School etc

Bushey and Oxhey Infant School

Bushey and Oxhey Infant School
Aldenham Road

phone: 01923 229731

headteacher: Mrs Sharron McGregor

reveal email: adm…


school holidays: via Hertfordshire council

180 pupils aged 4—6y mixed gender
180 pupils capacity: 100% full

95 boys 53%


85 girls 47%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 512183, Northing: 195532
GPS coordinates
Latitude: 51.647, Longitude: -0.37999
Accepting pupils
5—7 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 1, 2011
Region › Const. › Ward
East of England › Watford › Oxhey
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Bushey

Schools nearby

  1. 0.2 miles Bushey Manor Junior School WD232QL (246 pupils)
  2. 0.4 miles Sacred Heart Catholic Primary School and Nursery WD231SU (310 pupils)
  3. 0.5 miles Bromet Primary School WD194SG (281 pupils)
  4. 0.5 miles Bushey Hall School WD233AA
  5. 0.5 miles Longwood School WD232QG (232 pupils)
  6. 0.5 miles Falconer School WD233AT (69 pupils)
  7. 0.5 miles The Bushey Academy WD233AA (780 pupils)
  8. 0.6 miles Field Junior School WD180AZ (235 pupils)
  9. 0.6 miles Watford Field School (Infant & Nursery) WD180WF (264 pupils)
  10. 0.8 miles Oxhey Early Years Centre WD194RL (88 pupils)
  11. 0.8 miles Central Primary School WD172LX (320 pupils)
  12. 0.8 miles Bournehall Primary School WD233AX (225 pupils)
  13. 0.8 miles Watford Grammar School for Girls WD180AE
  14. 0.8 miles Watford Grammar School for Girls WD180AE (1311 pupils)
  15. 0.9 miles Queens' School WD232TY
  16. 0.9 miles Integrated Services Programme WD180DE
  17. 0.9 miles Queens' School WD232TY (1699 pupils)
  18. 1 mile Purcell School WD232TS (169 pupils)
  19. 1 mile Little Reddings Primary School WD233PR
  20. 1 mile St Margaret's School WD231DT (445 pupils)
  21. 1 mile St Hilda's School WD233DA (168 pupils)
  22. 1 mile Little Reddings Primary School WD233PR (426 pupils)
  23. 1.1 mile Chater Junior School WD180WN (240 pupils)
  24. 1.1 mile Ashfield Junior School WD231SR (237 pupils)

List of schools in Bushey

Age group 4–7
Inspection date(s) 1–2 December 2011
Inspection number 379358

Bushey and Oxhey Infant School

Inspection report

Unique Reference Number 117157
Local Authority Hertfordshire
Inspect ion number 379358
Inspect ion dates 1–2 December 2011
Report ing inspector Roderick Passant

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

Type of school Infant
School category Community
Age range of pupils 4–7
Gender of pupils Mixed
Number of pupils on the school roll 178
Appropriate authority The governing body
Chair Linda Stiles
Headteacher Sharon McGregor
Date of previous school inspection 13 December 2006
School address Aldenham Road
WD23 2QH
Telephone number 01923 229731
Fax number 01923 229731
Email address reveal email: adm…

The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to

achieve excellence in the care of children and young people, and in education and skills for learners of
all ages. It regulates and inspects childcare and children's social care, and inspects the Children and
Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based
learning and skills training, adult and community learning, and education and training in priso ns and
other secure establishments. It assesses council children’s services, and inspects services for looked
after children, safeguarding and child protection.
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Piccadilly Gate
Store St
M1 2WD

T: 0300 123 4234
Textphone: 0161 618 8524
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This inspection was carried out by three additional inspectors. They saw six teachers
teaching eight lessons. In addition they made a number of shorter visits to
classrooms and carried out a scrutiny of children’s


work. They met with the

headteacher and other staff with responsibilities, and held meetings with members of
the school council and Year 2 children. Inspectors met with The Chair of the
Governing Body and two other members, and had informal conversations with a
number of parents and carers. They observed the school’s work, and looked at a
range of documentation relating to the safeguarding of children and the school
improvement plan. In addition they scrutinised the questionnaire responses from 108
parents and carers and 23 staff.
The inspection team reviewed many aspects of the school’s work. It looked in detail
at a number of key areas.

  • How effectively does the school track the progress of children and use the
    resulting information to target support for them?
  • How effectively does the school plan for further improvement?

Information about the school

The school is smaller than most primary schools. It has grown significantly in size
since it was last inspected and is now almost full. Most children come from the
immediate vicinity but it also draws children from further afield. The large majority of
children are White British, although an above-average proportion come from a range
of minority ethnic backgrounds. The proportion of children who speak English as an
additional language is above average, although none are at a very early stage of
speaking English. The proportion of children who have special educational needs
and/or disabilities is low.
The school hosts a privately managed breakfast club. This is subject to a separate
The school was last fully inspected in December 2006. In July 2010, Her Majesty’s
Inspectors carried out an interim assessment of the school using a range of criteria.

This confirmed that the school’s good performance had been maintained.

The normal convention in Ofsted reports is to use the term ‘children’ to describe those who attend

the Early Years Foundation Stage and ‘pupils’ to describe those who attend Year 1 and 2. The school’s
preferred term is ‘children’ and this is used throughout the report, although the term ‘pupils’ has not

been changed in headings or the report format.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school’s capacity for sustained improvement 2

Main findings

This is a good school. It has improved significantly since the last inspection and now
has a number of outstanding features. Children get off to an excellent start in the
Early Years Foundation Stage, and build on this with good progress in Years 1 and 2.
For the first time, attainment in 2011 was not only well above average in reading and
writing, but also in mathematics. The development of the now outstanding
curriculum has been a key driver in raising attainment and accelerating children’s
progress. It fosters children’s enthusiasm and enjoyment of learning, independence
and thinking skills particularly well. The outstanding partnership with parents and
carers was seen in action in the preparations for the Christmas Fair and their high
attendance at this and the Reception class’s nativity performance. All those who
responded to the questionnaire felt that their children are kept safe and taught well.

Outstanding care, guidance and support underpin children’s academic and personal

development. Children are known and valued as individuals. Staff are vigilant;
arrangements for safeguarding are outstanding, and staff have very warm and
positive relationships with the children. Children from all backgrounds get on well
with each other and behaviour is good. The school provides a very warm and friendly
environment where children feel exceptionally safe. It is a very cohesive and
inclusive community.
Teaching and learning are consistently good. On occasions, opportunities are missed
to move the teaching to outstanding by setting tasks within a creative context so
they have a real or fun/fictional purpose. Teachers have a very good knowledge of
the stage children have reached in their learning, and use this information
particularly well in their planning to move children on. Progress is tracked carefully
on a termly basis, when the headteacher and special needs coordinator meet staff to
monitor the progress children are making. There is a relatively long period between
these meetings. This means that the school’s leaders cannot always ensure rapid
identification of any children who may be slipping behind, or sustain a whole-school
awareness of children’s progress or the performance of specific groups.

The children’s good outcomes reflect good leadership by the headteacher and staff,

most of whom have specific leadership responsibilities. There is a comprehensive

monitoring schedule so that the school’s leaders have an accurate view of the quality

of provision. This information is shared with the governing body, which provides

satisfactory governance although its members have not always had a strong enough
presence in the school to gather information for themselves. The headteacher uses

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

assessment data well to identify and pinpoint areas for improvement. The school
development plan is a detailed and very comprehensive document and covers all
subjects. However, it is unwieldy given the small size of the school, and lacks sharply
defined criteria for the success of key initiatives and sufficient time to allow a
sustained focus on them by all staff. That said, the work in modifying the curriculum

has led to children making accelerated progress in mathematics and raised boys’

attainment. Targets for children’s progress are challenging, particularly for more-able
children. Overall, the school has good capacity for sustained further improvement

What does the school need to do to improve further?

  • Accelerate children’s progress and learning by:
    developing teachers’ confidence to exploit the creative opportunities within
    the curriculum to add additional zest to learning by making it even more
    meaningful and memorable
    introducing interim progress meetings so that everyone has an up-to-date
    picture of how well children are progressing.
  • Enhance leadership and management by:
    simplifying the school development plan so that it identifies the key
    priorities, sharply defines the criteria to judge success of initiatives, and
    identifies sufficient time to work on the priorities as a whole staff
    ensuring that the governing body’s strategic leadership is founded on
    structured school visits, visibility and presence around the school.
    In lessons, children are very enthusiastic and work at a good pace. They have learnt
    to stick to their tasks and concentrate well. They often show really good engagement
    with their task. Behaviour is good, and if there is a lapse, children are quickly
    responsive to prompting from the teacher. Children work independently and they
    cooperate particularly well. They have very good opportunities for sharing their ideas
    and are very confident to answer questions. Children learn to distinguish the sounds
    that make up words so that spelling, even if not accurate, is phonetically plausible,
    for example: ‘We saw a fire enjin.’ They have good opportunities to develop their
    writing skills within a range of contexts and focus on vocabulary, for example
    displays of ‘bossy’ and ‘exciting’ words. Children read well and there is a good
    emphasis on stories. Children are confident and competent users of information and
    communication technology. The work seen in lessons and children’s books was
    already above average. They are on track to reach well-above-average levels again
    in 2012, and the improvements reflected in the 2011 levels in mathematics have
    been sustained.
    There was no discernible difference in performance between boys and girls in the
    lessons observed, and all groups were making good progress. Children capable of
    higher attainment are challenged well. Children with special educational needs
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    and/or disabilities make good progress. This is because the curriculum emphasises
    practical activities which reinforce basic concepts. In addition there is skilled focused
    support from teaching assistants as part of a clearly mapped provision and high
    expectations of their progress. Children learning to speak English as an additional
    language also make good progress because classrooms provide good formal and
    informal opportunities to develop speaking skills
    Children have a voice in the school. School council requests have led to improved
    playground provision, and the deputy headteacher talks with specific targeted groups
    about their learning. They enjoy taking responsibility around the school and the
    various outreach activities within the community. Children have a good
    understanding of ‘five a day’ and the importance of exercise to ‘keep your heart
    healthy’. Children have high self-esteem, feel valued and look out and care for each
    other, for example on the playground. They are developing a good sense of right and
    wrong, drawing up, for example, their own class rules and expectations. They have
    many opportunities to practise their particularly good social skills and have a good
    understanding of other faiths. Given their very well developed skills and above all
    their curiosity and enthusiasm for learning, reflected in their above average
    attendance, they are extremely well prepared for the next steps in their education.
Outcomes for individuals and groups of pupils 2

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’ behaviour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 2
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’ spiritual, moral, social and cultural development 2

How effective is the provision?

Teachers display good subject knowledge and present lessons in a lively enthusiastic
manner which engages and holds children’s interest. There is strong teamwork with


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

and 4 is low

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

skilled teaching assistants. Teachers create a purposeful environment and lessons,

indeed the day’s experiences, move on at a good pace. Adults know the children well

and have warm and friendly relationships with them. They also model Standard
English and enunciate words clearly in, for example, the work developing children’s
ability to hear the sounds that make up words. They also model good listening skills,

giving every impression of focusing on the child’s response or question, fostering the
child’s self-esteem in the process. They manage pupils’ behaviour in a consistently

positive manner, building on what they are doing well; praise is used well, again

fostering pupils’ confidence. Marking is diligent, up-to-date and encouraging, and

indicates how to improve. Staff are skilled at using questioning to check on learning

or provide additional challenge to pupils’ thinking. Lessons often progress from the

practical and concrete exploration of the task to grasp concepts before progressing
to a more theoretical understanding.
The curriculum provides a rich range of memorable learning experiences. One-to-one
support is very well targeted to children’s individual needs. Children are very actively
engaged, with a strong emphasis on learning by doing. Links forged between
subjects extend the range of contexts and purposes for children to practise and
develop their skills. The curriculum is further enriched by trips, visitors, including
parents and carers with specific expertise, curriculum days and good use of specialist
agencies to provide support and extend the learning opportunities. In addition, there
is a good range of clubs. The vibrancy of the curriculum fosters children’s enthusiasm
and develops their learning skills extremely well.
The adult comforting the child who ricked her ankle, the support for a child
overcome in the nativity, the immediate response of an adult on duty towards a child

who was accidentally pushed over, and the care for the child with a nosebleed are

small, but for the child important incidents that reflect staff’s excellent concern and
care for children in the daily life of the school. The school works closely with families
and a range of agencies to support the needs of individuals. The staff are vigilant
and deeply committed to the care of the children. There are highly effective
arrangements to smooth the transition to the junior school.

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?

There is a clear vision for the school and what it wants to achieve. Staff share this
vision, know what the school is trying to achieve and feel involved in the process.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

They also share the headteacher’s commitment and high expectations for the
children. Her accurate judgements about teaching quality have secured consistently
good teaching across the school. Joint planning by staff ensures mutual, reflective
The strategic leadership of the governing body is satisfactory. Safeguarding is
outstanding. It permeates all aspects of school life and collaborative working with
outside agencies is exemplary. However, there have been recent changes to the
governing body and although they have a good range of personal and professional
skills, an influx of new members are undertaking necessary training. The governing
body receive good information, for example about the budget, from the headteacher.
The relatively new Chair of the Governing Body has instituted a number of changes
in organisation and meets regularly with the headteacher. The governing body has
not always had a strong enough presence in the school to provide it with first-hand
experience to fulfil its role in providing challenge and support.
The school is a cohesive community where pupils from a wide range of ethnic and
religious backgrounds get on well with each other. Respect for differences between
people is promoted well. There are strong opportunities within the curriculum to
explore other faiths. The school knows its local community well, has established an
excellent partnership with parents and carers, and has created its own strong
community. There are some developing international links, such as the support to a
Ugandan village, and children collect for a variety of charities.

Discrimination in any form is not tolerated. The school has successfully raised boys’

attainment, and has identified a small group of children who did not perform as well
as others. It has taken active steps to ensure that all staff are aware and focus on
their progress, and is setting about narrowing the gap between their performance
and national averages, to ensure that all have equal opportunities to succeed.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and
driv ing improve ment
Taking into account:
The leadership and management of teaching and learning


The effectiveness of the governing body in challenging and supporting 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 2
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 1
The effectiveness with which the school promotes community cohesion 2

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

The single intake into Reception means that there is a wide spread of ages, but
overall children’s skills and understanding are broadly at the levels expected for their
age. They make rapid progress across all the areas of learning, and by the time they
leave Reception children are particularly well prepared to move into the National
Curriculum. Already, after a term, children are very enthusiastic about learning. They

become immersed in activities and show good concentration. Children from different

backgrounds work together extremely well, developing their skills of independence
and cooperation. Children responded to the challenge of the nativity performance,
rising to the occasion, behaving extremely well and showing high levels of
The rapid progress children make is the cumulative result of consistent interaction
with a rich, stimulating curriculum, and good and sometimes outstanding teaching
and adult interventions. Adults fully exploit the learning and language opportunities
within the various activities and the stimulating and imaginative environment. There
is a good balance between activities chosen by children and those initiated by adults.
Assessment is used particularly well to ensure children, including the most able, are
challenged to move on in their learning. At the time of the inspection the outdoor
area was temporarily closed, but photographic evidence shows that it is used
extremely well to further extend the learning opportunities and the flow of activities.

The setting’s outstanding outcomes reflect excellent leadership. Children’s attainment

shows a trend for year-on-year improvement and the leader has clear vision and
ideas for further development. There is very strong skilled teamwork, joint reflective
planning and mutual support. Adults have a very good knowledge of how young
children learn. Very careful induction is based on seeing children in their nursery
setting. There is a very strong sense of staff working in partnership with parents and

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 high proportion of questionnaire responses reflects the positive views held by
parents and carers, particularly in terms of safeguarding and the quality of teaching.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

A few felt that the school did not take enough account of their suggestions and
concerns. However, the school surveys parental views and does make changes in the
light of their comments. This has been reflected in the past in the introduction of

‘parent mail’ and more recently the changes made, and to be made, in reporting on

children’s progress.

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Bushey and Oxhey Infant
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 108 completed questionnaires by the end of the on-site inspection. In
total, there are 178 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 69 64 37 34 1 1 0 0
The school keeps my child
60 56 48 44 0 0 0 0
The school informs me about
my child’s progress
36 33 68 63 2 2 0 0
My child is making enough
progress at this school
47 44 55 51 4 4 0 0
The teaching is good at this
59 55 49 45 0 0 0 0
The school helps me to
support my child’s learning
51 47 50 46 4 4 0 0
The school helps my child to
have a healthy lifestyle
52 48 50 46 4 4 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
48 44 50 46 1 1 0 0
The school meets my child’s
particular needs
42 39 63 58 2 2 0 0
The school deals effectively
with unacceptable behaviour
36 33 62 57 5 5 0 0
The school takes account of
my suggestions and
29 27 61 57 8 7 1 1
The school is led and
managed effectively
44 41 57 53 5 5 0 0
Overall, I am happy with my
child’s experience at this
59 55 47 44 1 1 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 8 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 Children

Inspection of Bushey and Oxhey Infant School, Bushey WD23 2QH

Thank you making us so welcome in your school. I would particularly like to thank
those who gave their time to talk to us. What you had to say was very helpful.
This is a good school. You can be very proud of it. It has got better since it was last
inspected. It does a number of things extremely well. The staff all care about you a
very great deal. Children we talked to and your parents and carers all think that the
school keeps you extremely safe. You behave well and are very friendly, so you get
on well with each other. You make good progress and reach high standards because
you have skilled teachers and they ensure that you do lots of very interesting things.
Staff keep a close eye on the progress you make. I have asked the headteacher to
help the teachers think of ways to make lessons even more exciting. I also asked her
to meet with the teachers a little more often so that everyone knows how well you
are doing, and can give you additional help whenever you need it.
Your parents and carers think that the headteacher and staff are doing a good job,
and my findings match their views. They draw up a plan to help them make the
school get even better. I have asked them to make it simpler so that everyone works
together on the most important things that they want to do. I also asked them to be
very clear when they have been succeeded. Then they can give themselves a pat on
the back!
The governing body is a group of people who keep a close eye on the school and
give a lot of support to it. They make sure that the school is doing what it should and
they help it get even better. Although it is difficult because they all have other jobs, I
have asked the members of the governing body to visit the school more often so that
they see it at work. Part of their job is to ask questions and see if there are other,
better ways to do things. If they see you at work they will be able to ask even harder
questions and support the school even more.
I was impressed with how much you enjoy learning and how well you are learning to
work on your own. You clearly want to do well. If you all keep this up by continuing
to work hard, you will help the school get even better.
Yours sincerely
Roderick Passant
Lead inspector


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