Other · Ofsted report

Manor Green Primary School

Inspected — · published 5 Oct 2001 · URN 126162

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Full report text

CATHERINGTON SCHOOL

Dates of inspection: 18 th – 22 nd June 2001

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CATHERINGTON SCHOOL

Inspection number: 194370 Full 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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CATHERINGTON 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. Catherington School - 4

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INFORMATION ABOUT THE SCHOOL

School address: Martyrs Avenue Langley Green Crawley West Sussex

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr I. Simpson

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 24 th February 1999 Catherington School - 5

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

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INFORMATION ABOUT THE INSPECTION TEAM

23637 J. Donnelly Registered inspector Information about the school The school’s results and pupils’ achievements How well is the school led and managed? What should the school do to improve further? 8941 J. Fletcher Lay inspector Pupils’ attitudes, values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? 27424 A. Dobbins Team inspector Science Design and technology Religious education How well are pupils taught?

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INFORMATION ABOUT THE INSPECTION TEAM

11239 S. Flockton Team inspector English Geography History Provision for pupils with English as an additional language 13101 M. Kell Team inspector Mathematics Physical education Personal, social and health education Equality of opportunity How good are the curricular and other opportunities offered to pupils?

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INFORMATION ABOUT THE INSPECTION TEAM

22821 L. Wolstencroft Team inspector Information and communication technology Music Areas of learning for children in the foundation stage Provision for pupils with special educational needs Catherington School - 6 22620 B. Wall Team inspector Art and design Religious education Provision for post-16 students Catherington School - 7 The inspection contractor was:

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INFORMATION ABOUT THE INSPECTION TEAM

Penta International Upperton House The Avenue Eastbourne East Sussex BN21 3YB

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INFORMATION ABOUT THE INSPECTION TEAM

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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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Catherington School - 8

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PART A: SUMMARY OF THE REPORT 7

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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HOW HIGH ARE STANDARDS? 11

The school’s results and pupils’ achievements Pupils’ attitudes, values and personal development

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AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 28

Catherington School - 9 Catherington School - 10

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INFORMATION ABOUT THE SCHOOL

Catherington is an all age special school for 83 pupil’s aged 2 to 19. There are two specialist classes for pupils with profound and multiple learning difficulties, a nursery with one full-time and eight part-time children and a further education department. Most pupils have severe learning difficulties. Around one in four pupils have profound and multiple learning difficulties. A few pupils have Autistic Spectrum Disorder. All pupils have statements of special educational need. Many pupils are supported with a variety of medications to ease their medical conditions. The majority of pupils come from a white heritage background and the remainder, from a wide range of ethnic backgrounds. Three pupils have English as an additional language who are at a very early stage of language acquisition. Twenty-five per cent of pupils are eligible for free school meals. Currently pupils with profound and multiple learning difficulties are taught as a discrete group but

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INFORMATION ABOUT THE SCHOOL

opportunities for participation in activities with other pupils are being planned as a result of the assessment of individual needs. The attainment of pupils on entry to the school is in line with that of pupils entering other schools for children with severe, profound and multiple learning difficulties. The school is preparing to move into a new building in summer 2003.

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HOW GOOD THE SCHOOL IS

Catherington School is an effective school. Pupils make satisfactory progress and achieve appropriate standards overtime. Progress is good in English and science in the lessons observed. In music pupils’ achievements and the progress they make is good. Pupils’ achievement in food technology is good overall. The quality of teaching in the lessons observed is good and leadership and management are satisfactory. The school, which no longer has serious weaknesses, gives satisfactory value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • Pupils’ progress in English, science, personal, social and health education in the lessons observed is good. In mathematics it is good at Key Stages 1 and 2 and satisfactory at Key Stages 3 and 4. Pupils achievements and progress overtime is satisfactory. • Students over 16 make good progress and achieve well, they benefit from consistently good teaching in a well organised department. • The quality of teaching is good in the lessons observed as a result of the high expectations by staff, one in every four lessons was very good. • Relationships between staff and pupils are very good and staff are very good role models. • Pupils’ personal and social development is very good. • Parent’s views of the school are very good.

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HOW GOOD THE SCHOOL IS

What could be improved • The clarity and quality of assessment procedures throughout the school, which should focus on what pupils know, understand and can do at the end of each lesson, week and term. • The co-ordination and monitoring of the quality of teaching and learning by subject leaders. • The roles and responsibilities of the senior management team which should reflect whole school issues. • The time made available in some subjects.

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HOW GOOD THE SCHOOL IS

The areas for improvement will form the basis of the action plan prepared by the appropriate authority. Catherington School - 11

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good progress since their last short inspection in February 1999.The staff have worked very hard since that time to address the key issues and weaknesses successfully. Teaching is now consistently good and is now much improved from the last inspection when 20% of lessons were unsatisfactory. Schemes of work are now detailed. Procedures by the headteacher are now established to monitor the quality of teaching, then described as insufficiently developed, is now good. This has led to the good improvement in teaching and learning overall, then described as satisfactory, is now good. Good progress has also been made in improving the quality of accommodation and curriculum planning for pupils with profound and multiple learning difficulties, then described as a “serious weakness”, is now satisfactory. The school has the commitment and capacity to continue to improve.

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STANDARDS

The table summarises inspectors’ judgements about how well pupils achieve in relation to their individual targets by the time they leave the school.

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STANDARDS

Progress in: By age By age By age By age Key 5 11 16 19

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STANDARDS

Speaking and listening C C C B Very good A

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STANDARDS

Mathematics C C C B Unsatisfactory D personal, social and health education B B B B Poor E other personal targets set at annual reviews or in IEPs* C C C C * IEPs are individual education plans for pupils with special educational needs.

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STANDARDS

Children in the nursery class make satisfactory progress. By age 7,11,14 and 16 Pupils achievements in English, mathematics and science is satisfactory overtime. Pupils’ achievement in music and personal and social development throughout the school is good. Overall pupils’ achievement over time is satisfactory. Students in the further education department make good progress. Pupils make good progress in their lessons as a result of good teaching, good preparation of materials matched to their age and ability to capture pupils interest. Pupils work and teachers records reflect the inconsistent time made available to some subject areas and therefore pupils make satisfactory and not good progress over time. Catherington School - 12

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Very good. Pupils show genuine enthusiasm for school and enjoy their work.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Pupils behave very well in lessons, at lunch times and around the school.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Relationships between pupils and particularly between adults and pupils are very good and sometimes excellent.

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PUPILS’ ATTITUDES AND VALUES

Attendance Attendance is consistently good and this contributes positively to pupils learning and personal development

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TEACHING AND LEARNING

Teaching of pupils: Aged up to 5 Aged 5-11 aged 11-16 aged over 16

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TEACHING AND LEARNING

Lessons seen overall Satisfactory Good Good 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 AND LEARNING

Teaching is good. The quality of teaching in all lessons seen was satisfactory or better and in 25 per cent the quality was very good or better. Teaching in the nursery class is not as challenging as in other areas of the school, however it is satisfactory. Teaching in the F.E. department is always good and sometimes very good. Teachers have high expectations for pupils’ learning. They know their pupils very well. There is a good range of methods to help pupils learn, relevant to their special educational needs. They use their learning support assistants very well, as they do the resources available to them. A good range of artefacts are very well used matched to the needs of pupils with profound and multiple learning difficulties. As a consequence, in all lessons all pupils, irrespective of the severity of their learning difficulties, are fully involved in their learning and make appropriate progress. The

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TEACHING AND LEARNING

recording of pupils’ gains in learning at the end of the lesson is inconsistent in quality across the school.

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TEACHING AND LEARNING

Switch technology is well used to support pupils with profound and multiple learning difficulties to include them fully in learning. All staff are aware of the physical needs of pupils and work closely with therapists to review and develop practice. The respect accorded to pupils by staff during all activities is exemplary. Catherington School - 13

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum The curriculum is satisfactory overall The breadth and relevance of the curriculum is well suited to all the pupils’ needs but it lacks balance in some areas. The school provides broad range of learning opportunities for all and is relevant to their complex medical and therapeutic needs.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with English as an additional language Satisfactory overall.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good, with particular strengths in moral development and in social development which is very good.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Good. Teachers and all staff respond to the pupils needs with great respect and dignity. The safety and care of the pupils is of a very high standard. The procedures for assessing and recording pupil’s achievement are inconsistent and unsatisfactory.

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OTHER ASPECTS OF THE SCHOOL

How well the school works in partnership with parents Very good. Parents have very positive views of the school overall and the working relationship is effective and very supportive.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff Leadership and management overall is satisfactory. The headteacher has rightly focussed the school since the last inspection and has developed a committed hard-working staff. Subject co-ordinator and senior management roles are now under review

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the appropriate authority fulfils its responsibilities Governors know the strengths and weaknesses of the school well.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance The school’s evaluation of its performance is improving and satisfactory overall. Whole school performance management targets are precise and gives a good steer to the work of the school.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Satisfactory procedures are in place The accommodation and learning resources are satisfactory. There is a good balance of expertise amongst the staff to meet the complex needs of all of the pupils.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • The care and support the school offers to their children and the wider family. • Children enjoy coming to school. • The quality of teaching. • More information about what their children are learning and experiencing in class. Catherington School - 14 The inspection team agrees with the positive views of the parents and considers the quality of information provided for parents is good. Catherington School - 15

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The school’s results and pupils’ achievement

1. Overall, pupils make satisfactory progress in the nursery and during their time in school aged 5 to 16 and achieve appropriate standards. There is no measurable difference between the progress of boys and girls and pupils from ethnic minorities do as well as they should. The progress of pupils with additional special educational needs, including those with autistic spectrum disorder, is satisfactory. Pupils achievements overall are satisfactory. Student’s achievements in the FE department aged 16-19 are good overall. The school has made satisfactory progress since the last short inspection and good for pupils with P.M.L.D

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The school’s results and pupils’ achievement

2. Many children join the school with very limited means to communicate and often with significant additional special educational needs, including autistic spectrum disorder. During their time in the nursery class they make sound progress in all areas of learning and towards meeting their targets on their individual and group education plans. They learn to express their needs and wishes effectively. Through looking at books and listening to stories they begin to identify characters. Mathematical skills in counting, sorting and matching items develop and re-inforced through singing number rhymes and exploring shapes in other activities. Children’s independence and personal development are enhanced through making choices and working alongside and with other children. The organised classroom and activities selected ensure children’s knowledge and understanding of the world widens. Opportunities for creative and physical activities are

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The school’s results and pupils’ achievement

well-structured to ensure they all develop well in these areas.

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The school’s results and pupils’ achievement

3. Pupils’ achievements in English, in relation to their prior attainment, are satisfactory in all key stages. Progress in lessons is often good. Pupils’ skills in speaking (communicating) and listening, supported appropriately by the use of signs, symbols and switches, are developing well throughout the school.

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The school’s results and pupils’ achievement

4. Many pupils enter the school with little or no communication. Pupils with profound and multiple learning difficulties respond to sounds, music, and to other sensory experiences such as the use of a resonance board. Many of these pupils are at a pre speaking stage and some attempt to vocalise in response to these experiences. Others show response by nodding, raising their eyes or by being still.

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The school’s results and pupils’ achievement

5. By the age of eleven, many pupils are able to respond appropriately in the classroom and in social contexts. They begin to apply these skills in a range of situations; for example, in going out on visits and in speaking to visitors. They learn skills such as turn taking. Most can respond to instructions given to the class.

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The school’s results and pupils’ achievement

6. By the age of sixteen the vocabulary of pupils is further developed, as they are encouraged to incorporate new words in their speech. They begin to show their competence in answering questions in different subjects. Less able pupils continue to communicate using signs and symbols, and increase their vocabulary. Pupils with profound and multiple learning difficulties respond to their names, to stories and to a variety of sounds. They use ‘Big Mac’ switches to listen to messages or to give greetings.

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The school’s results and pupils’ achievement

7. Pupils’ achievement in mathematics overtime is satisfactory. Pupils achieve well in mathematics lessons in Key Stages 1 and 2 and are satisfactory in the secondary Catherington School - 16 department. Progress is restricted by insufficient and inconsistent time allocation for the subject within class timetables in Key Stages 2 to 4, and short sessions, particularly in Key Stages 3 and 4.

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The school’s results and pupils’ achievement

8. Pupils’ achievement in science overtime is satisfactory. The standards pupils achieve and the progress they are making are good in lessons and result from good quality teaching. The good progress made in lessons is not reflected in pupil’s work over a greater period of time such as a term, year or key stage. Over the longer duration, the progress pupils are making is satisfactory rather than good This is because planning documents do not provide sufficient information to guide the teaching of individual pupils or act as a base from which the small steps pupils are making in their learning can be recognised, recorded and used to help plan future lessons.

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The school’s results and pupils’ achievement

9. Standards of achievement in art and design are satisfactory across the school. Pupils at all key stages across the school show satisfactory gains in a range of art skills.

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The school’s results and pupils’ achievement

10. The standards pupils achieve and the progress they are making in design and technology in lessons are good in resistant materials and food skills. Over time, they are good in food skills.

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The school’s results and pupils’ achievement

11. It is not possible to make a judgement about pupils’ achievement in humanities as insufficient evidence is available either from pupils’ work or from teachers’ records. In lessons seen, all of which were in history, progress was, overall, good. Pupils’ achievement in information and communication technology is satisfactory. Achievement in music is good overall. Pupils make good progress against the learning objectives, which are set for them .

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The school’s results and pupils’ achievement

12. Pupils’ achievements in physical education are satisfactory. Appropriately chosen activities mean that pupils make satisfactory progress. . They make good, and sometimes very good, progress when taught by the subject specialist. Pupils achieve well during swimming sessions taken by an instructor at the local leisure centre, and those Key Stage 2 pupils who have weekly lessons in a local primary school as part of their integration programme also achieve well.

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The school’s results and pupils’ achievement

13. Students in the FE department make good progress across a broad range of learning areas. Accreditation, both external and internal, is now an established part of the age appropriate course. Students’ achievements in all areas of study are good . 14. Pupils make good progress towards meeting their targets on their individual education plans for personal and social development, which contributes to the good progress they make in personal and social education. The quality of teaching is good overall. However, the curriculum is still being developed for a number of subjects. As a consequence pupils make satisfactory progress over time in all foundation subjects except music where it is good.

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Pupils’ attitudes, values and personal development

15. The vast majority of pupils are keen and eager and show genuine enthusiasm to be at the school. They demonstrate very positive attitudes to the school community and to their learning programmes. Arrival at the school in a morning is a genuinely happy time for most pupils. They enter the school smiling and show real pleasure on seeing staff and friends and are excited to exchange greetings and experiences. Pupils respond positively to the safe environment, the school routines and the highly focussed personal encouragement provided by the staff. All pupils require and demand high levels of support Catherington School - 17 and attention as a result of their special educational needs and many find concentration over long periods challenging.

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Pupils’ attitudes, values and personal development

16. In lessons, most pupils show good levels of perseverance with tasks and staff show great patience and high levels of skill to keep pupils interested and learning; for example, pupils in a literacy lesson on the Tempest which involved the use of shadow puppets and music maintained interest throughout, showed a real enthusiasm to contribute to proceedings and made good progress in developing their literacy skills. In a joint physical education lesson at a local mainstream primary school a group of mainly Year 3 pupils interacted very positively with their hosts and showed a real determination to follow the activities and get the most from the experience.

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Pupils’ attitudes, values and personal development

17. Pupils’ behaviour in lessons and around the school at breaks is very good and impacts positively on their learning. In the vast majority of lessons seen behaviour was at least good. Interchanges between pupils and staff are generally courteous, civilised and often involve the positive use of humour. On the rare occasions when a pupil gets over excited or upset and does not conform to the expected standards, teaching and support staff effectively minimises the disruption to learning. There is great enthusiasm for the reward scheme and pupils value the public celebration of their achievements. Inspectors lost count of the number of times they were proudly informed how many tokens had been achieved.

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Pupils’ attitudes, values and personal development

18. The relationships between pupils and all adults in the school are excellent, a strength of the school and makes an important contribution to pupil’s personal and social development. Pupils clearly trust and respect adults in the school and turn to them readily if they need support. The consistent interpretation of the school’s aims and ethos by all members of staff creates an environment where all pupils are valued and is the basis for these excellent relationships. Relationships between pupils are also very good. In lessons the majority of pupils show respect for others, they listen to peers, share equipment happily and show patience and understanding with those having communication difficulties. Pupils generally show a very high awareness of the levels of disability of their peers and respond in a mature and caring way. There were several good examples of pupils supporting each other, working collaboratively, and sharing equipment and materials in lessons. In a Year 8

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Pupils’ attitudes, values and personal development

mathematics one girl spent some time helping a boy with a number exercise and in a Year 4 food technology lesson a boy ensured that his friend in a wheelchair did not miss the experience of feeling exotic fruits.

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Pupils’ attitudes, values and personal development

19. Many pupils contribute to the school community by taking responsibility for duties and tasks related to the day to day procedures and organisation. Pupils respond proudly and positively to these opportunities; for example, pupils attending a local primary school accepted their responsibility of being representatives of their school and set a good example. At the upper end of the school the opportunities to take on responsibility within the school community increase. There is a School Council and further education students have planned sessions helping in Key Stage 1 lessons. At lunchtimes and at the start and end of the day members of the further education class voluntarily help with the younger pupils One particular boy is very evident at all these times and makes a positive contribution to the running of the school whilst considerably enhancing his own personal development. Pupils’ enhance their personal and social development through the

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Pupils’ attitudes, values and personal development

interaction with the local community, through inclusion arrangements with mainstream schools and the college, through the work experience programmes and through the numerous outings and residential visits. Staff encourage pupils to discuss the impact of their actions on others and there are good formal opportunities to reflect and explore Catherington School - 18 feelings and to discuss different values and beliefs in personal, social and health education.

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Pupils’ attitudes, values and personal development

20. The overall attendance at Catherington is good and contributes positively to the standards achieved and the progress made. There is no significant variation by age group or level of special educational need. Unauthorised absence is very low and the school works flexibly and effectively with the Educational Welfare Service to maintain the situation and follow up isolated cases of none attendance. Authorised absence is accounted for mainly through medical appointments and the normal range of children’s ailments. Punctuality to school is good Throughout the day punctuality is satisfactory with staff working conscientiously to ensure pupils are in the right place and ready for lessons with the minimum of wasted time. The high standards have been maintained since the last inspection and pupils’ attitudes to learning have improved from good to very good.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

21. Teaching is good overall, at the last inspection the quality of teaching was satisfactory. Now, it is very good or better in 25 per cent of lessons. These figures represent a considerable improvement in the overall quality of teaching. The teaching of pupils with profound and multiple learning difficulties has improved so that now they are making good or better progress. The quality of teaching for pupils at the foundation stage remains satisfactory.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

22. The quality of teaching is good because teachers have high expectations for pupils’ learning. They know their pupils very well. Staff are good at choosing appropriate methods to help pupils learn. Learning support assistants are used well. Lesson tasks are well matched to the needs of the pupils. As a consequence, in most lessons all pupils, irrespective of the severity of their learning difficulties, are fully involved in their learning. For example, in a lesson in food skills pupils with profound and multiple learning difficulties were able to complete all the lesson tasks because they were very closely supported by learning support assistants and used specially adapted switches to start and stop food mixers. In this lesson, they made excellent progress in peeling, cutting and liquidising various fruits in order to learn which was their favourite taste.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

23. Planning for individual lessons in literacy and numeracy is good. However, on a few occasions planning for pupils aged 5 to 16 covering a longer time period do not always link clearly with the National Curriculum Programmes of Study or provide a good base from which lesson plans can be derived. Teachers make good use of questioning, both by speech and signing to find out what pupils know understand and can do. However, this information is not documented well enough to recognise the small steps pupils make in their learning, to reference the gains against the attainment targets of the Programmes of Study or to help plan future lessons. As a consequence of this, the good progress pupils make in lessons is not easily referenced against the attainment targets of the Programmes of Study over the duration of a term, year or key stage.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

24. This is not the case for Post-16 students. They follow modules in the Steps to Challenge 2001 award. Assessment procedures are in-built into each module. They are used well, not only to recognise what pupils can do and what they understand, but also to help plan future lessons.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

25. The very good relationship between teachers, support assistants and pupils contributes to them being confident as learners. This helps promote their learning including Catherington School - 19 their understanding of the specialist words of subjects; for example, ‘Royalist’ and ‘Cromwellian’ in history. The principles of the National Strategy for Numeracy have been effectively introduced into lesson planning in mathematics. Good use is made in lessons in the other subjects to reinforce previous learning in mathematics, for example when rote counting. The National Literacy strategy has been successfully adopted to meet the needs of the pupils.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

26. Pupils work hard at their learning. This is very good or better in 21 per cent of lessons, good in 49 per cent and satisfactory in 28 per cent. Most lessons are taught by teachers who have specialist knowledge or specialist training in the subjects they teach. In these lessons, learning is invariably good or better. In the lessons taught by teachers without specialist knowledge or training, learning is mostly satisfactory, but very occasionally can be unsatisfactory.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

27. Pupils behave very well and inappropriate behaviour is seen in only a very small number of lessons. When this is the case, teachers and learning support assistants deal with it very quickly and efficiently with little disruption to the learning of others. Pupils apply themselves well in lessons, especially those with profound and multiple learning difficulties. In their lessons, innovative planning, the very good teamwork between teachers and the learning support assistants and, especially, their excellent relationship with the pupils results in pupils wanting to do their very best at all times. To achieve this they work very hard, both physically and intellectually, at their learning and the standards they achieve and the progress they are making reflects this.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

28. The school encourages parents and carers to help in its work. Many parents know the targets in their child’s individual education plan, and they follow strategies equivalent to those followed in school to help their child achieve their targets. The procedures for setting homework are good. Both help continue the work of the school at home to the benefit of pupils learning.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

29.Teaching is good in the lessons seen in English, as a result of which pupils’ learning is also good. In the best lessons, a variety of strategies is used to gain pupils’ attention and to help them to respond; for example, many resources are used to illustrate stories being read, and these help pupils’ understanding. Well paced lessons, with a number of different activities, help to attract and maintain pupils’ attention.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

30. Overall the teaching of mathematics is good as lessons are characterised by teachers’ use of good activities that match pupils’ needs and therefore they are able to work with interest and understanding. Teaching is consistently good or very good in Key Stages 1 and 2, and satisfactory or good at Key Stages 3 and 4.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

31. In science, the standards pupils achieve and the progress they are making are good in lessons and result from good quality teaching and the detailed planning of individual lessons. In individual lessons, teachers challenge pupils well and effectively develop the skills of observation and comparison, as well as knowledge and understanding of science topics.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

32.Teaching in art, design technology, music, physical education humanities is good overall. In the lessons observed and satisfactory in religious education and I.C.T. . 33. Switch technology is increasingly being used to support pupils with profound and multiple learning difficulties. Pupils use ‘Big Macs’ to answer questions and a range of switches, keyboards and touch screens to operate the computer. All staff are aware of the Catherington School - 20 physical needs of pupils and work closely with therapists to review and develop practice. The respect accorded to pupils by staff during all activities is exemplary. Catherington School - 21

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TO PUPILS OR STUDENTS?

34. The school curriculum is satisfactory and meets statutory requirements. It provides a broad range of relevant learning opportunities for all its pupils and is effective in meeting pupils’ individual medical and therapeutic needs. The school is committed to equality of curriculum access and therefore all pupils have the opportunity to follow the curriculum on offer. The taught day is below the recommended minimum at Key Stages 3 and 4 and this has an adverse effect on pupils’ progress, particularly at Key Stage 4. Some subjects, including the core subjects of English and mathematics, are taught in thirty-minute sessions in the secondary department and this does not provide sufficient time for extended learning opportunities for higher attaining pupils. The post-16 curriculum is good and very relevant to students’ needs.

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TO PUPILS OR STUDENTS?

35. The school has responded well to the findings of the previous inspection about the quality of the curriculum for pupils with profound and multiple difficulties. The provision is now satisfactory with some good features. In particular, there are now plans that ensure that this group of pupils follows a curriculum that blends together varied multi-sensory activities that meet their diverse and complex needs.

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TO PUPILS OR STUDENTS?

36. The curriculum on offer is broad and relevant to the needs of all pupils as it plans for the progressive development of pupils’ individual communication, mobility, and independence needs. It places an appropriate emphasis on developing pupils’ personal, social and the life skills associated with living in a community alongside academic achievement and progress. This includes an appropriate and developmental sex education programme that is delivered in accordance with the emotional maturity and levels of understanding of pupils. Lessons in Key Stages 1 to 3 consider the implications of actions such as ‘touching’ before the biological aspects are considered in detail in Key Stage 4. The programme at Key Stage 4 also considers drugs awareness, and both sex and drugs education continue into the post-16 department. However, the curriculum does lack subject balance. In particular, there is insufficient time allocated to mathematics, particularly in Key

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TO PUPILS OR STUDENTS?

37. The secondary curriculum prepares pupils satisfactorily for transfer to post-16 education. The school offers only one accredited course, called Challenge 21, which forms part of the vocational curriculum in Key Stage 4. The structure and format of this course directs pupils towards developing the skills necessary for entering the world of work through activities such as visits to industry, training in travel and handling money. Pupils do not have work experience until they are in the post-16 department and then only when they are aged seventeen and are judged to have the necessary skills to make the placement a positive experience.

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TO PUPILS OR STUDENTS?

38. The school has a good strategy for teaching literacy skills and this has had a positive impact on raising standards through the school. There is strategy in place for teaching numeracy but its effectiveness is restricted by the inconsistency of timetabling arrangements in different classes. The Key Stage 1 class has a significant period of dedicated time for numeracy each day, whereas the two Key Stage 2 classes give a very different emphasis. Pupils in this key stage only have a dedicated mathematics session on three days a week.

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TO PUPILS OR STUDENTS?

39. Good relationships exist between the school and other institutions and the local community and make a positive contribution to pupils learning. There is an effective weekly Catherington School - 22 integration programme when Year 3 and 4 pupils attend a physical education lesson at a local primary school, and post-16 students spend part of their week following a course at the local college. Local facilities such as the leisure centre are well used and a number of visitors into school provide good opportunities for pupils to extend their understanding of the wider community. Recent visitors have included a representative of Guide Dogs for the Blind and a group of musicians who played Elizabethan music, and during the inspection a visitor brought owls into school and this linked in very well with the literacy work that pupils had been doing. Out-of-school visits to places like the Science Museum and the Bluebell

p.21

TO PUPILS OR STUDENTS?

Railway are used well to bring alive different aspects of the curriculum and to extend pupils’ experience outside school. All pupils have the great benefit of attending residential trips that provide very good opportunities for social development.

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TO PUPILS OR STUDENTS?

40. The school aims to promote the spiritual, moral, social and cultural development of all its pupils, in particular to help children and young people to develop independence, confidence and self-esteem, and to develop in pupils consideration towards others. In this context, very good provision is made for social development, while that for pupils’ moral development is good, and for spiritual and cultural development is satisfactory. There is, as yet, no policy for spiritual, moral, social and cultural development, so that planned opportunities, particularly for spiritual development, are not yet in place.

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TO PUPILS OR STUDENTS?

41. Pupils attend a whole school assembly once a week, which is an occasion for celebrating achievement, together with elements of worship and reflection. During the rest of the week “assemblies” take place on a class basis. The use made of these is variable. In most, the time is used for some kind of discussion about the events of the day, often with the giving out of merits. In others, this is accompanied by reflection and sometimes prayer, music or singing. During the inspection, some very effective assemblies were seen, in which the atmosphere created by music, the lighting of a candle and prayer, provided a good opportunity for reflection and good support for spiritual development. Pupils showed feelings of awe and wonder in the course of some lessons, for example in a history lesson when they were given opportunities to touch, smell and feel a variety of herbs.

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TO PUPILS OR STUDENTS?

42. Provision for pupils’ moral development is good. Pupils are encouraged to understand the difference between right and wrong. In many classes they are made aware of class rules which are displayed in words and symbols in classrooms. All adults are good role models, and make use of opportunities such as circle time to reinforce the attitudes which the school promotes. Good behaviour is reinforced by consistent use of praise and reward, such as the merit system, which is enthusiastically regarded by many pupils.

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TO PUPILS OR STUDENTS?

43. There is very good provision for pupils’ social development. Relationships within the school are very good, and pupils are treated with respect. Many classes start the day with individual greetings, which helps pupils to feel valued. Pupils begin to develop responsibility as they help to get equipment ready for lessons or to take the registers to the office. In many classrooms there is a list of monitors, who have responsibility for different jobs during the school day. In one class, a very good system for paired tasks was noted, which encouraged pupils to work together. Pupils are able to be part of the School Council. They are made aware of social issues such as homelessness, through assembly and visits from organisations such as “Shelter”. Good displays around the school celebrate pupils’ work and achievements, and help to raise pupils’ self esteem.

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TO PUPILS OR STUDENTS?

44. Pupils have many opportunities to develop their cultural awareness. Through work in English, they are introduced to different authors and to a variety of literatures such as stories, poetry and plays. Some appreciation of the work of different artists is encouraged Catherington School - 23 through art and design, and pupils have been introduced to the art of other cultures, for example, as part of a topic on North America. Catherington School - 24

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. Since the last inspection the school’s procedures and facilities for ensuring pupils’ well being, dignity and support have improved significantly. The school now provides effective personal support and guidance for pupils, which has a positive impact on the standards they achieve and the progress they make. Pupils are happy, feel safe and secure and respond well to the personal attention received and there is good evidence to show that the vast majority are enjoying and benefiting from their time at Catherington. Teaching and support staff know and understand well pupils’ circumstances and difficulties and show great care and tact in the support and help they give to pupils; for example, staff caring for profoundly disabled pupils show great respect for their dignity by always asking and explaining before interacting. The well being of the pupils is uppermost in the minds of all staff at all times. Procedures to deal with Child Protection issues are good. The school is

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

vigilant and sensitive in exercising its responsibilities. The school works effectively with a range of specialist support agencies and the benefits of these relationships are evident in the individually tailored care and personal development packages provided.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. The school has good procedures to ensure pupils’ health and safety. Staff are conscientious in ensuring that any health and safety hazards are reported and quickly eliminated and that the buildings and site are safe for pupils. Since the last inspection many procedures and practices have been subject to review and formal risk assessment and there have been significant building alterations. Appropriate first aid supplies are available around the site and first aiders hold up to date accreditation. Three staff have accredited qualifications in restraint and handling techniques and all other staff are to receive formal training next term. Clear accident and incident records are kept.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. The school has very good procedures in place for monitoring and promoting attendance. Any unauthorised absence is followed up conscientiously and there is good evidence of the school working effectively with the Educational Welfare Service to maintain the good attendance levels. The behaviour policy outlines clear behaviour expectations which are consistently applied by all adults in the school. All staff make good and frequent use of praise and encouragement and the calm atmosphere and ethos of the school acts as a significant incentive to pupils to follow the behaviour code. A few pupils in school, who have experienced difficulties conforming with expectations, have personal targets for behaviour improvement agreed between the headteacher, the special educational needs co-ordinator in charge of behaviour and their parents.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. The procedures for monitoring and supporting pupils’ personal and social development are good. There are clear targets for pupils’ personal development and progress against these is regularly recorded as a result of observation, input from home, input from specialists and following the daily discussions between teaching and support staff. Targets are regularly reviewed and re-negotiated. Teachers and support staff do know pupils and their targets for personal development well. The school is effectively supporting pupils’ personal development by building self esteem and encouraging pupils to take increasing responsibility for themselves and by providing chances to take on duties and responsibilities within the school community. .

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. The procedures for assessing pupils’ attainment and progress are not sufficiently well targeted to ensure that what pupils know understand and can do is effectively recorded and used. Procedures have been recently introduced and there is not yet sufficient information available to enable teachers to track pupils’ progress. Individual education Catherington School - 25 plans are in place for all pupils but targets set for individuals annually and termly do not always clearly relate to one another and to the achievements recorded. 50. Individual education plans do not always show how the success of targets is to be measured nor what input is expected of other professionals and of parents. Evaluations are inconsistently used to record the progress of individuals and some lesson planning does not always identify opportunities for assessment. There are examples of good practice in some classes where ‘post its’ are used to record small steps of learning as

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

they occur. Modules of work in the foundation subjects of the National Curriculum are evaluated regularly but these evaluations often record the experiences which pupils have had and do not record what individual pupils have learned.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

51. Provision as outlined in pupils’ Statements of Special Educational Needs is met by the school. The school works closely with a variety of agencies including speech and language therapists to provide appropriate opportunities for pupils. However it is difficult to determine the intended provision for the local education authority has not amended some pupils as a number of statements for some time.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52. The school has worked hard in recent years to develop it’s partnership with parents and carers and the good links which now exist contribute positively to pupils’ learning and development. A close and interactive relationship exists with the vast majority of parents. Responses to the inspection questionnaire and at the consultation meeting show a very supportive view of the school and positive comments about the approachability of the school and about the progress made by their children, particularly in terms of personal development. A few parents expressed a desire for more information about what their children are learning and experiencing in class and more information on academic progress. The school acknowledges these requests and is introducing a new annual report to give details of what pupils know, understand and can do and also has various initiatives in hand to tell parents more about the learning aims and programmes of study in key

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

subject areas. There is unanimous appreciation amongst parents for the individual care and support that the school gives to their children and for the help and guidance that is provided for the wider family. It is particularly notable how many comments received refer to improvements in pupils’ personal and social skills, satisfaction with the care arrangements at the school and the help being given to help prepare for adult life. The level of support for the school is reflected in the high attendance figures at both formal and social events. The partnership relationship with the home has been significantly strengthened through effective and regular parent support group meetings, siblings’ evenings and the structured programme of home visits. Many parents now see the school as a valuable source of advice and guidance on all aspects of caring for and bringing up children with special educational needs and disabilities.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. Communication with parents is good. The school operates an open door policy, actively encourages dialogue and ensures that views and opinions are taken into account. Frequent contact with parents through the home school diary, regular telephone calls from class teachers and the deputy headteacher's programme of home visits effectively ensure that progress against personal and social development targets is monitored. The school is also quick to involve parents and carers whenever there is cause for concern about any aspect of development or progress. Formal reporting of progress is effectively managed through the annual review and at termly parent meetings. Annual reviews are attended by the vast majority of parents who are fully involved in setting targets for individual education and development programmes. The new annual report should provide a good record of Catherington School - 26 what pupils have learned but care will need to be taken to ensure that information is

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

provided in an understandable format and that there are clear statements on what pupils have to do to improve. Termly parent meetings are well attended and provide good opportunities for parents to see the work that children are doing and to review targets for development. The strength of the partnership with parents has been built effectively by focusing on the special educational needs and learning difficulties of the children. The school is now actively planning to build on these positive relationships to encourage more parental involvement in the academic learning programmes. Good progress since the last inspection.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

54. The leadership and management of the school are satisfactory because since the last inspection in 1999, there has been a successful focus on implementing the National Numeracy and Literacy Strategies and improving the quality of teaching. Staff now have sufficient skills to teach the rising number of pupils with profound and multiple learning difficulties and progress in addressing the weaknesses and key issues is good.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

55. The headteacher has led the school well towards meeting its priorities effectively. A great deal has been achieved in a short time by a hard working staff. The improvement work is on- going and not all has yet fully impacted on the work of the school and the standards pupils achieve. The school recognises, that the role of some subject co- ordinators is under-developed and do not yet effectively evaluate the strengths and weaknesses of their subject.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

56. After the last inspection the headteacher immediately set up clear strategies for the monitoring and evaluation of the quality of teaching and learning. This became a clear focus for development. The current school improvement plan (2001-2002) recognises there is still work that needs to be done. The programme of lesson observations has been effective in raising the quality of teaching and learning. Performance management targets have been agreed with all teachers related to pupils’ progress and drawn from the school improvement plan as appropriate.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

57. The governing body has a good range of committees to support its work and meetings are well conducted and appropriate. The chair of governors recognises that recent developments have moved the school forward. However, although the role of the governing body has improved, partly through participating in a range of appropriate training, the monitoring of the work of the school by the governors is an area for further development. Subject action plans are in place but the senior management team needs to develop whole school responsibilities as well as their designated department or key stage management roles.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

58. The school has developed a resource library, working closely with parents, which helps inform them of the particular needs of individual pupils. A senior member of staff has oversight of behaviour and works with other teachers to develop and implement behaviour plans for individual pupils. A third member of staff has responsibility for developing provision for pupils with profound and multiple learning difficulties. This arrangement ensures that the needs of groups of pupils are met but no-one person has oversight of all pupils with additional needs. The school’s policy on special educational needs does not relate sufficiently to provision, practice and procedures relating to groups of pupils with additional needs. Not all staff have received training in addressing additional needs such as those of pupils on the autistic spectrum. Catherington School - 27 59. The school has a good range of well qualified and experienced teachers to meet the

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HOW WELL IS THE SCHOOL LED AND MANAGED?

needs of the curriculum. However, at present, the deputy headteacher is a full time class teacher, and this does not allow her sufficient time to fulfil all her senior management roles effectively. There is a good number of learning support assistants who are allocated to specific classes, so that they build a good working relationship with the class teacher, together with very good knowledge of the pupils. 60. Most of the inadequacies, which made accommodation a key issue at the last inspection have now been addressed. In particular, the hygiene and toileting facilities for classes for the pupils with profound and multiple learning difficulties have been improved by new building and reorganisation of former classrooms. The health and safety issues in these rooms have been fully addressed, as have those linked with storage. There are, as yet, no specialist rooms for the teaching of science, art and design and design and

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HOW WELL IS THE SCHOOL LED AND MANAGED?

technology for pupils at Key Stages 3 and 4, but these should be provided when the new school is built. There is no designated library area, and non-fiction books are displayed in corridors and fiction books in classrooms. This too will be addressed in the new building. Overall the quality of the accommodation is now satisfactory and in some teaching rooms it is good, which has a positive effect on pupils’ attitudes to their learning. The quality of the provision is enhanced by attractive displays in many areas.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

61. The range and quality of resources is satisfactory overall and for pupils post-16 it is good. Resources are well used and have a positive impact on the quality of education provided. Resources for teaching literacy and numeracy are being developed well, and new books, particularly “big books” are used effectively to stimulate pupils’ interest. Catherington School - 28

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

62. In order to improve standards further, the headteacher, senior management team and governing body should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Review and further develop assessment procedures, which closely match the learning needs of individual pupils’ so as to support their progress over the school’s curriculum so that teachers have a clear record of pupils’ knowledge skills and understanding; (Paragraphs: 49, 50)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Enhance the role of subject co-ordinators so that they lead, monitor and evaluate teaching and learning in their subjects. (Paragraph: 55)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) Review the roles and responsibilities of the senior management team to reflect the balance of whole school development; (Paragraph: 57)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(4) Ensure the taught time available to deliver the subjects of the national curriculum across the school is balanced. (Paragraphs:34, 36) Catherington School - 29

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PROVISION FOR POST-16 STUDENTS

63. There has been a good improvement in provision for post-16 students since the last inspection. The quality of teaching remains good overall, students make good progress across a broad range of subjects and accreditation, both external and internal, is now an established part of the provision. Students’ achievements in all areas of study are good.

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PROVISION FOR POST-16 STUDENTS

64. Students at post-16 achieve well and make good progress in English, which is used effectively to support all subjects. In a food technology lesson, lower attaining students follow simple recipes, reading the ingredients and instructions from a printed recipe card that includes text and symbols. Higher attaining students are able to complete challenging worksheets that require them to answer questions related to homelessness. The most able students are able to write sentences in print with accurate punctuation and spelling. Students are able to use computers to practice their writing skills, to present their work and to record their accreditation. Many students are able to operate computers independently.

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PROVISION FOR POST-16 STUDENTS

65. Achievements in mathematics are also good. Higher attaining students are able to use calculators for more complex operations; for example, in a lesson on budgeting students were able to use the decimal point effectively to add prices together. Practical opportunities to practice these skills are well supported; for example, students operating the weekly tuck shop for younger pupils and staff were able to add prices of items costing 10p and 5p. Lower attaining students are able to count accurately up to 20 and give amounts to 50p in 10p coins.

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PROVISION FOR POST-16 STUDENTS

66. Achievements in a broad range of subjects are good; for example, in an art and design lesson, more able students were able to make clay sculptures of their own hands, adding details of knuckles, nails. They then showed very good creativity to add rings and bracelets from their imaginations. In a horticulture lesson, lower attaining students were able identify a number of plants, water the plants independently and create a hanging basket following simple instructions from a learning support assistant.

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PROVISION FOR POST-16 STUDENTS

67. The social development of students at post-16 is very good. The behaviour of students is consistently very good. They show high levels of respect for each other, staff, pupils and students in all areas of the school. The students are consistently polite and provide very good role models for younger pupils.

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PROVISION FOR POST-16 STUDENTS

68. The quality of teaching for students at post-16 is good overall with a number of very good features. The very effective use of learning support assistants to teach small groups of students is both highly efficient and supports a breadth and relevance of curriculum; for example, during one lesson students were taught in three groups; one group operating a mini-enterprise scheme making hanging baskets, another practising computer skills and a third completing art and design work on hot and cold colours. High expectations are a key element of teaching at post-16. During an externally accredited lesson on homelessness, students were challenged to suggest how they might feel if they were homeless. After probing questioning by the teacher, one student noted that she might feel “petrified”. The quality and use of assessment is very good. Students are assessed on an on-going basis and at the end of accredited modules and these assessments form part of the accreditation

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PROVISION FOR POST-16 STUDENTS

certificates. The quality of learning in lessons matches the quality of teaching is good overall.

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PROVISION FOR POST-16 STUDENTS

69. The curriculum for students over sixteen is good with a wide and relevant range of subjects included. An appropriate emphasis is placed on students working with increased Catherington School - 30 independence in all areas of the curriculum. The inclusion of the Social Use of Language Programme (SULP) in the curriculum for post-16 students makes a very good contribution to the development of students’ language, communication and social skills.

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PROVISION FOR POST-16 STUDENTS

70. Assessment of students learning at post-16 is very good. External accreditation is strength of provision for post-16 students. The school has worked hard to adapt the local education authority accreditation scheme (Challenge 21) for students at the school. The result (Steps to Challenge 21) is an assessment structure that is rigorous, externally validated and highly relevant to the needs of the students at the school. The scheme provides a very good introduction to accreditation for students who will encounter other accreditation schemes in their college placements when they leave school. The structure of the accreditation scheme places an appropriate emphasis on the development of key skills, especially literacy and numeracy.

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PROVISION FOR POST-16 STUDENTS

71. The school has also developed very good internally accredited modules. These modules add significant breadth to the post-16 curriculum, covering such diverse topics as travel training, safety in the work place and making short biscuits. The recent introduction of certificates for these modules, which describe both what a student has learnt and experienced, is a very good development.

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PROVISION FOR POST-16 STUDENTS

72. Pupils within Key Stage 4 at the school have well planned opportunities to access the post-16 curriculum. These lessons allow younger students to be taught accredited courses and ensure that transition to the post-16 class is both well managed and a positive experience for all students.

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PROVISION FOR POST-16 STUDENTS

73. The leadership and management of post-16 provision at the school are good. Very good links have been developed with local colleges and with vocational experience providers. The co-ordinator has developed a clear rationale for both the curriculum and assessment. The additional responsibilities held by the co-ordinator for pupils in Key Stage 4 at the school has resulted in greater continuity of provision for pupils and students aged 14 to 19. A particular strength of leadership is high expectations of what should be provided, and an ability to negotiate with other agencies if this is not currently available. At present, the co-ordinator has no non-contact time to monitor provision for pupils and students, which is a weakness in the leadership of this aspect of the school’s provision.

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PROVISION FOR POST-16 STUDENTS

74. Links with the community are a particular strength of post-16 provision. The school has successfully negotiated a link-course with a local college of further education. Students develop a good understanding of the world of work. Work experience opportunities are carefully selected for those who will benefit; for example, one student who has completed a course on hair care as part of a college link-course is placed at the local hairdresser. Additional opportunities are successfully linked to accreditation, such as a recent visit to a clothing retailer as part of a challenge to design a tie. Students also benefit from an annual residential visit that provides a good opportunity to practice skills such as budgeting. Within school, post-16 students operate an effective mini-enterprise scheme that includes operating a tuck shop. Catherington School - 31

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