Gower House School

Gower House School 5 Blackbird Hill, Kingsbury, London NW9 8RR

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Overall effectiveness Inadequate

Effectiveness of leadership and management Inadequate

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Overall effectiveness Inadequate

Quality of teaching, learning and assessment Inadequate

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Overall effectiveness Inadequate

Personal development, behaviour and welfare Inadequate

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Overall effectiveness Inadequate

Overall effectiveness at previous inspection Good

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This is an inadequate school

 The proprietor and senior leaders have not ensured that all the independent standards are met.  Leadership and management are inadequate. There are no systems in place for holding teachers to account for the quality of education.  Systems for the tracking of pupils’ progress, the quality of teaching and incidents of misbehaviour are not effective.  There is no long-term planning for subjects other than English and mathematics. Leaders have failed to ensure that the curriculum prepares pupils for life in modern Britain. This is not planned for and is not developed in lessons.  There are no effective arrangements for governance in the school. The proprietor has not undertaken the required safeguarding training and is over reliant on what the senior leaders tell him about the school’s performance.  Behaviour requires improvement because pupils rely too heavily on adults to supervise their learning. When activities are not sufficiently

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This is an inadequate school

interesting, pupils become bored and behaviour declines.  Personal development and welfare are inadequate because admissions records are incomplete. The destination of some pupils is not recorded in the admission register when they leave the school.  Teaching, learning and assessment are inadequate. Teachers do not question pupils effectively or give them helpful advice on improving their work in line with the school’s assessment policy. Lessons do not challenge pupils enough to achieve as well as they could. Teachers do not always demonstrate high standards of writing and presentation.  Outcomes for pupils are inadequate. Leaders do not check pupils’ progress well enough, particularly the most able. As a result, leaders can report to parents only on attainment test results in English, mathematics and science.  Provision in the early years is inadequate because staff do not monitor children’s progress accurately

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This is an inadequate school

nor provide enough challenge to ensure rapid learning.  Safeguarding is ineffective.

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The school has the following strengths

 Senior leaders have made sure that most of the regulations relating to safeguarding and pupils’ welfare, health and safety that were not met at the emergency inspection in October 2014 are now met.  Pupils are polite and courteous. They say that they enjoy coming to school and feel safe.

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Compliance with regulatory requirements

 The school must take action to meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 and associated requirements. The details are listed in the full report.

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What does the school need to do to improve further?

 Improve the quality of leadership and management by ensuring that: − all the independent school standards are met − the necessary checks are made on new staff to ensure that they are suitable to work with children and are recorded diligently − teachers plan the curriculum in sufficient depth to enable all pupils to make good or better progress in all subjects − the school maintains accurate and up-to-date admission and attendance registers − leaders and teachers know how well pupils are doing and are expected to do and provide support and challenge for pupils to improve further − a written record of complaints made by parents is kept, identifying whether they are resolved following a formal procedure, or proceed to a panel hearing, and any actions taken by the school − the quality of teaching is checked, teachers are held to account for it and they receive effective training and development − the behaviour of pupils is monitored effectively, and the school records incidents of misbehaviour, and

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What does the school need to do to improve further?

the actions taken to reduce them − the annual written reports to parents include information about each registered pupil’s progress as well as their attainment in tests − effective arrangements for governance are established.

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What does the school need to do to improve further?

 Improve pupils’ achievement and the quality of teaching, learning and assessment so that: − pupils are engaged in lessons that are appropriately challenging, and make good or better progress in all subjects, particularly the most able − teachers consistently follow the school’s assessment policy to show pupils how to improve − teachers question pupils effectively to deepen understanding and correct misconceptions − pupils learn to manage their behaviour more effectively − teachers demonstrate good standards of presentation and accuracy in their writing on whiteboards.

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What does the school need to do to improve further?

 Improve the quality of the early years provision by ensuring that: − the early years leader monitors and supports staff to improve the quality of teaching and learning in the Nursery and Reception classes − the system for tracking children’s progress is firmly established and used effectively − adults are provided with training to update their skills and improve their work.

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What does the school need to do to improve further?

 The school must meet the following independent school standards: − Ensure that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively (paragraph 2(1)(a)) − Ensure that the written policy, plans and schemes of work take into account the ages, aptitudes and needs of all pupils, including those pupils with an education, health and care plan (paragraph 2(1)(b)(i)) − Ensure that the written policies, plans and schemes of work do not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs (paragraph 2(1)(b)(ii)) − Ensure that the written policies, plans and schemes of work give pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative

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What does the school need to do to improve further?

education (paragraph 2(2)(a)) − Ensure that pupils acquire speaking, listening, literacy and numeracy skills (paragraph 2(2)(b)) − Ensure that the written policies, plans and schemes of work provide personal, social, health and economic education which reflects the school’s aim and ethos and encourages respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010 (paragraph 2(2)(d), 2(2)(d)(i) and 2(2)(d)(ii)) − Ensure that a programme of activities is in place for pupils below compulsory school age which is appropriate to their educational needs in relation to personal, social, emotional and physical development, and communication and language skills (paragraph 2(2), 2(2)(f) − Ensure that all pupils have the opportunity to learn and make progress and are prepared effectively for the opportunities, responsibilities and experiences of life in British society (paragraph 2(2), 2(2)(h) and

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What does the school need to do to improve further?

2(2)(i)) − Ensure that teaching enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught (paragraph 3(a)) − Ensure that teaching fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves (paragraph 3(b)) − Ensure that teaching involves well-planned lessons and effective teaching methods, activities and management of class time (paragraph 3(c)) − Ensure that teaching shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in lessons (paragraph 3(d)) − Ensure that teaching demonstrates good knowledge and understanding of the subject matter being taught (paragraph 3(e)) − Ensure that teaching utilises effectively classroom resources of a good quality, quantity and range

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What does the school need to do to improve further?

(paragraph 3(f)) − Ensure that a framework is in place to assess pupils’ work regularly and thoroughly, and that information from that assessment is used to plan teaching so that pupils can progress (paragraph 3(g)) − Ensure that teaching utilises effective strategies for managing behaviour and encouraging pupils to act responsibly (paragraph 3(h)) − Ensure that teaching does not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs (paragraph 3(i)) − Ensure that teaching does not discriminate against pupils, contrary to Part 6 of the Equality Act 2010 (paragraph 3(j)) − Ensure that a framework for pupil performance to be evaluated, by reference to the school’s own aims as provided to parents or national norms, or to both, is in place (paragraph 4) − Ensure that arrangements are made to safeguard and promote the welfare of pupils at the school, and

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What does the school need to do to improve further?

that such arrangements have regard to any guidance issued by the Secretary of State (paragraph 7, 7(a) and 7(b)) − Ensure that a written behaviour policy is implemented effectively and a record is kept of the sanctions imposed on pupils for serious misbehaviour (paragraph 9, 9(b) and 9(c)) − Ensure that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006 (paragraph 15) − Ensure that an annual written report of each registered pupil’s progress and attainment in the main subject areas taught is provided to the parents of that registered pupil, except that no report need be provided where the parent has agreed otherwise (paragraph 32(1)(f)) − Ensure that a written record is kept of all complaints that are made, and whether they are resolved following a formal procedure or proceed to a panel hearing, and that it records the action taken by the

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What does the school need to do to improve further?

school as a result of those complaints (regardless of whether they are upheld) and provides that correspondence, statements and records relating to individual complaints are to be kept confidential (paragraph 33, 33(j), 33(j)(i) and 33(j)(ii)) − Ensure that the proprietor and persons with leadership and management responsibilities at the school demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently, fulfil their responsibilities effectively and actively promote the well- being of pupils (paragraph 34, 34(1), 34(1)(a), 34(1)(b) and 34(1)(c)).

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What does the school need to do to improve further?

 The proprietor must address non-compliance with statutory requirements of the early years: − practitioners must consider the individual needs, interests and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all areas of learning and development (paragraph 1.6) − each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity (paragraph 1.8) − assessment must play an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs and to plan activities and support (paragraph 2.1).

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Effectiveness of leadership and management is inadequate

 Leadership and management are inadequate. Senior leaders and the proprietor have not ensured that all of the independent school standards are met for leadership and management of the school’s work, including those relating to safeguarding and child protection.  Following the emergency inspection in October 2014, senior leaders have concentrated on ensuring that most of the regulations identified then as not met are now met. However, in devoting so much time to this work, leaders have overlooked a large number of other regulations that are now not met. The senior team of two consists of the headteacher and the school manager, who have focused on day-to-day management of the school. The proprietor acknowledges that the senior team is ‘over-stretched’ and has not been given enough time, support or training for their strategic responsibilities. As the headteacher admitted: ‘This inspection has opened my eyes to what needs to be done.’

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Effectiveness of leadership and management is inadequate

 Although senior leaders and the proprietor have made improvements, they have not ensured that safeguarding has been given the highest priority. The school does not retain any records of recruitment interviews. It is therefore unable to confirm that the appropriate safeguarding questions were asked by leaders and answered satisfactorily by applicants. Furthermore, it is unclear as to whether those conducting the interviews for new staff had undertaken the required safer recruitment training.  The school offers a range of subjects that broadly reflects the National Curriculum. In addition, all pupils have the opportunity to study French. However, apart from in English and mathematics, the school does not provide a planned programme for each subject. As a result, teachers are unable to plan their lessons to ensure that all pupils have the opportunity to make good or better progress. There is a lack of any structure

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Effectiveness of leadership and management is inadequate

for the content and sequence of work in each subject. This means that pupils are not given enough opportunities to learn about life in modern Britain and as such are not sufficiently well prepared for being responsible members of modern British society. The range of extra-curricular activities is limited, and pupils told inspectors that they would like to be able to attend more clubs.  The school does not have an effective system to check on pupils’ progress. As a result, leaders and teachers do not know how well pupils are doing or are expected to do. Staff do not have enough information to provide effective support and challenge for individual pupils to help them to improve.  Similarly, there is no formal system for the management of staff performance, including that of the headteacher. Informal personal targets are set, but these do not relate to improving the quality of teaching, pupils’ progress or salary increases. Consequently, teachers are not held to account for the quality of their

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Effectiveness of leadership and management is inadequate

teaching and do not receive effective training and development to help them improve.  Training and development opportunities for teachers are limited. They have been mainly focused on safeguarding, including the recent training on the ‘Prevent’ duty (the government’s advice to have due regard of the need to prevent young people being drawn into terrorism or extremism).  The school’s promotion of pupils’ spiritual, moral, social and cultural development is effective. Pupils have a good understanding of different faiths and cultures because they learn moral responsibility and respect and care for others. The school celebrates the main religious festivals by discussing the significance and similarities of each festival with pupils, parents and staff.  Parents who responded to the online questionnaire, Parent View, are very positive about the work of the school. All who contributed said they would recommend the school to another parent, and agreed that their

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Effectiveness of leadership and management is inadequate

children are happy, feel safe and are well looked after. However, the annual written report to parents does not include information about each pupil’s academic progress, and only reports on their attainment and effort.  The proprietor and leaders have not ensured that the curriculum promotes equality of opportunity in ways that take account of the protected characteristics of the Equality Act 2010. Although the school’s equality policy makes reference to the Act, it does little to promote equality.  The school does not promote good progress for the most-able pupils in the school because it does not check their progress carefully or provide work that challenges them well enough.  School leaders have not ensured that behaviour is consistently well managed. Evidence gathered during the inspection, through observation and discussion with pupils, confirms this. Arrangements for the monitoring of pupils’ behaviour are not robust enough. For example, the school does not keep effective records of

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Effectiveness of leadership and management is inadequate

incidents of misbehaviour, or the actions taken to reduce them over time.  The complaints policy is up to date and is published on the school’s website. However, although only a small number of complaints have been made by parents, the school has no records of how these complaints have been addressed. As a result, school leaders are unable to confirm whether complaints are resolved following a formal procedure, or proceed to a panel hearing, or to detail any other actions taken by the school.  The governance of the school The sole proprietor meets with the headteacher informally each week. However, no record of these discussions is made and as a result, the proprietor was not able to demonstrate how he has held leaders to account for the school’s performance. Also, he is over-reliant on what the senior leaders tell him without checking its validity for himself. The proprietor was, until 2014, the headteacher at the school for 30 years, and was a teacher there

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Effectiveness of leadership and management is inadequate

before then. As such, he cares passionately about the school and manages the school’s finances well. However, he freely admits that he has not kept abreast of the government’s increased expectations regarding governance. The proprietor has not ensured that arrangements are in place for the performance management of the headteacher and other staff. As a result, there is little opportunity to provide challenge and to hold leaders and teachers to account for the performance of the school. The school does not compile information on pupils’ progress. This omission is a major barrier in checking to see if pupils are on track to meet their targets so that additional support can be offered if they are falling behind.  The arrangements for safeguarding are not effective. The proprietor has not undertaken statutory training in accordance with the Secretary of State’s guidance, Keeping children safe in education, (July 2015), including

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Effectiveness of leadership and management is inadequate

training on his role and responsibility as a governor, on the ‘Prevent’ duty and on safer recruitment.  The school’s procedures for signing in and out of the site are not robust enough. At the beginning of the inspection, although checks on the suitability of staff to work with children had been carried out and had been recorded on the single central record of staff employment checks, the format was not entirely consistent or clear. This did not affect pupils’ safety, and was rectified during the inspection.

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Quality of teaching, learning and assessment is inadequate

 The quality of teaching, learning and assessment is inadequate, and has not ensured that pupils make good progress in all subjects.  Activities in lessons often focus on the mechanical completion of tasks rather than deepening pupils’ learning, knowledge and understanding. As a result, pupils become bored, lose concentration and sometimes misbehave.  Expectations of what pupils can achieve are not high enough. Teaching often lacks challenge, particularly for the most able, and as a result pupils do not achieve as well as they should.  Leaders and teachers do not track or monitor pupils’ progress, either individually or by groups of pupils. As a result, teachers are not able to plan effective lessons with work at the right level for the pupils’ needs so that they achieve well.  Teachers do not always demonstrate good presentation in their own writing, either on paper or on the whiteboards. Pupils do not therefore have consistently good models to help them to improve their work,

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Quality of teaching, learning and assessment is inadequate

their accuracy in using language, or the quality of their diagrams and graphs.  Pupils receive regular feedback on their work but staff do not always follow the school’s assessment policy.  Although some training for teachers has taken place, it has mainly concentrated on updating staff about the current safeguarding requirements and not on improving the quality of teaching. While informal personal targets are set, they are not related to improving teaching or pupils’ progress. The school does not therefore have a formal system of staff appraisal or any systems for sharing good practice or visiting other schools.  Teachers’ questioning is not thorough enough to deepen pupils’ knowledge and understanding. Consequently, pupils do not make the progress they are capable of – particularly the most able.  Resources are of poor quality, with many text books being in poor condition and, in some cases, out of date.

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Quality of teaching, learning and assessment is inadequate

Classroom displays are often tired and unstimulating. The use of new technologies is underdeveloped, as the school provides very few laptops or computers.  Leaders have not ensured that all the independent school standards for teaching, learning and assessment are met.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is inadequate.  Leaders were unable to provide inspectors with information about attendance for this year or the previous one. Class attendance registers are taken and individual pupils’ attendance is monitored, and followed up if it falls below a certain level. However, this procedure is not rigorous enough and leaders do not analyse the information carefully enough to spot trends or patterns.  Pupils regularly join and leave the school. However, not all pupils have their destination schools recorded in the admissions register. It is incomplete and does not comply with statutory requirements. Leaders were unable to present any evidence to inspectors to show that the school had tried to find out the whereabouts of pupils once they had left. Leaders had not informed the local authority when pupils left the school, which places children at risk of being missing from education.

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Personal development and welfare

 At the beginning of the inspection, the medical room did not meet the required regulations. This was because it did not include a suitable washing facility, as specified by the independent school standards, to deal hygienically with bodily fluids. However, by the end of the inspection this had been rectified.  Leaders have not ensured that all the independent school standards are met for pupils’ personal development and welfare.

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Behaviour

 The behaviour of pupils requires improvement. Pupils are too reliant on adults to support and guide their learning. In addition, pupils do not always behave well enough to improve their learning.  The recently revised behaviour policy is published on the school’s website. However, it is not followed consistently by staff. Pupils reported that, ‘behaviour is not universally good’ and that some individual pupils, ‘wind up the teachers deliberately’. They also reported that when sanctions are applied, the misbehaviour continues because staff do not guide pupils on how to manage their behaviour.  Behaviour in the classroom is variable and largely dependent on how engaged pupils are in the activity. When they are interested and suitably challenged in their learning, they work together well. However, when activities are not set at the right level for their needs, they become bored, which sometimes results in low-

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Behaviour

level disruption.  Leaders do not track or monitor misbehaviour consistently. As result, they are unable to spot patterns or trends in order to review the effectiveness of strategies to improve pupils’ behaviour. This indicates that leaders do not fully appreciate the importance of keeping and checking this information in order to support pupils’ needs.  Pupils are courteous and polite and engage well with visitors. In discussion, they reported that they feel safe, enjoy attending school and that there is no bullying. Relationships between staff and pupils are usually positive and caring.  Leaders have not ensured that all the independent school standards for this aspect of the school’s work are met.

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Outcomes for pupils are inadequate

 The outcomes for pupils are inadequate because teaching is inadequate and the delivery of core subject content is not planned well enough. As a result, pupils do not achieve as well as they should in all subjects, particularly the most able.  Leaders do not check the pupils’ academic progress well enough. As a result, leaders and teachers do not know whether pupils are making the progress they expect of them.  In 2015, all Year 6 pupils passed entrance examinations and all gained entry to selective secondary schools. However, staff do not check accurately enough pupils’ attainment when they arrive at the school, and so are unable to measure progress from starting points.  Teachers record pupils’ individual attainment levels, but these assessments are not checked for accuracy.  Information presented to inspectors regarding pupils’ attainment in English, mathematics and science for 2014/15 showed that a significant number of pupils made no progress, while others went backwards. There

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Outcomes for pupils are inadequate

were also errors in the records.  Inspectors sampled pupils’ work across the school and agreed with the headteacher that pupils are not making enough progress in a range of subjects. Tasks in pupils’ books do not consistently challenge them to achieve their potential, because they are often a repetition of what has already been learned.  Leaders have not ensured that all the independent school requirements related to pupils’ outcomes are met.

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Early years provision is inadequate

 The early years provision is inadequate. This is because the quality of teaching does not enable children to make the progress of which they are capable.  Relationships between adults and children are positive. Children have many opportunities to circulate freely between activities chosen by adults and those they choose for themselves. However, activities that children select are not sufficiently well planned to develop children’s skill, which leads to limited gains in their learning.  Levels of supervision are high, so that children are happy and can play safely, both in and out of doors. However, children make limited progress because staff do not have high enough expectations of their capabilities and achievement.  The system to track and check on children’s progress in the early years is not used effectively. During the inspection, despite several attempts, staff were unable to show inspectors convincing information about

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Early years provision is inadequate

children’s skills on entry to the school, their progress, or the proportion who achieved a good level of development. The school’s information was neither accurate nor used effectively enough in teachers’ planning to enable children to make good progress.  Most children settle into the daily routines well and key workers provide caring support. However, some children find school life more challenging and are prone to unsettled behaviour and shouting, which is not always dealt with effectively by staff.  The early years leader took up her appointment in November 2015. It is too soon to judge the effectiveness of some of her initiatives to improve the provision. Staff have formed supportive partnerships with parents who say they feel well supported.  The quality of resources is variable. While the outside spaces are attractive and stimulating, the inside areas are not. Activities both inside and out of doors do not always develop children’s communication, language

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Early years provision is inadequate

and literacy skills well. Although lessons in phonics (the link between letters and sounds) take place, they are not taught well. Individual children do not receive the attention they need, and have to wait their turn. Letters and words are not displayed prominently nor writing materials given a high priority in order to stimulate children’s learning. There is a lack of suitable books available to stimulate children’s enthusiasm for reading.  Interactions between adults and children in the Nursery and Reception class do not encourage children to speak in full sentences. Adults are able to give children clear instructions but they do not use these opportunities to extend children’s learning.  The early year’s curriculum lacks challenge. It is too narrow and not ambitious enough to enable all children to make good progress. Opportunities for children to learn about the wider world outside are limited, and as

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Early years provision is inadequate

a result pupils are not prepared well for when they begin Year 1.  Leaders have not ensured that all the independent school requirements related to children’s outcomes and the early year’s statutory requirements are met, particularly those relating to assessment and planning.

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School details

Unique reference number 101570 Inspection number 10006006 DfE registration number 304/6053 This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school. Type of school Preparatory School status Independent school Age range of pupils 2–11 Gender of pupils Mixed Number of pupils on the school roll 143 Number of part time pupils 13 Proprietor Martyn Keane Headteacher Michelle Jobe Annual fees (day pupils) £7,200–£7,800 Telephone number 020 8205 2509 Website www.gowerhouseschool.co.uk Email address admin@gowerhouseschool.co.uk Date of previous inspection 1–2 February 2012

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Information about this school

 Gower House School is situated in the Kingsbury area of the London Borough of Brent. It was founded in 1951 and caters for boys and girls between two and 11 years of age.  The school is registered to admit up to 220 pupils. Currently there are 143 pupils on roll, 55 of whom attend the early years provision, 13 of them on a part-time basis. There are 45 children in receipt of the government’s nursery education funding. There are no pupils with a statement of special educational needs or an education, health and care plan. There are too few disadvantaged pupils, or pupils with identified additional needs to draw meaningful conclusions from the information about them.  The proportion of pupils who are from minority ethnic groups is well above the national average, with the largest groups being from Black African, Black Caribbean and Asian heritages. There are slightly more girls than boys.  The school has registered provision for two- to three-year olds. Pupils are prepared for entrance

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Information about this school

examinations to grammar schools and independent secondary schools.  In October 2014, the designated child protection officer for Brent Council and the Metropolitan Police agreed an emergency inspection with the Department for Education, following a complaint received by Ofsted. This was because there were concerns about safeguarding and pupils’ welfare, health and safety. The inspection found that the school did not meet a number of requirements for safeguarding and pupils’ welfare, health and safety.  There are no middle leaders in the school.  The headteacher took up her post in November 2014.  The school aims ‘to develop happy, well behaved children with enquiring minds, high academic attainment and good general knowledge’.

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Information about this inspection

 This inspection took place with one day’s notice.  The inspectors observed teaching and learning in 12 lessons or parts of lessons. They held informal discussions with pupils.  There were 21 responses to the Ofsted online survey (Parent View). Inspectors met with the proprietor, the headteacher and the school manager.  Inspectors reviewed key documents and policies, including those related to safeguarding, and scrutinised pupils’ files and the school’s information about pupils’ attainment and progress.

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Inspection team

David Scott, lead inspector Ofsted Inspector

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Inspection team

Martin Roberts Ofsted Inspector guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . 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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Inspection team

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.

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Inspection team

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.gov.uk/government/organisations/ofsted

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Inspection team

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, further education and skills, 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team,

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Inspection team

The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Inspection team

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

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