Shorefields School Closed - for academy May 31, 2012
phone: 0151 *** ***
headteacher: Mr John Charnock
Secondary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- Open date
- Jan. 1, 1900
- Close date
- May 31, 2012
- Reason closed
- For Academy
- OSGB coordinates
- Easting: 336374, Northing: 387216
- GPS coordinates
- Latitude: 53.378, Longitude: -2.9579
- Accepting pupils
- 11—18 years old
- Ofsted last inspection
- March 16, 2011
- Region › Const. › Ward
- North West › Liverpool, Riverside › St Michael's
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Technology (Operational)
- Private Finance Initiative
- Part of PFI
- Investor in People
- Committed IiP Status
- Sixth form
- Has a sixth form
- Trust school
- Is supported by a Trust
- South Liverpool Education Trust
- Learning provider ref #
- University Academy Liverpool L89SJ (605 pupils)
- 0.1 miles Matthew Arnold Primary School L89UB (255 pupils)
- 0.1 miles Matthew Arnold Infant School L89UB
- 0.2 miles St Finbar's Catholic Primary School L89RY (166 pupils)
- 0.2 miles Greenways School L89UB
- 0.2 miles St Finbar's Infant School L89RY
- 0.4 miles Parkhill Primary School L84TF
- 0.4 miles St Michael-In-the-Hamlet Junior School L177BA
- 0.4 miles St Michael-In-the-Hamlet Infant School L177BA
- 0.4 miles Auckland College L174LE (137 pupils)
- 0.4 miles St Michael-in-the-Hamlet Community Primary School L177BA (460 pupils)
- 0.5 miles St Cleopas' Church of England Junior Mixed and Infant School L84RP (227 pupils)
- 0.5 miles St Charles' Catholic Primary School L177JA (177 pupils)
- 0.5 miles Belvedere Preparatory School L83TF (154 pupils)
- 0.5 miles The Belvedere Academy L83TF (833 pupils)
- 0.7 miles St Silas Church of England Primary School L83TP (250 pupils)
- 0.7 miles Our Lady of Mount Carmel Catholic Primary School L88BQ
- 0.7 miles Bellerive FCJ Catholic College L83SB
- 0.7 miles Oaktree Education Trust L174JH
- 0.7 miles St Sila's CofE Infant School L83TR
- 0.7 miles Sefton View Children's Home and School L174JH
- 0.7 miles Bellerive FCJ Catholic College L83SB (878 pupils)
- 0.8 miles Beaufort Park Primary School L86QB
- 0.8 miles Watergate South School L86QB
|Unique Reference Number||104691|
|Local Authority||Liver pool|
|Inspection dates||16–17 March 2011|
|Reporting inspector||Joan Davis HMI|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Secondary|
|Age range of pupils||11–18|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Nu mber of pupils on the school roll||616|
|Of which, number on roll in the sixth form||23|
|Appropriate authority||The governing body|
|Chair||Ms Helen Jamieson|
|Headteacher||Ms Alison Dearden|
|Date of previous school inspection||30 April 2008|
|School address||Dingle Vale|
|Merseyside L8 9SJ|
|Telephone number||0151 7271387|
|Fax number||0151 7289805|
|Inspection dates||16–17 March 2011|
This inspection was carried out by one of Her Majesty's Inspectors and three additional
inspectors. Thirty-three lessons were observed and the same number of teachers seen.
Meetings were held with groups of students, a member of the governing body, staff and
the School Improvement Partner. Inspectors observed the school's work and looked at
documentation including the school improvement plan, school assessment data, value
added analyses and the school's self-evaluation of its work. Inspectors also considered an
analysis of 70 parent and carer questionnaires as well as those from students.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.
- The learning and progress of students in English and mathematics and the
effectiveness of the school's actions to improve outcomes in these subjects.
- The effectiveness of the school's actions in tackling the particular challenges it faces
to improve students' attendance.
- The effectiveness of provision in the sixth form in securing good outcomes for
Information about the school
Shorefields School is a smaller-than-average secondary school, situated near the centre of
Liverpool. The proportion of students known to be eligible for free school meals is almost
five times the national average. The percentage of students from minority ethnic groups is
well above the national average, as is the percentage of students who speak English as an
additional language. The percentage of students with special educational needs and/or
disabilities is almost twice the national average.
The school has specialist status for technology and is a trust school. The school has
achieved the Healthy Schools Award.
|Overall effectiveness: how good is the school?||2|
|The school's capacity for sustained improvement||2|
Shorefields is a good school which is rapidly improving. There has been a rising trend in
attainment in some key measures since the previous inspection. However, attainment in
English and mathematics remains significantly below the national average. Students
achieve well and make good progress in many areas of the curriculum. The learning and
progress of students with special educational needs and/or disabilities are also good. The
learning and progress of students who speak English as an additional language are
outstanding. In addition, the learning and progress of students known to be eligible for
free school meals are also outstanding. The school has a relentless focus on achievement
for all students. There is a firm conviction that education and knowledge are empowering
and this pervades all aspects of the school's work. Students receive outstanding care,
guidance and support which contribute well to improving outcomes. A very large majority
of students feel safe in school and provision for safeguarding is good. Behaviour is good,
allowing lessons to proceed calmly and productively. Students say that there is little
bullying and when it occurs it is dealt with effectively. Students are friendly, welcoming
and polite and appreciate the efforts that the school makes to support their learning. The
school has benefitted from substantial investment in buildings and infrastructure. As a
result, there is an excellent environment for learning, enhanced further by high-quality
displays in most classrooms. A large majority of students say that they enjoy school.
However, attendance, whilst improving, remains below the national average.
The quality of teaching is good. Students show enthusiasm for their studies and
relationships between students and teachers are good. Teachers use information and
communication technology highly effectively to engage the students and support their
learning. The school has a sharp focus on improving further the quality of teaching and
learning and has researched best practice at local, national and international levels. The
findings of this research have been tailored to the needs of students in the school and are
having a positive impact on driving improvement in provision. Teaching in mathematics is
improving under new leadership and as a result outcomes in this subject are rising rapidly.
For example, in an outstanding Year 10 mathematics lesson observed during the
inspection, the range of activities planned by the teacher allowed students to discuss the
topic and share ideas, leading to high levels of engagement. The excellent work ethos and
secure subject knowledge of the teacher ensured that students made outstanding
The use of assessment to support learning is generally good but it is not consistent across
all subjects. For the most part, teachers mark students' work regularly and provide clear
guidance as to how to improve. Students are also encouraged to assess their own work
and that of other students, thereby helping them to understand more clearly what they
need to do to achieve well in their studies.
The curriculum is outstanding and contributes effectively to improving outcomes in
achievement and attendance. The wide range of courses, an innovative approach and a
high degree of flexibility allow students to pursue their interests and aspirations.
Productive partnerships with a range of institutions are having a positive impact on
outcomes for students. The school has also forged effective links with local primary and
secondary schools through the specialist subject of design technology.
Leadership at all levels is outstanding. The new headteacher has inspired the school
community to share her ambitious and challenging vision for the school. As a result, the
school is characterised by high expectations and there is a tangible confidence, shared by
students, that attainment will continue to rise. Areas of weakness have been tackled
rapidly and robustly. Planning for improvement is highly focused and self-evaluation is
becoming more accurate. As a result the school's capacity for sustained improvement is
The school's commitment to promoting equality of opportunity and tackling discrimination
and its contribution to community cohesion permeate the life of the school and are
outstanding. The school's celebration of diversity is highly valued by all members of the
school. This creates a climate of mutual understanding and respect between students and
contributes well to their spiritual, moral, social and cultural development which is also
Outcomes in the sixth form are satisfactory. Attainment overall is average and students
now make good progress given their starting points. The leadership of the sixth form is
improving and areas of weakness are being tackled effectively. However, initiatives to
improve provision are at the early stages of development and are not yet sufficiently
embedded to have had an impact on outcomes for students.
What does the school need to do to improve further?
- Raise attainment further by:
improving levels of attendance
building on improvements in the quality of teaching and learning in English and
mathematics so that outcomes for students continue to rise.
- Improve the effectiveness of the sixth form by:
raising attainment by setting challenging targets and monitoring progress.
embedding recent improvements in provision in order to secure improved
outcomes for students.
|Outcomes for individuals and groups of pupils||2|
Students arrive at the school with prior attainment that is well below the national average
overall. There has been a rising trend in attainment since the previous inspection and the
percentage of students achieving five A* to C grades in GCSE in 2010 was above the
national average. However, attainment in other key areas such as English and
mathematics, whilst improving, remains below the national average. Substantial evidence
seen during the inspection indicates that current attainment in English and mathematics is
rising and the school is in a position to meet targets set for them through involvement in
the National Challenge initiative. Given the attainment of students when they enter the
school this represents good progress overall. The learning and progress of students with
special educational needs and/or disabilities are also good. The learning and progress of
students who are known to be eligible for free school meals are outstanding. In addition,
students who enter the school with English as an additional language make outstanding
progress, in part owing to the school's concerted commitment to improving literacy skills.
For example, in one outstanding Year 7 English lesson seen during the inspection,
students at the first stages of learning English were following a video extract of a Greek
myth and then summarising the story to other students. Complex concepts of trust and
morality were highlighted by the teacher and then discussed in groups by the students.
The school has robust systems for tracking the performance of students and employs
effective intervention strategies when students are not performing as well as they might.
Attendance remains slightly below the national average but is improving rapidly owing to
determined action on the part of the school to improve outcomes in this respect. The
school works closely with families and other agencies to good effect and is addressing the
particular challenges faced by the school robustly. A large majority of parents and carers
and students feel that the school prepares them well for the next stages in their lives.
Students are able to gain a wide range of qualifications and the school's drive to improve
literacy and numeracy skills is improving their prospects for employment. Partnerships
through trust status and the specialism have been effective in providing students with
opportunities to gain a wide range of experience in the world of work. Punctuality to
lessons seen during the inspection was good and a member of the senior leadership team
greets the students as they enter the school each morning with the comment 'Work hard –
be kind', providing a purposeful and positive start to the day.
Behaviour is good and managed effectively. Students move around the school in an
orderly fashion. Teachers adopt a consistent approach and students respond positively to
the high expectations of staff. Students say that behaviour has improved since the arrival
of the new headteacher.
Students have a clear understanding of factors that can affect their health and a much
higher-than-average proportion of students take advantage of the wide range of healthy
options available in the school canteen. A variety of extra-curricular sport is on offer and
participation rates are high.
Students value their school community and have an effective voice through the school
council. Students are actively involved in raising money for charity. Students are
increasingly confident in representing their school, such as in the Liverpool Schools
Parliament, because they feel proud that the perception of their school in the community
Students' spiritual, moral, social and cultural development is outstanding. Students engage
well with others regardless of ethnicity, religion or social background. Students have first-
hand experience of other cultures and the school welcomes and respects diversity, using
text-messaging to celebrate festivals such as Eid. Students have access to a wide variety
of high-quality cultural experiences such as visits to theatres, museums, art galleries and
trips abroad. An assembly seen during the inspection was highly effective in helping
students to reflect deeply upon the lives of children less fortunate than themselves.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning||2|
|Taking into account: |
|The quality of pupils' learning and their progress||2|
| The quality of learning for pupils with special educational needs and/or disabilities |
and their progress
|The extent to which pupils feel safe||2|
|Pupils' behav iour||2|
|The extent to which pupils adopt healthy lifesty les||2|
|The extent to which pupils contribute to the school and wider community||2|
|The extent to which pupils deve lop workplace and other skills that will contribute to |
their future economic well-being
|Taking into account: |
|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
How effective is the provision?
In the large majority of lessons, teaching is good or better. In the best lessons, good
subject knowledge allows teachers to enthuse, engage and challenge students to make
good progress. Effective use of resources and good relationships between students and
adults create a productive and positive climate for learning. The provision of a wide range
of activities helps to motivate students and maintain a good pace. In most lessons there is
a purposeful, good-humoured and business-like atmosphere allowing good learning to
take place. Teachers are, for the most part, reflective and self-critical, welcoming ideas on
how to improve their practice. High expectations are conveyed to students about their
work and teachers are alert to the social, emotional and learning needs of students,
adapting tasks and explanations to support their learning. In some weaker lessons, the
range of activities planned by teachers is not sufficiently tailored to meet the needs and
abilities of the students.
The use of assessment to support learning is good. Generally, students are provided with
detailed feedback both orally and through teachers' marking, but this is not consistent
across all subjects. Teachers' highly effective questioning in the better lessons plays a
fundamental role in ensuring that students make good progress. However, in weaker
lessons, opportunities are missed for the students to discuss the topic and for the teacher
to check whether the students have understood the work.
The curriculum is highly innovative and has made an outstanding contribution to
improving outcomes for students. Opportunities exist for all students to enjoy memorable
experiences. A wide variety of vocational and more traditional subjects is offered. The
school does well in tailoring the courses on offer to suit the needs, abilities and aspirations
of all students. The opportunity to take examinations early enables students to build on
success, take further qualifications or improve their grades. Partnerships have been highly
effective in improving provision. For example, a link with Ness gardens will allow students
to gain industry-standard qualifications in horticulture and the donation of cameras by
another partner enabled the school to introduce a course in photography. For some
vulnerable students the school has effectively adapted the curriculum by establishing a
nurture group. This encourages students who were reluctant to come to school to attend
and learn in a safe and secure environment.
Care, guidance and support are outstanding and contribute to improving outcomes for
students, particularly in attendance. Staff know students well. The school is passionate in
its aim to ensure that individual needs are met, encouraging aspiration in all students
whatever their circumstances.
These are the grades for the quality of provision
|The quality of teaching||2|
|Taking into account: |
The use of assessment to support learning
|The extent to which the curriculum meets pupils' needs, including, where relevant, |
|The effectiveness of care, guidance and support||1|
How effective are leadership and management?
The headteacher has a relentless focus on driving improvement. She has galvanised the
team of senior and middle leaders who share her ambitious vision for the school. A culture
of high expectations and accountability, summed up by the school's motto, 'No excuses',
has been rapidly embedded. The headteacher has shown resilience in her willingness to
tackle areas of weakness and determination to raise aspirations at all levels. Systems for
monitoring performance are robust and complacency is not tolerated. There is a sense of
urgency and a passionate belief in the power of education to improve the lives of
The leadership and management of teaching and learning are outstanding. Senior leaders
have inspired the school community to share the belief that, as the school's teaching and
learning policy states, 'the quality of learning is the most important aspect of the school's
work and that the quality of teaching is one of the most important factors contributing to
this'. The school has accurately identified areas for development in the quality of teaching
and actions taken have had a measurable impact on provision. There is an acceptance by
all staff of their individual and collective responsibility to improve outcomes for students.
The school's contribution to community cohesion is outstanding. The school rigorously
evaluates its work in this respect and sees itself as an agent for change in the local
community, working with a range of local services to challenge issues such as gang
violence. There is a commitment from senior leaders to ensure that students benefit from
contact with a variety of local, national and international institutions. For example, the link
with a school in Guildford enables students to have contact with other students from
different socio-economic backgrounds in another part of the country. The school itself is a
very cohesive community and the high degree of mutual respect seen between students is
evidence of the success of the school's work in this regard.
The school displays a passion for promoting equality and tackling discrimination. Students
describe the school as 'like a big family where everyone is valued'. Improved outcomes for
students are evident for all groups. Students show respect for each others' beliefs and
traditions. The school provides a translation service for parents and carers on information
evenings and the introduction of cluster groups has been effective in improving the
involvement of parents and carers from minority ethnic groups in the life of the school.
Procedures for safeguarding are good. The school has clear policies and the students'
awareness of what constitute safe or unsafe situations is strengthened through the
curriculum. The school works proactively with other agencies and procedures for training
staff are fit for purpose.
The effectiveness of the school's engagement with parents and carers is good and
improving. Good lines of communication exist, ranging from reports on students' progress
to newsletters, text-messaging and a newly designed website.
The school benefits from the support of a capable and knowledgeable governing body.
Governors express confidence in the leadership of the school and share the school's vision
for improvement. The governing body has a good grasp of the school's strengths and
weaknesses and statutory duties are met.
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||2|
|The effectiveness of partnerships in promoting learning and well-being||2|
|The effectiveness with which the school promotes equality of opportunity and tackles |
|The effectiveness of safeguarding proce dures||2|
|The effectiveness with which the school promotes community cohesion||1|
|The effectiveness with which the school deploys resources to achieve value for money||2|
Outcomes for students in the sixth form have been variable since the previous inspection
and are satisfactory overall. Attainment was above average in 2009 but performance
dipped to below average in 2010 owing to staffing difficulties. Learning and progress seen
during the inspection and an analysis of the data provided by the school on current
attainment indicate that outcomes are improving. Students enter the sixth form with
lower-than-average results at GCSE and therefore this now represents good progress.
Procedures for target-setting and monitoring the performance of students have been weak
in the past and, as a result, the tracking of students' progress was inconsistent. The new
head of sixth form has addressed this issue and far more effective systems are now in
Students speak highly of the care, guidance and support they receive. Students play an
active role in the life of the school; for example, senior members of the school council
have regular meetings with the headteacher in which they are involved in defining key
priorities for development.
The quality of teaching in the sixth form has been variable but areas of weakness have
been tackled effectively. As a result teaching is now good. A very limited range of courses
is currently on offer. However, the curriculum has been reviewed and new courses are
being introduced to better meet the range of aspirations and abilities of the students.
However, as these changes are in the early stages of development the impact of this
initiative on outcomes for students is yet to be seen. The school works in collaboration
with a number of other schools in the locality to ensure that all students are able to
pursue the studies that interest them and that will help them to achieve their future goals.
The school is determined to provide a 'curriculum for employability'. Effective partnerships
with local employers have enabled students to benefit from a wide range of experiences in
the workplace which are enhancing their employment prospects.
The leadership and management of the sixth form are good. The new head of sixth form
has a track record of leading improvement in the school. He has been dynamic in his
approach and has an ambitious vision for the strategic development of this area of the
school's work. The sixth form is much smaller than average and recruitment in 2010 was
poor, largely because of a limited range of courses on offer and weak teaching in some
subjects. Far more effective monitoring of provision and outcomes, more variety in the
range of courses on offer and a proactive approach to marketing the sixth form have
resulted in a three-fold increase in the number of prospective students.
These are the grades for the sixth form
|Overall effectiveness of the sixth form||3|
|Taking into account: |
Outcomes for students in the sixth form
|The quality of provision in the sixth form||3|
|Leadership and management of the sixth form||2|
Views of parents and carers
There was a lower-than-average return to the Ofsted questionnaire. A very large majority
of parents and carers state that their child enjoys school and that teaching is good. Most
parents and carers feel that the school prepares their child well for their future lives and
that the school meets their child's needs. A very large majority feel that their child is
making progress at school and that the school helps them to support their child's learning.
A very small minority of parents and carers feel that the school does not deal effectively
with poor behaviour. Inspectors found that behaviour was good during the inspection and
that the school uses appropriate systems to manage poor behaviour when it occurs. Some
parents feel that the school could respond more quickly when they contact the school
about their child. Most parents and carers are very supportive of the school, although a
very small minority expressed some concern about the proposed move to become an
Responses from parents and carers to Ofsted's questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Shorefields 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 70 completed questionnaires by the end of the on-site inspection. In total,
there are 616 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%.
|My child enjoys school||27||39||38||54||2||3||2||3|
|The school keeps my child |
|My school informs me about |
my child's progress
|My child is making enough |
progress at this school
|The teaching is good at this |
|The school helps me to |
support my child's learning
|The school helps my child to |
have a healthy lifestyle
|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
|The school meets my child's |
|The school deals effectively |
with unacceptable behaviour
|The school takes account of |
my suggestions and concerns
|The school is led and |
|Overall, I am happy with my |
child's experience at this
What inspection judgements mean
|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|
|Pupil referral units||21||42||29||9|
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 2009 to 31 August 2010 and are consistent with
the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2009/10 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,
|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.
22 March 2011
Inspection of Shorefields School, Liverpool, L8 9SJ
Thank you very much for the warm welcome we received during our inspection of your
school. We were impressed by your friendliness and by how polite you were. We found
that your school provides you with a good education and that Shorefields is an improving
school. Many of you enjoy taking part in activities such as trips abroad and visits to
theatres and museums. You have good links with your local community and you show
good attitudes towards one another. You make good progress in most subjects as you
move up through the school, but attainment, particularly in English and mathematics,
needs to improve.
The school does well in providing you with courses that suit your abilities, interests and
hopes for the future. Teaching is good overall and we noticed how keen you were to learn
and the good relationships you have with your teachers. The school cares well for you and
you trust your teachers. You know you can talk to them if you have a problem. The
headteacher, senior leaders and staff have worked effectively to improve the quality of
teaching so that you can achieve your potential. Examination results in the sixth form are
average and you make good progress overall.
We identified a number of areas where we think the school should make improvements.
We have asked the headteacher to continue the school's efforts to improve your
attendance. We also think that the school needs to extend further the excellent work it
does to improve your literacy skills. We have recommended that the school builds on
improvements in the sixth form so that results get better and there is more variety in the
courses on offer. In this way, the school will encourage more of you to think about staying
on in the sixth form.
All of you can help in this by attending school regularly, working hard and taking
advantage of all the wonderful opportunities available to you.
We wish you every success for your future.
Her Majesty's Inspector