Southview School

Southview School Conrad Road, Witham, Essex CM8 2TA

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Effectiveness of leadership and management Inadequate

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Quality of teaching, learning and assessment Good

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Personal development, behaviour and welfare Inadequate

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Overall effectiveness at previous inspection Good

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Summary of key findings for parents and pupils

 Safeguarding is inadequate.  Leaders do not have a rigorous monitoring and recording system for safeguarding. Written records are of a poor quality. There is insufficient evidence of the actions that leaders take to protect the most vulnerable pupils.  Leaders and managers are not fully alert to the signs that a pupil may be at risk from harm. Leaders have failed to refer pupils to the relevant external agencies, even where there is evidence that pupils may be vulnerable to neglect or abuse.  Leaders, governors and the local authority do not routinely check the school’s safeguarding recording and monitoring to make sure that they are working well enough to protect pupils.  Leaders have failed to ensure that all of their children looked after receive their statutory care and funding.  Leaders have not ensured that any staff are trained to an appropriate level in physical restraint. Leaders have not ensured that their

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Summary of key findings for parents and pupils

use of physical restraint is appropriate.

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Summary of key findings for parents and pupils

 Teaching, learning and assessment, and outcomes, are good. This includes in the early years, and the sixth form.  Leaders’ work on assessment of all aspects of pupils’ progress is very thorough, and is supporting more pupils to make more rapid progress.  Pupils are well supported to develop their communication skills, using a variety of different strategies and devices.  Behaviour is good. Pupils are happy, caring and confident young people. They are well prepared for their next stages in education or training.  Parents, pupils and staff are effusive in their praise for the school. Leaders’ work with parents is a real strength in the school.

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Full report

In accordance with section 44(1) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

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What does the school need to do to improve further?

 Leaders, governors and the local authority need to take urgent action to ensure that the school’s child protection and safeguarding arrangements are effective by: – establishing a rigorous monitoring system for child protection which records the actions taken to secure the safety of vulnerable pupils – routinely reviewing this system to ensure its effectiveness – systematically monitoring and reviewing the information from staff referrals in the instance and over time, so that continued concerns about a pupil’s safety can be identified – ensuring all appropriate concerns are referred to the local authority children’s services in a timely and effective way – ensuring that an appropriate number of staff are trained in physical restraint and that subsequent follow-up work to support pupils is undertaken, recorded and monitored appropriately – ensuring that all school monitoring systems, such as physical restraint, are

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What does the school need to do to improve further?

reviewed alongside child protection concerns, so that leaders have a full picture about pupils’ safety, and can identify any potential concerns more effectively – ensuring that children looked after are all monitored effectively, and that they receive their statutory funding and support, both within the school, and with the appropriate local authority – ensuring that all documentation, policies and the website accurately reflect the most up-to-date guidance and practice in the school.  Continue to raise standards by: – further refining and centralising the assessment systems so that staff use them to challenge the most able pupils to achieve more, including a greater number of accredited courses, where appropriate – recording children’s and students’ achievements in the early years and sixth form more precisely against the school’s own assessment frameworks, so that pupils’ next steps in their learning can be sharper and even more personalised

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What does the school need to do to improve further?

– ensuring that staff maintain high standards in literacy and oracy when interacting with pupils.

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What does the school need to do to improve further?

An external review of governance should be undertaken in order to assess how this aspect of leadership and management may be improved.

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Effectiveness of leadership and management Inadequate

 Leadership and management are inadequate because leaders and governors have not ensured that the school’s arrangements for safeguarding are effective. There are serious inadequacies in record-keeping, monitoring, referrals to external agencies and vigilance to protect the most vulnerable pupils in the school.  Leaders’ overall monitoring of children looked after is poor. While there is evidence of good practice for supporting some of these pupils in the school, there are children looked after who, over a number of years, have received none of their statutory guidance or support. There is a lack of clarity and accountability between leaders and governors about who is responsible for monitoring these pupils. Leaders know the overarching strengths and weaknesses in the school’s provision, although they are overgenerous in their estimation of the quality of teaching, learning and assessment. This is partially because they have failed to undertake a thorough evaluation of the

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Effectiveness of leadership and management Inadequate

work of the early years and the sixth form.  Leaders’ ongoing development of the curriculum to support the very specific needs of pupils is effective. Pupils’ abilities in a range of different areas, such as academic, communication, social skills and behaviour, are evaluated thoroughly upon pupils’ entry to the school. This information is used well to place pupils in the right classes with the correct support. Consequently, pupils are accessing increasing numbers of formal qualifications and developing appropriate skills by the time they leave Southview School.  The curriculum underpins the school motto of ‘responsibility, respect, compassion and learning’. Pupils are taught in different classes about the importance of key values, in an age-appropriate way. For example, younger pupils undertake work about kindness to others, while older pupils look at the importance of remembrance. As a result, pupils

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Effectiveness of leadership and management Inadequate

treat each other, and staff, with respect, courtesy and kindness.  The quality of teaching and staff skills in supporting the personal care of pupils are monitored routinely, using an array of information about pupils’ achievements. However, leaders acknowledge that further work is required around their teaching and learning monitoring systems to really sharpen their focus about the difference between good and outstanding progress from pupils’ different starting points.  Pupils are being well prepared to be citizens in the wider community. Pupils undertake work experience, attend alternative provision, visit and participate in lessons at local mainstream schools, and undertake visits and trips. Pupils act as advocates for equality by visiting schools in the local area to break down potential barriers between themselves and others of their age. This gives pupils, and the wider community, confidence and the skills to live and work together in the future.

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Effectiveness of leadership and management Inadequate

 Leaders’ development of assessment has been thorough since the previous inspection. The headteacher’s passion that pupils’ progress should be measured in its entirety has been the stimulus for extensive work around assessment. Leaders have used an array of information to create academic, social, behavioural, and communication assessment frameworks, so that every achievement of a pupil is monitored well. This is allowing staff to plan effectively for the whole range of pupils’ needs.  Leaders have used the additional funding that they receive for physical education (PE) and sports for primary-aged pupils effectively. This funding provides additional specialist coaching and activities like yoga. These activities are particularly useful for many pupils’ anxiety and physical therapy. Pupils of all ages, including in the primary phase, take part in a range of sporting activities such as boccia, new age kurling and

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Effectiveness of leadership and management Inadequate

polybat, as well as participating in regional and national competitions.  Leaders’ work to develop pupils’ communication across the school is very strong. Leaders’ development of their ‘C-skills’ is allowing them to monitor small, yet vital, improvements in pupils’ ability to communicate. This means that they secure the most appropriate communication tools and/or devices for pupils. As a result, pupils are becoming increasingly confident and able to communicate with staff, parents and one another, no matter what their special educational need and/or disability.  Leaders use the additional Year 7 catch-up funding to support pupils, mainly through one-to-one tuition. From often very low starting points, pupils make significant gains in their literacy and numeracy. This also supports the significant work that they do to improve pupils’ communication skills.

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Governance of the school

 Although governors have undertaken thorough work to ensure compliance with staff recruitment and training, they have not ensured that the work of leaders to keep pupils safe is systematic or rigorous.  Governors have not ensured that all children looked after are monitored effectively. Consequently, leaders and governors have failed in their statutory responsibilities towards some children looked after, for a number of years.  Despite the best efforts of the chair of the governing body, governors have not been able to recruit sufficient numbers of parent or community governors. This is limiting their capacity to undertake all of their necessary obligations in the school.  Governors are overly positive about the school’s effectiveness. Although they visit regularly and use information to question leaders, they have relied too heavily on limited information, such as a county review from November 2015, when making their

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Governance of the school

judgements about current provision.  Governors are not sharp enough in how they hold leaders to account using the school development plan. While governors play an active role in developing the plan, and the plan broadly identifies the right issues, it is not precise enough in how it holds leaders to account throughout the year.  Governors have a broad range of expertise, including in business, education, health, and finance. They use this expertise to challenge leaders, especially around the quality of teaching and achievement in the school. Recent appointments to the governing body focused on safeguarding have identified some, but not all, of the issues.  Governors do hold leaders to account for the additional funding that they receive for disadvantaged pupils. They know about the intervention and support, such as the ‘bug club’ literacy programme, and the one-to-one tuition in mathematics and English.

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Governance of the school

However, although the funding is used well, leaders have not ensured that the overall evaluation of this spending reflects the most recent guidance from Department of Education.

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Safeguarding

 The arrangements for safeguarding are not effective.  Leaders have not ensured that the systems and processes around child protection and safeguarding are systematic and robust. Written records for child protection are either very poor or incomplete, and do not consistently record the actions taken to ensure pupils’ safety. Leaders do not know whether their safeguarding and child protection systems are effective.  Leaders have failed to be vigilant and take effective action to protect pupils where concerns are evident. Consequently, staff referrals about significant incidents for pupils are not dealt with consistently effectively by leaders. Leaders do not spot the potential signs of ongoing abuse or neglect over an extended period of time well enough.  Leaders do not use an array of evidence to review their effectiveness in child protection, or as to whether pupils are exhibiting other signs of needing protection. For

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Safeguarding

example, physical restraint logs and the school’s information records are not used routinely alongside the referrals from staff to see if there are wider concerns about pupils.  While the school has undertaken a local authority safeguarding audit, this was an online compliancy check undertaken by the school itself. The local authority were unaware of the significant safeguarding issues in the school.  Leaders have not ensured that staff in the school are adequately trained in physical restraint. Consequently, on the occasions when is it used, leaders do not have anyone who is trained to review its effectiveness, or the impact on the pupil involved. As a result, leaders do not know if physical restraint is being used appropriately.  Staff are well trained in the most up-to-date guidance, including in preventing radicalisation and extremism, and governors undertake routine checks on this. Consequently, staff are very vigilant to changes in pupils’ behaviour and refer to

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Safeguarding

leaders appropriately. However, leaders’ lack of systematic and organised communication means that they are failing to act on this information in a consistently effective way.  The single central record of checks on staff recruitment is compliant. The school ensures that it undertakes all appropriate checks on the staff that they employ. However, leaders acknowledge that where references are received electronically, the checking of the authenticity of these needs to be recorded formally.  Pupils and parents feel that pupils are kept safe. Pupils are taught how to stay safe, both online and in the wider world, while parents are given secure advice about how to monitor their children’s safety.

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Quality of teaching, learning and assessment Good

 Teaching, learning and assessment is consistently good, with some that quickens progress even more rapidly. This is because teachers, and teaching assistants, have a clear understanding of pupils’ individual needs. Effective planning means that lesson time is used well, while pupils’ individual personal care needs are dealt with seamlessly as the lesson progresses. Pupils are given the right support consistently, no matter what their cognitive or physical need.  Teachers’ and teaching assistants’ thorough knowledge of the age-related expectations in a range of key stages is used well to help pupils make good progress from their starting points. For example, many pupils access phonics teaching across year groups according to their specific needs. Staff use a range of skills and knowledge in phonics to ensure that the curriculum and teaching is consistently effective and relevant to the pupils’ specific requirements.

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Quality of teaching, learning and assessment Good

 Excellent relationships mean that classrooms are happy places and pupils are confident to vocalise their opinions and views in their lessons. Staff use the range of assessment information to ensure that pupils access appropriate strategies and devices for communication. Staff exhibit endless patience to ensure that pupils are given time to explain themselves. As a result, pupils are confident to play an active role in their lessons and in decisions about the next steps in their learning.  Pupils make good progress because teachers use interesting and engaging activities. For example, in the ‘primary phase’, pupils were developing their phonics knowledge using sensory activities, while pupils in the ‘middle phase’ were exploring their understanding of a story, ‘The Stick Man’, through exploring the woodland and outdoors. This stimulating curriculum ensures that pupils deepen their knowledge and learn new skills well.

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Quality of teaching, learning and assessment Good

 Staff plan lessons which prepare pupils well for future independence. Lessons on preparing lunch, washing clothes, financial management, and using public transport ensure that pupils learn quickly and apply their new knowledge to their own lives. For example, a sixth-form lesson where pupils had to choose appropriate things to pack for a holiday was made more complex by asking pupils to think about the different types of holidays and how this may change their choices.  Leaders have worked with staff from other special and mainstream schools to gather a variety of views about the accuracy of the school’s various forms of assessment. This means that staff are confident in the quality and accuracy of their judgements about pupils’ progress, and how this prepares pupils sufficiently for wider qualifications and opportunities.  Occasionally, the most able pupils are offered opportunities to study subjects and

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Quality of teaching, learning and assessment Good

qualifications in local mainstream schools. These are offering a very small number of pupils significant opportunities to broaden their academic and social skills.  However, teachers are not consistently sharp in using assessment information to identify when a very small number of pupils are ready to develop even more independence or achieve even higher standards. Some pupils would like work to be ‘harder’ or more opportunities to access very specialist curriculums, for example chemistry.  On occasion, staff do not model correct grammar, spelling or oracy to pupils. Equally, staff are not using a routine method to develop pupils’ handwriting. Often, books show a mix of cursive and non-cursive writing used by teachers and teaching assistants. This means that early letter formation is not being consistently taught to pupils.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is inadequate.  Leaders have failed systematically to undertake effective safety and safeguarding checks to ensure that they are taking all necessary precautions to keep pupils and staff safe. This also includes their lack of training and appropriate provision to use physical restraint.  Leaders have failed to adequately care for all children looked after in the school. They are too reliant on guidance from the local authority as to whether they undertake their statutory duties. Where pupils are the responsibility of Essex local authority, this support has been more secure. However, for those pupils that fall under the protection of other local authorities, leaders have been poor in the tenacity, support and documenting of evidence for these pupils.  Sadly, leaders’ failure to undertake these core safeguarding statutory responsibilities

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Personal development and welfare

diminishes the quality of the work that staff do to care for and support pupils around the school on a daily basis.  Staff know pupils incredibly well, not only academically, but personally. They use detailed care plans, alongside other assessment information to plan effectively to support pupils’ varied needs throughout the day, so that they can learn and develop well.  Leaders and staff work seamlessly with external specialists to ensure that pupils receive the support they need. For example, the school’s own communication team work with specialist speech and language support, therapists, and occupational health specialists, to tie all aspects of learning and care together.  Pupils are generally very positive in the praise that they have for the school. They feel that their teachers and teaching assistants care, and know them well. They feel that the school promotes equality and diversity, and that they are taught to support one

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Personal development and welfare

another. Most pupils are happy and confident. They feel that the school is helping them to develop the necessary independence and get ready for their next stages in the wider world.  Pupils are well supported to stay safe throughout the school day. They are escorted well from their transportation to the school doors. Once met, they are supported to access the appropriate walking frame, wheelchair or other equipment to get to their lessons. Staff encourage pupils to use their equipment to move around the room and school independently. Pupils say that, on occasion, they do not use their equipment as independently throughout the day as they could.  Parents are effusive in their praise of the school. They comment on the high-quality teaching, the good communication, and the high levels of care. They feel that their children are safe.  Leaders have worked hard to support parents, especially in accessing funding, and in

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Personal development and welfare

caring for their children’s very complex and challenging needs. Weekly open mornings, where parents are given practical guidance in the activities that they can use at home to support pupils’ cognitive and physical development, are popular among parents with younger children. This provision for parents is a real strength in leaders’ work.

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Behaviour

 The behaviour of pupils is good.  Pupils develop appropriate social skills, through the efforts of staff, both in lessons and around the school. Pupils are very respectful towards staff, and staff role-model positive behaviour and relationships to pupils.  Social times are upbeat experiences, where pupils interact with adults and other pupils positively. Pupils wait patiently for their turn at lunchtime, and are only supported in feeding where appropriate. In these sessions, incredibly knowledgeable mid-day assistants use their thorough understanding to support pupils’ care needs well.  Pupils generally behave well in lessons, because activities are well matched to their abilities and interests. The school has not had to use any form of fixed-term or permanent exclusion since the previous inspection, because they manage pupils’ needs and behaviours appropriately.  Pupils and parents say that bullying does not happen at Southview School because

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Behaviour

everyone cares about each other. Pupils particularly feel that the school is a community which supports one another, and where it is safe to be different. Pupils say that everyone becomes a friend when they join the school.  Most pupils value their education and attend well. Where some pupils have higher rates of absence, almost all of these are directly linked to very specific and complex medical needs, and this is carefully monitored by leaders.  Pupils show pride in their achievements and in their school. Pupils were keen to show their class pictures near reception, as they felt it showed how happy they, and their classmates, are at the school. The school corridors are awash with positive examples of pupils’ achievements, such as the pupils who took part in the Jack Petchy Awards. However, pupils suggest that some of their classrooms are a little bland and they would like more celebration of their class successes on the walls.

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Outcomes for pupils Good

 Pupils in all key stages make consistently good progress, and sometimes better.  Pupils’ progress in English and mathematics is a real strength of the school. From often very low starting points, pupils are taught basic skills in these subjects, and supported to continue to build on these as they move through the school, culminating in entry- level qualifications. Current pupils are also being given access to GCSE qualifications in these subjects.  Pupils make good progress in a range of other subjects, including science, information and communication technology, history, PE and art. Where pupils show a particular interest in a subject that the school does not currently offer, leaders seek ways to support this, including securing some one-to-one tutoring with external teachers, or through links with mainstream schools. A number of pupils successfully pass entry-level qualifications at a level 1, 2 and 3, alongside ASDAN (Award Scheme Development and

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Outcomes for pupils Good

Accreditation Network).  Pupils make consistently good progress, and often better, in their social, behavioural and communication skills from their various starting points. Leaders’ rigorous monitoring systems ensure that pupils’ development is measured well, and their next steps are well planned for. These are vital skills that pupils need in order to be successful, and subsequently, ready for their next steps in education or training. Consequently, pupils are well supported and ready to move onto their specialist post- 16 and post-18 educational provision.  Disadvantaged pupils make good progress in their academic and social development. Additional funds are used well to support them when they need to catch up, for example, through one-to-one tuition with specially employed intervention teachers.  Although pupils make good progress across the school, a small minority could achieve even more if they were challenged more effectively. This is particularly the case for the

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Outcomes for pupils Good

most able pupils, especially in key stage 4. Leaders have plans to give more of these pupils access to mainstream lessons and/or GCSE qualifications in the future.

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Early years provision Inadequate

 The early years is inadequate solely because leaders and governors have not undertaken their core statutory safeguarding responsibilities to protect children.  Children make good progress in the early years because teaching, learning and assessment is good. Teachers and teaching assistants plan effectively to meet children’s needs, physically, socially and cognitively. They use a good range of sensory games, sounds and rhymes, as well as interesting activities, to support children to learn well, and develop independence.  Children are effectively supported to develop their communication skills, especially in early phonics skills and sounds. Assessment evidence shows a clear emphasis on developing skills that are critical for children’s future success. Children are taught ways to express themselves, even with emerging, or very limited language skills. As a result, children are confident and happy in the provision.

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Early years provision Inadequate

 Children are well cared for in this thoughtful learning environment. They generally engage well and enjoy being involved. The outdoor area is usually well used, and generally well maintained. The interaction between staff in the different phases in the school means that children are well supported to move into Year 1, and do so with little concern or distress.  Learning journals and teachers’ own assessment records show that children’s progress is monitored in a variety of ways. Teachers have a thorough understanding of the early years foundation stage profile, and have adapted this so that they can show the individual steps that children achieve towards the wider early years goals.  Staff communicate well with parents and external specialists to maximise children’s progress. Despite these strong partnerships, the learning journals, while recording a range of evidence, do not yet incorporate information from parents and carers about

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Early years provision Inadequate

children’s progress at home. Additionally, it is not consistently clear how the achievements of children match specifically to the school’s own tailored version of the early learning goal strands.

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16 to 19 study programmes Inadequate

 Disappointingly, the failure of the school to meet one of its main responsibilities to safeguard its students undermines strong leadership, teaching and achievement in the school’s sixth-form ‘college’ provision.  ‘College’ leaders have a detailed and thorough understanding of the quality of provision in the sixth form. They use assessment routinely to review how students are doing, and to plan effectively for the next steps in their learning and development.  Knowledgeable leaders in the sixth form work hard to ensure that their students have access to all elements of the 16–19 sixth-form programme of study. They plan a thoughtful curriculum which works hard to give students a range of opportunities that are relevant to their starting points and needs.  Students access relevant accreditation in English and mathematics, which is a clear progression from their key stage 4 experience. They also access other accreditation,

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16 to 19 study programmes Inadequate

work-related learning, work experience, and alternative provision on a routine basis as part of their curriculum enrichment. Leaders are currently looking at how this can be developed for the most able pupils to access further accreditation when they are ready.  Teaching is good. Teachers and teaching assistants understand the complex needs of students well. They plan appropriate teaching opportunities for each student personally. Positive and respectful relationships typify the atmosphere in classrooms.  Students are extremely proud of their folders which show their learning and achievements over time. Although students clearly make progress in their learning, staff are not consistently clear about how different pieces of work meet the specific school assessment standards.  Leaders use a robust understanding of the school’s own assessment of communication, ‘C skills’, to ensure that students are supported to develop their ability to use their

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16 to 19 study programmes Inadequate

different technologies, or language skills in a more complex and independent way. This ensures that they are well prepared for their post-18 destination. Support and transition guidance ensures that students are ready and well guided in their next-step provision when they leave in Year 13 or 14.

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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.

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School details

Gender of pupils in 16 to 19 study programmes Mixed

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School details

Of which, number on roll in 16 to 19 study programmes Appropriate authority Local authority

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School details

Email address admin@southview.essex.sch.uk

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School details

Date of previous inspection 30 ‒ 31 January 2013

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Information about this school

 Southview School is a school for pupils with complex physical and neurological disabilities.  The headteacher was appointed in 2013.  Almost all pupils have a statement of special educational needs or an education, health and care plan. Those who do not are currently awaiting assessments for this.  The proportion of pupils who are eligible for the pupil premium funding is broadly in line with the national average.  The proportion of pupils from minority ethnic groups, or who speak English as an additional language is well below the national average.  Almost all pupils enter the school with attainment that is much lower than expected for their age.  Some pupils access mainstream provision at Templars Primary School, Maltings, and New Rickstones Academy. A number of sixth-form pupils in the school’s ‘college’ attend alternative provision at Colchester Institute and at the Arts Café in Braintree.

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Information about this school

 The school provides early years education from age three, as well as sixth-form provision for students aged 16 to 19.  The school does not meet requirements on the publication of information about the use of the additional funding of the pupil premium, including the early years funding, and Year 7 catch-up funding. It also does not have an up-to-date accessibility plan, nor does it reference the most recent revisions to the code of practice from 2014, or the Equalities Act 2010 in its special educational needs information report.

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Information about this inspection

 Inspectors observed teaching and learning across the school. Some of these observations were undertaken jointly with members of the senior leadership team.  Meetings were held with the headteacher, senior and middle leaders. Inspectors also met with a representative from the local authority, the chair of governors, and the governor with responsibility for safeguarding.  Inspectors scrutinised work from primary, secondary and sixth-form students, including work in English, mathematics, phonics, handwriting, spelling, and topic work.  Inspectors scrutinised a range of documentation, including the school’s self-evaluation, school development plan, minutes of governors’ meetings, safeguarding records, physical intervention logs, alternative provision information, pupils’ progress information and school policies and procedures.  Inspectors took account of 17 parental responses to Ofsted’s online questionnaire for

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Information about this inspection

parents, Parent View, including 12 free-text responses, as well as the school’s own surveys of parents.  Inspectors analysed five responses from the Ofsted’s online survey of staff. Additionally, inspectors also spoke to staff about their experiences working at the school.  There were no pupils who completed Ofsted’s online survey for pupils. Inspectors spoke informally to pupils at breaktimes, lunchtimes and in lessons. Inspectors also met formally with pupils to discuss their experiences. Inspectors reviewed the school’s own survey of pupils.  Inspectors spoke with representatives from the alternative providers used by the school.

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Inspection team

Kim Pigram, lead inspector Her Majesty’s Inspector

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Inspection team

Stefanie Lipinski-Barltrop 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

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 .

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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

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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