Colchester Royal Grammar School

Colchester Royal Grammar School

Address: Lexden Road, Colchester, CO3 3ND Unique reference number (URN): 149899

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Exceptional

Pupils develop deep and cumulative knowledge across the curriculum. They achieve extremely well. Pupils use subject ‑ specific vocabulary fluently in both writing and discussion, demonstrating excellent understanding of subject content. Pupils are confident, articulate and intellectually curious, with secure foundations that support high achievement across all subjects.

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Achievement Exceptional

Outcomes at key stage 4 are exceptionally strong, with pupils achieving attainment outcomes and progress scores that are consistently well above national averages. Post ‑ 16 achievement is similarly commendable.

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Achievement Exceptional

Inclusive practice is embedded across the school rather than delivered through bolt ‑ on intervention. This ensures equity without lowering expectations. Early identification, close monitoring and targeted academic and pastoral support ensure that barriers to learning are addressed swiftly and effectively. Disadvantaged pupils and pupils with special educational needs and/or disabilities make progress that matches or exceeds that of their peers. This demonstrates leaders’ commitment to transform outcomes for pupils who may struggle to succeed.

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Achievement Exceptional

Pupils are exceptionally well prepared for their next steps. This reflects leaders’ ambition and their commitment to defining achievement beyond examination outcomes. Every pupil receives personalised guidance and structured support to make informed and ambitious choices.

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Curriculum and teaching Exceptional

Leaders provide clear and highly effective strategic leadership of the curriculum and teaching. This ensures that curriculum intent, subject design and classroom practice are closely aligned. Leaders work together to review, refine and improve provision, informed by research and supported by effective links with external experts.

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Curriculum and teaching Exceptional

The curriculum is thoughtfully designed and ambitious. Knowledge is tightly sequenced within and across subjects, enabling pupils to build, retain and apply learning over time. Teachers demonstrate a shared and sophisticated understanding of curriculum intent, with clear rationale for what is taught and when. Wider themes, including personal development, are meaningfully threaded through the curriculum. This is visible in pupils’ thinking, discussion and work. By design, the curriculum goes beyond examination success and prepares pupils successfully for future study, employment and life beyond school.

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Curriculum and teaching Exceptional

Teaching is consistently highly effective and delivered by subject specialists. Teachers use their expertise to make deliberate teaching decisions that help pupils develop a deep understanding. Assessment is used well to shape teaching, address misconceptions early and ensure that learning builds steadily. Classrooms are calm and purposeful, allowing pupils to engage confidently with challenging ideas. Where pupils face barriers to learning, support is immediate and highly effective. As a result, pupils take part fully and confidently, and the quality of their work remains consistent.

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Leadership and governance Exceptional

Strategic leadership is a defining and distinctive strength. Leaders show deep understanding of the school and a keen awareness of its strengths and priorities. Leaders have an uncompromising focus on improvement, firmly rooted in pupils’ best interests. Safeguarding and pastoral systems have been transformed and are now highly effective, coherent and consistently applied. Inclusion is central to leaders' thinking, with a positive philosophy that shapes systems, classroom practice and decision ‑ making.

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Leadership and governance Exceptional

Leaders demonstrate honesty and precision in evaluating their work and identify aspects they wish to refine further. Leaders are clear that improvement is continuous and remain driven by the belief that their work is never complete.

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Leadership and governance Exceptional

Governance is highly effective and makes a tangible contribution to sustained improvement. Both the trust and governors work closely with leaders to monitor priorities, evaluate impact and ensure that statutory responsibilities are met. This close strategic partnership secures consistently high standards, safeguards pupils effectively and supports leaders’ long ‑ term vision.

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Leadership and governance Exceptional

Leaders take staff wellbeing seriously. High expectations are balanced with thoughtful systems, shared responsibility and autonomy. Early career teachers speak extremely positively about the support they receive. Professional learning is high quality, purposeful and sustained, fostering a culture of reflection and refinement. This investment in expertise results in excellent standards of teaching.

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Leadership and governance Exceptional

Engagement with parents and carers, professionals and the wider community is highly effective. Parents have overwhelming confidence in the school, with many describing it as inclusive, nurturing and transformative.

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Post 16 provision Exceptional

Post ‑ 16 leadership is highly effective, strategic and inclusive. This secures sustained excellence at scale. Transition into Year 12 is meticulously planned so students arrive confident, settled and academically prepared. Particular attention is given to welcoming and supporting girls joining the sixth form. They feel respected and valued. Leaders make deliberate decisions to ensure that the provision meets the needs of disadvantaged pupils and pupils with special educational needs and/or disabilities. Any barriers are swiftly removed.

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Post 16 provision Exceptional

The curriculum is unapologetically academic and intellectually demanding. Teaching is consistently of a very high standard, characterised by discussion-rich lessons. Students debate ideas fluently and justify viewpoints, and their work demonstrates depth of understanding and sophisticated thinking.

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Post 16 provision Exceptional

Academic outcomes are significantly above national averages. A-level attainment is especially high, with many students successfully completing 4 A levels. Outcomes for

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Strong standard

disadvantaged students are excellent, and many progress to highly prestigious destinations. Students feel overwhelmingly supported as they move through their studies.

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Strong standard

Preparation for next steps is exceptionally well developed. All students receive personalised careers guidance, structured follow up and access to alumni mentoring. This supports thoughtful and aspirational progression routes. Sixth-form students play a central role in the wider school community as mentors, leaders and role models. The inclusive culture and sense of belonging have a significant impact, particularly for the most vulnerable students, and underpin the quality of the post ‑ 16 provision.

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Attendance and behaviour Strong standard

Overall attendance at the school is consistently above the national average. Attendance for disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) is similarly positive. Leaders identify trends, pressure points and individual pupils who may be at risk of poor attendance. They remove barriers through targeted support and close communication with families, ensuring that pupils remain engaged with learning during periods of absence.

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Attendance and behaviour Strong standard

Behaviour across the school is excellent. Leaders have established a positive environment of care and high expectations where pupils learn well. Pupils are focused, motivated and independent in their learning. They show curiosity, resilience and collaboration rather than simple compliance. Clear routines are embedded throughout the day. Pupils are well mannered, respectful and take responsibility for their own conduct. Staff apply behaviour systems consistently and fairly, ensuring that expectations are well understood. Pupils rarely report bullying and express confidence in reporting concerns. Discrimination, harassment, abuse or violence are not tolerated. Leaders are quick to act if concerns arise. They promote a clear culture of shared responsibility, where pupils understand that there are no bystanders. Inclusive approaches to behaviour ensure that pupils with SEND are well supported, with appropriate adjustments made as necessary.

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Inclusion Strong standard

Inclusion is central to the school's ethos and practice. Leaders identify pupils who face barriers to their learning and/or wellbeing at an early stage and put consistently effective support in place. They work closely with families and external agencies when needed, helping pupils to keep up with learning during absence and to return smoothly to school. As a result, these pupils participate fully and confidently in their learning and wider school life.

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Inclusion Strong standard

Support for disadvantaged pupils is highly effective and precisely targeted. Leaders use pupil premium funding intelligently to remove barriers to learning, wellbeing and participation. Leaders ensure that support is applied consistently across subjects and phases, rather than relying on isolated interventions. Classroom practice reflects this approach. Equitable access to enrichment, pupil leadership and wider school experiences is firmly embedded, ensuring that all pupils benefit from the same opportunities. Provision for pupils with special educational needs and/or disabilities is well developed and carefully targeted. In particular, leaders give close attention to pupils with autism, anxiety or experiences of trauma, drawing effectively on specialist expertise and partnership working. Leaders take a proactive and inclusive approach to supporting pupils with additional or emerging needs. This includes those experiencing mental health challenges, pupils new to

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Inclusion Strong standard

the school or those requiring short ‑ term support.

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Personal development and wellbeing Strong standard

Personal development and wellbeing are embedded across the school’s culture, curriculum and daily practice. Leaders demonstrate a clear and consistent commitment to equality, diversity and inclusion. Pupils speak with maturity, respect and confidence about difference. Sixth ‑ form students play an active role in leading groups such as 'FemSoc' and 'LGBT+ Soc', which contribute positively to school life. Their leadership and commitment help to ensure that the school community feels valued, respected and safe.

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Personal development and wellbeing Strong standard

Assemblies, tutor time and the curriculum explicitly link the school's core values to real ‑ world role models and lived experiences. This strengthens pupils’ sense of purpose, belonging and moral responsibility. Pupils develop a secure and confident understanding of fundamental British values. They articulate concepts such as democracy, the rule of law, individual liberty and mutual respect with clarity. Pupils apply these ideas thoughtfully in discussion and daily school life. Pupils show a depth of knowledge about relationships, consent and healthy choices. Teaching equips pupils with the knowledge and confidence to navigate social situations safely and responsibly, including online and offline risks.

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Personal development and wellbeing Strong standard

Personal development and wellbeing are inclusive by design and meet the needs of all pupils. Opportunities beyond the classroom are extensive and open to all. Pupils engage meaningfully in enrichment activities, leadership roles and volunteering opportunities. Leaders ensure that pupils who may be less confident or face additional barriers are supported to take part fully. The school offers a range of international trips and participation in many national competitions. All pupils have the opportunity to take part. This has a significant impact on pupils' cultural development and broadens their horizons far beyond the classroom.

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Personal development and wellbeing Strong standard

Pastoral support is a notable strength. Pupils speak highly of trusted relationships with staff and explain that they feel safe, listened to and well supported. Systems are well coordinated and responsive, enabling staff to identify concerns early and provide timely support.

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What it's like to be a pupil at this school

At Colchester Royal Grammar School, excellence is experienced every day, not just talked about. Pupils feel inspired, supported and valued as part of a community. The school’s values, such as compassion and generosity, shine through the pupils. They form caring relationships and shared responsibility for one another’s wellbeing and success.

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What it's like to be a pupil at this school

Learning is intellectually ambitious, rich and carefully crafted. Teachers are experts and guide pupils with confidence and precision. As a result, pupils develop deep understanding, speak with confidence using sophisticated subject language and produce high-quality work. Achievement here is not about pressure or narrow outcomes. Pupils feel stretched, supported and well prepared for whatever comes next.

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What it's like to be a pupil at this school

Relationships between pupils and staff are warm, trusting and professional. This creates an environment where pupils feel valued and listened to. The school offers a wealth of broader experiences that extend far beyond academics. Pupils speak with enthusiasm about opportunities that help them grow in confidence, leadership and independence. Students in the sixth form play an important part in supporting younger pupils. They establish and lead many societies and assemblies and mentor pupils.

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What it's like to be a pupil at this school

The school environment is calm, safe and purposeful. High standards of behaviour are the norm, rooted in mutual respect. Pupils are confident that any concerns are dealt with quickly and fairly. Pupils are safe, supported and able to approach trusted adults at any time. This secure foundation means pupils attend regularly. They relish the opportunities that are on offer here.

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What it's like to be a pupil at this school

What truly distinguishes pupils' experience here is the sense of belonging that underpins everything. Pupils are known as individuals and treated with respect. Inclusion is woven seamlessly into teaching, enrichment and the school culture. Everyone participates fully and confidently, whether in lessons, leadership roles, clubs, trips or wider community activities. Being a pupil here means feeling challenged but cared for and ambitious but grounded. Pupils feel part of a community that brings out the very best in everyone.

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Next steps

Leaders should ensure continued improvement to all areas of school work, particularly building on strong standards seen in attendance, inclusion and personal development.

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About this inspection

This school is part of the Thinking Schools Academy Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Stuart Gardner, and is overseen by a board of trustees, chaired by Gerard Newman.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with members of the school's leadership, the chair of the trust, the CEO and the local governing body.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved

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Team inspectors:

Sarah Fowler, Ofsted Inspector James Shapland, Ofsted Inspector Likhon Muhammad, Ofsted Inspector Teri-Leigh Jones, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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777

technical education qualifications and apprenticeships.

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777

The inspectors confirmed the following information about the school:

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777

Inspectors only inspected the education provision at this school.

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777

The school currently makes use of no alternative provision.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (revised) 0.2 0.0 Close to average

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national average

2023/24 (revised) 0.2 0.0 Close to average

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2022/23 (3 term) 26.9% 26.5% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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