Thurlton Primary School

Thurlton Primary School Church Road, Thurlton, Norwich, Norfolk NR14 6RN

p.1

Overall effectiveness Requires improvement

p.1

Effectiveness of leadership and management Requires improvement

p.1

Quality of teaching, learning and assessment Requires improvement

p.1

Personal development, behaviour and welfare Requires improvement

p.1

Outcomes for pupils Requires improvement

p.1

Early years provision Requires improvement

p.1

Overall effectiveness at previous inspection Good

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

 Staff turnover and changes to the school leaders have slowed the pace at which the school has been able to secure good teaching and better pupil outcomes.  New teacher appointments in September have ensured that the quality of teaching has improved considerably. However, it is still variable within year groups and within writing and mathematics. It is not, therefore, consistently good, and some teaching is still weak.  Not enough pupils make the progress they need to catch up with their peers, and some do not make the progress of which they are capable. Consequently, not enough pupils achieve the higher standards at the end of key stages 1 and 2.  The proportion of children reaching the expected standard at the end of the Reception Year has improved considerably since the previous inspection. It was above the national average in 2016. Consequently, children have a better start in Year 1.  Leaders do not always set sharp enough

p.1

Summary of key findings for parents and pupils

targets for improvement. They do not always use well the information about pupils’ previous learning and their starting points. As a result, there is not yet a tight focus on pupils’ outcomes.  Some adults are adept at checking on pupils’ progress and ensuring that any misconceptions are spotted quickly. ‘Pit stops’ are used well. However, this is not yet consistent. As a result, too many pupils are unsure about what they need to do to improve their work.  Improvements in writing have been too slow. As a consequence, too few pupils reach the expected standards at the end of key stages 1 and 2. Younger pupils currently in the school are making better progress.  Communication with parents has improved. The vast majority want to support their children’s learning even more than they already are.  The school’s website is not wholly compliant with statutory regulations.

p.1

Summary of key findings for parents and pupils

 The teaching of phonics is good. Pupils love to read and use their phonic skills well.  Relationships between pupils and adults are strong. Pupils are also respectful of each other and work and play well together.

p.1

What does the school need to do to improve further?

 Improve the quality of teaching, learning and assessment so that it is consistently good by ensuring that: – all lessons challenge pupils to achieve as well as they can, regardless of their starting points – teachers regularly check on pupils’ learning during lessons and confidently adapt their teaching in direct response to pupils’ understanding – teachers consistently follow the school’s policy to provide pupils with frequent, clear and detailed guidance about how to improve their work – the outdoor provision for learning in the early years is improved.  Improve pupils’ achievement in writing by: – increasing the proportion of pupils making more than expected progress – providing regular opportunities for pupils to write at length in order to practise and apply their writing skills – ensuring that there is a consistent approach to the teaching of handwriting – ensuring that there is a consistent approach to the teaching of spelling, particularly

p.2

What does the school need to do to improve further?

in key stage 2 – raising expectations of presentation of pupils’ work.  Improve leadership so that all leaders are sufficiently focused on securing good progress for pupils by: – sharpening improvement planning at all levels so that the impact of actions taken can be effectively evaluated – ensuring that information about pupils’ starting points is effectively used to plan for their future needs – using assessment and monitoring information more effectively to identify underachievement, particularly of the most able, and respond more quickly – ensuring that middle leaders fully understand the part that they play in whole- school improvement – actively seeking and responding to the views of parents so that they are able to further support their children’s learning.

p.2

Effectiveness of leadership and management Requires improvement

 Several changes in leadership and teaching staff have made it challenging for the school and therefore the pace of improvement has been too slow. However, the acting headteacher has had a positive impact in the short time that she has been leading the school. Parents, pupils and staff alike say that there are many aspects of the school’s work that have improved recently, although they recognise that there is still more to be done. As one parent put it, ‘I have chosen to keep my children at this school. I am willing it to get back to what it can be and I can see some of that returning already.’  The acting headteacher has been relentless in her pursuit of good teaching. She, with the support of the previous governing body and the local authority, has taken decisive action where teaching is not good enough. She has made recent appointments to teaching staff to ensure that teaching is good and pupils achieve what they are capable

p.3

Effectiveness of leadership and management Requires improvement

of.  There is developing accuracy about what leaders need to do to improve the school. However, leaders at all levels have not yet developed plans for improvement that detail clear pupil outcomes, timescales and review. Evaluation has not been regular enough and therefore has not informed future planning sufficiently well. Sometimes this has resulted in a lack of focus on emerging and existing priorities.  Leaders of English and mathematics are developing their roles. They have identified the priorities and have already put in place some actions to address weaknesses. For example, 15 minutes a day mathematics talk is helping to improve pupils’ mathematics vocabulary. Weekly extended writing is timetabled but not adhered to by all, and pupils say that they ‘want to write more’. The school recognises that this is a priority and, to capitalise on pupils’ desire to have more opportunities to write, is a sensible approach.

p.3

Effectiveness of leadership and management Requires improvement

 The acting headteacher has ensured that staff training is useful and regular. Professional development is tailored to the needs of individual staff as well as the areas that have been identified as a priority. This has ensured that there is good expertise in, for example, phonics teaching, which has had a positive impact on pupils’ reading and early writing.  The additional funding to support disadvantaged pupils is allocated transparently to meet identified priorities. There were too few pupils in this group in 2016 to comment on their achievement. The impact of the expenditure on outcomes for this group currently in the school is evaluated well. The acting headteacher liaises well with external agencies and is in the process of bidding for further funding to support additional resources for a group of pupils.  The school’s use of the additional funding it receives for sport and physical education

p.3

Effectiveness of leadership and management Requires improvement

meets statutory requirements and pupils gain self-confidence as a result of it. Pupils receive awards for ‘becoming even better at gymnastics’ and know the importance of physical activity to keep themselves healthy. After-school clubs are well attended and pupils enjoy the chance to take part in dance in the school’s popular ‘pick and mix’ sessions.  The leadership of special educational needs and disabilities is developing well. This group of pupils receive effective support from a team that knows and understands these pupils well. The staff who work with the pupils are appropriately trained. The newly appointed coordinator for special educational needs has already introduced an increasing range of special training, for example for pupils with autism, and also instituted a review of all identified needs.  The school’s values support and promote pupils’ spiritual, moral, social and cultural development. The school is a close-knit community. Pupils care about each other and

p.3

Effectiveness of leadership and management Requires improvement

support one another well in lessons and in play times. They sensibly accepted that they could not carry on with activities in the woodland area when it began to rain one lunchtime. They simply returned to their classrooms and very quickly settled with their friends, organising and playing the many activities that were on offer to them. Pupils like responsibility. They told the inspector that they would welcome the reintroduction of the school council and the ‘buddy bench’ so that they can ‘help everyone in the school’. This would undoubtedly support the teaching of British values in the curriculum.  The curriculum is broad and balanced and enhanced well with such aspects as the ‘pick and mix’, ‘woodland’ and ‘huff and puff’ activities. Such themes as ‘Greek myths and legends’ and ‘superheroes’ clearly excite and interest pupils. The performance of the ‘Persephone’ play by key stage 2 was a delight. The curriculum is further enhanced by

p.4

Effectiveness of leadership and management Requires improvement

a multitude of extra-curricular clubs like multi-skills, choir, wool craft and basketball. Regular visits from the police, fire service, local vicar and road safety teams bring the curriculum to life.  Much has been done to win the hearts and minds of parents during what has been an extremely turbulent time in the school’s history. The acting headteacher has introduced such initiatives as a suggestion box, ‘coffee and chat’ sessions and class blogs. Parents are keen to be even more involved in their children’s learning. They like the fact that topic webs and timetables are shared each half term, and that there is now a written report each parents evening detailing how their children are doing in their work and what they need to work on. They also value the popular ‘come, look and share’ sessions where children explain what they are learning, the games afternoons, activities mornings and celebration assemblies. The local church was packed to

p.4

Effectiveness of leadership and management Requires improvement

capacity as pupils performed their Harvest celebration during the inspection. Of those parents who responded to the online questionnaire, 79% of parents would recommend the school, one saying, ‘I am very pleased with my child’s learning journey.’

p.4

Governance of the school

 Changes to governance have been made since the previous inspection. At the beginning of October 2016, an interim executive board was put in place to address continuing concerns about pupil outcomes in the school. The board has met formally and has already made an impressive start to both supporting and challenging leaders in the school.  Members of the board have undertaken a health and safety audit to ensure that pupils are working and playing in a safe environment. They have been quick to address any areas of concern. For example, there is a date planned for the removal of the unsuitable large play equipment in the early years outdoor area.  In discussion with the board members, it is clear that they already have a very clear understanding of the school’s strengths and areas for development. They are working very closely with the local authority and the regional schools commissioner, as well as

p.4

Governance of the school

leaders, to ensure that the future and stability of the school is secure.  The acting headteacher has shared with the board detailed information about pupils’ progress and the quality of teaching. The use of additional funds for disadvantaged pupils and sports premium funding are evaluated. As a consequence, the board members are well equipped to ensure that any underperformance is rigorously challenged.  Board members have already begun the task of ensuring that the school’s website fully complies with statutory regulations. They have rapidly undertaken a review of school policies which will also be added to the website following the board’s next meeting.  The local authority has supported the school, previous governing body and now the board on which a local authority representative now sits. Leadership support, assessment training, and finance and human resources guidance are among a variety of other aspects that leaders have sensibly sought advice on.

p.5

Safeguarding

 The arrangements for safeguarding are effective.  The record of pre-employment checks and personnel files are well maintained and meet requirements. The local authority undertook an audit of safeguarding arrangements and any follow-up actions have been completed by the acting headteacher.  As seen during the inspection, any concerns relating to pupils’ safety and welfare are responded to promptly and the necessary actions are taken by designated staff.  Pupils say that they feel safe. They know which staff they can go to if they have any concerns or they may opt to go to ‘one of my friends who I can trust’. There is a range of curriculum activities and information from visitors about how to stay safe online.  Staff training for keeping children safe in education is in place. The acting headteacher ensures that new staff members receive a thorough induction, which includes detailed information about safeguarding and the school’s policies that relate to it.

p.5

Safeguarding

 The most vulnerable pupils, including those who are involved with outside agencies for a variety of reasons, are well known to staff. The school weaves safeguarding into its pastoral care, for example taking pre-emptive action with pupils at risk of exclusion. The school enlists family support staff to improve pupils’ circumstances.

p.5

Quality of teaching, learning and assessment Requires improvement

 Teaching requires improvement because since the previous inspection, teaching, learning and assessment have not been consistently good. Consequently, pupils have not made good progress over time.  As a result of recent appointments, the overall profile of teaching is now better than it has been for some time. The inspector saw pupils engaged in thinking hard about how to decide if, for example, 98 +18 = 110 was ‘true’ or ‘false’. The teacher modelled well and told the pupils ‘to grab the 100 and hold it in your hand while you carry on counting’, which pupils mimicked. The majority of the pupils ascertained that the answer was ‘false’ and those who did not were supported by pupils nearby. Despite there being other such examples, there remains some variation in the quality of teaching between classes and subjects, particularly in key stage 2.  On occasion, teachers’ expectations are too low and work set is not always challenging

p.5

Quality of teaching, learning and assessment Requires improvement

enough, especially for the most-able pupils. Sometimes pupils in key stage 2 carry out a large number of calculations, even when they demonstrate that they have already mastered the skills needed. There is little opportunity for pupils to extend their learning.  The school’s assessment system is still developing. The acting headteacher uses the information that teachers provide to track carefully the progress of pupils. Since September, teachers are now using this information better to plan appropriately for pupils who are all in mixed-age classes. Meetings to discuss pupils who are at risk of falling behind their classmates take place regularly and appropriate action is beginning to be planned more systematically. The impact on pupils’ progress can already be seen in pupils’ behaviour and readiness to learn.  Where teaching is not good enough, pupils do not always know what is expected of them or how to improve their work. In spite of this, one Year 6 pupil showed the

p.6

Quality of teaching, learning and assessment Requires improvement

inspector a very good example of how she had altered her work from ‘Oh no!’ to ‘It was a total disaster!’ ‘Because you can imagine that much more!’ There were also excellent examples of pupils ‘up-marking’ their work in key stage 1. This is a strategy that the acting headteacher has put in place to ensure that teachers quickly spot any misconceptions and pupils address them at their earliest opportunity. ‘We look back for anything we haven’t got right and we try to put in the right answer. But we can ask our friend or teacher if we aren’t sure,’ said one Year 1 pupil.  Not all teachers consistently remind pupils about taking pride in their work. Too often, adults accept work in key stage 2 that is of poor quality, careless and very untidily presented. For example, looking at pupils’ books following a handwriting session, although some corrections were made, handwriting from almost all pupils was unacceptably poor. The session could therefore be considered a waste of both adults’

p.6

Quality of teaching, learning and assessment Requires improvement

and pupils’ time as it added little value to pupils’ work.  The teaching of English and mathematics is improving. Pupils in key stage 2 still have gaps in their knowledge that teachers are addressing, particularly in writing, but also to a lesser extent in mathematics. Progress is still too variable for pupils in Years 4, 5 and 6. Despite leaders’ recognition that pupils’ mathematical vocabulary is underdeveloped, there are not enough opportunities for pupils to apply their basic mathematics in, for example, problem-solving activities. Nor do pupils regularly write at length, be it in literacy sessions or in other subjects.  Phonics is taught very effectively in the early years and key stage 1. Pupils use their good phonic knowledge to decode tricky words and to help them with their spelling. However, pupils in key stage 2 do not use this knowledge in their writing. As a result, older pupils’ spelling of even familiar words is often inaccurate. Errors go unnoticed and

p.6

Quality of teaching, learning and assessment Requires improvement

are therefore repeated. This will continue to greatly impede these pupils’ ability to demonstrate what they are capable of in their written work by the end of Year 6.  Pupils love to read. It was a pleasure for the inspector to listen to so many pupils who clearly enjoy reading and talk excitedly and with humour about what they are reading. However, the most-able pupils in key stage 2 do not always have the opportunity to develop their higher-order reading skills. As a consequence, they do not use this influence in their writing, which is often of poor quality and lacking in interest. Pupils of all ages say they would like to read more often. Parents also say they would like to have more involvement in their children’s reading and would welcome the reintroduction of home-school reading books.  Teaching assistants are used well in some classes to support pupils’ learning. In some year groups, teaching assistants are not guided well enough by the teacher about how

p.6

Quality of teaching, learning and assessment Requires improvement

they can ensure that pupils make the best progress they can. The special educational needs coordinator, who is also the acting headteacher, has a good understanding of the pupils who need additional support. She tracks carefully the progress that these pupils make and ensures that external support for teaching assistants is provided. For example, staff training to better understand autism.

p.7

Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare requires improvement.  Pupils are well cared for in their ‘happy and friendly school’. All adults know the pupils well and have a detailed knowledge of individuals and their families. Relationships between all adults and pupils are strong.  The school teaches pupils well about how to stay safe and look after themselves. For example, they take part in a day’s activities that reinforce online safety. They know about the importance of not giving out their personal details to anyone online.  On occasion, pupils do not demonstrate good attitudes to learning. When work does not challenge or interest them, some pupils disengage and daydream, particularly in key stage 2. This directly affects the progress they make. The school’s mantra ‘always try to do our best in everything we do’ is not yet consistently reflected in pupils’ finished work. Too many of the older pupils do not make as much effort as they

p.7

Personal development and welfare

should, nor do they take pride in keeping their books neat and tidy.  Pupils demonstrate self-confidence and are keen to take on additional responsibilities. During the inspection, they said that they would welcome the reintroduction of the school council and used to enjoy being ‘bench buddies’ to pupils in the playground. Leaders shortly plan to re-establish such responsibilities and are pleased that pupils now feel ready to take them on.  Pupils have an increasing understanding of different types of bullying. They know that it is when ‘someone hurts you nearly every day’. Tellingly, they recognise that they also have to take responsibility for their own actions. Pupils say that there may have been bullying at Thurlton, but that there is none now. They know whom to go to if they are worried.  A number of parents say that they would welcome an even better partnership with the school so that they can further support their children’s learning. Almost all parents who

p.7

Personal development and welfare

responded to Ofsted’s online questionnaire, or wrote to or spoke with the inspector, say that their children are happy to come to school and that they are well-cared for and safe. One said of her children, ‘My two children are currently, and have always been happy and settled at Thurlton Primary School.’

p.7

Behaviour

 The behaviour of pupils requires improvement. Leaders, staff, pupils and parents recognise that throughout the last six months behaviour has greatly improved. The school acknowledges that it must continue the good work that it is doing and ensure that improvements are built upon even further. As one pupil put it, ‘Zero tolerance on poor behaviour!’  Pupils are polite, courteous and respectful. During the inspection, pupils were keen to show their work to the inspector. From the very youngest to the oldest pupils, they confidently talk about what they are learning. However, work in pupils’ books in key stage 2 is not yet showing what pupils are capable of.  The acting headteacher has prioritised improvement in behaviour during the last six months. This is undoubtedly bearing fruit. Pupils understand and follow the school’s ‘behaviour code’, which is dotted around the building. Pupils can add themselves to the

p.8

Behaviour

behaviour poster in the school hall, showing which of the aspects of the code they feel they have demonstrated. Classroom ‘medal boards’ and the ‘work of the week’ and ‘Sportasaurus’ boards in the hall also value and celebrate pupils’ achievements. For example, one award was given for ‘developing into a confident gymnast’ while another was for ‘listening carefully to instructions’. There is clear evidence that the collective and consistent adherence to the school’s new behaviour policy is having a direct impact on the majority of pupils’ readiness to learn.  The school’s ‘woodland activities’ and ‘huff and puff’ activities provide good opportunities for pupils to work together and cooperate with each other outside of the classroom. During the inspection, several pupils spoke excitedly about their desire to get stuck into the construction on offer in the ‘woodland activities’. Often without even realising it, pupils are not only reinforcing their problem-solving skills, but also their

p.8

Behaviour

social skills.  Pupils enjoy school and the vast majority attend regularly and on time. Leaders track the attendance of individuals and promptly follow up any absences. Certificates for 100% attendance and ‘class of the week’ awards published in the fortnightly newsletters have done much to raise the profile of attendance.

p.8

Outcomes for pupils Requires improvement

 Outcomes in the early years and Year 1 have shown marked improvements in the last few years, and the school’s own assessment systems suggest that this trend is set to continue. Attainment and progress in key stage 2 is less secure and there is some variability between subjects and year groups.  Attainment in reading, writing and mathematics in 2015 and 2016 at the end of key stage 1 was below the national average. However, these pupils entered key stage 1 with skills that were below those expected. Their progress was therefore at least as expected and in some cases better than expected. Over time, attainment of pupils at the end of Year 2 has been just below the national average. School assessment information of the 16 pupils currently in Year 2 shows that these pupils are on track to achieve well in 2017.  Pupil achievement at the end of Year 6 had improved since the previous inspection. However, outcomes in 2015 at the end of key stage 2 were significantly below the

p.8

Outcomes for pupils Requires improvement

national average, particularly in mathematics and writing. In 2016, unvalidated information about pupil achievement suggests that it is also below the national average. Assessment information of pupils currently in Year 6 shows that these pupils have some way to go to achieve what is expected of them. However, the acting headteacher has put in place a programme to ensure that these pupils, some of whom are more able, achieve as well as they are able in 2017.  Current pupils who are disadvantaged make progress similar to their peers, and sometimes better. There were too few pupils in this group at the end of Year 6 in 2016 to make a comparison with other pupils nationally from similar starting points.  Historically too few pupils at the end of key stages 1 and 2 have achieved the higher levels in reading, writing or mathematics. Teaching and work in pupils’ books seen during the inspection indicate that pupils in key stage 1 are being challenged more

p.9

Outcomes for pupils Requires improvement

than they were previously. However, this is still not routine across the school.  Outcomes in the early years have improved year on year. Children make good progress from their varying starting points, in many areas of the early years curriculum. Pupils’ attainment in the phonics screening check in 2016 was above the national average, demonstrating the progress that pupils have made in their reading since the end of the early years.  There are too few disadvantaged pupils and pupils who have special educational needs and/or disabilities in the school to reflect their progress as a group; but individually these pupils make good progress from their starting points and are generally well supported.

p.9

Early years provision Requires improvement

 A large proportion of children enter the school in the Reception Year with skills and knowledge which are below that typical for their age. The majority of children make good progress during their time in the early years. Since the previous inspection, the proportion of children achieving a good level of development has increased year on year from being significantly below the national average. In 2016, it was above the national average.  Leadership and teaching of the early years requires improvement. Provision in the classroom is effective. However, the outdoor environment has been poorly maintained. As a result, there is limited use of this area to promote learning outside of the classroom. The majority of the large play equipment and some of the play surface have been rendered unsafe and are shortly to be removed. Children are therefore not able to develop their physical and balancing skills sufficiently well. There are very few signs

p.9

Early years provision Requires improvement

or prompts for number or letter recognition. Children are therefore not able to develop these skills in the less formal learning environment.  Teaching in the early years this year is good. Much has been done in a short period of time to improve, for example, how children are assessed. Adults are now beginning to assess children regularly and use these assessments effectively to plan activities that meet the needs of different children. Despite it being early in the academic year, learning journals already contain a good range of photographic evidence and examples of children’s work. As a result, staff know what children can do and what they need to do to develop further. Adults plan interesting activities, which build on children’s interests and experiences and cover the majority of the early years curriculum. Every available opportunity is taken to help children to think. When reading a story during

p.9

Early years provision Requires improvement

snack time, the teacher said to the children, ‘I want you to try and think about how the teddy feels. I might ask you at the end so use your good listening ears.’  Effective transition arrangements are in place and these ensure that children settle very quickly at school. Visits are arranged so that children get used to coming in to school. Close links exist with the local pre-school and every opportunity is taken to bring the two groups of children together. For example, during the inspection, pre- school children took part in the school’s Harvest Festival at the local church. Teachers therefore have accurate information about the children when they start school.  Many different activities ensure that children regularly practise their early reading, writing and number skills. Children happily join in with signing and singing songs about the months of the year, or they visit ‘the shop’ to buy a teddy for 2p. They can

p.10

Early years provision Requires improvement

sequence a simple story and recount it accurately, demonstrating early reading skills. For such a young group of children, their ability to accurately narrate a ‘senses’ poem that the class had written was impressive.  Children behave well in the Reception Class, gaining a good understanding of early routines from their Year 1 classmates. Consequently, the youngest children quickly become confident learners and develop independent skills. They listen carefully and respond quickly to instructions. They are respectful of staff and other children and they cooperate well with each other. Some children worked together during the inspection, to design and make ‘get well’ cards for an absent classmate who was ‘poorly and not very well at all’.  Children are safe and well cared for. They are closely supervised by adults and the welfare requirements are met. Good levels of hygiene are maintained. Children are

p.10

Early years provision Requires improvement

taught about healthy eating and the importance of exercise. Their snack time is used well to reinforce both of these important aspects and to ensure that good manners are developed. For example, when two children work together to give out fruit to the rest of the class for their snack, children readily say ‘please’ and ‘thank you’.

p.10

School details

This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a section 5 inspection under the same Act.

p.11

School details

Appropriate authority Interim executive board

p.11

School details

Email address head@thurlton.norfolk.sch.uk

p.11

School details

Date of previous inspection 23–24 February 2012

p.11

Information about this school

 The school does not meet requirements on the publication of the special educational needs information report on its website.  Since the previous inspection, the school has experienced several changes of leadership. The current acting headteacher has been in the role since June 2015.  The school is much smaller than the average-sized primary school and has decreased in numbers since the previous inspection.  The majority of pupils are of White British heritage.  The proportion of pupils supported through the pupil premium grant is below average.  The proportion of pupils who have special educational needs and/or disabilities is below average.  The school did not meet the government’s current floor targets in 2015, the latest year for which information is published. These express the minimum expectations for what pupils should achieve by the end of their time in the school.

p.11

Information about this inspection

 The inspector visited many lessons, and mostly with the acting headteacher, to observe learning and to talk with pupils about their work.  The inspector met formally with the acting headteacher and two other leaders. Meetings were held with the members of the interim executive board, including the chair, and with a group of ten pupils. The inspector met with two representatives of the local authority.  Along with leaders, the inspector looked at a wide variety of pupils’ work from this and last academic year. Pupils’ work on walls was also viewed.  The inspector listened to a small group of pupils read and spoke with pupils about their reading in lessons.  A thorough check was made by the inspector of the school’s documentation on safeguarding, behaviour, attendance and the quality of teaching. She also considered the school’s evaluation of its own work, its plans for improvement, information about

p.13

Information about this inspection

pupils’ progress and staff performance management.  The inspector took into consideration the 24 responses from parents to Ofsted’s online questionnaire, Parent View, one letter and six texts. Ten staff responses were also considered.

p.13

Inspection team

Ruth Brock, lead inspector Her Majesty’s 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 .

p.13

Inspection team

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. www.gov.uk/pupil-premium-information-for-schools-and- alternative-provision-settings .

p.14

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.

p.14

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 .

p.14

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 children looked after, safeguarding and child protection.

p.14

Inspection team

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 .

p.14

Inspection team

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

p.14

Inspection team

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

p.14

Inspection team

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

p.14