School etc

The Piggott School Closed - academy converter June 30, 2011

see new The Piggott School

The Piggott School
Twyford Road

phone: 0118 *** ***

headteacher: Mrs Hilary Winter

school holidays: via Wokingham council

Secondary — Voluntary Aided School

Education phase
Religious character
Church of England
Establishment type
Voluntary Aided School
Establishment #
Close date
June 30, 2011
Reason closed
Academy Converter
OSGB coordinates
Easting: 478463, Northing: 177430
GPS coordinates
Latitude: 51.49, Longitude: -0.87126
Accepting pupils
11—18 years old
Ofsted last inspection
Dec. 1, 2010
Diocese of Oxford
Region › Const. › Ward
South East › Maidenhead › Remenham, Wargrave and Ruscombe
Hamlet and Isolated Dwelling - less sparse
Admissions policy
Main specialism
Language (Operational)
Humanities second specialism
High performing leading options
Leading Edge Partnership Programme (LEPP)
Investor in People
Committed IiP Status
Sixth form
Has a sixth form
Learning provider ref #

rooms to rent in Reading

Schools nearby

  1. The Piggott School RG108DS (1243 pupils)
  2. 0.6 miles Polehampton Junior School RG109AX
  3. 0.6 miles Robert Piggott CofE Junior School RG108DY (172 pupils)
  4. 0.6 miles Cedar Park School RG109PP
  5. 0.6 miles Polehampton Church of England Junior School RG109AX (235 pupils)
  6. 0.7 miles Robert Piggott CofE Infant School RG108ED (131 pupils)
  7. 0.8 miles Polehampton Church of England Infant School RG109HS (181 pupils)
  8. 1.1 mile Shiplake College RG94BW (407 pupils)
  9. 1.4 mile The Colleton Primary School RG100AX (301 pupils)
  10. 1.6 mile Shiplake Church of England School RG94DN (193 pupils)
  11. 1.9 mile Waingels College RG54RF (1407 pupils)
  12. 2 miles Dolphin School RG100FR (200 pupils)
  13. 2.2 miles Sonning CofE Primary School RG46XF (210 pupils)
  14. 2.3 miles Willow Bank Infant School RG54RW (173 pupils)
  15. 2.3 miles Willow Bank Junior School RG54RW (225 pupils)
  16. 2.3 miles Crazies Hill CofE Primary School RG108LY (98 pupils)
  17. 2.4 miles Reading Blue Coat School RG46SU (735 pupils)
  18. 2.5 miles Woodley CofE Primary School RG54UX (295 pupils)
  19. 2.6 miles St Nicholas Church of England Primary, Hurst RG100DR (132 pupils)
  20. 2.7 miles St Dominic Savio Catholic Primary School, Woodley RG53BH (394 pupils)
  21. 2.7 miles St Dominic's RC Junior School RG53BH
  22. 2.7 miles St Dominic's RC Infant School RG53BH
  23. 2.8 miles Harpsden Parochial School RG94HL
  24. 2.9 miles Waltham St Lawrence Primary School RG100NU (128 pupils)

List of schools in Reading

The Piggott School

Inspection report

Unique Reference Number 110079
Local Authority Wokingham
Inspect ion number 356685
Inspect ion dates 1–2 December 2010
Reporting inspector Carmen Rodney

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

Type of school Comprehensive
School category Voluntary aided
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 1233
Of which, number on roll in the sixth form 284
Appropriate authority The governing body
Chair Mr Brian Griffin
Headteacher Mrs Hilar y E Winter
Date of prev ious school inspection 26 September 2007
School address Twyford Road
RG10 8DS
Telephone number 0118 9402357
Fax number 0118 9404892
Email address reveal email: wint…
Age group 11–18
Inspect ion dates 1–2 December 2010
Inspect ion number 356685


This inspection was carried out by two of Her Majesty's Inspectors and three additional
inspectors. They spent most of the time observing students' learning by visiting 38 lessons
taught by 38 teachers. The inspection also looked at a range of documentation, including
policies on teaching and learning, safeguarding, equality of opportunity, community
cohesion, special educational needs, assessment and behaviour. Inspectors also met with
leaders and managers, three groups of students and members of the governing body. In
addition, the questionnaire responses of 697 parents and carers, 150 pupils and 57 staff
were analysed and their views taken into account.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas:

  • To what extent is the quality of provision meeting the needs of all students, in
    particular lower-ability boys, those with special educational needs and/or disabilities
    and the few students from minority ethnic groups?
  • How effective are leaders and managers at all levels in driving improvement and
    what is their capacity to sustain better outcomes?
  • What are the key features of assessment and how well are they used to drive
  • How effective are strategies to support students at risk of exclusions, especially
    those with special educational needs and/or disabilities?

Information about the school

The Piggott School is larger than the average-sized secondary school, with slightly more
boys than girls. The school is oversubscribed and caters for a culturally diverse group of
students. The large majority of students are of White British heritage. While a small
proportion are from minority ethnic groups, very few are at the early stages of learning
English as a second language. The proportion of students known to be eligible for free
school meals is low. The proportion of students who have special educational needs
and/or disabilities is average but the proportion with a formal statement of special
educational needs is above average.
The school has three specialisms, in languages and humanities and as a Leading Edge
School (leadership for Achievement and Gifted and Talented). It has a range of awards
including, for example, Healthy School status and International School.

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

'Piggott is an exceptional school that provides a strong ethos that I know will stay with my
children for life.' This summary from a parent accurately identifies the high quality of
education that The Piggott offers to its students, whom the majority of parents and carers
described as 'well-rounded individuals' when they leave the school.
The exemplary leadership of the headteacher ensures that staff understand the vision of
high aspiration and nurturing students' personal development. Leaders at all levels, and
the staff, understand this vision because it has been clearly articulated. Academic
achievement is therefore high and students make outstanding progress in the main school
and in the sixth form.
The momentum for improvement has been sustained and there is a strong commitment to
moving the school forward. Two of the school's outstanding strengths lie in the clear lines
of accountability and teamwork of all staff. The comprehensive tracking systems,
demanding departmental reviews and rigorous performance management ensure that
students' progress is kept under close scrutiny. All of this enables the school to make
carefully considered provision that is well matched to the needs of students. Within this
inclusive ethos, every child matters and students are at the forefront of whole-school and
departmental planning. Equality of access underpins provision so that all groups and
individuals have equal opportunities to achieve exceptionally well. Leaders' understanding
of developing a corporate approach to inspire staff and students is very well demonstrated
in the school's continuing success. Consequently, the capacity for improvement is
The culture of high aspiration and achievement is linked to an exemplary curriculum and
outstanding care, guidance and support. The specialist status, particularly in languages,
plays a major role in driving academic achievement and improvement in relation to the
curriculum, teaching and students' personal development. These provisions have a direct
impact on students' behaviour and attendance, both of which are excellent and underpin
their highly positive attitudes and desire to do well. Excellent relationships between
students and adults contribute to them responding extremely well to the teaching that is
mostly good or better. Although the quality of teaching has improved since the previous
inspection, minor flaws prevent a higher proportion of lessons from being outstanding.
While assessment is good, and teachers keep very good track of students' progress,
marking does not always make clear how students should improve and assessment data
are not consistently used to match work to learning needs.
While a minority of parents and carers have raised questions about communication
between the home and school about their children's learning, the large majority are very
supportive and see it as the centre of the local community. These parents and carers are

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

rightly very impressed with the provision, the 'teachers' dedication' and the 'proactive way'
in which the school 'does its best to motivate and support students'.

What does the school need to do to improve further?

  • Ensure that a higher proportion of teaching is consistently outstanding to accelerate
    achievement further by:
    using assessment information to underpin all planning so that work is carefully
    matched to the needs of all students
    building on sharing and developing good practice across departments
    marking work regularly and giving students detailed comments so that they know
    their targets and are clear about how to improve.
Outcomes for individuals and groups of pupils 1

Student attainment is particularly high in the key subjects of English, mathematics, science
and the specialisms of modern foreign languages and the humanities. Results in the GCSE
and A-level examinations have improved each year since the previous inspection. In 2010,
73% of students achieved five GCSE passes at grades A*-C including English and
mathematics. At least 80% of students gained grades A*-C in both English and
mathematics, placing the school in the top 10% of schools nationally in these subjects.
While the majority of groups make similar progress, including those from minority ethnic
groups, a few lower-attaining boys did not achieve their targets as predicted for personal
reasons beyond the school's control. Students with special educational needs and/or
disabilities make similar progress to other groups.
Learning and progress are outstanding because students' excellent behaviour creates the
right climate for learning, enabling lessons to progress smoothly. In most lessons
observed, the quality of learning was at least good and a minority was better. Students
are very keen to learn and demonstrate engagement and willingness to work
collaboratively or individually to develop their skills. The most-able often take on a leading
role in groups, while those requiring additional help make excellent progress because they
are very well supported.
Students feel safe and understand what unsafe practice means, within and outside of the
school. They have an increased understanding of how to conduct themselves because
there is extensive coverage of issues about keeping safe. A Year 9 student explained, 'I
will always remember the issues around safety which are drummed into us from Year 7.'
The Christian ethos of the school contributes to equipping students with strong moral
principles and skills to help them make choices. Empathy and respect for each other, as
well as for other cultural heritages, underpin students' relationships and their extensive
contributions within the school, and the local, wider and global communities. This has led
to a high proportion of students holding posts of responsibility and participating in a wide
range of activities, locally, nationally and internationally. As a result, students seize
opportunities to develop leadership skills in Piggott and primary schools, working as
mentors and 'teachers' as well as sports leaders. Students are exceptionally well prepared
for the next stage of their education but equally important to them are the opportunities
offered to shape their thinking and ability to be charitable to others. A reflective Year 9
student said, 'I will always remember the great experiences and life skills.' Students'

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

excellent outcomes reflect the extremely well-balanced provision in relation to academic
performance and character building.

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' behaviour 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?

Lessons are well planned and purposeful, with clear learning objectives that are shared
and explored with students. The teachers' good subject knowledge, and their very good
use of assessment information to support learning in most lessons, ensure that work is
well matched to students' needs. There is a shared understanding of high expectations of
work and behaviour between staff and students and, because students are ambitious to
achieve well, there is a good level of interaction during group work or whole-class
teaching. Teachers use a good range of questions to assess and explore learning by
ensuring that students understand and can use the taught skills. Procedures for tracking
students' progress are thorough and teachers have excellent insight into their
achievement. Nevertheless, a few lessons are less effective, when they are too teacher-
directed and assessment information is not consistently used in planning to meet the
individual needs of students. In addition, irregularity in marking has resulted in some
students not being clear about how well they are doing or what they need to do to
The curriculum and enrichment activities meet the interests and needs of students very
well. The strength of the curriculum lies in the highly personalised offers and the

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

innovative approach to capturing students' enthusiasm for learning. For example, Year 9
students derive many benefits from making choices about courses they wish to study
beyond Year 8. As a result, they demonstrate a high level of maturity and are well
equipped to apply a good range of study skills when they begin the full GCSE courses in
Year 10. Strong achievement across the majority of subjects testifies to the suitability of
the curriculum for individuals and different groups.
This inclusive school ensures that high quality care, guidance and support are at the heart
of its work. Targeted support for students at risk of exclusion has had a very clear impact
on outcomes; attendance is high and exclusions are rare. Students are very confident that
the school provides excellent advice and support and meets their needs very well. For
example, students with special educational needs and/or disabilities are very well
supported. Exemplary pastoral care, from admission to the sixth form, involves, for
example, mentoring and strong links with external agencies, and underpins students'

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,
through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

Leaders and managers at all levels are clearly focused on high achievement and improving
students' personal development. They therefore use well-established systems to keep the
quality of provision under scrutiny. The monitoring of teaching and learning is a strength,
as are the regular briefings to update practice and introduce innovative approaches.
Monitoring is given a high priority, and leaders do not avoid giving strong messages about
improvement and taking action, as necessary. High achievement is sustained because
reviews are regular and there is close attention to analysing results and using the findings
to make further improvement. The headteacher welcomes new ideas, encourages
professional development and uses new initiatives to inspire staff and the governing body
to embrace change. The governing body is providing increasingly greater challenge. It is
influential in guiding and monitoring the strategic direction of the school, and there is
awareness that new governors have yet to develop their skills further. Safeguarding
procedures are rigorous and all requirements are met. For example, the school community
is aware that the senior leaders are vigilant and decisive in all matters relating to the well-
being of students.
The school recognises that partnership work with parents and carers is a key feature to
students achieving very well. Parents and carers are well informed and feedback from
them has led to changes in presenting reports. Within the community, extensive links with
external organisations and agencies ensure that students are exposed to a breadth of

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

experiences and support to raise their aspirations. Planning for improvement is extensive
and care is taken that all groups have equal opportunities to achieve exceptionally well.
Community cohesion is very well promoted, with particular strengths in the local and
international fields. Within this rural setting, careful attention is given to increasing
students' understanding of the diverse cultures in the school, locality and wider
While the building has been refurbished in parts and there are short-term plans to develop
sections of it, lack of specialist space and a new build remain disadvantages as the school
roll increases. Despite these shortcomings, the school deploys its resources extremely
carefully so that outcomes and value for money are outstanding.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition 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
discriminat ion
The effectiveness of safeguarding procedures 1
The effectiveness with which the school promotes community cohesion 1
The effectiveness with which the school deploys resources to achieve value for money 1

Sixth form

The sixth form has been strengthened since the previous inspection; its increased
popularity and reputation have given rise to more students entering it and improvements
in results and provision are now outstanding. Students make excellent progress each year
with a continuing upward trend, most notably in 2010, when the school achieved its best
results. Over two thirds of students achieved the higher grades, A?B, in the A -level
courses, demonstrating exceptionally good progress from Year 12. Within the sixth form,
the retention rate is good and attendance is high, which contribute to students achieving
very well. The majority move on to higher education, including Oxford and Cambridge.
Students take on responsibility within the school and beyond. They demonstrate excellent
collaborative and employability skills and are excellent role models for younger students.
Teachers promote independent learning and research skills well. In lessons observed,
students used key basic skills, including information and communication technology, very
well to develop their ideas. Teachers know the students very well and set them realistic

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

but challenging targets. Students appreciate the variety of teaching styles and see this as
a strength of lessons, as well as the feedback, which they see as 'informative' and
'constructive'. As a result, in lessons, they engage well, participate enthusiastically in
group work and use peer- and self-assessment very well.
Students benefit from an outstanding curriculum that meets their aspirations for high
achievement and higher education. This is well supplemented by an excellent range of
enrichment activities. For example, they are offered opportunities to experience studying
at higher levels before they enter university. The quality of outstanding care, guidance
and support from Year 11 through to post-16 and beyond is appreciated by students. In
particular, there is specific care and support for students with physical disabilities. The
sixth form benefits from excellent leadership and management. Extensive links with
external partners and planning for improvement ensure that students' views are taken into
consideration. Data are managed well and the high level of inclusion in the main school
continues into the sixth form. Despite poor accommodation, which has not improved since
the previous inspection, students are focused on their studies and typically say, 'We love
the sixth form.'

These are the grades for the sixth form

Overall effectiveness of the s ixth form 1
Taking into account:
Outcomes for students in the sixth form
The quality of provision in the sixth form 1
Leadership and management of the sixth form 1

Views of parents and carers

The response to the questionnaire was very high and the very large majority of parents
and carers who participated in the survey are very supportive of all that the school offers.
In the written comments received, and in the meeting with a few parents and carers, most
are very clear that the school provides their child with an outstanding education. In
addition, they gave personal testimonies of high quality pastoral care, individualised
support for their child and for those with special educational needs, and good quality
teaching leading to their child's excellent achievement.
In recognition of the teachers' dedication and commitment to the students, a minority of
parents and carers indicated that their child was from the second or third generation to
attend the school. However, a very small minority of parents and carers raised concerns
about a number of issues, including lack of communication between staff and the school
about their child's progress, insufficient help to support their child's learning, m aintaining a
healthy lifestyle and inconsistencies in managing unacceptable behaviour. In addition,
rather more were concerned that the school does not take account of their views. These
concerns were explored during the inspection.
The evidence base for the inspection confirms that the school acts on the concerns of
parents and carers and sets up a forum, as required, to seek and use their views to make
further improvements. The school has comprehensive policies on behaviour and healthy

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

lifestyles, which are well reflected in the day-to-day practice and provision. The school is
proactive in supporting students whose circumstances have made them vulnerable and the
curriculum, as indicated in the report, promotes all aspects of healthy living. The school is
inclusive and it is mindful that, despite having extensive approaches to communicating
with parents and carers, a very small minority require even more information. The school
is therefore examining the management of its information to make sure that all groups are
fully satisfied.
The views of one parent convey what most think about the provision: 'The headteacher
does a terrific job and should be proud of her achievement, and those of her staff and
students. I expect my child to be committed to his studies and long-term education... I
expect the same of his school and am happy to say The Piggott has proved that it is.'

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at The Piggott 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 697 completed questionnaires by the end of the on-site inspection. In total,
there are 1233 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 182 26 469 67 31 4 7 1
The school keeps my child
212 30 455 65 16 2 2 0
My school informs me about
my child's progress
126 18 455 65 83 12 4 1
My child is making enough
progress at this school
141 20 455 65 53 8 3 0
The teaching is good at this
127 18 481 69 34 5 2 0
The school helps me to
support my child's learning
119 17 419 60 100 14 11 2
The school helps my child to
have a healthy lifestyle
103 15 437 63 96 14 8 1
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
161 23 420 60 37 5 1 11
The school meets my child's
particular needs
138 20 465 67 49 7 3 6
The school deals effectively
with unacceptable behaviour
162 23 408 59 66 9 10 7
The school takes account of
my suggestions and concerns
121 17 414 59 67 10 12 12
The school is led and
managed effectively
175 25 444 64 29 4 8 6
Overall, I am happy with my
child's experience at this
197 28 427 61 23 3 4 7


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 58 36 4 2
Primary schools 8 43 40 9
Secondary schools 10 35 42 13
Sixth forms 13 39 45 3
Special schools 33 42 20 4
Pupil referral units 18 40 29 12
All schools 11 42 38 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 March 2010 and are the most
recently published data available (see Please note that the sample of schools
inspected during the autumn and spring terms 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. Secondary school figures include those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection

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.

Dear Students

Inspection of The Piggott School, Wokingham RG10 8DS

Thank you for taking part in the inspection. We valued your contribution when we spoke
to you in groups or casually in lessons or around the school.
The Piggott provides you with an outstanding education and you are right to be very
proud of your school. Results in the core subjects, English, mathematics and science, and
in the specialisms, far exceed the national average. Excellent results were also achieved in
other subjects last year. This excellent achievement has been sustained over the last three
years. It is a tribute to the school that many of you as second and third generation
'Piggottians' are continuing to achieve highly.
Virtually all aspects of the school's provision for you are outstanding. This has been
possible because the vast majority of you have excellent attendance and you work
extremely hard in lessons and concentrate very well. Behaviour around the school and in
lessons seen during the inspection was excellent. However, we are aware that because
you are highly focused on learning, a few of you are easily irritated if there is the slightest
disruption. The exemplary pastoral care and well-established code of conduct ensure that
lessons flow smoothly and students requiring help with their behaviour get the support
needed. We agree with your views that your school puts your needs first and provides you
with exceptional opportunities to develop life skills. There is no doubt that relationships
between all groups are very good. You have developed a good range of traits that show
generosity and understanding of others within the local community and beyond. Your
personal development is indeed outstanding.
The school is highly ambitious to continue to provide this high quality education for you.
We have therefore asked the school to ensure that teaching is consistently good or better.
We are asking that teachers use assessment data consistently when planning lessons, and
marking, including clear targets, always makes clear how you can improve your work
further. The inspection team is confident that The Piggott School will continue this
tradition of high achievement.
Yours sincerely

Carmen Rodney
Her Majesty's Inspector


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