School etc

College Park Infant School

College Park Infant School
Lyndhurst Road

phone: 023 92662823

headteacher: Mrs Debra Anderson

reveal email: dand…


school holidays: via Portsmouth council

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

180 boys 50%


180 girls 50%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 465545, Northing: 102487
GPS coordinates
Latitude: 50.818, Longitude: -1.0709
Accepting pupils
4—7 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 23, 2011
Region › Const. › Ward
South East › Portsmouth North › Copnor
Urban > 10k - less sparse
Free school meals %

rooms to rent in Portsmouth

Schools nearby

  1. Lyndhurst Junior School PO20NT
  2. Lyndhurst Junior School PO20NT (486 pupils)
  3. 0.2 miles Mayfield School PO20RH (1003 pupils)
  4. 0.3 miles Cliffdale Primary School PO20SN
  5. 0.3 miles Willows Centre for Children PO20SN (58 pupils)
  6. 0.3 miles Cliffdale Primary School PO20SN (109 pupils)
  7. 0.4 miles The Highlands Centre PO15EF
  8. 0.4 miles Meredith Infant School PO27JB (254 pupils)
  9. 0.4 miles Copnor Infant School PO35BZ (271 pupils)
  10. 0.4 miles Copnor Junior School PO35BZ (416 pupils)
  11. 0.4 miles Isambard Brunel Junior School PO27HX (237 pupils)
  12. 0.4 miles Corpus Christi Catholic Primary School PO29AX (315 pupils)
  13. 0.4 miles Copnor Primary School PO35BZ
  14. 0.5 miles Stamshaw Infant School PO28NW (261 pupils)
  15. 0.6 miles Northern Parade Junior School PO29NE (322 pupils)
  16. 0.6 miles Northern Parade Infant School PO29NJ (272 pupils)
  17. 0.6 miles Newbridge Junior School PO27RW (352 pupils)
  18. 0.7 miles Gatcombe Park Primary School PO20UR (205 pupils)
  19. 0.7 miles Flying Bull Junior School PO27BJ
  20. 0.7 miles Flying Bull Infant School PO27BJ
  21. 0.7 miles Flying Bull Primary School PO27BJ (458 pupils)
  22. 0.7 miles Flying Bull Primary School PO27BJ
  23. 0.8 miles Stamshaw Junior School PO28QH (238 pupils)
  24. 0.8 miles Manor Infant School PO15QR (246 pupils)

List of schools in Portsmouth

College Park Infant School

Inspection report

Unique Reference Number 116188
Local Authority Portsmouth
Inspect ion number 363848
Inspect ion dates 23–24 May 2011
Reporting inspector Mick Pye

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
Nu mber of pupils on the school roll 360
Appropriate authority The governing body
Chair Rosemary Craddock
Headteacher Debra Anderson
Date of prev ious school inspection 12 June 2008
School address Lyndhurst Road
North End
Portsmouth PO2 0LB
Telephone number 02392662823
Fax number 02392655282
Email address reveal email: dand…
Age group 4–7
Inspect ion dates 23–24 May 2011
Inspect ion number 363848


This inspection was carried out by three additional inspectors. They observed 16 lessons,
two one-to-one intervention sessions and visited five other lessons. A total of 16 teachers
were seen. Inspectors spoke to parents and carers and held meetings with members of
the governing body, pupils and staff. The inspectors observed the school's work and
looked at data relating to pupils' attainment and progress. The school's development plan,
lesson and curriculum plans, governing body documentation, and school policies and
procedures, particularly those relating to the health and safety and safeguarding of pupils,
were scrutinised. Inspectors also looked at completed questionnaires returned by staff and
those from 262 parents and carers.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • Does the curriculum, including that in the Early Years Foundation Stage, meet the
    needs of the different pupil groups, particularly boys in writing?
  • The impact of leadership and management at all levels in improving outcomes for
    pupils, and in developing the school's work regarding community cohesion.
  • Is the school's high self-evaluation of pupils' personal development and the quality
    of teaching is accurate?

Information about the school

Pupils in this larger-than-average infant school come from a predominantly White British
background. The next largest minority ethnic group are pupils from an Asian or Asian
British-Bangladeshi heritage. The number of pupils for whom English is an additional
language is well below average. The proportion of pupils with special educational needs
and/or disabilities is just above average, and the number with a statement of special
educational needs is as expected nationally. The main groups consist of pupils with
moderate learning difficulties. The proportion of pupils known to be eligible for free school
meals is just above average, and increasing. The Early Years Foundation Stage provision is
provided in four Reception classes. The school is part of the 'North Island Community
Improvement Partnership' (NICIP) which comprises 22 local schools working together with
other agencies to meet the Extended Schools and Every Child Matters agendas. The school
holds the national Activemark and Eco- School awards.

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? 1
The school's capacity for sustained improvement 1

Main findings

The school provides an outstanding education for its pupils. Underpinning all school
actions are the senior leadership's extremely high expectations and a continuing emphasis
on school improvement. The excellent leadership of the headteacher, supported by the
highly effective governing body and senior leadership team, has established a very
challenging learning environment where attainment is consistently high. The school's
judgement on the personal development of pupils is accurate; it is outstanding. For
example, pupils have an excellent understanding of how to stay safe and apply their
knowledge to the internet as well as when using the school's swimming pool. One parent
summed up the views of many when writing, that this is,'an excellent school that makes a
huge effort to keep learning interesting and fun'. The pupils' spiritual, moral, social and
cultural development is outstanding. For example, they reflect on personal and social
issues and their learning during lessons, and are highly committed to their 'partner' charity
for the blind. The excellent behaviour of pupils undoubtedly contributes to their
outstanding progress.
The outstanding curriculum manifestly meets the different needs of the pupils, and
provides them with a very wide range of memorable experiences. A parent wrote that, 'My
child comes home daily with something new and wonderful that she has learnt. A friendly,
inspirational school.'
Children get off to the best of starts in the outstanding Early Years Foundation Stage.
Attainment by the end of Year 2 has been high for the past four years. Given their starting
points, this constitutes outstanding progress for pupils, including those with special
educational needs and/or disabilities. Boys' attainment in writing, while above average,
was below that of girls. As a result of school actions, including a rigorous tracking of their
progress, the gap closed in 2010, and the number of higher grades for boys was above
that of girls.
The monitoring of teaching and learning is being used as a highly effective strategy for
making improvements. Outstanding teaching delivers challenging lessons where learning is
made fun through the use of a wide variety of approaches including games and problem-
solving activities. Assessment is accurate and helps teachers to consistently plan lessons
that challenge pupils of different abilities. Targets for pupils to work towards are regularly
set and referred to by teachers in lessons. Past observations revealed that the pupils were
not very motivated by the target system. Typically, for this school, a new strategy was
introduced based around the pupils 'collecting' target cards that get progressively more
challenging but simultaneously allow them to complete a set of cartoon figures. Their
comments, such as 'They're great', 'Cool' and 'I like getting the targets', reflect the
success of the initiative. It also demonstrates the school's commitment to improvement.
The pupils are able to concentrate on their work because of the excellent levels of care,

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

guidance and support provided by the school. All adults, including learning support
assistants and the administrative and caretaking staff, ensure that the pupils are cared for
extremely well. The Lunchtime Play and Welfare Manager ensures pupils have a range of
activities to keep them occupied during breaks, and contributes significantly to meeting
the school mission of 'Children Playing, Improving and Smiling'.
An embedded monitoring programme enables accurate self-assessment to take place. This
includes the judgement that community cohesion is good. A thorough audit of provision
has taken place, and some good links have been made to a contrasting British school and
another in France. The school acknowledges there is more to do to extend these links to
further develop the pupils' knowledge of life in contrasting communities.
The rigorous programme of self-evaluation leads to highly accurate development planning.
The governing body is fully able to contribute to this because of its excellent programme
of monthly focused visits coupled with link governor visits to classes. One class is keeping

up-to-date on the foreign travels of 'their' governor through emails and postcards. Such

successful initiatives, along with sustained high attainment and progress levels,
improvements since the last inspection to teaching and the curriculum, and the excellent
use of partnerships, including those with parents and carers, all support an outstanding
capacity to further improve the school.

What does the school need to do to improve further?

  • Extend the pupils' knowledge and understanding of contrasting communities
    elsewhere in the United Kingdom and in Europe through building on the existing
    links with other schools.
Outcomes for individuals and groups of pupils 1

Pupils' high levels of enjoyment contribute significantly to their outstanding achievement.
This was seen in a Year 2 lesson where the pupils worked well in pairs to find 'linked'
photographs to give them ideas about writing a 'lost' chapter from 'The Twits'. Their
eagerness and excitement was clear as they hurried from one area in the playground to
another. Pupils in a Year 1 art lesson showed perseverance and responded well when
presented with the challenge of researching patterns from polar, rainforest, tropical and
desert regions.
Children enter Reception with skills and knowledge below those expected for their age. By
the end of Year 2, they attain high levels in reading, writing and mathematics. Current
work in Year 2 confirms high attainment and outstanding progress for pupils. This includes
those from all minority ethnic groups and the very few for whom English is an additional
language. Pupils known to be eligible for free school meals in 2010 did not do as well as
expected nationally. Current data indicate that the gap is no longer significant. Pupils with
special educational needs and/or disabilities make similar excellent progress.
There are ample opportunities for pupils to contribute to their community. Awareness of
the locality is excellently developed through membership of, for example, the Council of
Portsmouth Students (it has been the only infant school in attendance). The work
associated with the national awards has been very effective in developing pupils' interests.
For example, they actively participate as members of the Green Team, act as school
councillors and participate in high numbers in varied health-related activities. Their

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

knowledge of how to keep healthy is outstanding. The high levels of basic skills and highly
effective Enterprise Weeks, coupled with above average and improving levels of
attendance, help ensure that the pupils are exceptionally well prepared for the next stage
in their education. Spiritual, moral, social and cultural development is outstanding. Pupils'
moral and social development is particularly strong. They relate exceptionally well to each
other, show mutual respect, have very strong relationships, and an outstanding
understanding of right and wrong. There is a strong emphasis on tolerance and awareness
of others. This is reflected in their appreciation of the diverse cultures represented in the
school and the wider community.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 1
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 1
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 lifestyles 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' attendance¹
The extent of pupils' spiritual, 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 benefit from the excellent subject knowledge of teachers who plan lessons that
meet very well their different learning needs. A Year 1 English lesson met the problem-
solving needs of pupils who eagerly acted as 'word detectives' seeking relevant 'c' sound
words. In a Year 1 mathematics lesson, pupils reacted well to the more practical approach
of using mirrors to show symmetrical patterns made of blocks. Pupils' outstanding
progress results from the consistent challenge presented to them. One pupil said 'This is
quite hard, isn't it?' as they worked on a mathematics problem. Questioning challenges
pupils very well, although on rare occasions teachers miss further opportunities to dig
deep into the levels of pupils' understanding. The use of 'talk partners' is one strategy

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

used to help pupils to self-evaluate, but other opportunities such as colour coding their
work and traffic lights are consistently provided. Consequently, pupils have a very secure
knowledge of how to improve their work. They know their targets and teachers' marking
provides opportunities for valuable oral and written feedback.
The very well planned curriculum provides numerous examples of original and challenging
'hooks' at the beginning of topics that engage and stimulate pupils. For example, topics
such as 'The Airport', 'Space' and 'Dinosaurs' motivate pupils. They particularly appeal to
boys and consequently have contributed exceptionally well to improving boys' writing.
Some excellent links between subjects give pupils the opportunity to develop their literacy
and numeracy skills. For example, The Great Fire of London provides a prompt for report
writing. Themes are exceptionally well used to build knowledge, understanding while
motivating, and challenging pupils. They include a multicultural week, a French market
day and regular opportunities for minority ethnic parents and carers to share their culture
with the pupils. One parent summed up some of the impact of the curriculum, 'Lots of
exciting activities make learning fun, a residential which was brilliant at building
confidence and lots of whole-school activities which really promotes a community ethos.'
Pupils are safe and secure because excellent systems for care, support and guidance are
in place. Very rigorous ongoing assessment ensures that those pupils requiring additional
support are quickly identified, whether the need arises from a social, educational, mental
or health difficulty. This results in highly targeted interventions being delivered by skilled
practitioners. In lessons, these learning support assistants receive some very focused
guidance about the learning expectations for their pupils. Consequently, such pupils make
progress that is in line with their peers. The school is extremely proactive on behalf of any
pupils and families requiring additional support. A very wide range of external agencies
help the school lower the barriers to learning for any pupil finding school life difficult.
Transition arrangements, whether into or out of the school, or between years, are very

These are the grades for the quality of provision

The quality of teaching 1
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?

The high ambition and expectations of the headteacher's drive for improvement have been
exceptionally well shared with staff and are embedded. High attainment and an
outstanding level of teaching are being sustained through a clear and shared focus on
monitoring and a challenging level of self-assessment. Continuing professional
development for staff is very well linked to school priorities and undoubtedly benefits
pupils. For example, literacy training resulted in further challenge for high-attaining pupils

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

regarding the impact of using rich descriptive vocabulary when writing. Consequently, the
number of pupils gaining the higher levels in writing and particularly reading improved to
above average. Partnerships, including those with parents and carers, are outstanding.
The NICIP and local cluster of schools benefit pupils extremely well, with Digital Video
Discs for parents and carers on phonics (the sounds that letters make) and mathematics
having been developed and targeted support for families in place. Parents and carers
support the success of these partnerships, writing that the school 'includes parents in their
child's learning by inviting them into school to share in the great things the children have
learnt', and that they 'have provided workshops on how children learn mathematics which
were incredibly helpful'. The governors are highly effective in using their skills and
expertise, for example regarding finance, to benefit the school. They challenge the school
over a wide range of issues, including the progress of pupil groups. Their effective
monitoring helps them to ensure that good safeguarding procedures are in place, policies
are reviewed regularly and that necessary child protection training needs are met. The
rigorous tracking of pupils' progress enables individual needs to be met. Gaps between the
attainment and progress of pupils are no longer an issue. The promotion of equal
opportunity is outstanding. The school ensures that all pupils have equal access to extend
their experiences, such as attending the city's Mayor Making ceremony. Good community
cohesion approaches are in place, with the UK Day giving pupils in each year group the
opportunity to learn and share their findings about the four patron saints and their
countries. The school realises the need to build upon these foundations so that there are
further opportunities for pupils to learn about diversity in Britain and Europe.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
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 met
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
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohes ion 2
The effectiveness with which the school deploys resources to achieve value for money 1

Early Years Foundation Stage

Children's enjoyment and enthusiasm for learning is a key factor in their outstanding
progress. One parent wrote, 'Our daughter loves going to school and cannot wait for

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

Monday to come round. We asked her what she likes about school and she said,
"learning". She sees school as a fun place.' Children enter Reception with levels of
knowledge and skills below those expected nationally, particularly in aspects of literacy
and communication. Consistently high levels of teaching, coupled with excellent levels of
adult support from assistants and teachers, result in outstanding achievement, and the
children leave Reception having met their learning goals; a significant proportion exceed
them. The children grow in confidence and their personal development is excellent. At the
end of one session, the children worked very well together and cleared their tables before
swiftly moving back to the carpet. Relationships are extremely positive. Consequently, the
children are prepared to engage and give their views. In one session, children eagerly
discussed their growing of plants and using phonics for their names. Teachers consistently
challenge the children; for example, during a guided reading session, questioning involved
all children and provided them with opportunities to talk and build ideas about their book.
The children behave exceptionally well in the stimulating learning environment. The
curriculum gives excellent opportunities for pupils to make choices, and this helps to meet
their various needs exceptionally well. A wide range of resources, including water pipes
and funnels, are used very effectively to focus children's attention on purposeful play.
Leadership is outstanding, and involves rigorous monitoring, accurate self-assessment
and, again, very high expectations. Assessment systems are very secure and successfully
involve parents and carers. Partnerships with parents and carers are excellent. They start
with a highly effective induction programme, but this extends to an ongoing commitment
to involve them in their child's education. A parent confirmed this view when writing that,
'A great amount of support is provided to parents with children starting Reception. This
helps the parent to feel confident and allows them to support them with the big change.'

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 1
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 1
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

The number of completed parent and carer questionnaires received was above that
normally expected. All parents and carers who completed the questionnaire are happy
with their child's experience at the school. A very few had concerns about behaviour.
Inspectors judged behaviour during the inspection to be outstanding. A further few had
concerns about how they are kept informed about their child's progress. Inspectors judged
reporting procedures and parent and carer meetings to be secure. The overwhelming
majority believe that their child enjoys school. All agreed or strongly agreed that the
school is led and managed well. Inspectors judged leadership to be outstanding.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at College Park 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 262 completed questionnaires by the end of the on-site inspection. In total,
there are 360 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 Strongly
Total % Total % Total % Total %
My child enjoys school 185 71 76 29 1 0 0 0
The school keeps my child
206 79 56 21 0 0 0 0
My school informs me about
my child's progress
139 53 112 43 7 3 1 0
My child is making enough
progress at this school
147 56 108 41 5 2 0 0
The teaching is good at this
165 63 96 37 0 0 0 0
The school helps me to
support my child's learning
161 61 94 36 2 1 0 0
The school helps my child to
have a healthy lifestyle
152 58 108 41 0 0 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
129 49 116 44 4 2 0 0
The school meets my child's
particular needs
141 54 114 44 5 2 0 0
The school deals effectively
with unacceptable behaviour
133 51 109 42 9 3 0 0
The school takes account of
my suggestions and concerns
128 49 126 48 3 1 0 0
The school is led and
managed effectively
169 65 93 35 0 0 0 0
Overall, I am happy with my
child's experience at this
190 73 72 27 0 0 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 improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 46 48 6 0
Primary schools 6 47 40 7
Secondary schools 12 39 38 11
Sixth forms 13 42 41 3
Special schools 28 49 19 4
Pupil referral units 14 45 31 10
All schools 10 46 37 7

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 31 December 2010 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 school.
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 pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
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.

25 May 2011
Dear Pupils

Inspection of College Park Infant School, Portsmouth PO2 0LB

You may remember our recent visit to your school. Thank you for the warm welcome you

gave us. You were eager to tell us about your school and we listened carefully. We believe
yours is an outstanding school. This means that we believe that it does many things very
well. For example, the children get off to a very good start in the excellent Reception
Teaching is outstanding and as a result you make excellent progress. Your teachers are
very good at planning work that challenges you to think. You can help them by telling
them if you feel the work is too easy or too hard for you. The standard of your work by
the end of Year 2 is well above that normally expected for pupils of your age. Well done!
You are very well prepared for the next stage in your schooling. We also judged that you
have an excellent understanding of how to keep healthy and safe. You obviously enjoy the
swimming pool! You make an excellent contribution to the school and local community
when working in the Green Team and as School Councillors. The way you get along so
well together and respect each other, and the way you are able to think about how you
are learning, are excellent.
You told us two other things. You said you have a lot of different things to do in and out
of lessons and that the adults care for you very well. We saw this for ourselves. We agree
that you have an excellent range of themes to study the Airport topic was obviously a
success! We have asked that the school looks at providing even more opportunity for you
to find out about schools elsewhere in Britain and also in Europe.
Your headteacher, the governors and the other adults are always looking to improve your
school even more. They have already made improvements. Teaching has got better and
boys are improving their writing. We believe that their leadership of the school is
Once again, thank you for your help, and we wish you all the very best for the future.
Yours sincerely

Michael Pye
Lead inspector


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