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    HOLMFIRTH JIN SCHOOL: OFSTED CRITERIA for MER

    1. Overall effectiveness: how good is the school?

    Outstanding (1) Good (2) Satisfactory (3) Inadequate (4)

    Overall effectiveness is likely tobe outstanding when:Outcomes for individuals andgroups of pupils and The

    schools capacity for sustainedimprovementare at least goodwith either or both judged to beoutstanding. The majority ofjudgements in the quality ofprovision are outstanding. Thejudgement for Theeffectiveness with which theschool promotes equalopportunity and tacklesdiscrimination is at least good.

    Outcomes for individuals andgroups of pupils and Theschools capacity for sustainedimprovementare both good or,in exceptional circumstances, itmay be that The schoolscapacity for sustainedimprovementis satisfactory.The majority of judgements inthe quality of provision aregood.

    Outcomes for individuals andgroups of pupils and Theschools capacity for sustainedimprovementare at leastsatisfactory, as are all aspectsof provision. The effectivenesswith which the school promotesequal opportunity and tacklesdiscrimination and Theeffectiveness of safeguardingprocedures are at leastsatisfactory.

    Overall effectiveness is likely tobe inadequate if any of thefollowing are inadequate:

    Outcomes forindividuals and groupsof pupils

    The schools capacityfor sustainedimprovement

    The effectiveness withwhich the schoolpromotes equalopportunity andtackles discrimination

    The effectiveness of

    safeguardingprocedures

    key aspects ofprovision.

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    2. Outcomes: how well are pupils doing taking account of any variation?

    2a. Pupils attainment PS2b. The quality of pupils learning and their progress PS2c. The quality of learning for pupils with special educational needs and/or disabilities and their progress

    DM2d. Pupils achievement and the extent to which they enjoy their learning PS2e.The extent to which pupils feel safe DM2f. Pupils behaviour DM2g.The extent to which pupils adopt healthy lifestyles GE

    2h.The extent to which pupils contribute to the school and wider community CC2i.Pupils attendance AS2j.The extent to which pupils develop workplace and other skills that will contribute to their future economicwell-bein CC

    2k.The extent of pupils spiritual, moral, social and cultural development CC

    2a. Pupils attainment

    High (1) Above Average (2) Average (3) Low (4)

    A large majority of attainment

    indicators for the final key stageover the last three years havebeen significantly aboveaverage as indicated inRAISEonline. Other data and the

    A majority of attainment

    indicators for the final keystage over the last threeyears have been significantlyabove average, as indicatedin RAISEonline. Other data

    Generally, attainment

    indicators for the final keystage over the last threeyears have not beensignificantly below averageoverall, in all key subjects

    The general pattern of

    overall attainmentindicators for the final keystage over the last threeyears has beensignificantly below

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    pupils current work indicatethat attainment is high. Pupilsattainment in key subjects1 andthe attainment of sizeable

    groups of pupils are significantlyabove average.

    and the pupils current workindicate that attainment isabove average. Instances ofsignificantly below average

    attainment, including in keysubjects and for sizeablegroups of pupils, are rare andthere is a pattern ofimprovement.

    and for different groups ofpupils, as shown by indicatorsin RAISEonline. Other dataand pupils current work

    indicate that attainment isaverage.

    average, as indicated inRAISEonline. This includesconsideration of NationalChallenge benchmarks.

    Other data and the pupilscurrent work indicate thatattainment is low.

    or The general pattern of

    attainment indicators forthe final key stage over thelast three years for one ormore key subjects orsizeable groups of pupilshas been significantly below

    average, as indicated inRAISEonline. Other data andthe pupils current workindicate that attainment islow

    2b.The quality of pupils learning and their progress

    2c. The quality of learning for pupils with special educational needs and/or disabilities and their progress

    High(1) Above Average(2) Average(3) Low (4)

    The pupils acquire knowledge,develop understanding andlearn and practise skillsexceptionally well. Pupils

    The pupils acquireknowledge, developunderstanding and learn andpractise skills well. The pupils

    The extent to which pupilsacquire knowledge, developunderstanding and learn andpractise skills is at least

    The extent to which pupilsacquire knowledge,develop understandingand learn and practise

    1.

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    demonstrate excellentconcentration and are rarely offtask, even in extended periodswithout direction from an adult.

    They have developed resiliencewhen tackling challengingactivities in a range of subjects.Their keenness and commitmentto succeed in all aspects ofschool life and ability to graspopportunities to extend andimprove their learning areexceptional. Progress is at leastgood in each key stage, keysubjects and for different groups

    and is exemplary in some.

    are keen to do well, applythemselves diligently inlessons and work at a goodpace. They seek to produce

    their best work and areusually interested andenthusiastic about theirlearning in a range ofsubjects. A very largemajority of groups of pupilsmake at least good progressand some may makeoutstanding progress, withnothing that is inadequate.

    satisfactory. Most pupils workeffectively in a range ofsubjects when provided withappropriate tasks and

    guidance but lack confidencein improving the quality oftheir work. They generallywork steadily andoccasionally show high levelsof enthusiasm and interest.The pupils make the progressexpected given their startingpoints and some, althoughnot the majority, may makegood progress. Progress is

    inadequate in no majorrespect (for example, a keystage or particular groups ofpupils), and may be good insome respects.

    skills is inadequate.

    or

    Too many pupils fail to

    work effectively unlessclosely directed by anadult and give up easily.Pupils do not enjoy theactivities provided, whichis reflected in poorcompletion of tasksacross a range ofsubjects.

    or Pupils, or particular groups

    of pupils, make too littleprogress in one or more keystages.

    2d. Pupils achievement and the extent to which they enjoy their learning

    Outstanding (1) Good (2) Satisfactory (3) Inadequate (4)

    Achievement is likely to be

    outstanding when: attainment is above

    average or high andlearning and progressare outstanding

    Achievement is likely to be

    good when: attainment is

    average or aboveaverage and learningand progress are

    Achievement is likely to be

    satisfactory when: attainment is

    average, aboveaverage or high andlearning and

    Achievement is likely to be

    inadequate if either: learning and progress are

    inadequate

    or

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    or

    attainment is high andlearning and progressare good.

    good

    or

    attainment is

    average and learningand progress areoutstanding. In themost exceptionalcircumstances,attainment may below.

    progress aresatisfactory

    or

    attainment is low butimproving stronglyand learning andprogress are good. Inexceptional cases,learning andprogress may besatisfactory butimproving securelyand quickly.

    attainment is low andshows little sign ofimprovement, andlearning and progress are

    no better thansatisfactory with littleevidence of improvement.

    If the school is judged to be inadequate in this strand of the evaluation schedule, its overall

    effectiveness is also likely to be judged to be inadequate.

    2e. The extent to which children feel safe

    Outstanding (1) Good (2) Satisfactory (3) Inadequate (4)

    Pupils have an excellentunderstanding about whatconstitutes unsafe situations.They maintain a well-tunedperspective on their own safety

    and that of others. Pupils saythey feel safe at school at alltimes. Parents and carersstrongly agree that the schoolkeeps pupils safe. Groups

    Different groups of pupils saythey feel safe at school.Parents and carers say theschool keeps pupils safe andfew raise concerns about

    their child feeling unsafe inschool. Pupils generallyunderstand what constitutesan unsafe situation. Pupilshave an accurate perspective

    Pupils say they usually feelsafe at school and parentsand carers agree. Pupils knowabout the main risks theymight face and understand

    how these risks may threatentheir own and others safety.Pupils are clear that issuesthey raise will be takenseriously by the school and

    Pupils, or a significantgroup, who understandwhat constitutes anunsafe situation at schoolsay they do not feel safe.

    or

    Pupils have a worryinglyinaccurate perspective ontheir own safety.

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    representing a wide range ofpupils are entirely confident thatissues they raise will be dealtwith promptly and effectively by

    the school.

    on their own safety and thatof others. Pupils are confidentthat issues they raise will bedealt with promptly and

    effectively by the school.

    appropriate action taken. orPupils have little confidence in theschools ability to deal with safetyissues.

    The above needs more info via questionnaires to parents and childrenNeed to use ECM Materials we have bought from INTECNeed to collect more evidence.

    2f. Pupils behaviour

    Outstanding (1) Good (2) Satisfactory (3) Inadequate (4)

    Pupils consistently thoughtfulbehaviour is an outstandingfactor in their successfullearning and creates anextremely positive school ethos.Pupils are highly considerateand very supportive of eachother in lessons. Behaviour forall groups around the school isexemplary and pupils encourageothers to conduct themselves

    Pupils behaviour makes astrong contribution to goodlearning in lessons. Theirbehaviour is welcoming andpositive. They routinely showresponsibility in respondingto the expectations of staff,set consistent standards forthemselves and respondquickly and well to anyadditional guidance from staff

    Pupils behave so thatlearning proceedsappropriately and time is notwasted. They understandwhat is expected when askedto work on their own or insmall groups and only gentleprompting is needed tomaintain discipline. Aroundthe school, pupils behaviouris orderly so that public

    Pupils poor behaviourand rudeness occur morefrequently than on veryisolated occasions andinhibit progress in lessonsor well-being on morethan isolated occasions.

    or

    Time is wasted throughpersistent low-leveldisruption, excessive off-

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    well. There is no evidence ofdisruptive behaviour.

    about how to conductthemselves. They behaveconsiderately towards eachother.

    spaces are safe and calm.Pupils are polite andgenerally respondappropriately to sanctions.

    Incidents of poor behaviourare uncommon.

    task chatter and a lack ofattention in too manylessons.

    or Some pupils show a lack of

    respect for or directchallenge to adults orother young people,including instances of racistor sexist behaviour andother forms of bullying.

    2g.The extent to which pupils adopt healthy lifestyles

    Outstanding (1) Good (2) Satisfactory (3) Inadequate (4)

    Almost all groups of pupils havea great deal of knowledge andunderstanding of the factorsaffecting many aspects of theirphysical and mental health and

    emotional well-being. Manypupils have adopted healthylifestyles. Many groups,including those most at risk, arevery keen to take action to

    Pupils know and understandmany of the important factorswhich affect the differentaspects of their health. Mostwant to take action to

    improve their health andparticipate regularly inactivities which enable themto do so. The majority ofpupils have adopted a

    Pupils understandthe main threats to theirhealth and how they can

    be avoided. Some,although not the majority,want to take action toimprove their health anddo so through activities

    A considerable number ofpupils are unaware offactors affecting theirhealth and express nowish to improve their

    knowledge.or

    Few pupils have takeneffective action to improvetheir health.

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    improve their health andenthusiastically take upactivities to do so. A wide rangeof pupils respond positively to

    the schools health promotionstrategies and are themselvesambassadors for healthpromotion when talking toothers.

    healthy lifestyle. Pupilsrespond well to the schoolshealth promotion strategiesand may be involved in

    running health-relatedactivities

    provided by school. Pupilsare generally interested inthe schools healthpromotion strategies.

    The above needs more info via questionnaires to children or byusing the new ECM materials

    2h. The extent to which pupils contribute to the school and wider community

    Outstanding (1) Good (2) Satisfactory (3) Inadequate (4)

    Pupils are very proud of andcommitted to their schoolcommunity. This isdemonstrated by theirenthusiastic promotion of abroad range of activities toimprove the school and thewider community. Most groups

    of pupils are represented intaking on responsibilities. Pupilsfrom a wide range of groupshave a strong voice in decisionsrelating to their learning and

    Pupils value their schoolcommunity and willingly takeon responsibility andparticipate constructively inschool life beyond routinelessons and activities. Pupilshold clear views about theirlearning and well-being and

    participate keenly indiscussions about thesematters. Pupils understandand care about the issuesfacing their local area and

    Pupils take on responsibilityand play a constructive rolein the school. They havesome influence on decisionsabout school life. Theysupport initiatives to improveaspects of life in school andthe wider community. Pupils

    behaviour promotes apositive relationship with theschools local community.

    Pupils generally arereluctant to take onresponsibilities or to playa part in the life of theschool and widercommunity.

    or

    Pupils have little or no

    influence on decisionswhich affect the quality oftheir learning and well-being.

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    well-being. The pupilsinvolvement in the school andtheir interaction in the widercommunity are substantial and

    highly valued.

    where appropriate suggestand take actions to helpimprove the school and widercommunity. Pupils behaviour

    in the local area is wellregarded.

    or Pupils contribution to the

    school and widercommunity has little

    positive impact.

    2i. Attendance

    High (1) Good (2) Satisfactory (3) Inadequate (4)

    Overall attendance is high.Attendance is consistently highfor all groups of pupils.

    Overall attendance is aboveaverage. Attendance is aboveaverage for all sizeablegroups of pupils

    Overall attendance is broadlyaverage. Attendance is atleast broadly average for allsizeable groups of pupils. Fewpupils are persistently

    absent.

    Generally, attendancedata over the last threeyears have been wellbelow the nationalaverage and there is little

    sign of improvement.

    or

    The attendance ofsizeable groups of pupilsis consistently well belowaverage.

    or Too many pupils are

    persistently absent.

    2j.The extent to which pupils develop workplace and other skills that will contribute to their future economic

    well-being

    Outstanding (1) Good (2) Satisfactory (3) Inadequate (4)

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    The pupils application of theirbasic skills across many areas ofschool life is innovative andhighly effective. They have a

    wide range of well-honed skillsthat are highly relevant to theirnext phase of their life ineducation, training, employmentor other constructive activity.They are aspirational, knowprecisely what they need to doand are determined to succeed.Pupils attendance is likely to beat least above average and theirpunctuality exemplary.

    The pupils successfully applytheir well-developed basicskills for a broad range ofpurposes and are well

    equipped with wider skillsand personal qualities. Theyhave a good understanding ofthe next steps they need totake, and intend to take, tosucceed in the future. Pupilsattendance is at leastaverage and they areconsistently punctual.

    The pupils apply their basicskills securely in a range ofcontexts. Pupils develop thewider skills and personal

    qualities needed to equipthem for the next phase oftheir education or the worldof work and training. Theyrecognise the next steps theywill need to take to achievetheir goals. Pupilsattendance is generallyaverage and they are usuallypunctual. In exceptionalcircumstances, attendance

    may be low but is rapidlyimproving.

    Application of basic skillsis weak.

    or

    A significant minority ofpupils are not developingthe knowledge, skills andunderstanding needed tosucceed in the next phaseof their lives.

    or Pupils attendance and

    punctuality generally, or fora significant minority, arepoor and show no sign ofimprovement.

    The above needs further info

    2k.The extent of pupils spiritual, moral, social and cultural development

    Outstanding (1) Good (2) Satisfactory (3) Inadequate (4)

    Pupils think deeply about theirown and others experiencesand try to relate them to a clearset of personal values. They

    Pupils are curious about theworld around them andembrace new experienceswhich broaden their

    Pupils reflect on theirexperiences, for exampleresponding with interest toartistic, sporting and cultural

    Pupils are developing littlepersonal insight, purposeor understanding tonurture their growth as

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    have a keen interest in ethicalissues, act in a principledmanner and understand theimportance of reassessing

    values in the light of experience.The pupils resolve conflictsintelligently and seek consensuswhile accepting the right ofothers to hold different opinionsand beliefs. They have a verygood insight, based on first-handexperience, into similarities anddifferences between their ownand others cultures and howthese are constantly changing.

    They are open to new ideas,appreciate cultural diversity andchallenge racism.

    understanding, such asengaging enthusiastically inartistic, sporting and culturalopportunities. They respect

    others needs and interestsand make responsible andreasoned judgements onmoral dilemmas. Pupils havea strong sense of commonvalues across differentsocieties. They engage wellwith a range of groups fromdifferent ethnic, religious andsocio-economic backgrounds,including those not

    represented in the immediatecommunity.

    opportunities. They showsome interest in otherpeoples feelings, values andbeliefs, although this is

    mainly confined to that whichis introduced in lessons. Theygenerally know the differencebetween right and wrong andunderstand theconsequences of their ownand others actions. Pupilsengage effectively with thosefrom different ethnic,religious and socio-economicbackgrounds and understand

    that they share commonvalues.

    principled individuals.

    or

    Pupils are not developing

    the skills, personalqualities or understandingto engage constructivelywith people from othercultures and backgrounds.

    or Pupils have little

    understanding of, orinterest in, their own cultureor that of others.

    3. How effective is the provision?3a.The quality of teaching PHASE3b.The use of assessment to support learning PHASE3c.The extent to which the curriculum meets pupils needs, including, where relevant, throughpartnerships CC3d.The effectiveness of care, guidance and support DM

    3a.The quality of teaching

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    Outstanding (1) Good (2) Satisfactory (3) Inadequate (4)Teaching is at least good andmuch is outstanding, with theresult that the pupils are makingexceptional progress. It is highlyeffective in inspiring pupils andensuring that they learnextremely well. Excellent subjectknowledge is appliedconsistently to challenge andinspire pupils. Resources,including new technology, makea marked contribution to thequality of learning, as does the

    precisely targeted supportprovided by other adults.Teachers and other adults areacutely aware of their pupilscapabilities and of their priorlearning and understanding, andplan very effectively to build onthese. Marking and dialoguebetween teachers, other adultsand pupils are consistently of avery high quality. Pupilsunderstand in detail how to

    improve their work and areconsistently supported in doingso. Teachers systematically andeffectively check pupils

    The teaching is consistentlyeffective in ensuring thatpupils are motivated andengaged. The great majorityof teaching is securing goodprogress and learning.Teachers generally havestrong subject knowledgewhich enthuses andchallenges most pupils andcontributes to their goodprogress. Good andimaginative use is made of

    resources, including newtechnology to enhancelearning. Other adultssupport is well focused andmakes a significantcontribution to the quality oflearning. As a result of goodassessment procedures,teachers and other adultsplan well to meet the needsof all pupils. Pupils areprovided with detailed

    feedback, both orally andthrough marking. They knowhow well they have done andcan discuss what they need

    Teaching may be good insome respects and there areno endemic inadequacies inparticular subjects or acrossyear groups. Pupils showinterest in their work and aremaking progress that isbroadly in line with theircapabilities. Teacherssubject knowledge is secure.Adequate use is made of arange of resources, includingnew technology, to support

    learning. Support provided byother adults is effectivelydeployed. Teaching ensuresthat pupils are generallyengaged by their work andlittle time is wasted. Regularand accurate assessmentinforms planning, whichgenerally meets the needs ofall groups of pupils. Pupils areinformed about their progressand how to improve through

    marking and dialogue withadults. Teachers monitorpupils work during lessons,pick up general

    Expectations areinappropriate. Too manylessons are barelysatisfactory or areinadequate and teachingfails to promote thepupils learning, progressor enjoyment.

    or Assessment takes too little

    account of the pupils priorlearning or theirunderstanding of tasks and

    is not used effectively tohelp them improve.

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    understanding throughoutlessons, anticipating where theymay need to intervene anddoing so with striking impact on

    the quality of learning.

    to do to sustain goodprogress. Teachers listen to,observe and question groupsof pupils during lessons in

    order to reshape tasks andexplanations to improvelearning.

    misconceptions and adjusttheir plans accordingly tosupport learning.

    3b.The use of assessment to support learning

    Outstanding (1) Good (2) Satisfactory (3) Inadequate (4)

    Teaching is at least good andmuch is outstanding, with theresult that the pupils are making

    exceptional progress. It is highlyeffective in inspiring pupils andensuring that they learnextremely well. Excellent subjectknowledge is appliedconsistently to challenge andinspire pupils. Resources,including new technology, makea marked contribution to thequality of learning, as does theprecisely targeted supportprovided by other adults.Teachers and other adults areacutely aware of their pupilscapabilities and of their priorlearning and understanding, and

    The teaching is consistentlyeffective in ensuring thatpupils are motivated and

    engaged. The great majorityof teaching is securing goodprogress and learning.Teachers generally havestrong subject knowledgewhich enthuses andchallenges most pupils andcontributes to their goodprogress. Good andimaginative use is made ofresources, including newtechnology to enhancelearning. Other adultssupport is well focused andmakes a significantcontribution to the quality of

    Teaching may be good insome respects and there areno endemic inadequacies in

    particular subjects or acrossyear groups. Pupils showinterest in their work and aremaking progress that isbroadly in line with theircapabilities. Teacherssubject knowledge is secure.Adequate use is made of arange of resources, includingnew technology, to supportlearning. Support provided byother adults is effectivelydeployed. Teaching ensuresthat pupils are generallyengaged by their work andlittle time is wasted. Regular

    Expectations areinappropriate. Too manylessons are barely

    satisfactory or areinadequate and teachingfails to promote thepupils learning, progressor enjoyment.

    or Assessment takes too little

    account of the pupils priorlearning or theirunderstanding of tasks andis not used effectively to

    help them improve.

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    plan very effectively to build onthese. Marking and dialoguebetween teachers, other adultsand pupils are consistently of a

    very high quality. Pupilsunderstand in detail how toimprove their work and areconsistently supported in doingso. Teachers systematically andeffectively check pupilsunderstanding throughoutlessons, anticipating where theymay need to intervene anddoing so with striking impact onthe quality of learning.

    learning. As a result of goodassessment procedures,teachers and other adultsplan well to meet the needs

    of all pupils. Pupils areprovided with detailedfeedback, both orally andthrough marking. They knowhow well they have done andcan discuss what they needto do to sustain goodprogress. Teachers listen to,observe and question groupsof pupils during lessons inorder to reshape tasks andexplanations to improvelearning

    and accurate assessmentinforms planning, whichgenerally meets the needs ofall groups of pupils. Pupils are

    informed about their progressand how to improve throughmarking and dialogue withadults. Teachers monitorpupils work during lessons,pick up generalmisconceptions and adjusttheir plans accordingly tosupport learning.

    3c.The extent to which the curriculum meets pupils needs, including, where relevant, through partnerships

    Outstanding (1) Good (2) Satisfactory (3) Inadequate (4)

    The schoolscurriculum providesmemorable

    experiences and richopportunities forhigh-quality learningand wider personal

    The schools curriculumprovides well-organised,imaginative and effectiveopportunities for learning anda broad range of experiences

    which contribute well to thepupils development and well-being. The curriculum isadjusted effectively to meet

    The curriculum is adequatelymatched to pupils needs,interests and aspirations andprovides adequatepreparation for the next

    stage of their lives, whatevertheir starting points. Provisionfor potentially vulnerablepupils is satisfactory. Cross-

    The curriculum has significantshortcomings in meeting theneeds of pupils, or particulargroups of pupils, and makesinsufficient contribution to their

    learning, enjoyment, well-being ordevelopment.

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    development andwell-being. Theschool may be at the

    forefront ofsuccessful,innovative curriculumdesign in some areas.A curriculum withoverall breadth andbalance providespupils with their full

    entitlement and iscustomised to meetthe changing needs ofindividuals andgroups. There arehighly tailoredprogrammes for awide range of pupils

    with different needs.Cross-curricularprovision, includingliteracy, numeracy

    the needs of most groups anda range of pupils with highlyspecific needs. Cross-curricular provision, including

    literacy, numeracy and ICT, ismainly good and there isnothing that is inadequate.Enrichment opportunities arevaried, have a high take-upacross most groups of pupils,and are much enjoyed.

    curricular provision, includingliteracy, numeracy and ICT, isat least satisfactory. Somefeatures of the curriculum

    may be good.

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    and ICT, is mainlyoutstanding and thereis nothing less than

    good. As a result, allgroups of pupilsbenefit from a highlycoherent and relevantcurriculum whichpromotes outstandingoutcomes.

    3d.The effectiveness of care, guidance and support

    Outstanding (1) Good (2) Satisfactory (3) Inadequate (4)

    Very well-targeted support forall pupils has enabled them tomake the best of theopportunities provided by theschool. Excellent attention isgiven to all aspects of care,guidance and support. Pupils areknown as individuals and have

    high levels of confidence in theschools ability to advise themeffectively. The schools workwith families, children and arange of agencies to sustain the

    Well-organised arrangementsfor the care of all pupilscontribute to their generallygood development and well-being and support theirlearning effectively. Clearlytargeted support for groupsof potentially vulnerable

    pupils has resulted insignificant improvement, forinstance in attitudes,behaviour, confidence,achievement or relationships.

    Pastoral care is generallyeffective in supporting theneeds of all pupils atsignificant points in their timeat school. Support forvulnerable pupils is anestablished part of theschools provision and plays a

    useful role in fostering theirlearning and development.Impartial advice andguidance help pupils to makeinformed choices about their

    Care and support systemshave shortcomings whichmean that some groups ofpupils do not thrive intheir learning,development or well-being.

    or

    The quality of advice andguidance is weak andpupils are insufficientlyprepared to makeimportant decisions about

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    learning, development and well-being of individual pupils facingchallenging circumstances isdeeply embedded at all levels.

    The school can point tostriking examples of where ithas helped individual pupilsovercome significant barriers

    to their education. Good-quality advice and guidanceare provided consistently,enabling pupils to makeconfident and well-informedchoices about their future.

    future. their future.or

    The effectiveness ofsafeguarding procedures is

    inadequate

    4. How effective are leadership and management?4a.The effectiveness of leadership and management in embedding ambition and driving

    improvement4b.The leadership and management of teaching and learning4c.The effectiveness of the governing body in challenging and supporting the school so thatweaknesses are tackled decisively and statutory responsibilities met4d.The effectiveness of the schools engagement with parents and carers4e.The effectiveness of partnerships in promoting learning and well-being4f.The effectiveness with which the school promotes equal opportunity and tacklesdiscrimination

    4g.The effectiveness of safeguarding procedures4h. The effectiveness with which the school promotes community cohesion4i. The effectiveness with which the school deploys resources to achieve value for money

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    4a.The effectiveness of leadership and management in embedding ambition and drivingimprovement4b.The leadership and management of teaching and learning

    Outstanding (1) Good (2) Satisfactory(3) Inadequate(4)

    The senior leadership team andother leaders and managers areconspicuously successful ininspiring the school communityto share a strong sense ofpurpose which involves worktowards meeting or sustainingambitious targets for all pupils.

    Morale is very high and belief inthe schools success runsthrough all levels of staff.Rigorous and extensivemonitoring, searching analysisand self-challenge enable theschool, together with itssignificant partners, to deviseexceptionally well-focusedplans. Actions taken by theschool and, where relevant, itspartners are implemented with

    precision and managedthoroughly. As a result, thequality of teaching is at leastgood and leaders and managers

    The senior leadership teamand many middle leaders andmanagers consistentlycommunicate highexpectations to staff aboutsecuring improvement. Theygalvanise the enthusiasm ofstaff and channel their efforts

    to good effect. Leaders andmanagers routinely makegood use of a range ofrigorous monitoring activitiesrelating to teaching, otherprovision and outcomes.Planning involves anyrelevant major partners, andis founded on robustevidence and good-qualitydata. It is tackling key areasof weakness, including thosein teaching, systematicallyand building on areas ofstrength. As a result,teaching is at least

    The senior leadership teamand other leaders andmanagers are motivated toseek further improvementand are effective in focusingthe schools efforts onpriorities. Senior leaders andmanagers monitor accurately

    the progress and well-beingof all pupils and the quality ofteaching and learning.Target-setting is based onaccurate assessmentinformation but is onlyadequately challenging. Theschool implements suitableplans aimed at improvingareas of weakness and istaking effective steps tosecure high-quality teaching.Expectations are sufficientlyhigh to bring about outcomeswhich are broadlysatisfactory and improving or,

    Leaders and managersare not taking effectivesteps to embed theirambition for the school.

    or

    The school is not usingtarget-setting effectivelyto raise expectations andimprove outcomes.

    or

    Leaders and managers donot drive and secureimprovement.

    or Leaders and managers are

    not taking effective steps tosecure satisfactory andbetter teaching.

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    at all levels are taking highlyeffective steps to drive up thequality of teaching still further.Consequently, outcomes in

    achievement and well-being formost pupils are good, and someare exceptionally high.

    satisfactory and improving.Target-setting is realistic andchallenging. Consequently,outcomes are generally good,

    or there is substantialevidence that they areimproving strongly.

    if lower, there is substantialevidence that they areimproving strongly.

    4c.The effectiveness of the governing body in challenging and supporting the school so thatweaknesses are tackled decisively and statutory responsibilities met

    Outstanding (1) Good (2) Satisfactory (3) Inadequate(4)

    Governors make an exceptionalcontribution to the work anddirection of the school. Theyhave high levels of insight andare extremely well organisedand thorough in their approach.They are vigorous in ensuringthat all pupils and staff are safe.

    In discharging their statutoryresponsibilities, they have veryrobust systems for evaluatingthe effectiveness of their

    The governing body has thecapacity to meet the schoolsneeds and is influential indetermining the strategicdirection of the school.Governors are rigorous inensuring that pupils and staffare safe and discharge their

    statutory duties effectively.They are fully andsystematically involved inevaluating the school. Their

    Governors discharge theirstatutory responsibilities andensure that pupils and staffare safe. They are wellorganised, are visible in theschool community, andsupport staff and pupils. Mostgovernors know the strengths

    and weaknesses of theschool, understand thechallenges it faces and aredirectly involved in setting

    The governing body hastoo little impact on thedirection and work of theschool.

    or

    The governing body doesnot challenge the school

    to address weaknessesand bring aboutimprovement.

    or The governing bodys

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    implementation, keeping thework of the school under reviewand acting upon their findings.Governors are innovative,

    flexible and adapt to new ideasquickly, supporting the work ofthe staff in improving outcomesfor all pupils. They are confidentin providing high levels ofprofessional challenge to holdthe school to account.Governors engage veryeffectively with parents, pupilsand the staff as a whole and arewell informed about users viewsof the school. They use theseviews to inform strategicpriorities for development.

    relationships with staff areconstructive and they showdetermination in challengingand supporting the school in

    tackling weaknesses and sobringing about necessaryimprovements. Governorshave clear systems forseeking the views of parentsand pupils and mechanismsfor acting on these.

    appropriate priorities forimprovement. The governingbody holds the school toaccount for tackling

    important weaknesses.Governors engage often withparents and pupils andrespond quickly to their viewsand any significant concernsthey may have.

    negligence in failing tomeet its statutoryrequirements places thepupils achievement or well-

    being at risk.

    4d.The effectiveness of the schools engagement with parents and carers

    Outstanding (1) Good (2) Satisfactory (3) Inadequate(4)

    The school has a highly positiverelationship with all groups ofparents and carers, particularlythose groups of parents andcarers who might traditionallyfind working with the schooldifficult. Parents and carers areheavily involved in decision-

    The school has a highlypositive relationship withmost groups of parents andcarers. The school regularlyasks parents and carers fortheir views and ensures thatthese are used to informimportant decisions about

    The school has a generallypositive relationship withparents and carers. Theschool regularly seeks andtakes account of the views ofdifferent groups of parentsabout important issues. Thereis a regular exchange of

    Parents and carers, orparticular groups ofparents and carers, arenot sufficiently involved insupporting and makingdecisions about theirchildrens well-being.

    or

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    making on key matters throughwell-established procedures.Parents and carers areexceptionally well informed

    about all aspects of their ownchildrens achievement, well-being and development. Theschool provides tailoredguidance and information aboutprecise ways parents and carerscan support their childrenslearning across a wide range ofsubjects. All groups of parentsand carers are able tocommunicate with the schoolthrough a wide range of media.Consistent and productivepartnerships ensure that parentsand carers are strongly engagedwith their childrens learningand the schools work. Theschools systems for keepingparents informed about aspectsof its work ensure that parentsand carers have coordinated,up-to-date, accurate and timelyinformation.

    whole-school matters.Parents and carers are keptwell informed about theirchildrens achievement, well-

    being and development. Theschool helps parents andcarers to support theirchildrens learning in differentways. The effective liaisonwith parents and carerscontributes to improvementsin pupils achievement, well-being and development.There are clear andaccessible channels forparents and carers tocommunicate with the schoolwhich the school activelyencourages parents topursue. The schools systemsfor keeping parents informedabout aspects of its work runsmoothly.

    information with parents andcarers, providing them withadequate information on howwell their children are

    achieving, their well-beingand development. There aresome general strategies tohelp parents and carerssupport their childs learning.There are clear andaccessible channels forparents and carers tocommunicate with the school.The school generally keepsparents up-to-date about themain events in its calendar.

    The school does not takesufficient account ofparents and carersviews, or the views of

    particular groups ofparents and carers, sothat they have too littlesay in decisions aboutwhole-school matters.

    or Communication between

    the school and parents andcarers, or particular groupsof parents and carers, ispoor.

    4f.The effectiveness with which the school promotes equal opportunity and tacklesdiscrimination

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    Outstanding (1) Good (2) Satisfactory(3) Inadequate (4)

    The school places the promotionof equality of opportunity at theheart of all of its work and itsaspirations are understood andacted upon consistently at alllevels. Consequently, theoutcomes for pupils and theirexperience are positive and anyunevenness between differentgroups is minimal or reducingrapidly. Monitoring andevaluation are sophisticated andhighly influential in maintaining

    and improving the schoolseffectiveness. There is noevidence of discrimination andwhere there has been anyevidence of inequality this hasbeen tackled exceptionally well.

    The school articulates andpursues ambitious strategiesfor its particular groups ofpupils who may be subject todiscrimination. Concertedaction to promote equality ofopportunity has resulted insustained and significantimprovement in theperformance andparticipation of these groups.Gaps between differentgroups are closing. The

    school has identified wherefurther improvements can bemade to overcome anyremaining variations inperformance and it has goodstrategies to tackle them.

    The school has pertinentinformation about the precisegroups of pupils it serves andevaluates their participationin school life andperformance across thecurriculum. There is someimprovement in areas wherethe school has targeted itsactions.

    The school does not haverelevant insight into theperformance andparticipation of differentgroups of pupils and thereis no evidence ofimprovement in theoutcomes or experienceof different groups.

    or The school is inactive in

    tackling materialdifferences between groups

    and/or in tacklingdiscrimination

    If the school is judged to be inadequate in this strand of the evaluation schedule, its overalleffectiveness is also likely to be judged to be inadequate.

    4g.The effectiveness of safeguarding procedures

    Outstanding (1) Good (2) Satisfactory(3) Inadequate (4)

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    The school is a leader of high-quality practice, ensuring, forexample, that its procedures are

    constantly updated to reflectdeveloping technologies. Theschool has excellent qualityassurance and risk assessmentsystems which are routinelyinformed by pupils and parentsviews, including those who mayhave barriers to communication.There is a comprehensiveawareness of safeguardingissues among the governors and

    staff at all levels, all of whomreceive regular training onsafeguarding, in particular childprotection. As a result, arealistic and proportionateapproach to safety andsafeguarding permeates allaspects of the schools life. Theschools collaborative workingwith other key agencies isexemplary.

    The school adoptsrecommended good practiceacross all areas of its work.

    The schools well-developedquality assurance and riskassessment systems takeaccount of the views of pupilsand parents. These are actedupon to make effectiveimprovements to thesafeguarding systems.Training of all staff, inparticular child protection, isof good quality. The school

    integrates issues about safetyand safeguarding into thecurriculum so that pupilshave a strong understandingof how to keep themselvessafe. The school is proactivein building on collaborativeworking with other keyagencies to reduce the risk ofharm to pupils.

    All safeguarding regulationsand duties are met andarrangements and policies for

    safeguarding are in line withgovernment requirementsand systematically reviewed.All staff have been suitablytrained and have the skillsand expertise required. Theschool identifies dangers,fosters a realisticunderstanding of risk andhelps pupils to keepthemselves safe.

    Arrangements forinteragency working areeffective. The school knowswhich of its pupils are most atrisk and gives priority tosafeguarding their welfare,including pupils who areexcluded or persistentlyabsent.

    Safeguarding regulationsand duties are not met.

    or

    Arrangements forsafeguarding are notrobust and there is nosystem to maintain andupdate them, or thesystems that are in placeare ineffective.

    or

    Pupils do not receivesufficient information, or

    support, to enable themto keep themselves safe.

    or There is little or

    unproductive involvementof key agencies.

    If the school is judged to be inadequate in this strand of the evaluation schedule, its overalleffectiveness is likely to be judged to be inadequate. Inspectors should consider the implications ofinadequate safeguarding for judgements they make about the Early Years Foundation Stage.

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    4h. The effectiveness with which the school promotes community cohesion

    Outstanding (1) Good (2) Satisfactory(3) Inadequate (4)

    The school acts vigorously andsuccessfully, using informationfrom an incisive analysis of itsreligious, ethnic and socio-economic context at local andnational levels to focus itsexceptional contribution to

    community cohesion. Itevaluates its work rigorously inorder to build on its manystrengths. The schools actionshave a markedly beneficialimpact on community cohesionwithin its local community andbeyond. The school communityis highly cohesive and the pupilshave a strong understanding ofwhat is required to maintain thisstate.

    The school demonstrates thatit makes a strongcontribution to promotingcommunity cohesion basedon a clear analysis of itsreligious, ethnic and socio-economic context. Itevaluates its contribution tocommunity cohesion and canidentify clear impact but thismay be uneven across the

    three strands. There areeffective plans that promoteengagement with a range ofcommunity groups beyondthe school and the immediatecommunity. The impact of itswork is felt strongly withinthe school and pupils fromdifferent backgrounds get onnoticeably well with eachother

    The school has taken a set ofactions based on an informedunderstanding of its religious,ethnic and socio-economiccontext. It is activelypromoting communitycohesion within the school

    community and is reachingout to other communities. Itswork has a generally positiveimpact within the school,which is a largely cohesivecommunity, but there may beonly limited evidence of itssuccess in promotingcommunity cohesion beyondthe school. Evaluation of itswork is patchy but providessome relevant information.

    The school has aninadequate understandingof the religious, ethnic orsocio-economic factorswhich define its context.

    or

    It does not plan orevaluate its contributionto community cohesioneither within or beyondthe school.

    or The schools work makes

    little effective contributionto community cohesion sothat the school itself is not acohesive community.

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    4i. The effectiveness with which the school deploys resources to achieve value for money

    Outstanding (1) Good (2) Satisfactory(3) Inadequate (4)

    Outcomes for individuals andgroups of pupils areoutstanding. There are no majorshortcomings evident in the useor management of resources.

    Outcomes for individuals andgroups of pupils are good.There are no majorshortcomings evident in theuse or management ofresources.

    Outcomes for individuals andgroups of pupils aresatisfactory. There are nomajor shortcomings evidentin the use or management ofresources.

    Outcomes for individualsand groups of pupils areinadequate.

    or Outcomes may be

    satisfactory or better butthere are majorshortcomings in themanagement of resources,such as a significant deficit

    or surplus or a manifest lackof economy.

    5.How effective is the Early Years Foundation Stage?5a.Outcomes for children in the Early Years Foundation Stage5b. The quality of provision in the Early Years Foundation Stage5c.The effectiveness of leadership and management of the Early Years .Foundation Stage5d.Overall effectiveness: how well does the setting/school meet the needs of children in theEarly Years Foundation Stage?

    5a.Outcomes for children in the Early Years Foundation Stage

    Outstanding (1) Good (2) Satisfactory(3) Inadequate (4)

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    For most children, the outcomesare at least good and themajority of outcomes are

    outstanding. Children are eagerto attend and make significantgains in their learning. Theyhave consistently good andoften excellent levels ofachievement and most childrendemonstrate outstandingprogress in developing the skillsthat will help them in the future.Children play a dynamic role intheir learning and, wherever

    possible, offer their ideas andrespond to challenges with greatenthusiasm. They show highlevels of independence,curiosity, imagination andconcentration. Relationships arevery strong at all levels, andchildren respect and tolerateeach others differences. Allchildren show that they aredeveloping a very goodunderstanding of how to keep

    themselves safe and healthy.They demonstrate exceptionallypositive behaviour and highlevels of self-control. Older and

    Most children, including thosewith special educationalneeds and/or disabilities, and

    those learning English as anadditional language, makegood progress towards theearly learning goals in mostareas of learning. They alsomake good overall progressin developing the personalqualities that enable them totake responsibility for smalltasks and develop skills forthe future. Children have

    good relationships withadults. They play well on theirown, and those from differentbackgrounds and cultureswork and play in harmony.They are motivated andinterested in a broad range ofactivities and takeresponsibility for choosingwhat they do. They oftenshare responsibility fordecisions about routines.

    Most children demonstrate awillingness to keepthemselves and others safethrough their good behaviour.

    Overall, children make soundprogress in their learning,although this may be

    stronger in some areas oflearning. Most children arebroadly content, settled andwillingly take part inactivities. They make somechoices about the activitiesthey engage in and, onoccasion, share responsibilityfor decisions. Children knowand comply with safety,health and care routines.

    Most show they usually feelsafe when at thesetting/childminder, and thisis supported by parentsviews. Children understandthat unacceptable behaviourmay put others at risk ofharm. They generally knowhow to behave and how touse and care for theirenvironment and resources,but sometimes need

    reminders.

    The goals that childrenreach within theeducational programmes

    are not high enough whenset against theircapabilities and startingpoints. As a result, asignificant number do notmake sufficient gainsacross the areas oflearning and/or particulargroups of pupilsunderachievesignificantly.

    or Children do not show

    enthusiasm for learning andsome are reluctant toengage; they may remainunsettled and spend muchof their time with littlepurpose, gaining littleconfidence and self-assurance. Some childrenare isolated or integratepoorly and are unable to

    work and play effectivelyeither independently or withothers. Arguments overresources, or disputes

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    observations is rigorous and theinformation gained is used veryeffectively to guide planning.Teaching is rooted in expert

    knowledge of the learning anddevelopment requirements anda full understanding of howyoung children learn andprogress. Inspirational andinnovative teaching motivateschildren. Adults consistentlygive the highest priority tosafeguarding all children.Childrens health, safety andwell-being are significantlyenhanced by the robust and

    highly consistentimplementation of policies,procedures and practice that areindividual to the setting.Practitioners are highly skilledand sensitive in theirmanagement of children andtheir behaviour. Relationshipsare excellent.

    ensure that children areprotected and well supported.All adults are well deployedto support childrens learning

    and welfare. They are skilledat promoting positiveattitudes to learning. High-quality planning andorganisation ensure thatevery child is suitablychallenged by the learningexperiences provided.Activities are well planned,based upon thorough andaccurate observations andassessment and matched to

    the full range of childrensneeds. Relationships aregood and childrensbehaviour is managed well.There are effectivepartnerships withparents/carers, otheragencies and providers

    level of challenge is sufficientto interest and engagechildren. Observation andassessments and their use in

    planning are satisfactory, andgenerally consistent inquality. Adults generallymanage children and theirbehaviour appropriately.They provide a secureenvironment which reflectsthe childrens backgroundsand some sections of thewider community.Relationships are secure.Adults work sufficiently well

    with parents/carers andexternal agencies to meetthe needs of the majority ofchildren. Policies andprocedures are adequate.Where outdoor play space isnot regularly accessible,effective alternatives areplanned.

    insufficiently vigilant toprotect childrens safetyand well-being.

    or

    Adults do not have a clearenough understanding ofthe childrens needsbecause observations arenot frequent or accurateenough to monitorchildrens progress and toplan appropriateactivities.

    Or Some individuals and/or

    groups of children, suchas those with specialeducational needs and/ordisabilities, are notsufficiently well supportedand integrated; this maybe because partnershipswith parents and externalagencies are notsufficiently welldeveloped.

    5c.The effectiveness of leadership and management of the Early Years .Foundation StageOutstanding (1) Good (2) Satisfactory(3) Inadequate (4)

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    Leadership and managementare at least good in all aspectsand are exemplary in most,especially safeguarding. Those

    in charge have high aspirationsfor quality through ongoingimprovement and a strongcommitment to equality anddiversity. Staff, children andtheir parents have contributedto rigorous self-evaluation andthe development of a clear andachievable plan which supportscontinuous improvement.Childrens well-being issignificantly enhanced by

    exceptional organisation, riskassessment and planning forcontinuous improvement.Childrens needs areexceptionally well met throughhighly effective partnershipsbetween staff, parents and theirchildren, external agencies andother providers. Leaders andmanagers make exceptionallygood use of resources, including

    training opportunities, to meetthe needs of the children. Thereare no breaches ofspecific

    Those in charge are focusedon helping all children tomake good progress in theirlearning and development,

    and promoting their welfare.There is a common sense ofpurpose between adults whowork well together to ensurethat all groups of childrenhave the opportunity toachieve as well as they can.Self-evaluation takes intoaccount the views of children,parents/carers, and otherinterested partners. It iseffective in identifying

    strengths and weaknesses ofthe provision and makesgood use of findings from anyother quality checks. As aresult, those in charge areable to demonstrate howthey have raised childrensachievement and madeimprovements to provision.Resources are well deployed,including any extended

    services, to improveoutcomes for children. Robuststeps are taken to safeguard

    No major aspects ofleadership and managementare inadequate, and somemay be good, as shown by

    their impact on the children.Areas of weakness have beenidentified and those in chargedemonstrate the capacity totackle them effectively. Thedeployment of resources andtraining opportunities issatisfactory. Safeguardingprocedures are secure and allthe required checks havebeen carried out. The staffare suitably trained and know

    what action to take in theevent of a safeguardingissue. Adults generally workwell with parents, othersettings and/or externalagencies to meet the diverseneeds of the children. Anybreaches ofspecificrequirements do not have adetrimental impact on thesafety and well-being of

    children or on the extent towhich the overarching

    Leadership andmanagement areinadequate if any one ofthe overarching

    requirements is not met.or

    The quality of self-evaluation is inadequateand those in charge havetoo little impact. They areinsufficiently focused onraising achievement andpromoting the otheroutcomes and do nottarget the use of

    resources sufficiently wellto bring aboutimprovements.

    or Links with parents/carers

    and/or others supportingchildrens care andeducation are not strongenough to ensure thatindividual needs are met.The views of others (e.g.children, parents, externalpartners) are rarely soughtand, if they are, little is

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    requirements. children, including vettingprocedures for all the adultswho work with the children.Effective links exist with

    parents/carers and otheragencies and providers. Ifthere is a breach of thespecific requirements it isminor, and has no impact onthe safety and well-being ofchildren.

    requirements3 are met. done to address the issuesor concerns raised

    5d. Overall effectiveness: how well does the setting/school meet the needs of children in theEarly Years Foundation Stage?

    Outstanding (1) Good (2) Satisfactory(3) Inadequate (4)

    The setting is highly effective.Outcomes are consistently goodand exemplary in significantelements. All major aspects ofthe provision are at least goodand excellent in most respects.Highly effective partnershipsbetween providers, parents andother agencies ensure individual

    childrens needs are met andtheir protection assured.Leadership and management,

    All the three other keyjudgements are at least good.Children make good progressin their learning. Effectivearrangements exist to ensuretheir safety and health andencourage their involvementin their school/setting orwider community. Strong

    links with parents/carers helpto involve them in theirchildrens care and

    To be satisfactory, all keyjudgements must be at leastsatisfactory and may be goodin some respects

    Overall effectiveness is likely to bejudged inadequate if any of thekey judgements are inadequate:

    outcomes

    or

    provision

    or leadership and

    management.

    3

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    including the capacity forsustained improvement, areoutstanding. Outcomes forchildren and the quality of

    provision are at least good andone is outstanding.

    education, and they are keptvery well informed of theirchildrens progress. Those incharge have an accurate

    understanding of thestrengths and weaknesses ofthe provision and takeeffective steps to improve it.

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