The Jenny Hammond Primary School

JENNY HAMMOND SCHOOL

Dates of inspection: 14 th -15 th March 2000

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JENNY HAMMOND SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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JENNY HAMMOND SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Jenny Hammond School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Worsley Road Leytonstone London

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Giles Williams

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 8 th -10th October 1996 Jenny Hammond School - 4

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Team members

M. H. Whitaker Registered inspector C. Waldon Lay inspector K. Singh Team inspector

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Team members

Capital Inspections Chaucer Building, Canterbury Road, Morden, Surrey. SM4 6PX

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Team members

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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Team members

The Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Jenny Hammond School - 5

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PART A: SUMMARY OF THE REPORT 6

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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INFORMATION ABOUT THE SCHOOL

The school is a growing school, which opened in September 1994 with one class of reception pupils. It now has 157 pupils on the roll with one class for every year group between reception and Year 5. By September 2000 it will be a complete primary school with pupils up to Year 6. The school serves a relatively poor area of Waltham Forest although there is a broad range of privately owned, mainly rented accommodation. Approximately half of the pupils are eligible for free school meals and the school has a higher than average percentage of pupils with special educational needs, although only one has a statement. Seventy-five per cent of pupils are from a range of ethnic minority groups and 34 have English as an additional language. The attainment of the pupils on entry to the school is below expected levels.

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HOW GOOD THE SCHOOL IS

The Jenny Hammond School is a very effective school. Results in national assessments at the end of Key Stage 1 are consistently in line with national expectations in reading and writing and above expected levels in mathematics. When these results are compared with similar schools they are very high. Evidence from the inspection indicates that these standards are broadly maintained. Because the school has not had Year 6 pupils there are no national test results for Key Stage 2. Evidence from the inspection, school assessment data and the targets set suggest that the high levels of achievement and the standards achieved in Key Stage 1 will be maintained and improved upon by the end of Key Stage 2. This is the result of consistently good and often very good teaching throughout the school, enabling effective learning to take place. The school has developed a very positive climate for learning where relationships are excellent, pupils have

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HOW GOOD THE SCHOOL IS

very positive attitudes to learning and behaviour is very good. The quality of leadership and management is good, although this has been affected by some instability in the staffing. The school provides very good value for money.

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What the school does well

• High quality planning, effective use of assessment, including involving pupils in target setting, and very good classroom organisation and management leads to good and often very good teaching. • A very positive climate for learning has been established where relationships are excellent, pupils have very positive attitudes to learning and behaviour is very good. • Good leadership by the headteacher has maintained and developed effective teamwork as the school has grown, despite changes in staffing. • Parents are very effectively involved in their children's learning. • The personal and social development of pupils is a strength where there is a high degree of racial harmony, equality of opportunity and where pupils with special educational needs do well.

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What could be improved

• The governing body could be more involved in monitoring and evaluating the work of the school in a systematic, objective way. • As the school has developed the role of subject managers could be developed in monitoring the quality of teaching within their area of responsibility. • Systems for evaluating the effect of developments in the school improvement plan could be more closely linked to the intended impact on pupils' learning. • More staff could be provided with up to date training in Child Protection. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in October 1996. It has continued to make good progress. It has successfully grown to include Year 5 pupils. Levels of attainment have been maintained and the achievement of pupils compared with those in similar schools is very high. The curriculum has been developed to include work related to the National Literacy and Numeracy Strategies. The role of subject managers has been developed although it is not yet fully established. Staff development is now more closely linked to priorities within the school improvement plan and to areas for improvement in Jenny Hammond School - 7 Teaching identified by internal monitoring. Jenny Hammond School - 8

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STANDARDS

The table shows the standards achieved by 7 year olds based on average point scores in National Curriculum tests.

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Key

Reading C C C A well above average above average A B Writing C C C A average below average C D Mathematics A B B A well below average E

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Key

The school's results in national tests at the end of Key Stage 1 have been consistently in line with national expectations in reading and writing and consistently above average in mathematics over the past three years. When compared with similar schools the achievement of pupils is well above average. Although there are no pupils at the end of Key Stage 2, evidence from inspection indicates that achievement is very good within the key stage and that standards are at least in line with national averages. The school has set realistic but challenging targets which support this.

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Aspect Comment

Attitudes to the school All pupils and children have very good attitudes to school. They enjoy school.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour around the school and in classrooms is very good. Systems for managing inappropriate behaviour are effective.

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Aspect Comment

Personal development and relationships Relationships and the personal development of pupils and children are excellent.

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Aspect Comment

Attendance Attendance is satisfactory and broadly in line with the national averages. There is some variation between classes but pupils are generally punctual to school, and lessons.

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Aspect Comment

Pupils and children of all ages enjoy coming to school. They have positive attitudes to learning and are keen to succeed. They concentrate on their work and willingly show ideas and listen to those of others. Behaviour in school and during lunch and break time is very good. Any minor problems are effectively dealt with but the very positive ethos within the school does much to minimise potential difficulties.

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Aspect Comment

Relationships between staff, with pupils and between pupils are excellent. The school creates many opportunities for the personal development of pupils who are seen as partners in their education. They are involved in setting their own challenging targets. As a result a very harmonious community has been established where there is genuine respect for the rights, values and beliefs of all. Attendance is broadly in line with expected levels and the majority of pupils arrive at school punctually. Jenny Hammond School - 9

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

Lessons seen overall Good Very Good Very Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

The quality of teaching is good throughout the school overall and it is frequently very good. During the lessons seen 50% of teaching was very good, 43% was good and 7% was satisfactory. Teaching of children under fife was always good. No unsatisfactory or poor teaching was observed. As a result learning is consistently good. The quality of teachers' planning, the effective use of assessment and the involvement of pupils in determining their own targets are significant elements in the achievement of pupils and the progress they make. Classroom organisation and management is also a strength in the teaching. Where teaching is relatively less successful the organisation and management of groups and the clarity of instructions are less secure.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

The very good planning ensures that pupils of all levels of attainment including those with special educational needs and those for whom English is an additional language have their needs met and they are able to learn effectively and make progress.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

Literacy and numeracy skills are effectively taught throughout the school.

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Aspect Comment

The quality and range of the curriculum The school provides a broad and balanced curriculum, which meets the diverse needs of all its pupils.

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Aspect Comment

Provision for pupils with special educational needs Good. Assessment and identification procedures are good. Clear targets are set and as a result pupils with special educational needs make good progress.

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Aspect Comment

Provision for pupils with English as an additional language Provision for pupils for whom English is an additional language is good.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision for the personal development of pupils including their spiritual, moral, social and cultural development is very good. It is an integral part of the ethos of the school where pupils are taught to respect the beliefs, values and ideas of others.

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Aspect Comment

How well the school cares for its pupils The school cares well for its pupils. Procedures for monitoring academic and personal progress are very good.

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Aspect Comment

The school has extended the curriculum well to meet the needs of pupils in Key Stage 2 and has successfully introduced the Literacy and Numeracy strategies to meet the needs of its pupils. It is particularly successful in meeting the diverse needs of the school population including those with special educational needs and those for whom English is an additional language. The school has created a very positive ethos with very good provision for the personal, social, moral spiritual and cultural development of pupils which is integral to the school. Jenny Hammond School - 10

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher has provided good leadership and management as the school has grown. The role of subject managers has developed but does not yet include formal systems for monitoring and evaluating the impact of teaching on the standards achieved.

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Aspect Comment

How well the governors fulfil their responsibilities Governors fulfil their statutory responsibilities but do not have formal systems for evaluating or monitoring the work of the school.

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Aspect Comment

The school’s evaluation of its performance The school has a wide range of informal ways of evaluating its performance but formal, objective, systems have not been developed as the school has grown.

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Aspect Comment

The strategic use of resources Resources are very effectively used.

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Aspect Comment

The head has managed the development of the school effectively. Staffing changes and growth have meant that subject co-ordinators do not yet monitor the impact of teaching. Similarly, although the governors are supportive they do not have formal systems for monitoring or evaluating the performance or work of the school.

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What pleases parents most What parents would like to see improved

• The school promotes very positive attitudes and values. • The quality of reports they receive and the range of information provided by the school. • The progress made by pupils • School’s policy for homework • Range of extra curricular activities • Information provided

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What pleases parents most What parents would like to see improved

The inspection team agreed with the positive views of the parents. They agreed with those who felt that good quality information is provided.

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What pleases parents most What parents would like to see improved

The school's homework policy is in need of clarification and only a limited range of extra-curricular activities is provided. Jenny Hammond School - 11

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A very positive climate for learning has been established where relationships are excellent pupils have very

positive attitudes and behaviour is very good.

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A very positive climate for learning has been established where relationships are excellent pupils have very

1. Relationships within the school are excellent. Teachers and support staff work effectively together to promote learning. Pupils of all ages have very positive attitudes to school. They enjoy coming to school and arrive punctually. In lessons they co-operate well, working together in groups and pairs to achieve successful outcomes. For example Year 5 pupils helped one another very successfully in working on computers during a literacy lesson. They willingly shared their expertise to enable all to produce work of a high quality.

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A very positive climate for learning has been established where relationships are excellent pupils have very

2. In all lessons observed behaviour was at least good and often very good. Pupils share well with others, willingly listening to ideas before expressing their own. They value the opinions of others. In Year 1 for example, three pupils worked very constructively with little teacher intervention in deciding how to programme a roamer to move forward and around corners. As a result of discussion, compromise, and trial and error, together the pupils succeeded.

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A very positive climate for learning has been established where relationships are excellent pupils have very

3. During lunch and play times pupils behave very well. In the yard lunch-time supervisors organise games and ensure that pupils are meaningfully occupied in skipping, playing hopscotch or other games. Pupils learn to share, play together and enjoy school. A very happy atmosphere exists. In the dining hall pupils queue willingly for their lunch. They are polite and courteous and lunch-time is a very civilised experience. Pupils of all races join together to create a harmonious learning environment.

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Good leadership by the headteacher has maintained and developed effective teamwork as the school has

4. Teamwork between staff is a major strength of the school. This has helped to create a very positive climate for learning. Despite the potential difficulties caused by the yearly growth of the school with a consequential increase in the number of teachers and compounded by a number of staff changes the school has maintained and developed its positive ethos. Staff share a common philosophy and the school has a clear sense of purpose and vision for the future. All staff are committed to providing a high quality of education in the context of a caring harmonious environment. Targets are challenging and there is a determination to raise standards in this context. The headteacher, well supported by the longest serving senior teacher and the chair of governors, has worked hard and successfully to maintain and improve the school. Circumstances have meant that some developments have not progressed at a speed which the school would have preferred but this has not had a detrimental effect on

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High quality planning, effective use of assessment, including involving pupils in target setting, and very

good classroom organisation and management leads to good and often very good teaching.

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High quality planning, effective use of assessment, including involving pupils in target setting, and very

5. Pupils of all levels of attainment achieve well and make good or very good progress. The high standard of teaching is a significant factor in this. During the inspection 50 per cent of the teaching seen was very good, 43 per cent was good and 7 per cent was satisfactory. No unsatisfactory or poor teaching was observed.

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High quality planning, effective use of assessment, including involving pupils in target setting, and very

6. Throughout the school the high quality of teachers' planning has a significant impact on learning and the progress pupils and children make. In a mathematics lesson for children under five very clear learning objectives for children to understand the minus sign and the concept of subtraction were translated into key tasks which enabled the children to develop their understanding during the lesson and very good learning occurred. By the end of the lesson most children were achieving above nationally expected levels and were able to add and subtract to 10 and write the sum correctly on the board. The very good use of questions adapted for children of different levels of attainment ensured that all could make progress. In a Year 5 literacy session very clear planning for groups undertaking different tasks enabled pupils to develop their understanding of prefixes. One group made very good progress in personal development through using dictionaries to research words beginning with 'tele'

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High quality planning, effective use of assessment, including involving pupils in target setting, and very

Jenny Hammond School - 12 learning to spell them correctly, understand their meaning and explore their origin. In all lessons observed the very clear objectives were shared with pupils and children so that they had a clear idea about what they were trying to achieve. Later they were involved in analysing the progress they had made and what they had learned. This analysis is then frequently used to set the next targets in discussion with the teacher. This strategy is particularly effective in writing and enables pupils to make good or very good progress.

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High quality planning, effective use of assessment, including involving pupils in target setting, and very

7. Teachers organise and manage their lessons very effectively, ensuring that pupils are using the time available effectively. In a Year 2 English lesson concentrating on using speech marks, describing words and writing in different styles pupils made very good progress and learned effectively because of the excellent planning and very good organisation and management. This enabled the teacher to work effectively with one group on writing a play whilst others worked independently, concentrating well to write the story in their own words. Clear classroom routines had been established, pupils knew exactly what was expected and were able to get on purposefully. In a Year 1 history lesson the very good management of pupils together with very thorough planning enabled an interesting and exciting lesson to take place where pupils experimented with a range of toys from different ages in groups. They were able to decide why particular toys were made of different types of

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High quality planning, effective use of assessment, including involving pupils in target setting, and very

materials and discovered that toys, which looked fairly simple, were in fact quite difficult and enjoyable. They could relate their findings to the time the toy was made and used.

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High quality planning, effective use of assessment, including involving pupils in target setting, and very

Parents are very effectively involved in their children's learning.

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High quality planning, effective use of assessment, including involving pupils in target setting, and very

8. Parents are very effectively involved in the education of their children. Good quality information is sent from the school about the curriculum and topics to be covered. This enables parents to have meaningful discussions with their children about their work and to support their learning.

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High quality planning, effective use of assessment, including involving pupils in target setting, and very

9. Parents are encouraged to help in class by undertaking particular supporting roles. They are fully prepared and well-briefed for this. During the inspection a number of parents helped in the Year 1 science lesson investigating how to programme a roamer, discovering which surfaces it can move most quickly over and how to make a wind- up toy. The parents had been given clear instructions on the day before the lesson and had a good understanding of their role and what the expected outcomes should be. As a result they were able to make a positive contribution to learning and pupils benefited greatly.

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High quality planning, effective use of assessment, including involving pupils in target setting, and very

10. Many parents are also involved in classes at the beginning of each day, working with their own child on literacy or numeracy activities for the first ten minutes. This settles children to work very quickly ensuring a purposeful start to the day whilst also keeping parents involved in children's learning. Not all parents can be involved in this but children are supported by other adults or parents during this time.

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High quality planning, effective use of assessment, including involving pupils in target setting, and very

11. Teachers are always available to discuss children's progress with parents. There is a very structured period allocated after school every Tuesday when teachers are available for time-tabled consultation and teachers willingly see working parents outside these times. Consultation evenings have also been held to discuss curriculum issues to enable parents to support learning. Workshops to discuss the National Literacy and Numeracy strategies have not taken place because of staffing changes. Parents’ views about homework vary considerably and the school's approach has been inconsistent. However, a new draft policy has been produced recently for consultation.

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High quality planning, effective use of assessment, including involving pupils in target setting, and very

12. The quality of written reports to parents is very good. They provide detailed information about attainment and progress and targets for further improvement.

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High quality planning, effective use of assessment, including involving pupils in target setting, and very

13. Overall there is a very effective partnership between parents and the school and parents have positive views.

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The personal and social development of pupils is a strength where there is a high degree of racial harmony,

equality of opportunity and where pupils with special educational needs do well.

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The personal and social development of pupils is a strength where there is a high degree of racial harmony,

14. The school ethos places great emphasis on the value of every individual as a member of the school community. Pupils are encouraged to take responsibility for their own actions and to take an active part in planning their own learning. They are encouraged to work co-operatively together and to share ideas. All pupils are equally valued and provision is made to ensure that all make progress and learn effectively. Jenny Hammond School - 13 WHAT COULD BE IMPROVED.

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The governing body could be more involved in monitoring and evaluating the work of the school in a

15. The governing body fulfils its statutory responsibilities. It is very supportive of the school, and the Chair is particularly active. Most of the governors are parents and are involved in the daily life of the school in a number of ways. The governing body has developed a suitable committee structure and has been very active recently in financial planning and in trying to ensure that the school maintains a balanced budget. It receives detailed reports about the school, curriculum development, priorities for improvements and results from the headteacher. However, although it is well-informed it does not have clear systems for monitoring the standards achieved by the school, setting challenging targets for improvement or evaluating the impact of teaching and curriculum development in an objective way.

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As the school has developed the role of subject managers could be developed in monitoring the quality of

teaching within their area of responsibility.

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As the school has developed the role of subject managers could be developed in monitoring the quality of

16. As the school has grown the role of subject managers has developed. They are responsible for ensuring a broad and balanced experience is provided for pupils within their subject through monitoring planning, and, for ensuring that the available resources are suitable and available to teach the subject. There has been some informal monitoring of teaching but the school does not have a formal system for subject managers to monitor and evaluate the impact of teaching on the standards achieved or the progress made by pupils. It is difficult therefore to identify areas for development and targets for improvement within subjects.

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Systems for evaluating the effects of developments in the school improvement plan could be more closely

linked to the intended impact on pupils' learning.

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Systems for evaluating the effects of developments in the school improvement plan could be more closely

17. The school development plan has been a useful tool for managing the growth and development of the school. It is linked to financial planning and identifies appropriate priorities for development. Whilst the school can monitor the progress made in implementing the improvements the criteria for evaluating their effect are currently not sufficiently linked to their impact on raising standards.

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Systems for evaluating the effects of developments in the school improvement plan could be more closely

More staff could be provided with up to date training in Child Protection issues.

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Systems for evaluating the effects of developments in the school improvement plan could be more closely

18. As more staff have been appointed and there have been other staffing changes there is a need to ensure that they all receive up-to-date training in Child Protection procedures and issues.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

19. In order to improve further the head, staff and governors should;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Develop the overall leadership and management of the school by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

a) Ensuring that the governing body monitors and evaluates the work of the school in a systematic and objective way; b) Strengthening the role of subject managers in monitoring and evaluating the impact of teaching on the standards achieved; Jenny Hammond School - 14 c) Ensuring that evaluations of the effects of improvements within the school improvement plan are more closely linked to their impact on pupils' learning.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In addition to these issues the governing body should also ensure that all staff are provided with up to date training in relation to Child Protection.

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 16

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR-Y5

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 164

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals 73

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Information about the school’s pupils

Special educational needs Nursery YR– Y5

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Information about the school’s pupils

Number of pupils with statements of special educational needs 1

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 52

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 34

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 9

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 4

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Attendance

National comparative data 5.4 National comparative data 0.5 Jenny Hammond School - 15 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Jenny Hammond School - 16

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Attainment at the end of Key Stage 1

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 13 15 28

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Boys 10 9 12 Numbers of pupils at NC level 2 and above Girls 11 13 15

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Attainment at the end of Key Stage 1

Percentage of pupils School 75 79 96 at NC level 2 or above National 82 83 87

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 10 12 11 Numbers of pupils at NC level 2 and above Girls 11 13 13

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Attainment at the end of Key Stage 1

Percentage of pupils School 75 89 86 at NC level 2 or above National 82 86 87

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Attainment at the end of Key Stage 1

Percentages in brackets refer to the year before the latest reporting year. Jenny Hammond School - 17

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 48 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 14 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 14 Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Qualified teachers and classes: Y[ ] – Y[ ]

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 7.5 Financial year 1998-99

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Teachers and classes Financial information

Number of pupils per qualified teacher 21

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Teachers and classes Financial information

Education support staff: YR – Y5 Total expenditure 337401

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Teachers and classes Financial information

Total number of education support staff 2 Expenditure per pupil 2427

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Teachers and classes Financial information

Total aggregate hours worked per week 24 Balance brought forward from previous year 57017

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Teachers and classes Financial information

Balance carried forward to next year 38268

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Teachers and classes Financial information

Qualified teachers and support staff: nursery

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Teachers and classes Financial information

Total number of qualified teachers (FTE) N/A

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Teachers and classes Financial information

Number of pupils per qualified teacher N/A

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Teachers and classes Financial information

Total number of education support staff N/A

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Teachers and classes Financial information

Total aggregate hours worked per week N/A

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Teachers and classes Financial information

FTE means full-time equivalent. Jenny Hammond School - 18

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Percentage of responses in each category

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Percentage of responses in each category

My child is making good progress in school. 42 42 10 0 6

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Percentage of responses in each category

Behaviour in the school is good. 42 49 7 1 1

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Percentage of responses in each category

My child gets the right amount of work to do at home. 15 25 28 28 3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 44 42 13 1 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 64 27 4 5 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 52 40 6 0 2

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Percentage of responses in each category

The school works closely with parents. 50 39 7 0 5

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Percentage of responses in each category

The school is well led and managed. 48 41 7 2 3

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Percentage of responses in each category

The school is helping my child become mature and responsible. 42 48 6 1 3

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 16 32 28 9 15

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