School etc

Aldryngton Primary School

Aldryngton Primary School
Off Silverdale Road

phone: 0118 9265843

headteacher: Mrs E Stewart

reveal email: h…

school holidays: via Wokingham council

317 pupils aged 4—10y mixed gender
315 pupils capacity: 101% full

150 boys 47%


165 girls 52%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 474710, Northing: 171551
GPS coordinates
Latitude: 51.438, Longitude: -0.92655
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 1, 2011
Region › Const. › Ward
South East › Wokingham › Maiden Erlegh
Urban > 10k - less sparse
Free school meals %

rooms to rent in Reading

Schools nearby

  1. 0.1 miles Maiden Erlegh School RG67HS
  2. 0.1 miles Maiden Erlegh School RG67HS (1789 pupils)
  3. 0.4 miles Earley St Peter's Church of England Voluntary Aided Primary School RG61EY (531 pupils)
  4. 0.6 miles Radstock Primary School RG65UZ (471 pupils)
  5. 0.7 miles Loddon Junior School RG67LP
  6. 0.7 miles The Loddon Infant School RG67LR
  7. 0.7 miles Loddon Primary School RG67LR (472 pupils)
  8. 0.9 miles Alfred Sutton Primary School RG61JR (528 pupils)
  9. 0.9 miles Whiteknights Primary School RG28EP (394 pupils)
  10. 0.9 miles Reading College and School of Arts and Design RG15RQ
  11. 0.9 miles University of Reading RG66UR
  12. 0.9 miles UTC Reading RG15RQ (141 pupils)
  13. 1 mile South Lake Infant and Nursery School RG53QQ
  14. 1 mile South Lake Junior School RG53NA
  15. 1 mile William Gray Junior School RG53JE
  16. 1 mile William Gray Infant School RG53JE
  17. 1 mile Hawkedon Primary School RG63AP (553 pupils)
  18. 1 mile Leighton Park School RG27ED (491 pupils)
  19. 1 mile Highwood Primary School RG53JE (203 pupils)
  20. 1 mile South Lake Primary School RG53NA (477 pupils)
  21. 1.1 mile Redlands Primary School RG15QH (279 pupils)
  22. 1.1 mile Hillside Primary School RG64HQ (465 pupils)
  23. 1.1 mile St Joseph's College RG15JT (420 pupils)
  24. 1.1 mile St Joseph's Convent Preparatory School RG15JT

List of schools in Reading

Age group 4–11
Inspection date(s) 1–2 December 2011
Inspection number 377966

Aldryngton Primary School

Inspection report

Unique Reference Number 109850
Local Authority Wokingham
Inspection number 377966
Inspection dates 1–2 December 2011
Report ing inspector Rob Crompton

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 318
Appropriate authority The governing body
Chair Ian Head
Headteacher Elaine Stewart
Date of prev ious school inspection 5 February 2007
School address off Silverdale Road
Telephone number 0118 926 5843
Fax number 0118 926 6267
Email address reveal email: adm…


This inspection was carried out by three additional inspectors. The inspectors visited

23 lessons and observed 12 teachers. Inspectors held meetings with members of the

governing body and staff, and talked with pupils. They observed the school’s work,
and looked at the school’s self-evaluation, improvement plans, policies, and
assessment and tracking systems, safeguarding procedures and pupils’ work.

Inspectors examined questionnaires from 191 parents and carers, as well as those
from pupils.
The inspection team reviewed many aspects of the school’s work. It looked in detail
at a number of key areas.

  • How well pupils are progressing in writing through Year 1.
  • How well children in the Reception classes are developing their communication

Information about the school

Aldryngton is a larger than average primary school. About three quarters of pupils
are of White British heritage. The remainder come from a range of backgrounds,
with Indian and Pakistani being the next largest groups. About 10 per cent of pupils
speak English as an additional language but none are at an early stage of learning
English. The proportion of pupils who have learning difficulties and/or disabilities is
well below the national average. These pupils have specific learning difficulties or
behavioural, emotional and social problems. The proportion of pupils known to be
eligible for free school meals is extremely low. The school has Healthy Schools status
and the Active Mark. There are two Reception classes. Older pupils are taught in
mixed age classes, comprising Years 1 and 2, Years 3 and 4, and Years 5 and 6.

Inspection judgements

Overall effectiveness: how good is the school? 1
The school’s capacity for sustained improvement 1

Main findings

The school provides an outstanding quality of education. Due to inspiring teaching,
underpinned by an exceptionally stimulating curriculum, the outcomes for pupils are
outstanding. Levels of attainment are consistently high. Pupils’ well-honed learning
skills, together with their extremely mature attitudes, prepare them particularly well
for their subsequent education and beyond. Parents and carers hold the school in
high regard. Among their numerous positive comments were, ‘Aldryngton is a great
school, which develops children not only educationally but also socially and
emotionally’, ‘We are delighted with the school. The teachers are enthusiastic,

positive, hardworking and committed’ and ‘My child has made excellent progress and

loves being part of a very cheerful and positive community.’
Relationships across the school are excellent and pupils’ behaviour is exemplary. The
school is a harmonious community where pupils from all backgrounds get on well
with one another and are mutually supportive. Pupils have a strong voice and know
their ideas are valued. Their contribution to the school and the wider community is

outstanding. Pupils’ excellent understanding of the importance of a healthy lifestyle is

evident in the enthusiasm with which they take part in the wide range of physical
activities. A wealth of enrichment activities, including those in sport, music and art,

contribute to pupils’ outstanding spiritual, moral, social and cultural development.

Pupils fully appreciate the way the curriculum is flexible enough to allow them an
element of choice about what to study, how to go about it and how to present their
findings. Teachers are highly skilled in providing such opportunities for independent
learning, while at the same time ensuring that pupils develop their skills

progressively through challenging and meaningful activities. Staff keep detailed

records of each pupil’s progress and provide excellent guidance about how they can

improve. Pupils themselves contribute to this process, frequently assessing their own
and their classmates’ work according to specific criteria. The complete confidence of
parents and carers in the way their children are kept safe reflects the outstanding
care, guidance and support provided.

The school’s success owes much to the outstanding leadership at all levels. The

headteacher plays a pivotal role in sustaining the collective determination of all staff

to build on the school’s many strengths and move even further forward. All aspects

are kept under regular review. Equality of opportunity is the bedrock of the school’s
work. Parents and carers are frequently consulted and play a significant part in the

school’s cycle of self-evaluation. As a result of this approach, strategic planning is

founded on a wide range of evidence. For example, this process revealed some
weaknesses in how the outdoor area in Reception is used to promote children’s
learning, and this is, rightly, a school priority. The school has moved forward on
several fronts since the last inspection. Teaching and the curriculum have improved

and the rate of pupils’ progress has accelerated from good to outstanding. This

indicates an outstanding capacity for sustained improvement.

What does the school need to do to improve further?

  • Extend opportunities for children in the Reception classes to learn outdoors by
    more opportunities for children to learn routinely in the outdoor area
    prompts and materials outdoors to stimulate and support children’s
    communication skills
    stimulating outdoor role play areas to promote children’s creative
    Pupils thoroughly enjoy learning and make excellent progress. As children start
    school, their knowledge, understanding and skills are broadly in line with those
    expected. By the end of Year 6, levels of attainment are high in English, mathematics
    and science, indicating outstanding achievement. All groups of pupils, including those
    with specific learning difficulties, progress exceptionally well from their starting
    points. Sensitive support for those with behavioural, emotional and social problems
    enables them, for the most part, to participate fully in lessons. Pupils with particular
    gifts and talents excel, especially in writing and mathematics.
    Pupils quickly learn the relationship between letters and sounds and soon become
    confident readers. ‘I have a digraph in my name, do you?’ asked a Year 1 pupil. A
    focus on these skills has borne fruit in writing, as is evident from the very good
    headway pupils make in Years 1 and 2. Pupils in Years 5 and 6 read widely, and their
    book reviews show a remarkable degree of maturity and insight. For example, one
    pupil wrote, ‘This book is simply outstanding if you like a tense, action-packed
    thriller/spy story written for the more accomplished reader.’ As they move through
    the school, pupils become increasingly adept at writing for different purposes. After
    researching life on board a Tudor warship, for example, pupils in Years 3 and 4
    presented their findings in a variety of ways, with some choosing to make a poster
    and others annotated sketches or descriptive accounts. Pupils’ writing becomes
    progressively more sophisticated. Introducing her autobiography, one pupil captured
    the genre perfectly with:
    ‘As you read on, you will find the highs and lows of my life and my hopes
    and ambitions for the future. So buckle your seat belt and get ready for a
    long and bumpy ride. Aka my life.’
    Pupils make similarly swift gains in mathematics. By Year 4, most have a very secure
    grasp of number facts. For example, their instant recall of multiplication tables
    enabled pupils to find quickly 2/7 of 63 and 5/8 of 64. Pupils in Year 6 confidently
    solve problems because of their underlying understanding of mathematical principles,
    such as the commutative law and the relationship between fractions, decimals,
    percentages and ratio. Those with particular strengths in mathematics rise to the
    challenge of tackling more advanced work. For example, a group of high flying pupils
    accurately plotted algebraic expressions, such as y=x
    , to create parabolic curves.
    Pupils’ high level of maturity has a significant impact on their learning. They are self-
    disciplined and well motivated. They work extremely well together in lessons and
    enthusiastically take on responsibilities, such as school councillors, sports captains
    and peer mediators. Pupils frequently take the initiative and have been influential in
    developing the school’s anti-bullying policy, improving school meal choices and
    developing the grounds. Pupils feel very safe in school and are well aware of how to
    avoid hazards when out and about. They have a clear understanding of the potential
    pitfalls in using modern communication technology. The awards of Healthy Schools
    status and the Active Mark reflect pupils’ high level of understanding of the
    importance of nutrition and exercise. Pupils’ strong moral values are evident, not
    only in their daily interactions with other pupils and staff, but also in their keenness
    to support those less fortunate than themselves. Pupils demonstrate an expressive
    and creative impulse, not least in their thoughtful art work and highly expressive
Outcomes for individuals and groups of pupils 1

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress



The extent to which pupils feel safe 1
Pupils’ behav iour 1
The extent to which pupils adopt healthy lifesty les 1
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance


The extent of pupils’ spir itual, moral, social and cultural development 1


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

How effective is the provision?

Pupils’ progress and learning are exceptional because the quality of teaching is

consistently good or better. During the inspection, all the teaching was at least good
and over half was outstanding. Teachers plan lessons so that all groups are suitably

challenged. Their highly effective questioning takes into account pupils’ level of

understanding and motivates them to learn at a fast pace. Lessons are planned to be
fun and relevant and provide opportunities for independent and collaborative group
work. Pupils frequently evaluate their own work and that of their classmates. For
example, one pupil advised her partner: ‘Try to include some figurative language.’
Teachers use modern technology skilfully to engage pupils and extend their
understanding. Pupils in Year 3 and 4 were spellbound as they watched a video clip
about the artefacts found on the Mary Rose. In a Year 5 and 6 mathematics lesson,
pupils used their well-developed computer skills to create formulae in a spreadsheet
for automatically calculating percentages. Practical approaches feature strongly and

deepen pupils’ learning. This was evident as a group of more able Year 6 pupils

shone a beam of light on to a parabolic mirror and saw how it was reflected towards
the same point from every position. Their learning was all the more relevant to
everyday life when they looked at the parabolic structure of a satellite TV dish.

Such innovative approaches reflect the school’s success in designing a curriculum

which is meaningful and relevant. Learning opportunities are carefully planned in all
subjects. In English and mathematics, pupils work in three ability sets across the
mixed-age teams. Teachers ensure that there is a high level of challenge relative to
each set and, within lessons, further differentiate the work. The well-qualified and
experienced teaching assistants a play significant part in supporting individuals and
small groups. Pupils have ample opportunities to practise, consolidate and extend
their key skills in different contexts. One described a recent residential trip as ‘the

best week of my life’. A visit to a Tudor mansion involved writing descriptions and

persuasive letters, and the study of mathematical shapes within the structure of the

building. The quality of pupils’ work arising from this and other similarly engaging

activities showed excellent presentation, pride and progress over time. A wide variety
of extra-curricular activities enhance pupils’ learning and personal development.
Specialist teaching in sport and music enrich the curriculum extremely well. Pupils
are very proud of their success in many sporting events, such as cross-country
running. All pupils learn a musical instrument when in Year 3 and some choose to
continue as they move through the school.
The outstanding level of care, guidance and support for pupils is evident in the
warm, purposeful and stimulating environment. Robust systems ensure that each
pupil is well known and a close watch is kept on their academic and personal
development. Staff are quick to identify where pupils and their families need specific

help. One parent’s comment succinctly summed this up: ‘Aldryngton excels at
identifying where extra assistance is required and provides it very well.’ This

approach is evident, not least in the exemplary way in which pupils with special
educational needs and/or disabilities and those with particular gifts and talents are

supported. Excellent transition arrangements ensure that children joining the school
settle in smoothly and staff take great care to anticipate and resolve any concerns
pupils might have when moving into different classes.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
The use of assessment to support learning


The extent to which the curriculum meets pupils’ needs, including, where
relevant, through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

Leaders and managers at all levels have worked very successfully since the previous
inspection. Provision has improved considerably and, since outcomes for pupils are
outstanding, the school gives excellent value for money. There is a clear sense of
direction. Through rigorous monitoring of teaching and learning and very careful
tracking of pupils' progress, the school has recognised its strengths and ensured that
weaknesses are properly identified and tackled. In particular, the headteacher and
deputy have a detailed knowledge of the school and community. They share a
determination to raise attainment further. The thorough way that staff check
carefully the progress of different groups of pupils reflects the school's very strong
commitment to promoting equal opportunities and tackling discrimination. The school
puts its commitment to equal opportunities at the centre of its ethos, and the
success of its plans to remedy minor anomalies in pupils’ progress shows that its
policies are having a very strong impact.
The governing body works well with other leaders and managers to ensure that
safeguarding procedures are of excellent quality. Stringent checks are made at the
single point of access to the building. The governing body is well informed about the
school. The governing body takes its statutory responsibilities seriously and provides
effective support and challenge. Individual members have recently been assigned to
link with a curriculum subject in order to gain more first-hand evidence of the
school’s provision and outcomes. This initiative has yet to have full effect but there
positive signs in governors’ better understanding of how well pupils are learning.
Parents and carers have a strong voice in influencing key decisions. Provision for
music was enhanced at their suggestion, and they are heavily involved in developing

the school grounds. Home/school links are very well established through the school’s

informative website, regular consultation evenings and pupils’ home learning
projects. Links outside agencies are harnessed very effectively and the school plays
a leading role in the local network of schools. Community cohesion is promoted very
well at a local level. The variety of cultures within the school community is drawn on

effectively. Pupils talked enthusiastically, for example, about a recent ‘international

week’. The school has identified the need to expand national perspectives and plans

are in hand to make links with a school in a contrasting locality.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and
driving improvement
Taking into account:
The leadership and management of teaching and learning


The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities
The effectiveness of the school’s engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 1
The effectiveness with which the schoo l promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

Children soon settle in to the Reception classes and become very confident learners.
They behave very well and are highly enthusiastic. Children make good progress
and, as they enter Year 1, their levels of attainment across all areas of learning are
above those expected. They show high levels of independence, curiosity, imagination
and concentration. Due to a concerted effort by staff to accelerate the development

of children’s early language skills, most children make rapid gains in expressing
themselves and most speak confidently. ‘Look at my butterfly’, one said. ‘I’m putting

it an envelope and posting it to my friend.’ Children gain a secure knowledge of
letters and sounds which enables them to tackle such writing tasks independently

using viable spellings, such as ‘ples’ (please) and ‘firwck’ (firework).
Adults track children’s progress very thoroughly. They work closely together to plan

small group and one-to-one teaching, together with opportunities for children to
initiate activities. Provision indoors is carefully organised so that children can make
independent choices. There was a hive of activity during one session, for example.
Children playing in the ‘doctor’s surgery’ revealed their very good understanding of
how the heart beats and pumps blood. ‘OK, I’ll send an ambulance’, said one ‘on the
telephone’ as her friends prepared to receive the patient. Other children were busily
engaged and developing their sense of shape as they used construction apparatus,

played with containers in the water tray or cut out coloured paper to make ‘stained
glass windows’. The outdoor provision is less well resourced and includes fewer

opportunities for pupils to develop their communication skills. Role-play areas do not

draw the same creative responses, and opportunities for children to practise their
early writing skills are rather sparse.
The joint leadership of the Early Years Foundation Stage is effective in providing a
cohesive programme from Reception to Year 2. For example, the improvements in

children’s writing skills have been due in no small part to a joint approach to linking

speaking, reading and writing. The managers are aware of the current limitations in
the creative and communication opportunities in the outdoor area.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation



Views of parents and carers

The proportion of parents and carers who returned the inspection questionnaires was
well above average. All thought the school kept their children safe. They were almost

unanimous in their happiness with their children’s overall experience, the quality of

teaching and how the school helps their children to lead a healthy lifestyle. The
inspection found that parents and carers were given good advice about helping their
children at home and that they played a significant part in influencing key decisions.
There was no pattern to the concerns raised by a very small minority of parents and

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Aldryngton Primary School
to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 191 completed questionnaires by the end of the on-site inspection. In
total, there are 318 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 112 59 77 40 1 1 0 0
The school keeps my child
115 60 74 39 0 0 0 0
The school informs me about
my child’s progress
60 31 114 60 11 6 0 0
My child is making enough
progress at this school
75 39 99 52 7 4 1 1
The teaching is good at this
108 57 72 38 2 1 0 0
The school helps me to
support my child’s learning
62 32 104 54 16 8 0 0
The school helps my child to
have a healthy lifestyle
87 46 96 50 2 1 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
84 44 77 40 9 5 0 0
The school meets my child’s
particular needs
79 41 89 47 9 5 0 0
The school deals effectively
with unacceptable behaviour
86 45 81 42 11 6 0 0
The school takes account of
my suggestions and
70 37 92 48 16 8 3 2
The school is led and
managed effectively
110 58 75 39 1 1 0 0
Overall, I am happy with my
child’s experience at this
109 57 78 41 3 2 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training.

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Capacity to improve: the proven ability of the school to continue

improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities,

not just the headteacher, to identifying priorities,
directing and motivating staff and running the

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.

  • The school’s capacity for sustained
  • Outcomes for individuals and groups of
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and
    Progress: the rate at which pupils are learning in lessons and
    over longer periods of time. It is often measured
    by comparing the pupils’ attainment at the end of a
    key stage with their attainment when they started.
    5 December 2011
    Dear Pupils
    Inspection of Aldryngton Primary School, Reading RG6 7HR
    Thank you for the help you gave us with the recent inspection of your school and for
    the very friendly way you received us. We spoke to many of you and you were very
    helpful in sharing your views. We enjoyed watching you learn in lessons and seeing
    your enjoyment in assembly. We were particularly impressed by your tuneful and
    expressive singing. Well done to all of you in Year 3 who are really working hard to
    learn your brass instruments. Your playing of ‘Jingle Bells’ certainly put us in the
    mood for Christmas!
    Yours is an outstanding school. Your behaviour is excellent. Most of you enjoy school
    and we could see why. Teachers make lessons as interesting as possible and make
    sure your work is pitched at the right level. It was good to see how much you
    contribute your own ideas, make sensible choices and work so well with one another
    when you have group tasks. You have a really good understanding of the importance
    of a healthy lifestyle. Many of you show this in your eager participation in sports.
    You learn to work and play very well together and willingly help each other. We were
    impressed with how you all do so much to help the school, especially those who help
    at playtimes and in the classrooms and those of you involved in making decisions
    through the school council. Yours is a strong and happy community of learners.
    Those of you in Reception get off to a really good start. What a happy and friendly
    bunch you are! We saw how much you enjoy all the activities indoors and have
    suggested that the outdoor area could be made just as inviting.
    Adults at school look after you exceptionally well, so that you are safe and happy.
    Your headteacher, all the other staff and the governing body are determined to make
    things even better. We think that everyone at Aldryngton can work together to do
    these things and that all of you will want to play your part by continuing to work
    hard and attend well.
    We hope you have a happy Christmas and wish you all the best for the New Year.
    Yours sincerely
    Rob Crompton
    Lead inspector

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