Other · Ofsted report

Kilham Church of England Voluntary Controlled School

Inspected — · published 13 Sept 2002 · URN 117980

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What needs to improve2704w+69

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Full report text

KILHAM CE PRIMARY SCHOOL

Dates of inspection: 7 th - 8 th May 2002

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KILHAM CE PRIMARY SCHOOL

Short 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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KILHAM CE PRIMARY 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. Kilham CE Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Millside Kilham Driffield East Yorkshire

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 16 th September 1997 Kilham CE Primary School - 4

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Team members

11897 C Parker Registered inspector 15181 E Hackney Lay inspector 10413 M Best Team inspector

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Team members

Hugh Protherough Inspections Ltd PO Box 396 Banbury Oxfordshire OX15 5XJ

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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 Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Kilham CE Primary 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

Kilham CE Primary is a smaller than average school with 90 pupils on roll, all of whom speak English as their first language. They are taught in four classes with the present year groups ranging in size from 8 to 18 pupils. The number of pupils on the special educational needs register is below average, and there are none with statements. The children's attainment on entry fluctuates from year to year, but is generally above average. The children attend a peripatetic nursery for two afternoons per week, at the school, for the term before they start school. The proportion of pupils on free school meals is below average.

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HOW GOOD THE SCHOOL IS

This is a good school. It is well led by the headteacher who receives strong support from the teachers, governors and parents. The pupils attain well above average standards in English and mathematics because they are well taught. The school continues to provide good value for money.

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What the school does well

• The teaching is consistently good. Consequently, the pupils are achieving well and attaining high standards. • The pupils’ personal development is effectively fostered through a wide range of activities. As a result, they have positive attitudes and behave well. • The curriculum is broad and interesting and provides pupils with very good opportunities for learning. The school also uses a very good range of visits and visitors to enliven the curriculum. • The school enjoys the strong support of parents and the local community. • The school is well led and managed by the headteacher who has the strong support of the teaching team. They work together effectively to manage the curriculum.

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What could be improved

• The use of information and communication technology is not as extensive as it should be. • The school improvement activities are not being fully evaluated. 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 has made good progress since it was last inspected. Standards have risen faster than the national rate of improvement. The governors have tackled the issues from the last inspection very well and now have a greater involvement in the strategic management of the school. The teachers have improved their planning; most lessons now have clear objectives and the set tasks are carefully modified for different groups of pupils, particularly those with special educational needs. The teachers are planning an increasingly wide range of opportunities for the pupils to use information and communication technology but more work is needed to ensure its use right across the curriculum.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

There have been no improvements to the building, but the school has received confirmation that funds, exceeding half a million pounds, will be available in the next financial year to redevelop part of the school site and improve the accommodation for the pupils. Kilham CE Primary School - 7

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.

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Key

English B B B B well above average above average A B mathematics A A B B average below average C D science B B B B well below average E

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Key

The pupils are achieving well and attaining well above average standards in English and mathematics. The results of national tests at the end of Year 2 are consistently well above average. In 2001, the results in reading and writing were in the top five per cent nationally. When compared to similar schools, standards are very high in reading and writing and well above average in mathematics. Over the last three years, the results at the end of Year 6 have been consistently above average. In 1999 and 2000, they were well above average in mathematics. In 2001, a high proportion of the pupils attained at high levels in English. The school is now seeking to increase further the proportion of pupils attaining high levels, and the inspection evidence indicates that it will achieve its target with the current Year 6 pupils.

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Key

Much of the work seen in other subjects of the curriculum is also above average, most noticeably in music and art. Although standards in information and communication technology are in line with expectations, they are not as high as they could be.

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Aspect Comment

Attitudes to the school Most of the pupils have positive attitudes to learning and concentrate well in most lessons.

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Aspect Comment

Behaviour, in and out of classrooms Almost all of the pupils behave very well, listen to their teachers and contribute positively to lessons.

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Aspect Comment

Personal development and relationships The vast majority of the pupils show respect for others and are well aware of the effect of their actions.

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Aspect Comment

Attendance The attendance rate is above the national average; the rate of unauthorised absence is very low.

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Aspect Comment

Overall, the pupils' attitudes, behaviour and personal development are good, but occasionally a few behave inappropriately and disrupt the learning of others. One pupil has been excluded in the last year. Kilham CE Primary School - 8

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Reception Years 1 – 2 Years 3 – 6

Quality of teaching Very 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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Reception Years 1 – 2 Years 3 – 6

The teaching is consistently good throughout the school. The quality of the teaching in the lessons seen was always either good or better, and in over a third of lessons it was very good. The teaching of the youngest children is very good. The teacher’s quiet, yet very purposeful manner sets a very positive tone for lessons which are always well organised and effectively managed. In Key Stages 1 and 2, the teaching is consistently good and in some lessons it is very good. The teachers plan their lessons thoroughly and set out clearly what they want the children to learn. The teaching of English and mathematics is particularly strong, and as a result the pupils’ make good progress in the development of their literacy and numeracy skills. The teachers modify the tasks to match the ages and needs of their pupils. The children with special educational needs are well supported by their teachers and the classroom assistants.

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Reception Years 1 – 2 Years 3 – 6

The pupils generally respond very well to their teachers. They concentrate during lessons and are eager to ask and answer questions. Consequently, they are learning effectively.

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Aspect Comment

The quality and range of the curriculum The school provides its pupils with a very broad and interesting curriculum. Visits to places of interest and visitors to the school are used effectively to bring learning to life.

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Aspect Comment

Provision for pupils with special educational needs The school provides good support for those pupils who have special educational needs.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The pupils’ spiritual, moral, social and cultural awareness is effectively developed through a wide range of activities both in and out of the classroom.

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Aspect Comment

How well the school cares for its pupils The health and welfare of the pupils is given a high priority by all members of the staff.

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Aspect Comment

The school is strongly supported by the parents and the local community. The parents are very pleased with the work of the school and are particularly appreciative of the ease with which they can approach the teachers and talk to them about their children’s progress.

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Aspect Comment

In almost every respect the curriculum meets both statutory requirements and the needs of the pupils, but the use of information and communication technology across the curriculum is not yet sufficiently extensive. Kilham CE Primary School - 9 The pupils’ academic performance is carefully tracked from the time they enter the school through to the national tests at the end of Year 6. They are set targets to help them to achieve their potential.

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Aspect Comment

Leadership and management by the headteacher and other key staff The school is well led and managed by the headteacher. The teaching team works together very effectively to manage the curriculum.

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Aspect Comment

How well the governors fulfil their responsibilities The governors are playing an increasingly effective role in shaping the direction of the school. They meet their responsibilities and support the school very well.

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Aspect Comment

The school’s evaluation of its performance All of the available performance data is put to very good use to evaluate the performance of both individual pupils and each cohort.

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Aspect Comment

The strategic use of resources The school uses its available funds to positive effective. For example, the teaching assistants provide very good support to both teachers and the pupils.

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Aspect Comment

The calm and positive learning environment that is cultivated by the headteacher and the very effective teamwork of the teachers are particularly strong features of the leadership of the school.

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Aspect Comment

The school applies the principles of best value in a satisfactory manner. Good use is made of performance data to evaluate the effectiveness of the school. It makes good use of consultants to accelerate development activities and sets challenging targets through performance management. However, the impact of development activities in the school improvement plan is not fully evaluated.

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What pleases parents most What parents would like to see improved

• The good progress and the high standards attained by the pupils. • The positive attitudes and values promoted by the school. • The good range of information they receive. • The commitment of the teachers. • The ease with which they can approach the school and the teachers. • The annual written reports. • The arrangements for physical education.

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What pleases parents most What parents would like to see improved

The inspectors agree with the many positive points made by the parents. They also agree that there is scope for improving the annual written reports, which at the present time contain too much educational jargon. During the course of the inspection, no physical education lessons were seen. The timetables indicate that physical education is given an appropriate amount of curriculum time, but until the new Kilham CE Primary School - 10 hall is built the present accommodation severely restricts the range of activities that the school can offer. In the meantime, the village hall is being used to alleviate some of the difficulties. Kilham CE Primary School - 11

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WHAT THE SCHOOL DOES WELL

1. The teaching is consistently good throughout the school. In all of the lessons seen it was always either good or better, and in over a third of the lessons it was very good. Consequently the pupils are achieving well and attaining high standards particularly in English and mathematics.

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WHAT THE SCHOOL DOES WELL

2. The teaching of the youngest children is very good. The teacher’s quiet, yet very purposeful manner sets a very positive tone for lessons that are always well organised and effectively managed. The pupils are set interesting tasks that relate well to their previous learning. The teacher is constantly seeking to extend their learning and questions them well. This was particularly evident when the pupils were learning about the basic properties of shapes. The activities were well planned and prepared, the necessary resources were readily available and the teacher set out clearly what she wanted the children to learn. Consequently, they responded very well. The teacher frequently uses songs and rhymes, for example, ‘Ten Little Squirrels’ to improve the children’s counting, addition and subtraction skills. The children clearly enjoy these tasks and learn effectively as a result. Most are well on course

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WHAT THE SCHOOL DOES WELL

to achieve the expected targets by the end of the Foundation Stage and are being well prepared for Key Stage 1.

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WHAT THE SCHOOL DOES WELL

3. In Key Stages 1 and 2, the teaching is consistently good and in some lessons it is very good. The teachers plan their lessons thoroughly and set out clearly what they want the children to learn. In some instances, they start by making the learning objectives clear to the pupils and then review them at the end of the lesson to assess the extent of the learning. However, this not yet a feature of every lesson and consequently some whole-class sessions are not as sharply focussed as they should be. Nevertheless, the tasks the teachers set are interesting and in many lessons modified to provide an appropriate level of challenge to different groups. The teaching of English and mathematics is particularly strong and as a result the pupils make good progress in the development of their literacy and numeracy skills. In Years 1 and 2, the teacher is particularly adept at encouraging the pupils to write in an interesting manner

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WHAT THE SCHOOL DOES WELL

by encouraging factual analysis of texts. As a result, many pupils pay good attention to grammar and punctuation in their work and standards in writing are well above average by the end of Year 2. In Years 3 and 4, the teacher captures the pupils’ imagination and harnesses their enthusiasm to write humorous poetry. They show great enjoyment in this activity which illustrates their ability to use language effectively. In Years 5 and 6, the teachers work well together to provide the pupils with well-planned, appropriate activities. For example, the teachers help the pupils to develop good approaches to non-fiction writing in English. The tasks set for the oldest pupils are well matched to their ability and pose a challenge that motivates them to concentrate and learn effectively. This was particularly evident where the headteacher was working with them to revise and reinforce a range of approaches to problem solving in mathematics. The pupils clearly benefited from this

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WHAT THE SCHOOL DOES WELL

4. The pupils with special educational needs are well supported by their teachers and the classroom assistants who work particularly closely with them. Their joint efforts enable these pupils to play a full and effective part in the lessons.

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WHAT THE SCHOOL DOES WELL

5. As a result of good teaching, the pupils are achieving well and attaining well above average standards in English and mathematics. The results of the national tests at the end of Year 2 Kilham CE Primary School - 12 are consistently well above average. In 2001, the results in reading and writing were in the top five per cent nationally, and were well above average in mathematics. When compared to similar schools, standards are very high in reading and writing and well above average in mathematics. Over the last three years, the results at the end of Year 6 have been consistently above average. For instance, in 1999 and 2000 they were well above average in mathematics. In 2001, the proportion of pupils attaining at high levels remained well above average in English, but dropped to average in mathematics. The school is now seeking to increase the proportion attaining the higher levels and inspection evidence indicates that it is

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WHAT THE SCHOOL DOES WELL

on course to meet this target with the current Year 6 pupils.

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The pupils’ personal development is effectively fostered through a wide of activities. As a

result they have positive attitudes and behave well.

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The pupils’ personal development is effectively fostered through a wide of activities. As a

6. The school provides the pupils with many and varied opportunities to enhance their personal development. Through lessons in art, music and religious education, it makes good provision for the pupils’ spiritual development that is further enhanced by periods of reflection in the daily acts of collective worship. The teachers also seize opportunities to explore feelings. For example, when the pupils returned from a visit to the Anne Frank exhibition one pupil wrote in a letter, ‘How did you say everyone is good in their hearts, when people were trying to kill you?’ The older pupils went on to create a class poem which contained very mature reflections: a. ‘The holocaust…..lives in the screams of children and the moan of a dog. b. Lives in cold holes of darkness deep underground. c. Lives in a screaming dark soul.’

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The pupils’ personal development is effectively fostered through a wide of activities. As a

7. The teachers provide very good role models for the pupils. They are consistent in fostering a clear understanding of right and wrong. They trust the pupils to conform to the high standards of moral and social behaviour expected in the school and on most occasions the pupils respond very well. During a science lesson, younger pupils made annotated drawings of trees and plants in the garden of the house next to the school. The teacher reminder them about how careful they should be when in the garden. They all behaved very well and took particular care not to stand on any plants. One pupil told an accompanying adult, ‘This garden is spectacular!’

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The pupils’ personal development is effectively fostered through a wide of activities. As a

8. Visits, visitors, attendance at clubs and interacting with each other during their work all help to promote a very secure set of social skills. The older pupils treat younger pupils appropriately and respond appreciatively to the interest shown by adults in their progress. The older pupils have additional responsibilities which aid the smooth running of the school. They also have links with a special school which is felt to be very beneficial to the pupils of both schools. The vast majority of pupils have a well-developed understanding of the effect of their actions on others, but very occasionally a few individuals loose sight of this.

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The pupils’ personal development is effectively fostered through a wide of activities. As a

9. A strong cultural strand is built into many aspects of the curriculum. The school is aware of the many opportunities for developing a local identity and for fostering knowledge and understanding about other times and other cultures. During art lessons, for example, the pupils have been learning about African arts and crafts. In religious education they have been studying Judaism and in geography the younger pupils follow with interest the travels of Billy and Barnaby Bears. Billy Bear is currently sending the youngest pupils a great deal of information from the Brazilian rainforest. Visiting Indian musicians, Gurukul, recently performed for the whole school before providing workshops for pupils in Key Stage 2. Kilham CE Primary School - 13 10. The very good provision for personal development has a positive effective on the pupils’ attitudes and behaviour. They show respect for each other and listen when others are

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The pupils’ personal development is effectively fostered through a wide of activities. As a

speaking. They behave well in the vast majority of lessons and this has a positive effect on their learning and the standards they attain.

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opportunities for learning. The school also uses a very good range of visits and visitors to

11. The school provides its pupils with a very broad and interesting curriculum. The National Literacy and Numeracy Strategies are used very effectively and, consequently, the results show considerable improvement at the end of Year 6 in recent years. The teachers make very good links between literacy and other areas of the curriculum; for example, in Years 1 and 2 the pupils were using texts about insects in conjunction with their science work on minibeasts. Music and art have a prominent place in the curriculum and this is reflected in displays of artwork around the school and the very good quality of the pupils singing and playing of guitars, recorders and ocarinas in whole school assemblies. The children in the Foundation Stage are encouraged to enjoy the contribution of music in everyday activities. This is built on very effectively in Key Stage 2 where the pupils benefit from the regular

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opportunities for learning. The school also uses a very good range of visits and visitors to

teaching of a visiting specialist music teacher who provides them with a wide range of activities, including composition and performance. Throughout the school, the work of artists and crafts people is used as a stimulus to motivate and enthuse the pupils. In Key Stage 1, for instance, there are good examples of pupils producing work in the style of Van Gogh and Mondrian, and they are currently looking at the work of Gaudi as part of their study of Spain. In Key Stage 2, the older pupils are creating tile mosaics to depict important events and developments of the last fifty years as part of the Queen’s Golden Jubilee celebrations. It is planned that the completed mosaics will feature within the impending redevelopment of the school site. In both art and music, there are good opportunities for the pupils to experience the influence of other cultures. For example, they have studied the work of African artists

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opportunities for learning. The school also uses a very good range of visits and visitors to

and craftspeople and listened to Indian music created by visiting musicians.

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opportunities for learning. The school also uses a very good range of visits and visitors to

12. Visits to places of interest and visitors to the school are used effectively to bring learning to life. In history, for example, the pupils have visited Hornsea Museum and had the experience of being a Victorian child for the day. In geography, they have made field trips to Scarborough and Millington Wood. The school’s photographic record of trips and visits is extensive and highlights the range and variety of experiences offered to the pupils, the most recent of which is a visit to the Magna technology museum in Rotherham. Some records of visits make good use of information and communication technology, but it is the one area of the curriculum where more effective use should be made of the school’s resources. Nevertheless, the range and breadth of the curriculum provided by the school are significant factors in the achievements of the pupils and the good progress they make.

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opportunities for learning. The school also uses a very good range of visits and visitors to

The school enjoys the strong support of parents and the local community.

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opportunities for learning. The school also uses a very good range of visits and visitors to

13. The parents' responses to the questionnaires and the comments of those who attended the pre-inspection meeting show that they feel welcomed, valued and included in the work of the school. Many parents help regularly in school or when the pupils go out on trips and visits. They are kept very well informed and appreciate the termly curriculum details and the weekly newsletters that they receive. The parents readily approach the teachers at any time should they have a concern or wish to talk about their child’s work. Through termly consultation and target setting meetings, they are well informed about their children’s Kilham CE Primary School - 14 progress. However, some are not entirely happy with the information they receive in the annual written reports. At the moment, they feel that there is too much ‘padding’ in them. The school adopted a new computerised reporting format which now requires modifying. It

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opportunities for learning. The school also uses a very good range of visits and visitors to

aims to develop a system that will be manageable for the teachers and provide better information for parents.

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opportunities for learning. The school also uses a very good range of visits and visitors to

14. The school has a very active parents’ association that works hard for the school. Other members of the local community also contribute to the everyday life of the school. The most evident example is the twice weekly contribution made by a member of the community who plays the piano for collective worship and adds considerably to the pupils’ experience through her uplifting accompaniment to their singing. Some parents run the after school games' clubs and lead some of the musical activities, such as the recorder group. The immediate neighbours of the school willingly open their large garden to the pupils so that, for example, when they are studying trees and plants they can use it as a resource for their learning. The school also has developed links with Leeds United F.C. and local sports clubs and organisations that provide coaching support. It is also involved in competitions with other

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opportunities for learning. The school also uses a very good range of visits and visitors to

15. The strong links with parents and the community make an important and effective contribution to the pupils’ education.

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The school is well led and managed by the headteacher who has the strong support of the

teaching team. They work together effectively to manage the curriculum.

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The school is well led and managed by the headteacher who has the strong support of the

16. The headteacher has a clear vision for the school, which he communicates very well to all involved. He is reflective, has a strong sense of purpose and cultivates a calm and positive learning environment. This helps the teachers, who work together very well as a team, to build on their success, and motivates them to further improvement. Together, the headteacher and the teachers make a very effective partnership with complementary skills and capabilities. They provide a positive ethos based on mutual trust and respect.

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The school is well led and managed by the headteacher who has the strong support of the

17. The headteacher wants the best for the children, and believes in a rounded and inclusive education where all can succeed. He knows all of the pupils very well, and shows genuine delight in their achievements, whether they are academic, musical or equestrian. One pupil was presented with the rosettes she had won at a gymkhana in assembly so that the whole school could acknowledge her achievements. The headteacher has successfully balanced a drive for high standards in English and mathematics, with a concern that each pupil should have a broad, balanced and creative educational experience. The rich experiences provided by the school through trips and visits and particularly in art and music reflect this strongly.

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The school is well led and managed by the headteacher who has the strong support of the

18. With a high level of collaboration and co-operation, each teacher successfully manages a number of areas of the curriculum. They are making increasing use of planning software that allows them to monitor what is being taught. They check that pupils are achieving the standards they should through the increasingly incisive use of performance data. The attainment of all children is tracked closely as they move through the school and the resulting information is used to set targets for both individual pupils and cohorts. This information is also presented to the governors and used to set performance targets for the headteacher.

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The school is well led and managed by the headteacher who has the strong support of the

19. The governors contribute effectively to the success of the school. They work alongside the headteacher, so that they have a good idea of the strengths and weaknesses of the school. They take on the role of a critical friend, and the headteacher values their advice. The Kilham CE Primary School - 15 governing body is well organised and exercises its corporate role effectively thorough efficient committees. The meetings are regular, well attended, and suitably minuted. There are good procedures for monitoring the budget, and all of the issues arising from a recent audit have been addressed in order to strengthen the school’s systems. The governors take their responsibilities seriously and their personal strengths and skills provide the school with considerable expertise. For instance, some of the governors are very keen to extend and develop the use of information and communication technology in the school. They have a

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The school is well led and managed by the headteacher who has the strong support of the

programme of visits to the school that keeps them well informed and in touch with the teachers. They are fully involved in monitoring the progress of the development activities in the school improvement plan but are not fully evaluating their effect.

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The school is well led and managed by the headteacher who has the strong support of the

20. The leadership and management of the headteacher and the support and direction of the governors contribute significantly to the positive ethos and good provision made by the school.

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WHAT COULD BE IMPROVED

The use of information and communication technology is not as extensive as it should be.

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WHAT COULD BE IMPROVED

21. The school has adequate resources to provide the pupils with a very good range of opportunities to develop and use their information and communication technology skills in a wide range of contexts. At present, the pupils are not making the extensive use of information and communication technology that is expected in all areas of the curriculum. There are good examples of the use of computer applications in, for example, art where the pupils in Key Stage 1 have used painting programs to create images of butterflies. There are also good examples of word processing in the writing of older pupils. Nevertheless, more frequent use could and should be made of the school’s resources in other subjects.

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WHAT COULD BE IMPROVED

22. The teachers have completed their New Opportunities Fund training which, along with other developments, particularly in planning, has improved the use of information and communication technology, but the momentum of improvement must be maintained so that the frequency and range of opportunities provided for the pupils continues to increase.

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WHAT COULD BE IMPROVED

School improvement activities are not being fully evaluated.

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WHAT COULD BE IMPROVED

23. The school improvement plan sets out appropriate priorities. The plan is clear in its overarching objectives, identifies sensible timetables and those responsible for monitoring developments. However, the success criteria are not precise enough to enable the governors to evaluate how successful these activities have been. For example, in the information and communication technology improvement plan the success criterion is given as, ‘Individual folders of work to demonstrate achievement.’ It gives no indication of how many pieces of work, the areas, contexts and the levels that are expected. Similarly, costs are not precise enough. In some action plans, ‘time’ is allocated without any indication of either the personnel or cost this will involve.

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WHAT COULD BE IMPROVED

24. Without clear success criteria and the relevant financial information, it is difficult for the governors to evaluate the effect of the school improvement activities on the provision made for the pupils, the standards they attain and whether or not these activities offer good value for money. In future, the school improvement plan should contain sufficient, relevant detail so that the governors can carry out a full evaluation of its success. Kilham CE Primary School - 16

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The governors, headteacher and teachers should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Continue to extend the frequency and range of opportunities provided for the pupils use information and communication technology right across the curriculum.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Ensure that the school improvement plan contains sufficient detail to allow the governors to fully evaluate its effect. Kilham CE Primary School - 17

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