Heygarth Primary School

Heygarth Road, Eastham, Wirral, Merseyside, CH62 8AG

p.1

Overall effectiveness

Previous inspection: Good 2 This inspection: Requires improvement 3 Leadership and management Requires improvement 3 Behaviour and safety of pupils Good 2 Quality of teaching Requires improvement 3 Achievement of pupils Requires improvement 3 Early years provision Good 2

p.1

Summary of key findings for parents and pupils

This is a school that requires improvement.

p.1

Summary of key findings for parents and pupils

 Leaders, managers, and governors have not fully ensured that the quality of teaching over time has been accurately assessed. They have not given consistently good advice on how teachers can improve their practice. As a result, standards at the end of Key Stages 1 and 2 in 2014 were lower than at the time of the previous inspection.  In 2014, standards were well below average in writing at the end of Key Stage 1 and in mathematics at the end of Key Stage 2.  Pupils’ progress across all year groups in 2014 was not consistently good. Not enough pupils made better than expected progress in reading, writing and mathematics by the time they left school at the end of Year 6 in 2014.  Teachers, especially in Key Stage 1, do not always have the highest possible expectations of what pupils are capable of achieving. The work they set for pupils is not always at the right level to ensure that all pupils, including the most able, make good progress.

p.1

Summary of key findings for parents and pupils

 Pupils, especially boys, have too few opportunities to practise and refine their writing skills across all subjects.  Not enough opportunities are provided for pupils to engage in activities, including problem solving, that deepen their mathematical understanding.  Teachers do not always adhere to the school’s marking policy. Marking is not of a consistently high standard throughout the school. Teachers do not always indicate to pupils how they can improve their work.

p.1

The school has the following strengths

 There are pockets of good and outstanding teaching in the school. Provision for pupils who have special educational needs is good.  Senior leaders know what they need to do to turn the school around, and are now in a good position to raise standards for pupils.  Early years provision for children in the Nursery and Reception classes is good. As a result, children enjoy school, make good progress and attain well.  Pupils’ behaviour is good. They are curious and respectful, enjoy learning, attend regularly, and say that they always feel safe and well looked after in school.  An above average proportion of pupils were secure in their phonic skills and knowledge (linking letters and sounds) at the end of Year 1 in 2014.  The school’s work to promote pupils’ spiritual, moral, social and cultural development, including fostering their understanding of British values, is good.  The primary school sports funding is exceptionally well

p.1

The school has the following strengths

spent. It helps to promote the excellent participation of pupils and children in the early years in a range of sporting activities.  All parents are of the view that their children are happy at school. Almost all are very satisfied with all aspects of the school.

p.1

Information about this inspection

 Inspectors observed a range of lessons in all year groups, as well as the teaching of small groups of pupils and sessions aimed at improving their reading skills. An inspector carried out one joint observation with the deputy headteacher.  Inspectors listened to pupils read and held discussions with pupils from across the school. Pupils’ work in books was scrutinised during lessons and separately with senior leaders.  Inspectors considered 24 responses to the on-line questionnaire (Parent View) as well as the school’s own surveys of parents’ views. Informal discussions were held with parents at the beginning of the school day.  A meeting took place with a representative from the local authority.  Responses to the inspection questionnaire completed by 13 members of staff were considered.  Meetings were held with three governors, including the Chair of the Governing Body.  Inspectors met with a number of school leaders, including staff responsible for various subjects and

p.2

Information about this inspection

phases, including English, mathematics, early years and the leader responsible for provision for disabled pupils and those who have special educational needs.  Inspectors examined a range of documents. These included the school’s checks on the quality of teaching, information about pupils’ progress, development plans, the school’s reviews of its own performance, various records of pupils’ attendance, behaviour records and safeguarding documentation.

p.2

Inspection team

Lenford White, Lead inspector Additional Inspector

p.2

Information about this school

 This is an above average-sized primary school.  The proportion of disabled pupils and those who have special educational needs is below average.  The proportion of disadvantaged pupils, those supported by pupil premium funding, is below average. The pupil premium is additional government funding to support those pupils who are known to be eligible for free school meals and those who are looked after by the local authority.  Almost all pupils are of White British heritage.  Children in the early years provision attend Nursery on a part-time basis and Reception classes on a full- time basis.  The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.  A breakfast club is available for pupils. This is not run by the governing body and is subject to separate inspection arrangements. Reports for this setting may be found on Ofsted’s website.

p.3

Information about this school

 Since the previous inspection, several teachers and a manager for the early years provision have been appointed. The middle leadership team has been reorganised. Five governors have been appointed since the previous inspection.  Just prior to the inspection, a new headteacher, previously the deputy headteacher, and a new deputy headteacher had been appointed. The current headteacher, who is due to retire, was still in post at the time of the inspection.

p.3

What does the school need to do to improve further?

 Improve the quality of teaching so that it is at least good and thus raise pupils’ achievement, especially in Key Stage 1, by ensuring that:  teachers have the highest possible expectations as to what pupils are capable of achieving  work is always set at the right level to ensure that all pupils, including the most able, make good progress  teachers provide more opportunities for pupils to engage in activities, including problem solving, in order to deepen their understanding of mathematics  pupils, especially boys, have every opportunity to practise and refine their writing skills across all subjects  teachers’ marking is of a consistently high standard throughout the school and teachers take every opportunity to make pupils aware of how they can improve their work.

p.3

What does the school need to do to improve further?

 Improve the quality of leadership and management by ensuring that:  teachers’ performance is accurately assessed  senior leaders always clearly identify what teachers need to do to improve their practice

p.3

The leadership and management requires improvement

 The school has experienced a lot of turbulence in staffing since the previous inspection. This has had an adverse effect on pupils’ achievement. In response to this, senior leaders and governors have planned a total re-organisation of the senior leadership team and teachers’ responsibilities. This will start in the autumn term, at which time the school will have a new headteacher and deputy headteacher.  Leaders, managers and governors have not fully ensured that the quality of teaching over time has been accurately assessed and weaknesses improved. As a result of this, standards at the end of Key Stages 1 and 2 in 2014 were lower than at the time of the previous inspection. This inspection found that these standards are not improving at a consistently good rate.  The role that middle leaders play in improving the quality of teaching and learning is developing effectively in most cases. In mathematics, for example, leaders have made improving pupils’ problem-solving skills a

p.4

The leadership and management requires improvement

priority. They have successfully encouraged pupils’ take-up of various online mathematical applications in order to further engage their interests. Middle leaders have had training to enable them to support teachers in developing pupils’ reading and writing skills.  The school has systems in place to monitor teachers’ performance and observe their practice. Teachers are set targets, all of which are shared with the governing body. However, when assessing the quality of teaching and managing teachers’ performance, senior leaders do not always link teachers’ performance closely enough to pupils’ achievement. They have not given consistently good advice to teachers on how they can improve their practice.  Leaders are committed to raising the attainment of disadvantaged pupils. They ensure that funding is used to provide them with additional support in reading, writing and mathematics, when it is needed, and

p.4

The leadership and management requires improvement

to ensure that eligible pupils are able to participate in all aspects of school life.  Gaps in the attainment in national tests of disadvantaged pupils in Year 6 and their peers in the school and others nationally were still large at the end of 2014. Senior leaders are keen for this to improve. They have taken action so that these gaps in attainment are beginning to close for those pupils currently in Year 6 and in other classes in the school. Currently, disadvantaged pupils’ performance is improving across most year groups.  Pupils benefit from the new, fully implemented curriculum which engages their interests and promotes their reading skills well. However, work to promote pupils’ writing and mathematical skills across the curriculum is not consistently good.  Upper Key Stage 2 pupils enjoy their residential learning opportunities and these help to develop their academic and social skills. Pupils in Years 4, 5 and 6 regularly engage in topic work on Mayan, Egyptian

p.4

The leadership and management requires improvement

and Greek cultures and the ‘amazing Amazon’. Younger pupils enjoy learning about plants and animals, and all broaden their knowledge and understanding through visits to museums, theatres and local places of interest.  The school promotes pupils’ spiritual, moral, social and cultural development very effectively. Pupils care about each other and regularly raise funds for different African countries as part of the ‘shoe-box appeal’. Pupils learn about the main world faiths and have visited Christian places of worship, mosques, a Buddhist centre and a synagogue. They know to ‘show racism the red card’.  The school prepares pupils well for life in modern Britain. British values are displayed and promoted throughout the school. Pupils understand that these extend beyond the bounds of their community. They have a good understanding of democratic principles. Pupils in Year 6 demonstrated this when they held a

p.4

The leadership and management requires improvement

mock election during the general election. In Year 4, pupils study crime and punishment.  The school promotes good relations with parents. This was exemplified in parents’ involvement in the appointment of the new headteacher and deputy headteacher. There was a high take-up by parents to the offer to have lunch with their children during the school’s ‘transition day’. Parents also participate in coffee mornings and regularly attend events, such as the school’s summer fair.  Senior leaders and governors ensure the primary school sports funding is exceptionally well spent. With the support of a very effective physical education teacher, the school provides an exciting range of activities for pupils and children in the early years, including African dancing and multi-skills, together with training for staff. Pupils are encouraged to be involved in competitive sports, including in football and netball, and participate in a wide range of after-school clubs, including cricket, athletics and rounders.

p.4

The leadership and management requires improvement

 The school’s work to challenge discrimination and promote equality of opportunity is improving. However, inspection evidence shows that while progress is improving for some groups of pupils across the school, it is inconsistent. For example, the progress of boys in writing is not as good as that of the girls.  The local authority works closely with the school. Most recently it has led a full review of teaching and learning. Various support has been brokered through the local authority in order to help teachers to improve pupils’ writing and mathematical skills.  The school takes care to ensure that all statutory requirements for safeguarding are met. It has effective arrangements in place for safeguarding all its pupils. All members of staff are well prepared to respond to any concerns raised by pupils.  The governance of the school:  Governors, although many are new to their posts, know the school well. They are well trained and are

p.4

The leadership and management requires improvement

fully aware of what the school needs to do to improve. They know that more needs to be done to improve the quality of pupils' writing, particularly that of boys. The governing body is fully aware that standards attained by pupils in mathematics at the end of Key Stage 2 in 2014 were not good enough.  Governors know that currently the school does not compare favourably with similar schools in relation to pupils’ attainment and progress. They are determined to work with senior leaders in order to secure improvements in teaching and learning.  Governors know more needs to be done to improve the quality of teaching. They are prepared to reward teachers and senior leaders for their work, but only if it helps to raise standards. The governing body fully endorses training and professional development to improve teachers’ practice. Governors know that the monitoring of teachers’ performance and their targets should be more rigorous and

p.5

The leadership and management requires improvement

ambitious.  Governors are actively engaged in school life; they regularly participate in celebration events and school visits. Recently the Chair of the Governing Body and the Vice-Chair were involved in an analysis of pupils’ work.  Governors know the pupil premium funding is making a difference to the achievement of disadvantaged pupils. They are aware that the gap in attainment between disadvantaged pupils and other pupils, both in the school and nationally, are not closing as rapidly as they should.

p.5

Behaviour

 The behaviour of pupils is good. All pupils enjoy coming to school to play and learn with their friends. Attendance is above the national average. Rates of attendance have improved over the last three years and continue to do so this year.  The vast majority of parents who responded to Parent View, as well as those who spoke with inspectors or completed the school’s own surveys of parents’ views, are of the opinion that behaviour is good. Inspection evidence, including a review of the school’s behaviour logs, shows that behaviour throughout the school is typically good over time.  Pupils are polite and courteous; they enjoy welcoming visitors into their school. They are punctual, wear their school uniform with pride and help to make sure that the school is clean, tidy and looked after well.  Pupils’ behaviour is good at lunchtimes, during playtimes and when moving around corridors. Pupils’ behaviour during lessons is never less than good. Pupils follow instructions carefully and respect the views

p.5

Behaviour

and contributions of their classmates.  Pupils who spoke with inspectors said that behaviour was good almost all of the time, and that on the rare occasions when ‘some people have bad days’, they soon ‘learn from their mistakes’ and do what adults ask them to do.  Pupils have many opportunities to take on responsibilities, for example, as school council and eco-team members. Older pupils are very sensible and enjoy helping pupils in Key Stage 1 with their reading.  Teachers consistently apply the school’s well-thought-out strategies and procedures to manage the behaviour of the small minority of pupils who find it difficult to manage their own behaviour.

p.5

Safety

 The school’s work to keep pupils safe and secure is good.  All pupils learn in a very safe and secure environment in which they know where to seek help if they have any concerns about their safety or well-being.  Pupils, parents, governors and teachers are of the view that bullying is exceptionally rare. Inspection evidence confirms that this is the case.  Pupils of all ages know that bullying can take many forms. They are also aware of different types of discriminatory behaviour. For example, they say that racism is ‘when you make fun of someone because of their appearance’ or because they are ‘asylum seekers, have a different religion or because of their skin colour’. They know that homophobic bullying is wrong and say adults always challenge pupils if they use inappropriate words or phrases.  Pupils know how to stay safe when using the internet. They know not to give out personal information

p.5

Safety

when online and only to access age-appropriate websites. Pupils are very aware of cyber bullying and know that this can take place on any device that connects to the internet.  Pupils learn about dangers associated with alcohol, smoking and the misuse of drugs through the personal, health, social and emotional education programme. Visitors from various organisations, such as the police, fire, health and social services, help pupils to understand various dangers and risks.  Pupils have a good understanding of potential road hazards; they learn to ride their bicycles sensibly and safely.

p.6

The quality of teaching requires improvement

 The quality of teaching has declined since the previous inspection. The overall quality of teaching in Key Stages 1 and 2 requires improvement because, over time, it has not been effective enough to ensure pupils’ good achievement. In part, this can be explained by turbulence in staffing and the long-term absence of some teachers. However, teachers have not been consistently well-supported to improve their practice, particularly in Key Stage 1.  Pupils do not always make good progress because teachers do not have the highest possible expectations of what pupils are capable of achieving. Work is not always set at the right level to ensure that all pupils, including the most able, progress quickly.  Teaching in the early years is good overall, as it is in some upper Key Stage 2 classes. Pupils’ progress in reading is rapidly improving. However, initiatives to improve the quality of pupils’ writing and their

p.6

The quality of teaching requires improvement

mathematical knowledge and understanding are relatively new and it is too early to see their full impact on outcomes for pupils.  There are signs that the quality of teaching is improving. This was evident in an upper Key Stage 2 English class where pupils demonstrated their good use and well-developed understanding of the English language. Pupils were presented with a single image of The Highway Man from which they had to deduce as much information as possible about his character. Pupils came up with some good ideas and agreed that he was ‘proud’, ‘wealthy’ and ‘dangerous’. All pupils made good progress and enjoyed sharing and explaining their views.  The teaching of mathematics is improving in Key Stage 2. The analysis of pupils’ work shows that some teachers regularly ensure that pupils understand the importance of good mathematical skills in everyday life. For example, pupils demonstrated their well-developed entrepreneurial skills recently when they sold

p.6

The quality of teaching requires improvement

ice-pops, drinks and cakes to staff and pupils. They calculated the profit they had made and worked out what percentage of their total sales they could give to charity. However, not all teaching offers such activities. Too often, opportunities are missed to develop pupils’ problem-solving skills and to probe their understanding of mathematical concepts.  The effectiveness of teaching in developing pupils’ writing skills is not consistently good. Most teachers ensure that pupils benefit from an engaging curriculum and provide opportunities for them to write about their many educational visits and a wide variety of topics. However, these topics do not always capture the interest of the boys.  Most teachers have good subject knowledge for teaching literacy. They offer effective advice to pupils to support them in developing their spelling, grammar and punctuation skills. This is evident when teachers

p.6

The quality of teaching requires improvement

routinely encourage pupils to extend their vocabulary through the use of a thesaurus and dictionaries. In the most effective marking, teachers take a consistent approach to correcting pupils’ use of language.  Teachers’ marking is improving but is not of a consistently high standard throughout the school. While all teachers ensure that pupils’ work is marked and up to date, not all identify clearly enough what pupils need to do to improve their learning.  Teachers encourage pupils to read as often as possible. All classrooms are well presented and all have reading areas. Pupils regularly read in class, are skilled in reviewing the work of various authors and regularly engage in reading challenges.  Teachers and teaching assistants work well together. They ensure that disabled pupils and those who have special educational needs participate fully in class alongside their peers. This effective partnership

p.6

The quality of teaching requires improvement

has helped to ensure that most of these pupils are currently making good progress across the school in all subjects.

p.7

The achievement of pupils requires improvement

 At the end of Year 6 in 2014, pupils’ attainment in reading, writing and grammar, punctuation and spelling was broadly average. In mathematics, it was well below average. Pupils’ progress was broadly average in reading, writing and mathematics. However, the proportion making better than expected progress was below average.  Pupils’ attainment at the end of Key Stage 1 has been below average in reading, writing and mathematics for some time. However, their overall performance in 2014 was the lowest it has been for several years. Pupils’ attainment in writing, particularly that of the boys, was well below average.  Inspection evidence, including a full scrutiny of pupils’ work and close checks on the school’s own data, shows that, although pupils’ progress is improving and some pupils made good progress across Key Stages 1 and 2 in 2014, the progress of most pupils was below average in all subjects. The school’s data

p.7

The achievement of pupils requires improvement

for this year show that pupils’ progress continues to be inconsistent in reading, writing and mathematics and that pupils’ achievement requires improvement.  The proportion of pupils reaching the expected standard in the national reading screening check at the end of Year 1 in 2014 was above average. The teaching of phonics (the sounds letters make) is mostly good; this is helping to ensure that the proportion of pupils secure in their phonic skills and knowledge remains above average this year. The pupils who read for inspectors were all members of the local library. Most regularly engage in various reading challenges and all enjoy reading books written in different styles.  Pupils’ progress in writing varies across the school. In 2014, it was below average for boys in most year groups. A scrutiny of pupils’ work shows that the quality of boys’ writing is still not as good as that of girls. Senior leaders are fully aware of this and have taken steps to ensure that the new curriculum is of just as

p.7

The achievement of pupils requires improvement

much interest to boys as it is for girls. They have targeted boys for additional writing activities to develop their skills further, although it is too early to judge the impact of this.  Teachers have benefited from a variety of professional development and training, including in mathematics mastery. Middle leaders provide convincing evidence that various online mathematics applications and programmes are helping to develop pupils’ interest in mathematics. However, many initiatives to improve mathematics in Key Stage 2 are new. They are yet to impact fully on developing pupils’ problem-solving skills.  Disabled pupils and those who have special educational needs are effectively supported by well-trained teachers and teaching assistants. At the end of Year 6 in 2014, the attainment of these pupils was above that of similar groups nationally in writing, mathematics and grammar, punctuation and spelling. Most

p.7

The achievement of pupils requires improvement

made good progress in all subjects, often from very low starting points. This good progress was replicated across most year groups in 2014 and continues to be good this year.  In Year 6 in 2014, the attainment of disadvantaged pupils was about a term behind other pupils in the school in mathematics and more than two terms behind in reading and writing. Disadvantaged pupils’ attainment was more than two terms behind other pupils nationally in writing and mathematics, and about a term-and-a-half behind in reading. Their progress was not as good as that of other pupils nationally. A priority for senior leaders is to reduce further the attainment gaps between disadvantaged pupils and non- disadvantaged pupils. Inspection evidence indicates that disadvantaged pupils’ progress is improving this year.  There is clear evidence that the achievement of the most-able pupils is improving, as shown in the higher

p.7

The achievement of pupils requires improvement

proportion of pupils currently in Year 6 working at Level 6 in mathematics, reading and writing. Teachers are beginning to challenge the most able with harder work, targeting them for small group activities. Training and professional development are helping to raise teachers’ expectations of what pupils are able to achieve.

p.7

The early years provision is good

 The leadership and management of all aspects of the early years provision are good. Teachers, teaching assistants and all adults have exceptionally high expectations of what children can achieve. Together, they ensure that children participate in a wide range of stimulating learning and play activities which fire their imagination and ensure their good progress.  All assessments of children’s learning are precise. They are closely moderated by the local authority and through the local cluster of schools. Assessments confirm that many children start the Nursery class with skills below those typical for their age. Many children have particular difficulties with communication and language and their personal and social development. Children make good and often outstanding progress through the Nursery class, and good progress through the Reception classes.  The proportion of children who reached a good level of development by the end of the Reception Year in

p.8

The early years provision is good

2014 was well above average. The majority are well prepared with the personal and academic skills they need for the next stage of their learning in Year 1. Children continue to make good progress this year.  The overall quality of teaching is good. Children in the Nursery enjoy school. They copy the enthusiasm, and dynamism of the class teacher when speaking, listening and engaging in their learning. This was exemplified in a multi-skills physical education lesson where the teacher’s clear use of language, focus on shape, colour and counting enabled children to make outstanding progress while balancing on benches with bean-bags on their heads, using stilts, jumping over hurdles and refining their ‘hoola-hoop’ moves.  Children behave safely at all times, follow instructions carefully and engage in activities enthusiastically. This was evident in the school hall, where two classes of Reception children behaved outstandingly well.

p.8

The early years provision is good

They showed a steely determination to learn and demonstrate their traditional African dancing skills.  Children learn in well-thought-out indoor and outdoor learning and play areas. These enable them to develop their coordination skills; enhance their teamwork, construction abilities; and build their ability to paint and to use technology.  Teachers and teaching assistants in the Reception classes ensure that children can participate in engaging activities which sustain their concentration and encourage them to talk about and describe what they are doing. This was evident when children were practising their writing, using magnetic letters to form short words.  Parents who spoke with inspectors and those who completed the school’s surveys of parents’ views, are happy that their children are safe, well cared for and making good progress at school.  Staff record meticulously children’s achievement in attractive learning journeys. These are shared with

p.8

The early years provision is good

parents, who are kept well informed of their children’s progress. They are offered help so that they can support their children’s next steps in learning at home.  Staff ensure children’s safety by applying the same good safeguarding procedures in operation throughout Key Stages 1 and 2 to the early years provision.  Senior leaders ensure that all areas of provision, including outdoor learning and play areas, are as stimulating as they can be in order to further boost children’s learning. They also ensure that any gaps between the attainment of boys and girls are no wider than those found nationally.

p.8

Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is failing

p.9

Grade Judgement Description

to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

p.9

School details

Unique reference number 130324 Local authority Wirral Inspection number 461900

p.10

School details

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

p.10

School details

Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 282 Appropriate authority The governing body Chair Sue Jacobs Headteacher Gillian Zsapka Date of previous school inspection 17 May 2011 Telephone number 0151 327 1570 Fax number 0151 327 8916 Email address schooloffice@heygarth.wirral.sch.uk guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

p.10

School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

p.11

School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

p.11

School details

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 and 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 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

p.11

School details

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’.

p.11

School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.11