Buckingham Primary School

Age group 3–11 Inspection date(s) 14–15 November 2011 Inspection number 376781 Buckingham Primary School Inspection report

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Unique Reference Number 102904 Local Authority Richmond upon Thames Inspection number 376781 Inspection dates 14–15 November 2011 Reporting inspector Peter Sudworth

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This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare provision, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 465 Appropriate authority The governing body Chair Heena Sachdeva Headteacher Caroline Boyle Date of previous school inspection 4 June 2009 School address Buckingham Road Hampton Middlesex TW12 3LT Telephone number 020 8941 2548 Fax number 020 8783 1579 Email address head@buckingham.richmond.sch.uk

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Registered childcare provision Rascals Number of children on roll in the registered childcare provision Date of last inspection of registered childcare provision 5 February 2010 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. 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

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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 four additional inspectors. They observed teaching and learning in 23 lessons taught by 17 members of staff. They held meetings with the Chair of the Governing Body, the headteacher, other staff and a group of pupils. They observed the school’s work and looked at a range of documentation relating to safeguarding, development planning, pupils’ work and the information used to track pupils’ progress. The 98 questionnaire responses from parents and carers were analysed, as were staff and pupils’ responses to their own questionnaires.

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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

 Whether there is any difference in rates of progress between pupils in Key Stage 1 and Key Stage 2, particularly in English, especially in writing.  The strategies the school is adopting to promote the learning of more academically able pupils.  The effectiveness of measures to improve attendance.  The rigour of the monitoring techniques and other school systems that leaders and middle managers deploy to secure further improvement.

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Information about the school

The school is larger than the average primary school. It is growing in size and it is planned to have three classes in each year group. There are currently two classes in each year group from Year 2 to Year 6, and three classes in the Reception and Year 1. Additionally, the school has a Nursery which the children attend part-time. The vast majority of the Nursery children transfer to the Reception classes. About one third of the pupils speak English as an additional language, which is twice the usual rate. Two fifths of the pupils are of minority ethnic heritage, a much higher proportion than usually found. The school manages an area unit with specially resourced provision for special educational needs for seven Key Stage 1 pupils with severe and complex learning needs (the Unit), all of whom have statements of special educational needs. A very small group of Travellers is registered at the school. The proportion of pupils with special educational needs and/or disabilities

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Information about the school

outside the Unit is broadly average and most of these have learning difficulties. More pupils than is typical join or leave the school at times other than the usual ones. The proportion of pupils entitled to free school meals is higher than the national average. The school manages its own breakfast club and an after-school club (Rascals). Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

The school provides a satisfactory education for its pupils. It has made satisfactory progress since the last inspection. Parents and carers are extremely happy with the education that their children receive. As one parent wrote, ‘My children love school. They are motivated and encouraged. They enjoy learning and this shows when they return from school and tell me about their day.’ It is clear that the pupils enjoy school a great deal. They get along well together and the spirit of community and relationships among and between pupils, the staff and parents and carers are a strength. There is a real sense of working together and wanting to improve the school further so that the pupils make better progress.

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Main findings

Children get off to a good start in the Early Years Foundation Stage. The emphasis on practical experience in this part of the school provides them with a secure grounding and understanding for their later work. The approach also helps to develop the children’s acquisition of the English language. Pupils’ personal development is a strength throughout the school. Their understanding and participation in a healthy lifestyle and their feeling of safety are good. Pupils want to learn and to do their best.

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Main findings

Pupils achieve satisfactorily in the main. Attainment in mathematics by the end of Key Stage 2 has been stronger than that in English, in which writing is not as good as reading. Pupils generally make better progress in English in Key Stage 1 than in Key Stage 2. There is more movement of pupils into and out of the school between Years 3 and 6 than in the earlier years, and this is, generally, unhelpful to continuity of learning and progress. Furthermore, while no unsatisfactory teaching was observed, there is variability in the quality of teaching between different classes, particularly in English lessons.

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Main findings

The school has rightly recognised that full consistency across classes is not established in the rate of progress of the pupils who are academically more able. It has put arrangements in place to address this, but it is still too early to evaluate the impact. Pupils who have special talents are provided with good opportunities to develop these further through the good range of extra-curricular opportunities and Saturday morning activities held off-site.

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Main findings

Good teaching in the special Unit, including some examples of outstanding teaching, and the very favourable ratio of adults to pupils support these pupils’ good progress, although their attainment is low because of their specific and complex learning Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

difficulties. The use of signing and pictograms enable the pupils to understand what they have to do. The staff have a good understanding of these pupils’ learning and social needs and tailor teaching accordingly. The pupils get along well together and are well supported by the staff. The Unit is well led and managed. The pupils are well cared for and the curriculum provided is very appropriate for their particular needs.

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Main findings

The school has good systems in place to evaluate its progress. Self-evaluation is accurate. However, the reports from subject leaders which contribute to future development are not always sharp enough nor focused sufficiently on standards and progress. Given its satisfactory track record of pupils’ achievement and the quality of educational provision since the previous inspection, the school demonstrates a satisfactory capacity to sustain improvement.

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Main findings

Up to 40% of schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Improve standards in writing by the end of Year 6, by:  ensuring that there is a greater consistency in the quality of teaching English  reading texts with the pupils so that they acquire a wider range of vocabulary  modelling different styles of writing with the pupils so that they are more aware of techniques and audience when writing.

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What does the school need to do to improve further?

 Raise the quality of teaching and learning, by:  sharing best practice in the school more widely  making more effective and purposeful use of literacy and numeracy in different subjects  using the new assessment-tracking system to help pupils make better progress  ensuring that individual pupils know their next steps in learning and following these through with individual children.

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What does the school need to do to improve further?

 Ensure that subject leaders report analytically, and identify strengths and areas for development in the subject and/or aspects for which they are responsible, with a clear focus on standards and progress. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Outcomes for individuals and groups of pupils 3

Attainment on entry to the Nursery is below expectations for this age group. Pupils’ attainment by the end of Key Stage 2 is broadly average, although it is weaker in writing than in other key skills. Pupils make satisfactory progress from the average results obtained at the end of the Reception year. Their progress and attainment in mathematics are often better than in English. This is because the teaching of mathematics is particularly strong in key parts of the school and the pupils who are at an early stage of learning to speak English do better in mathematics than in English. The progress of the small group of Travellers, when they attend, is satisfactory.

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Outcomes for individuals and groups of pupils 3

Pupils who speak English as an additional language make good progress in acquiring the language, which supports their full access to the curriculum. Overall, pupils’ speaking and listening skills are broadly average. The emphasis on correct grammar when speaking is a key feature of this success. Additionally, the pupils have good opportunities to engage in focused talk. For example, after they had seen a video clip from The Railway Children, pupils successfully concentrated their thoughts in pairs on imagery. All groups of pupils make satisfactory progress, including minority ethnic pupils and pupils with special educational needs and/or disabilities who are not in the Unit. While the attainment of higher attainers in Year 6 in mathematics was better than the national average and progress good from Key Stage 1 in both science and mathematics, higher attainers in Year 6 did not do as well as expected in 2011 in

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Outcomes for individuals and groups of pupils 3

English. Current grouping of pupils of similar ability together for English is being trialled to address this.

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Outcomes for individuals and groups of pupils 3

Pupils feel safe in school because of the good support that they get from the staff. They are confident to share any concerns and know that these will be resolved. They behave well in lessons, including the Unit pupils. Good attitudes to work ensure that time is used well. Pupils have a good understanding of healthy lifestyles. They take part in a wide range of sports and select healthy food at lunchtimes. Pupils undertake a wide range of responsibilities within school. The school council enables pupils to understand how a community can work together. Pupils work within the wider community. Year 4 pupils, for example, collaborate with pupils in a nearby special school in some shared activities.

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Outcomes for individuals and groups of pupils 3

Interesting developments, such as ‘Radio Waves’ led by Year 5 pupils, enable pupils to put their work on a children’s website to share with others. The pupils take much pride and also responsibility in undertaking this task. Attendance is broadly average, and pupils develop a sound range of basic skills to support their future education. They acquire good social skills and cooperate effectively. Pupils respect one another’s beliefs and feelings. They develop a good appreciation of music from the wide range of opportunities provided. Pupils who attend the breakfast and after-school clubs also demonstrate the same good quality of social skills. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Outcomes for individuals and groups of pupils 3

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 disabilities and their progress The extent to which pupils feel safe 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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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 is low Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective is the provision?

Staff manage classes well. Good relationships between the teachers and pupils support a calm and work-focused environment. The quality of teaching ranges widely but is satisfactory overall. Teachers make clear what it is that the pupils will learn, but staff are not consistent in ensuring pupils know exactly how to be successful in the activities that follow, for example in writing. In most classes, good attention is paid to providing activities that match different pupils’ abilities. Teaching assistants are deployed well to support those who need extra help to understand. Marking is up to date but with variation in the quality of guidance for improvement. Good information is provided about getting to the next level. Resources are used effectively to assist the pupils’ understanding. The school is working to model different writing styles for the pupils to make them more aware of their audience, but practice is not yet embedded. It is also aware that reading more literature with

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How effective is the provision?

pupils could increase their familiarity with language.

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How effective is the provision?

Visits to places of interest, such as to galleries and museums, and visitors, such as theatre groups, broaden the range of experiences and help to build up the pupils’ knowledge. Years 3 and 4 pupils eagerly look forward to the residential visit to a contrasting location from their own. The number and range of extra-curricular activities are good and cater for all ages. Not only do they include a wide range of sport, but also a selection of other activities which appeal to the pupils, including ‘knit and natter’. Suitable attention is given to the basic skills. Numeracy and literacy are used satisfactorily across the curriculum. There are missed opportunities in science in some classes to record investigations thoroughly and use data to draw conclusions. Similarly, the overuse of worksheets across the curriculum on occasions restricts the opportunities for pupils to organise their own thinking and to write in

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How effective is the provision?

prose. These approaches limit the pupils’ progress and attainment in writing and use of mathematics

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How effective is the provision?

The children are well cared for during school hours and also in the after-school and breakfast clubs, where healthy snacks are provided. Pastoral care is a particular strength of the school. Staff relate well to the whole family. Good arrangements are made to help children settle when they first start school through the links with parents and carers and also pre-school providers. Equally helpful arrangements are made to help transition from one year group to the next and to the secondary school. The action taken to ensure that parents and carers know the importance of regular attendance for their children has resulted in improved attendance, and the school’s systems show a keen sense of purpose to raise rates further. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective is the provision?

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?

The school embeds ambition and drives improvement satisfactorily. There is a clear vision supported by a detailed school development plan which has a focus on improving teaching and learning and accelerating the rate of progress. The school has put in place a well considered system for monitoring the provision. It has recently obtained a tracking system that enables it to find out more exactly about the progress of different groups and individuals. At the same time, the accountability of staff for the progress of the pupils has been sharpened. While modelling good-quality teaching for less experienced staff has not been extensive enough, monitoring of teaching and learning is regular and evaluations state areas for improvement as well as strengths. However, subject leaders’ reports of different aspects of the school’s work are not sharp enough and not focused sufficiently on standards.

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How effective are leadership and management?

The governing body is proactive and increasing in its effectiveness. Members have a clear understanding of the school’s strengths and aspects for development and are now more involved in tracking progress. They realise that the impact of their work has yet to be fully realised. Their management of the breakfast and after-school clubs is good.

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How effective are leadership and management?

Safeguarding arrangements are good because the systems for this are comprehensive and robust. Procedures to manage all child protection issues are well considered and staff receive regular training. The school’s promotion of community cohesion is also good. The school community is very cohesive and it has strong links with the local community. The school works hard to engage different groups in the community to work as volunteers or to undertake training which will support them in gaining employment. Pupils have links with a school in Kenya and they exchange letters and information. Links with different religious groups are developing and the school is aware that this aspect could be strengthened further.

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How effective are leadership and management?

The school’s engagement with parents and carers is good. It determinedly reaches out to those parents and carers who are disinclined to support their children and is reaping success, shown, for example, in the improved attendance. Partnerships in promoting learning and well-being are good and particularly strong in enriching the curriculum. There are effective links with external services to support pupils whose circumstances may make them vunerable and their families. This is reflected in the very low rate of exclusions over time. While much is done to ensure equality of Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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How effective are leadership and management?

opportunity within school groups, higher attainers do not consistently achieve in line with their abilities in English.

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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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Early Years Foundation Stage

The children make good progress from the time they enter the Nursery to the end of the Reception year. Their attainment by then is broadly average and, sometimes, above. The staff provide a secure and orderly environment for learning. The activities are thoughtfully planned to develop learning skills. For example, the children were encouraged to make numbers from spaghetti and to investigate the colour of the water in the water tray when they added a different colour. Small-world-play toys develop the start of their geography skills and encourage shared talk. The staff provide a good balance of adult-directed tasks and those that are chosen by the children themselves, although opportunities to work together to solve problems were less in evidence. In the role-play theatre area, the children make up stories for puppets to perform and other children can book their seats at the box office to watch. In a mathematical activity, the children enjoyed sorting pebbles labelled

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Early Years Foundation Stage

attractively with numbers to 20, which helped to develop their counting and number- ordering skills.

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Early Years Foundation Stage

Staff teach letter sounds well and the children are already beginning to blend letters to make and read simple words. Follow-up activities are well conceived. In one class, the children were sorting small objects into different hoops by the initial letter of the object, such as, ‘t’ for the train. There are good opportunities for their physical development on the good range of large-wheeled toys which they can manoeuvre around a track. The provision is effectively managed and led. Activities are carefully Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Early Years Foundation Stage

planned to cover a range of learning areas. Assessments of children’s progress are well kept.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage Overall effectiveness of the Early Years Foundation Stage Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

The percentage of questionnaires returned was lower than usual for primary schools. The overwhelming majority of parents’ and carers’ responses were favourable. All parents and carers are happy with their children’s experience of school, feel that their children are safe and state that their children enjoy school. All but one feel that teaching is good, that their children are making good progress and that the school meets their children’s particular needs. The vast majority of written comments were favourable and there is much praise for leadership. Very few comments were less favourable. There was no main theme to these and they were personal to particular children.

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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 Buckingham Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 98 completed questionnaires by the end of the on-site inspection. In total, there are 465 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 62 63 35 36 0 0 0 0 The school keeps my child safe 62 63 35 36 0 0 0 0 The school informs me about my child’s progress 53 54 41 42 2 2 1 1 My child is making enough progress at this school 52 53 41 42 1 1 0 0 The teaching is good at this school 56 57 40 41 1 1 0 0 The school helps me to support my child’s learning 50 51 46 47 2 2 0 0 The school helps my child to have a healthy lifestyle 45 46 53 54 0 0 0 0 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) 50 51 43 44 1 1 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school meets my child’s particular needs 48 49 45 46 1 1 0 0 The school deals effectively with unacceptable behaviour 39 40 53 54 2 2 0 0 The school takes account of my suggestions and concerns 32 33 60 61 1 1 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school is led and managed effectively 58 59 38 39 1 1 0 0 Overall, I am happy with my child’s experience at this school 60 61 38 39 0 0 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. 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 Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5 All schools 10 44 39 6

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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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Inspection of Buckingham Primary School, Hampton TW12 3LT

Thank you for your warm welcome when we visited your school, and for talking to us about what you do. Your school provides a satisfactory education for you. You obviously enjoy school and all your activities. Your parents and carers are pleased that you attend Buckingham Primary School. We were impressed with your behaviour and the way that you get along so well together. The pupils in the special Unit make good progress and you show a lot of compassion in appreciating these pupils’ specific difficulties.

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Inspection of Buckingham Primary School, Hampton TW12 3LT

You make satisfactory progress and reach a standard about that expected for your age, but your writing recently has not been as good as your reading and mathematics by the end of Year 6. We have asked the school to help you to improve your writing and we have made some suggestions for this. We saw some good and a little outstanding teaching when we visited, but overall it is satisfactory. We have asked the school to develop teachers’ skills where they are not as good as those of others so that the progress you make is better.

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Inspection of Buckingham Primary School, Hampton TW12 3LT

There are some good arrangements to keep track of what is going on in the school, but the reports that staff write about what they have found out do not concentrate enough on areas for development and the progress that you are making. We have asked the school to get staff to make these reports more helpful in improving progress and the standards that you reach.

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Inspection of Buckingham Primary School, Hampton TW12 3LT

The staff are hard working and take good care of you. They are keen to improve the school further and to ensure that you make even better progress. You can help by always doing your best work, listening carefully to what your teachers have to say and joining in with the discussions. Thank you once again for your help. We wish you well in your future and hope that you will continue to work hard.

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Inspection of Buckingham Primary School, Hampton TW12 3LT

Peter Sudworth Lead 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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