School etc

St Monica Primary School

St Monica Primary School
Bay Road

phone: 023 80399870

headteacher: Mrs Kathryn Bevan-Mackie


school holidays: via Southampton council

265 pupils aged 4—6y mixed gender
630 pupils capacity: 42% full

145 boys 55%


120 girls 45%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 445354, Northing: 111237
GPS coordinates
Latitude: 50.899, Longitude: -1.3564
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 4, 2011
Region › Const. › Ward
South East › Southampton, Itchen › Sholing
Urban > 10k - less sparse
Free school meals %

rooms to rent in Southampton

Schools nearby

  1. 0.1 miles St Monica Junior School SO198ES (359 pupils)
  2. 0.4 miles Weston Park Primary School SO199HX (522 pupils)
  3. 0.5 miles Sholing Infant School SO192QF (239 pupils)
  4. 0.5 miles Weston Park Junior School SO199HL
  5. 0.5 miles The Sholing Technology College SO198PH (1034 pupils)
  6. 0.5 miles Woolston School Language College SO192JD
  7. 0.6 miles Ludlow Junior School SO192DW
  8. 0.6 miles Sholing Junior School SO198PT (238 pupils)
  9. 0.6 miles Grove Park Business and Enterprise College SO199LX
  10. 0.6 miles Valentine Primary School SO190EQ (589 pupils)
  11. 0.6 miles Cornerstone School SO199BE
  12. 0.6 miles Oasis Academy Mayfield SO199NA (650 pupils)
  13. 0.6 miles Ludlow Junior School SO192DW (563 pupils)
  14. 0.7 miles Heathfield Junior School SO190EQ
  15. 0.7 miles Heathfield Infant School SO190EQ
  16. 0.7 miles Ludlow Infant School SO192EU
  17. 0.7 miles Surrey House Infant School SO190SG
  18. 0.7 miles St Patrick's Catholic Primary School SO192JE (355 pupils)
  19. 0.7 miles Itchen College SO197TB
  20. 0.7 miles Ludlow Infant Academy SO192EU (265 pupils)
  21. 0.8 miles Woolston Infant School SO199DB (176 pupils)
  22. 0.8 miles Chamberlayne College for the Arts SO199QP (478 pupils)
  23. 0.9 miles Ridgeway House School SO197JL
  24. 1 mile Thornhill Junior School SO196FH

List of schools in Southampton

Age group 4–7
Inspection date(s) 4–5 October 2011
Inspection number 379203

St Monica Infant School

Inspection report

Unique Reference Number 116106
Local Authority Southampton
Inspection number 379203
Inspection dates 4–5 October 2011
Report ing inspector Gehane Gordelier HMI

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 261
Appropriate authority The governing body
Chair Brian Eley
Headteacher Kathryn Bevan-Mackie
Date of previous school inspection 11–12 June 2009
School address Bay Road
SO19 8EZ
Telephone number 023 8039 9870
Fax number 023 8049 9010
Email address reveal email: i…


This inspection was carried out by one of Her Majesty’s Inspectors and two additional
inspectors. They observed 18 lessons and nine teachers. They also observed an
assembly as well as the pupils at play and during lunch time. The inspectors spoke to
pupils and held meetings with staff, the Chair of the Governing Body and the School
Improvement Partner. They looked at pupils’ work and scrutinised a range of school
documentation. This included data about the progress being made by pupils;

teachers’ planning; action and improvement plans; evaluation documents; minutes

from meetings held by the governing body and records of visits from the local
authority. The inspectors also looked carefully at a range of school policies and
practice, especially those pertaining to keeping children safe. They took account of
the responses to questionnaires returned by 103 parents and carers and 14 members
of staff.

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • Are pupils, particularly boys, making sufficient progress in writing?
  • Is teaching providing sufficient challenge for all groups of learners, and taking
    enough account of pupils’ prior learning, aptitudes and skills?
  • How effectively are leaders and managers at all levels, including the governing
    body, contributing to accelerating the pace of change leading to higher levels of
    pupil achievement?

Information about the school

St Monica is larger than the average infant school. The proportion of pupils known to
be eligible for free school meals is lower than average. There is a lower than average
proportion of pupils from minority ethnic groups. A small minority of pupils have
special educational needs and/or disabilities and fewer than average have a
statement of special educational needs. Children enter the Early Years Foundation
Stage in the Reception Year.
The new headteacher has been in post since April 2011. The Chair of the Governing
Body has been in post for a year. Following the resignation of the former substantive
headteacher, an executive headteacher, who had previously been working with the
school, served as acting headteacher for two terms in the last academic year. The
school has the Basic Skills Quality Mark for primary schools. The on-site pre-school is
run by a separate provider and was therefore not part of this inspection.

Inspection judgements

Overall effectiveness: how good is the school? 3
The school’s capacity for sustained improvement 3

Main findings

St Monica Infants is a satisfactory and improving school. Parents, carers and staff
welcome the positive changes introduced by the new headteacher. These have led,
for example, to improved levels of communication within the school as well as
between the school and parents and carers. Consequently, parents and carers have
become much more engaged with school events as well as with their children’s
learning. This has resulted, for example, in good progress and higher levels of
attainment in reading. A view expressed by one parent reflects the views of others,

‘The school involves not only the children they teach but the family as well as the

Children develop an interest for learning in the Early Years Foundation Stage. The
good transition arrangements with the pre-schools, as well as with parents and
carers, enable children to settle quickly and happily into school life. Pupils make
satisfactory progress during their time at school given their starting points. They
attain levels that are a little above those reached by most pupils nationally by the
end of Year 2. However, they do not all achieve their full potential, particularly in
writing and mathematics. This is because the rate of progress they make is not
consistently good. Staff are committed and hard-working, but do not always make
sufficient use of data and information about pupils to ensure they provide
consistently good levels of challenge or plan for the good progression of skills.
Although there are class targets, pupils do not have individual targets. At times,
pupils are overly focused on their activities at the expense of their learning. In
addition, not all pupils, particularly the more-able, achieve as well as they could. The
quality of support for pupils with special educational needs and/or disabilities is
satisfactory. This results in them making satisfactory progress overall. Although some
pupils receive good and well-targeted, additional support, this is not the case for all
pupils. Where support is less effective, it is because there is insufficient guidance for
teaching assistants about how they can best meet the additional needs of pupils.
The curriculum has improved and has become more engaging and linked to real-life
experiences or stories. This has helped pupils to become more motivated about their
learning, including boys with their writing. However, there are not enough
opportunities for pupils to write at length, or to utilise and further develop their
mathematical skills across the curriculum. There is also limited use by teachers and
pupils of new technologies to support and enhance teaching and learning. Pupils are
kind and considerate; they are polite to each other and to adults. They are confident
that the adults in the school will help them if they have a problem. This contributes

to the extent to which they feel safe and to their understanding of how to keep
themselves safe in school as well as on school outings. Pupils take part in a good
range of sporting and healthy activities and make healthy choices given their age.
Under the good leadership of the new headteacher and Chair of the Governing Body,
the school has developed an accurate view of its strengths and areas in need of
improvement. The school’s self-evaluation and Raising Attainment Plan reflect this
and contribute to the communication of a clear sense of direction and purpose.
However, the roles of some senior and middle leaders, as well as some members of
the governing body, are underdeveloped. Consequently, they are not contributing as
well as they might to helping to drive and embed school improvement. Senior leaders
are making better use of data to track the progress made by pupils, but middle
leaders have yet to make sufficient use of this information to inform planning.
Consequently, improvement plans, as well as monitoring and evaluation activities,
are not always sharply focused on the outcomes for pupils. Furthermore, managers
and teachers are not held to account rigorously enough for the progress made by
different groups of pupils. The governing body has developed a new single equalities
plan; former plans have not always been monitored or reviewed rigorously or the
findings communicated to parents and carers. Although the school has improved
since its last inspection, progress has been slow. This, together with aspects of
leadership and management across the school which are underdeveloped, limit the
school's capacity to improve to being no better than satisfactory.
Up to 40% of the schools whose overall effectiveness is judged satisfactory may

receive a monitoring visit by an Ofsted inspector before their next section 5


What does the school need to do to improve further?

  • Accelerate pupils’ achievement so that they make more consistently good
    progress, particularly in writing and mathematics, by:
    ensuring teachers make consistently good use of data and assessment
    information when planning their lessons
    setting targets for every class and holding teachers more closely to
    account for the progress made by different groups of pupils
    providing pupils with personal targets, so they know what to aim for
    providing pupils with consistently good feedback in lessons and in their
    workbooks so they know what they are doing well and how they can
    further improve
    increasing opportunities across the curriculum for pupils to write,
    particularly at length, and to utilise and develop further their mathematical
  • Ensure teaching and learning are consistently good by:
    raising teachers’ expectations of what pupils can achieve especially those
    of average and above average ability
    ensuring teachers plan in greater detail for the progression of skills for
    pupils of different ability
    ensuring that additional adults are well informed about how best they can
    meet the needs of pupils
    ensuring that pupils are equally well focused on their learning as they are
    on their activities
    increasing the use of new technologies to help accelerate the pace of
    teaching and learning
    embedding the use of assessment strategies during and after lessons.
  • Develop the role of leaders, managers and members of the governing body so
    that they have a greater impact on driving and embedding improvements by:
    ensuring that improvement plans as well as monitoring and evaluation
    activities are sharply focused on outcomes for pupils
    managers taking a leading role in their areas of responsibility and being
    held more closely to account for the impact of their work in raising levels
    of attainment
    increasing the number of governors who are actively involved in holding
    the school to account
    ensuring there is greater rigour in the reviewing of policies and plans
    related to equality of opportunity and communicating findings to parents
    and carers.
    Pupils’ enjoyment of learning is evident in their good behaviour in lessons and
    around the school. On the rare occasions where behaviour is less than good it is
    because teaching fails to engage their interest or they have been expected to sit
    passively for too long. There is a rising trend in levels of attainment, albeit slow and
    at times uneven. In 2010, pupils attained levels that were significantly above the
    national average in reading, writing and mathematics. The rate at which pupils learn,
    and progress, although good in a few classes is satisfactory overall. This leads to
    their satisfactory achievement in writing and mathematics by the end of Key Stage 1.
    However, levels of achievement are better in reading. This is due to the concerted
    effort by staff and pupils in this area, as well as the good support parents and carers
    provide their children with in reading. Pupils from minority ethnic backgrounds make
    good progress. Girls and boys in Key Stage 1 generally make the same amount of
    progress. Despite an improving picture, White British boys still attain less well than
    their peers with their writing. From an early age, pupils learn a range of literacy,
    numeracy and other basic skills satisfactorily. However, when writing, they do not
    always use their learning of letters and the sounds they make to write new and
    unfamiliar words. There are also limited opportunities for pupils to write at length
    across the curriculum or for them to use and apply their mathematical skills in
    different contexts. Although teaching and support staff help pupils with special
    educational needs and/or disabilities to meet the learning intentions of lessons, the
    additional needs of this group of pupils are not always taken sufficiently into account
    to help maximise their learning.
    At times, there are too few opportunities for pupils to solve problems and develop as
    independent learners, including making decisions about what they will need to
    support them with their learning. Although children enjoy using information and
    communication technology, there is not enough use of computers or the ‘smart
    board’ to support and extend pupils’ learning. Pupils make a positive contribution to
    their school and the local community. The school council, in particular, contributed to
    changes in the arrangements about the end of the school day; it helped to plan the
    summer fair and to choose the school sign. However, pupils’ contribution to the
    wider community is limited. The basic levels of skills that pupils develop, as well as
    their good social skills and average levels of attendance, help them to be suitably
    prepared for the next phase of their education and future. Pupils demonstrate a good
    understanding of moral values. However, their knowledge and appreciation of other
    cultures and faiths are less well developed. Moments of reflection and prayer in
    assemblies help pupils to think about others and to give thanks for what they have.
Outcomes for individuals and groups of pupils 3

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 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 3
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 3

How effective is the provision?

Relationships between adults and children are good. Classroom displays are
interactive, informative and used to celebrate pupils’ achievements. Teachers
typically share the learning objectives with pupils and encourage the use of talk and
response partners. There are well-established routines and this helps pupils to know
what is expected of them. Although there are pockets of good practice, a small


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

and 4 is low

minority of inadequate lessons were observed. In the best teaching seen, such as in
a lesson about shape in Year 2, teaching built effectively on pupils’ previous
knowledge and skills. Pupils were provided with well-planned practical activities and
sufficient time allowed for them to put new learning into practice. The pupils in this
lesson worked well together, sharing ideas and discussing the properties of different
shapes. Where teaching was less effective, teachers spent too much time talking
while pupils sat patiently and passively. However, by the time pupils were expected
to get on with their work, they struggled to remember all that was expected of them.
Teaching in these lessons did not routinely check pupils’ understanding and progress
and this resulted at times in too little challenge, particularly for pupils of average and
above average ability. The quality of planning is not sufficiently good to ensure that
all lessons are well structured and promote consistently good levels of progression.
Pupils say they would welcome more feedback about how well they are doing and
how they can improve.
The use of visits and visitors to the school enhances the curriculum. There is a
particularly good programme to support the personal, social and health education of
pupils. There are increasing links between subjects. This is all helping to put learning
into a more meaningful and purposeful context. However, curriculum planning does
not always promote sufficient progression of skills. Planned opportunities for spiritual
development are also scant. The level of pastoral care provided to pupils and the
support that parents and carers receive from the school are good. All staff, including
those who work in the office and help at lunch times, ensure that pupils are safe,
happy and well cared for. There is particularly effective support for those pupils
whose circumstances make them most likely to be vulnerable. There are good
transition arrangements for entry into the Early Years Foundation Stage and for
when pupils leave for their junior school. However, the quality of guidance and
support does not contribute equally well to pupils’ learning and academic

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 3

How effective are leadership and management?

The headteacher provides strong leadership. Senior leaders and governors are
appropriately focused on raising levels of attainment. The new leadership
arrangements have led to staff becoming more motivated. Although senior leaders
and the governing body have a clear vision for the school, middle managers and
teachers have yet to fully reflect their understanding of this in their daily practice.

Consequently, the rate at which leaders and managers are able to drive and embed
improvement is currently no better than satisfactory. Senior leaders have set
challenging targets in the Raising Attainment Plan, but the action and improvement
plans of other leaders and managers do not communicate well enough the high
expectations for all year groups and for pupils of different ability.
Partnerships with other local schools are supporting the work of the governing body
and senior leaders, for example in improving levels of attendance. The effectiveness
with which the school promotes equality of opportunity and tackles discrimination is
satisfactory. This has led to girls making better progress in the Early Years
Foundation Stage and a reduction in the gap of levels of attainment between boys
and girls in writing. However, there is not enough rigour in the monitoring of the
performance of all pertinent groups. The effectiveness of safeguarding procedures is
good. All relevant policies are in place and staff and governors have received
appropriate training. Good communication and relationships with other agencies
ensure that support is provided to meet the individual needs of potentially vulnerable
pupils as they arise. The school’s good understanding of the community it serves is
reflected in its community cohesion plan. Staff are proactive in forging links with the
local community. They recognise, however, the need to develop the plan further by
including a wider global dimension, and for this to be reflected in curriculum

These are the grades for leadership and management

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


The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities
The effectiveness of the school’s engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 3
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 3
The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

The Early Years Foundation Stage provides a bright and stimulating learning
environment. This encourages children to try new experiences, such as role playing
as a sales person in a shoe shop or preparing food in the kitchen. Children are

articulate and well behaved and when provided with opportunities, they are able to
make choices. They work and play well together and respond positively to questions.
Adults help children to enrich their vocabulary by modelling new and unfamiliar
words and by encouraging children to use key words. Children's learning is put into
context and this helps them to recognise the value of what they are doing. A good
example was seen in the work children were doing following a walk around the local
area. Adults helped the children to identify different shapes and to use words such as

‘bigger’ and ‘smaller’ when they later sorted shapes in the classroom. Discussions

about different types of housing encouraged children to recognise the difference
between detached and semi-detached houses. This linked well to developing their
knowledge and understanding of the world.
Assessment information is not always taken sufficiently into account in the planning
of subsequent lessons. Furthermore, the early learning goals are not sufficiently
referenced within planning. This limits the extent to which skills are progressed,
particularly for those children who are the most able. There are few opportunities,
for example, for children to identify for themselves the resources they wish to use
over and above those that have already been laid out for them. Although one of the
areas in which pupils attain particularly well is in the use of numbers as labels and
for counting, this is also an area in which children make the least amount of
progress. Children make particularly good progress in their linking of sounds and
letters. However, they do not attain as well in this aspect of their learning as they do
in writing. There is a large covered outside area, but this is not always used as well
as it could be to extend further children's learning.

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

There was a higher than average rate of response by parents and carers to the
inspection questionnaire. Almost all parents and carers who returned the
questionnaire believe that their children enjoy school, that the school keeps their
children safe and that the school is led and managed effectively. They are also happy
with their children's experience. A very few parents and carers do not believe that
the school deals effectively with unacceptable behaviour; they also do not agree that
their children are making enough progress. The inspection found that behaviour in
the school is good and this is partly due to the effectiveness with which the school
deals with unacceptable behaviour as well as to the pupils’ good personal and social

development. However, inspectors found that not all pupils are making the progress
of which they are capable; this has been included as an area for the school to

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Monica 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 agree d with 13
statements about the school.
The inspection team received 103 completed questionnaires by the end of the on-site inspection. In
total, there are 261 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 answ er a particular
question, the percentages will not add up to 100%.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 73 71 28 27 2 2 0 0
The school keeps my child
76 74 26 25 1 1 0 0
The school informs me about
my child’s progress
58 56 41 40 0 0 0 0
My child is making enough
progress at this school
54 52 38 37 3 3 1 1
The teaching is good at this
59 57 36 35 1 1 1 1
The school helps me to
support my child’s learning
62 60 36 35 1 1 0 0
The school helps my child to
have a healthy lifestyle
64 62 37 36 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
64 62 32 31 0 0 0 0
The school meets my child’s
particular needs
61 59 36 35 1 1 1 1
The school deals effectively
with unacceptable behaviour
47 46 43 42 5 5 0 0
The school takes account of
my suggestions and
58 56 38 37 2 2 0 0
The school is led and
managed effectively
74 72 28 27 0 0 0 0
Overall, I am happy with my
child’s experience at this
81 79 20 19 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 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training.

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

examination results and in lessons.

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

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

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

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

Learning: how well pupils acquire knowledge, develop their

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

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

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

  • The school’s capacity for sustained
  • Outcomes for individuals and groups of
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

6 October 2011
Dear Pupils

Inspection of St Monica Infant School, Southampton, SO19 8EZ

Thank you for making us welcome and for spending time speaking to the inspectors
when we visited your school recently. As you know, we spent time in some of your
lessons; we looked at the work of the school and talked to you about your learning.

We spoke to the teachers, and were very interested in what your parents and carers

told us about the school. I am writing to thank you for helping us with our work and
to share some of our findings with you. The school has been judged as satisfactory.
These are some of the good things about your school.

  • We are impressed by your good behaviour and how polite you are.
  • You know a lot for your age about how to be healthy.
  • You feel safe in school and trust the adults to help you if you have a problem.
  • The school does a good job of keeping you safe.
  • The school works very well with parents and carers. This has helped you to
    make better progress with your learning, especially your reading.

These are some of the things we have asked your school to do to help it to become
even better.

  • We think you can do even better in your writing and your maths and have
    asked the school to make sure that the progress you make is always good.
  • We would like all of your lessons to be as good as the best lessons in your
  • Although we agree that your new headteacher is doing a good job, we would
    like all of the adults who are responsible for leading and managing, including
    some of the governors, to get even better at helping the school to improve.

You can help your school by continuing to work hard in lessons and by making sure
that you come to school when you are supposed to. I wish you every success and
happiness for the future.
Yours sincerely
Gehane Gordelier

Her Majesty’s Inspector


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