school is improving at a steady pace. You make good progress in the main school and are now attaining national standards by the time you leave Year 11. This is because you are well taught and the curriculum in Years 7 to 11 meets your personal and academic needs well. Business and enterprise work is making a difference. It was good to see that many of you get involved in the enrichment activities that prepare you for the world of work. Your behaviour is good and you have very positive attitudes to learning. We were pleased to see that the vast majority of you are attending regularly.

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on-Trent, DE14 3DR

In the sixth form, you make satisfactory progress and get the results you need to go on to higher education, work or further training. However, we noticed that a number of you drop out before you complete your courses and some of you fail in a subject and have to repeat this. We have asked the school to look into this and ensure that in future more of you make good progress and achieve the highest grades possible.

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on-Trent, DE14 3DR

We have also asked the school to improve some aspects of teaching so that you understand better the progress you are making in classes, that you are able to work independently of your teachers more and that you always receive clear advice on how to improve your work. This is an area where you can help by making sure that you act upon advice given, especially when your work is marked.

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on-Trent, DE14 3DR

I wish you all success in the future and hope that you continue to enjoy your time at Paget High School.

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on-Trent, DE14 3DR

Trevor Riddiough Her Majesty's Inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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