Cheshire Alterntive Provision School

Inspection of Cheshire Alternative Provision School Unit 1 & 2, Ground Floor, Lower Park Street Mill, Lower Park Street, Congleton, Cheshire CW12 1EH

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Requires improvement

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Overall effectiveness Inadequate

Does the school meet the independent school standards?

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What is it like to attend this school?

Most pupils have had a disrupted education prior to joining the school. For example, some pupils have a history of poor attendance and others have been suspended or permanently excluded from their previous schools. Despite pupils’ vulnerabilities, leaders do not ensure pupils’ welfare, health and safety while on the school site. Consequently, pupils are not safe at this school.

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What is it like to attend this school?

The quality of education that pupils receive is poor. Leaders’ expectations of what pupils can and should achieve are low. Pupils experience a narrow and poorly designed curriculum. The curriculum does not enable pupils to learn well. As a result, pupils are ill-prepared for the next stage of their education.

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What is it like to attend this school?

Leaders have equally low expectations of pupils’ behaviour. Many pupils are routinely absent from school. Some of those pupils who do attend school regularly do not behave well. They show a lack of respect to staff, to their peers and the school’s premises. For example, there is offensive graffiti on the walls and furniture.

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What is it like to attend this school?

Pupils do not benefit from opportunities to enhance their personal development. For example, there are very few trips and visits. Leaders do not offer any extra- curricular clubs or activities. They lack an appreciation of fundamental British values, such as democracy and the rule of law. Pupils have a very limited understanding of different cultures and religions.

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What is it like to attend this school?

Despite the considerable failings in the quality of education that pupils receive, a few pupils settle into school life well. These pupils told inspectors that they feel listened to by staff. When bullying occurs, staff deal with it quickly.

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better?

The curriculum that pupils receive is ineffective. It lacks structure and ambition and it is often jumbled. While leaders have identified the essential knowledge that pupils should learn in some subjects, they have not shared this information with staff. Consequently, staff do not know what content they should teach or when this should happen. This impedes staff from designing appropriate learning activities that help pupils gain secure knowledge in these subjects. Consequently, pupils do not develop the depth of knowledge that they require to succeed at this school or in their future education.

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better?

Many pupils have considerable gaps in their knowledge when they join Cheshire Alternative Provision. However, leaders have not put suitable systems in place to enable staff to establish pupils’ starting points. Too often, pupils lack the prior knowledge necessary to approach new topics or concepts with confidence. As a result, many pupils disengage and refuse to participate in learning. In addition, leaders have not ensured that staff have the expertise to check that pupils have learned new subject content. This means that misconceptions are not tackled. 4 to 6 July 2023 Often, the gaps in knowledge that pupils have when they start at the school widen over time.

p.2

better?

Leaders do not place a high priority on reading. During the inspection, some pupils read independently during the breakfast club. However, leaders do not identify and support those pupils who cannot read fluently and accurately. These pupils struggle to access the wider curriculum. Leaders do not have an appropriate strategy in place to help pupils catch up with their reading knowledge.

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better?

All pupils have special educational needs and/or disabilities (SEND). However, pupils do not receive the help and support that they need. Leaders fail to identify the additional needs of pupils with SEND. Staff do not know which pupils have an education, health and care plan (EHC plan). Leaders make no provision for these pupils. This means that these pupils do not receive the help and support to which they are entitled.

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better?

Leaders do not challenge pupils’ poor behaviour, nor do they encourage pupils to participate in lessons. For example, some pupils were sleeping in class during the inspection. Pupils told inspectors that lessons are often disrupted by poor behaviour. This is especially the case when pupils of different ages are taught together.

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better?

Leaders do not keep reliable records of pupils’ attendance. They do not know which pupils should attend school each day. The majority of pupils are routinely absent. Leaders do not have sufficient oversight of the welfare and well-being of those pupils who are regularly absent from school. They do not consider the additional risks that these pupils may face when they are not in school.

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better?

Leaders provide limited opportunities for pupils to pursue their interests and develop their talents. However, leaders do occasionally enable pupils to listen to visiting speakers who talk to pupils about the potential dangers of gang affiliation, including knife crime. Nonetheless, leaders do not have a relationships and sex education policy in place. Pupils do not learn how to develop healthy and safe relationships. Pupils do not learn enough about how to keep themselves safe from harm or how to treat those who are different from themselves with respect.

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better?

Pupils do not benefit from independent careers advice or guidance about future education, training and employment opportunities. This means that pupils are unaware of the post-16 opportunities available to them. Leaders did not know how many pupils successfully moved on to post-16 education in 2022.

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better?

The leadership of the school is ineffective. The proprietor and governors have not demonstrated the capacity to improve the school. Most of the independent school standards (the standards) are unmet. In the absence of the proprietor, and the limited availability of senior leaders, including governors, staff have been left with little support to help them with the day-to-day running of the school.

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better?

Leaders, the proprietor and governors could not provide convincing evidence to satisfy inspectors that staff are suitable to work with pupils. The proprietor, leaders 4 to 6 July 2023 and governors have not ensured that they comply with statutory duties, such as schedule 10 of the Equality Act 2010. In addition, leaders could not provide inspectors with an admissions register. Inspectors could not verify the reliability of the attendance record of pupils.

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better?

The school’s premises are not safe. Leaders, the proprietor and governors have not ensured that fire safety checks have been carried out. Added to this, inspectors found that the required checks on electrical items were several years out of date. Leaders could not demonstrate any measures in place to ensure that the drinking- water is safe. Staff and pupils could not say when the last fire drill or test of the fire alarm system had taken place. Staff were unable to locate the fire panel and were unsure of the location of fire assembly points. The main fire exits are kept locked throughout the school day. While some staff have the key to these doors, they keep the key together with others in a large bunch. This makes it difficult to find this particular key quickly.

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better?

Leaders have not provided showering and changing facilities for pupils. The school’s arrangements for the care of sick or injured pupils are unsuitable. There is no outdoor space for physical education or for pupils to socialise.

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better?

Leaders have not ensured that harmful chemicals, which should be kept out of reach of pupils, are stored securely. These chemicals are kept in unlocked cupboards in rooms accessed by pupils. Pupils’ medication is not kept securely. Added to this, staff have no information about some pupils’ health conditions, such as asthma.

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better?

Leaders do not provide the information required by the standards. Parents and carers do not receive regular reports on their children’s achievement, progress and personal development. Much of the information published on the school’s website is out of date, including safeguarding, first-aid, behaviour and anti-bullying policies.

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better?

The staff who spoke with inspectors expressed their loyalty to senior leaders. However, leaders, the proprietor and governors are not mindful of staff’s workload or well-being. In addition, staff have had very little training and support to help them carry out their roles and responsibilities.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Inspectors could not establish with leaders the number of pupils on roll, these pupils’ names nor the local authority or school that commissioned pupils’ places. Staff are unsure on a day-to-day basis which pupils are expected in school.

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Safeguarding

Leaders have published a safeguarding policy on the school’s website. However, both this online version and the hard copy provided to inspectors are out of date and do not reflect the current statutory guidance. 4 to 6 July 2023 Leaders did not provide a credible single central record of staff working at the school.

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Safeguarding

Leaders have not ensured that all staff, including those responsible for transporting pupils to and from the school, have received suitable safeguarding training. This means that some staff are not suitably equipped to recognise the signs that pupils may be at risk of harm.

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Safeguarding

Most staff understand the procedures for recording safeguarding and welfare concerns about pupils in the school’s system. However, leaders do not ensure that all concerns are logged. When staff do report and record concerns, leaders do not routinely keep a record of any follow-up actions. This puts vulnerable pupils at greater risk of harm.

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Safeguarding

Leaders have no robust systems and procedures in place for escalating concerns about a pupil’s welfare or well-being with the relevant external services. Leaders do not work consistently well with external partners to share information and to ensure that pupils get the timely help and support that they need.

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Safeguarding

Leaders do not place enough emphasis on ensuring that pupils learn all that they should about how to keep themselves safe and healthy. Often, pupils do not know how to manage and mitigate risks to their own safety and welfare, for example in the local area.

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(Information for the school and proprietor)

 Leaders, including the proprietor, do not have the knowledge and skills that they require to fulfil their roles effectively. This has led to systemic failures in the quality of education that pupils receive, resulting in a wide range of unmet standards. The proprietor must ensure that those with leadership responsibilities, including governors, acquire the knowledge and skills necessary to improve the school apace. The proprietor must also ensure that all the standards are met consistently well.  Leaders do not meet the requirements to ensure pupils’ health, safety and welfare while at school. They do not carry out suitable checks when they recruit staff. Added to this, the school’s premises and accommodation are not fit for purpose. Consequently, pupils are not safe at this school, and they do not learn and socialise in an appropriate environment. Leaders must ensure that the standards relating to the suitability of staff, and pupils’ health, safety and welfare, are met.

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(Information for the school and proprietor)

This is to ensure that pupils are safe at school. They must also ensure that pupils can learn and take recreational time in an appropriate environment.  The quality of education that pupils receive is poor. The curriculum lacks ambition, structure and coherence. This means that staff do not know what to teach to pupils. Consequently, pupils underachieve considerably and are ill-prepared for the next stage of their education. Leaders must ensure that pupils benefit from a 4 to 6 July 2023 high-quality education that meets their learning needs. They should ensure that staff are well trained to deliver learning to pupils.  Leaders do not ensure that those pupils who find reading difficult receive the support that they need to catch up quickly. As a result, a considerable number of pupils cannot access learning. Leaders must ensure that there is a coherent and comprehensive approach to helping pupils to learn to read.

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(Information for the school and proprietor)

 Leaders do not identify or meet the additional needs of pupils with SEND. This means that the school’s pupils do not receive an acceptable quality of education. Leaders must identify and assess pupils’ additional learning needs. They must ensure that pupils with SEND access a suitably broad and balanced curriculum and that they receive appropriate support to enable them to achieve well.  Leaders do not provide sufficiently well for pupils’ personal development. Pupils do not have opportunities to develop their wider talents and interests, nor do they learn about different careers. Consequently, pupils are not prepared for life in modern Britain. Leaders must ensure that pupils receive a well-designed programme that enhances their personal development so that they can become active citizens in a diverse society.  Leaders do not have high expectations of pupils’ behaviour and attendance. Consequently, many pupils lack motivation, some do not engage in learning,

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(Information for the school and proprietor)

others cause damage to school property and too many pupils do not attend school regularly. Leaders must make sure that staff heighten their expectations of pupils’ behaviour. Leaders and staff must ensure that pupils develop positive attitudes to learning and school.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 4 to 6 July 2023

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School details

Number of pupils on the school roll Unknown

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School details

Email address lwild@caps.cheshire.sch.uk

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School details

Date of previous inspection 29 June to 1 July 2021 4 to 6 July 2023

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Information about this school

 The previous standard inspection took place between 29 June and 1 July 2021.  At the time of the inspection, the headteacher was absent from school. The deputy headteacher was working at the school in a part-time capacity.  The school operates from premises at Unit 1 & 2, Ground Floor, Lower Park Street Mill, Lower Park Street, Congleton, Cheshire, CW12 1EH.  During the inspection, at the request of Ofsted, Cheshire Fire and Rescue Services carried out an emergency visit to the school.  Leaders do not use any alternative provision.  The school caters for pupils with social, emotional and mental health difficulties. A small number of pupils have an EHC plan.  Local authorities and mainstream schools commission places for pupils at the school. Pupils are expected to stay at the school for around 12 weeks. However, some pupils have been at the school for more than a year.  The school does not meet the requirements of the provider access legislation,

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Information about this school

which requires schools to provide pupils in Years 7 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.

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Information about this inspection

 Inspectors held meetings with the deputy headteacher and staff.  The lead inspector held telephone conversations with the chair of the governing body. The lead inspector met with a representative of the local authority to discuss the welfare and safety of pupils.  Inspectors carried out deep dives into these subjects: science, mathematics and personal, social and health education. For each deep dive, inspectors looked at curriculum plans, discussed the curriculum with staff, visited a sample of lessons, spoke with teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors checked leaders’ safeguarding arrangements. 4 to 6 July 2023  Inspectors spoke with pupils about behaviour, bullying and safety and welfare arrangements.  The lead inspector reviewed documentation to check compliance with the standards.  The lead inspector made a tour of the school premises.

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Information about this inspection

 Inspectors spoke with staff about their workload and well-being.  There were no responses to Ofsted Parent View or free-text comments. There were no responses to Ofsted’s staff and pupil surveys.

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Inspection team

Lenford White, lead inspector Ofsted Inspector

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Inspection team

Tim Sherriff Ofsted Inspector 4 to 6 July 2023

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if-

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Part 1. Quality of education provided

– 2(1)(a) the proprietor ensures 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; and

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Part 1. Quality of education provided

– 2(1)(b) the written policy, plans and schemes of work-

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Part 1. Quality of education provided

– 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan.

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Part 1. Quality of education provided

 2(2) For the purposes of paragraph (2)(1)(a), the matters are-

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Part 1. Quality of education provided

– 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education;

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Part 1. Quality of education provided

– 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that-

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Part 1. Quality of education provided

– 2(2)(e)(i) is presented in an impartial manner;

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Part 1. Quality of education provided

– 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and

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Part 1. Quality of education provided

– 2(2)(e)(iii) helps to encourage them to fulfil their potential;

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Part 1. Quality of education provided

– 2(2)(g) where the school has pupils above compulsory school age, a programme of activities which is appropriate to their needs;

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Part 1. Quality of education provided

– 2(2)(h) that all pupils have the opportunity to learn and make progress; and

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Part 1. Quality of education provided

– 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.

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Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school-

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Part 1. Quality of education provided

– 3(a) 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; 4 to 6 July 2023 – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time;

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Part 1. Quality of education provided

– 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons;

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Part 1. Quality of education provided

– 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress.

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Part 1. Quality of education provided

 4 The standard in this paragraph is met where the proprietor ensures 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.

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Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor-

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs;

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(b)(iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely;

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(d)(i) while they are in attendance at the school,

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(d)(ii) while they are taking part in extra-curricular activities which are provided or organised by or on behalf of the school, or

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(d)(iii) in the promotion at the school, including through the distribution of promotional material, of extra-curricular activities taking place at the school or elsewhere.

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Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that-

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Part 3. Welfare, health and safety of pupils

– 7(b) such arrangements have regard to any guidance issued by the Secretary of State.

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Part 3. Welfare, health and safety of pupils

 10 The standard in this paragraph is met if the proprietor ensures that bullying at the school is prevented in so far as reasonably practicable, by the drawing up and implementation of an effective anti-bullying strategy.

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Part 3. Welfare, health and safety of pupils

 12 The standard in this paragraph is met if the proprietor ensures compliance with the 4 to 6 July 2023 Regulatory Reform (Fire Safety) Order 2005[12].

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Part 3. Welfare, health and safety of pupils

 14 The standard in this paragraph is met if the proprietor ensures that pupils are properly supervised through the appropriate deployment of school staff.

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Part 3. Welfare, health and safety of pupils

 15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006[13].

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Part 3. Welfare, health and safety of pupils

 16 The standard in this paragraph is met if the proprietor ensures that-

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Part 3. Welfare, health and safety of pupils

– 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and

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Part 3. Welfare, health and safety of pupils

– 16(b) appropriate action is taken to reduce risks that are identified.

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Part 4. Suitability of staff, supply staff, and proprietors

 18(2) The standard in this paragraph is met if-

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Part 4. Suitability of staff, supply staff, and proprietors

– 18(2)(b) no such person carries out work, or intends to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act, or any disqualification, prohibition or restriction which takes effect as if contained in either such direction;

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Part 4. Suitability of staff, supply staff, and proprietors

– 18(2)(c) the proprietor carries out appropriate checks to confirm in respect of each such person-

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Part 4. Suitability of staff, supply staff, and proprietors

– 18(2)(c)(ii) the person’s medical fitness.

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Part 4. Suitability of staff, supply staff, and proprietors

 18(3) The checks referred to in sub-paragraphs (2)(c) and (except where sub- paragraph (4) applies) (2)(e) must be completed before a person’s appointment.

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Part 4. Suitability of staff, supply staff, and proprietors

 21(1) The standard in this paragraph is met if the proprietor keeps a register which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question.

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Part 4. Suitability of staff, supply staff, and proprietors

 21(3) The information referred to in this sub-paragraph is-

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a) in relation to each member of staff ("S") appointed on or after 1st May 2007, whether-

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a)(ii) a check was made to establish whether S is barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act; 4 to 6 July 2023 – 21(3)(a)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in such a direction;

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a)(iv) checks were made to ensure, where appropriate, that S had the relevant qualifications;

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a)(v) an enhanced criminal record certificate was obtained in respect of S;

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a)(vi) checks were made pursuant to paragraph 18(2)(d);

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a)(vii) a check of S’s right to work in the United Kingdom was made; and

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a)(viii) checks were made pursuant to paragraph 18(2)(e),

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(b) in relation to each member of staff ("S"), whether a check was made to establish whether S is subject to a prohibition order or an interim prohibition order, including the date on which such check was completed.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that-

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Part 5. Premises of and accommodation at schools

– 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.

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Part 5. Premises of and accommodation at schools

 24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including-

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Part 5. Premises of and accommodation at schools

– 24(1)(a) accommodation for the medical examination and treatment of pupils;

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Part 5. Premises of and accommodation at schools

– 24(1)(b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility; and

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Part 5. Premises of and accommodation at schools

 24(2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be used for other purposes (apart from teaching) provided it is always readily available to be used for the purposes set out in sub-paragraphs (1)(a) and (b).

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Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that-

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Part 6. Provision of information

– 32(1)(b) the information specified in sub-paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the 4 to 6 July 2023 Secretary of State or an independent inspectorate;

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Part 6. Provision of information

– 32(1)(h) where a pupil wholly or partly funded by a local authority (except where funding is solely for free of charge early years provision in accordance with the duty contained in section 7 of the Childcare Act 2006[16]) is registered at the school, an annual account of income received and expenditure incurred by the school in respect of that pupil is provided to the local authority and, on request, to the Secretary of State;

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Part 6. Provision of information

 32(2) The information specified in this sub-paragraph is-

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Part 6. Provision of information

– 32(2)(b)(i) where the proprietor is an individual, the proprietor’s full name, address for correspondence during both term-time and holidays and a telephone number or numbers on which the proprietor may be contacted, or

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Part 6. Provision of information

 32(3) The information specified in this sub-paragraph is-

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Part 6. Provision of information

– 32(3)(f) details of the complaints procedure referred to in paragraph 33, and the number of complaints registered under the formal procedure during the preceding school year.

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Part 7. Manner in which complaints are handled

 33 The standard about the manner in which complaints are handled is met if the proprietor ensures that a complaints procedure is drawn up and effectively implemented which deals with the handling of complaints from parents of pupils and which-

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Part 7. Manner in which complaints are handled

– 33(h) allows for a parent to attend and be accompanied at a panel hearing if they wish.

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school-

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Part 8. Quality of leadership in and management of schools

– 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently;

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Part 8. Quality of leadership in and management of schools

– 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and

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Part 8. Quality of leadership in and management of schools

– 34(1)(c) actively promote the well-being of pupils. 4 to 6 July 2023 to 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.

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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