HMIe Report

Campsie View School and Nursery Class
East Dunbartonshire Council


23 August 2011
HM Inspectorate of Education (HMIE) inspects schools in order to let parents, children and the local community know whether their school provides a good education. Inspectors also discuss with school staff how they can improve the quality of education.
At the beginning of the inspection, we ask the headteacher and staff about the strengths of the school, what needs to improve, and how they know. We use the information they give us to help us plan what we are going to look at. During the inspection, we go into classes and join other activities in which children are involved. We also gather the views of children, parents, staff and members of the local community. We find their views very helpful and use them together with the other information we have collected to arrive at our view of the quality of education.
This report tells you what we found during the inspection and the quality of education in the school. We describe how well children are doing, how good the school is at helping them to learn and how well it cares for them. We comment on how well staff, parents and children work together and how they go about improving the school. We also comment on how well the school works with other groups in the community, including services which support children. Finally, we focus on how well the school is led and how staff help the school achieve its aims.
If you would like to learn more about our inspection of the school, please visit Here you can find analyses of questionnaire returns from children, parents and staff. We will not provide questionnaire analyses where the numbers of returns are so small that they could identify individuals.
1. The school
Campsie View School is for children and young people aged two to eighteen. All children and young people have additional support needs arising from complex or multiple factors. The school serves the whole of East Dunbartonshire. The roll was 77 at the time of the inspection in May 2011, including 16 in the nursery class. Attendance was in line with the national average in 2009/2010.


2. Particular strengths of the school
  • Happy young people who are enthusiastic and enjoy learning.
  • High‑quality learning and teaching.
  • Assessment to identify and meet young people’s learning needs.
  • Imaginative approaches to developing Curriculum for Excellence.
  • Partnerships with the local community to support young people’s learning.
  • Teamwork, commitment and energy of all staff to ensure young people achieve highly.
  • Inspirational leadership of the headteacher, supported by the depute headteacher, leading to outstanding achievements for young people.
3. How well do children and young people learn and achieve?
Learning and achievement
Children in the nursery class have very positive relationships with adults. They respond very well to the sensitive and well‑judged interactions with staff. Children in the nursery class are happy and becoming more familiar and confident with the daily routines. A few children would benefit from more choices in their learning. Across the school, almost all young people are enthusiastic about their learning. They are encouraged to be as independent as possible and take appropriate responsibility for their own learning. Young people make very good use of the school grounds and local community to apply learning in different situations. Young people benefit from a very broad range of information and communications technology to access learning activities and communicate. Staff are very effective at enabling young people to make choices and participate fully in the life of the school. They have responsibilities across the school which include running the healthy eating tuck shop and organising and running a school disco. Young people are safe and treated with great respect by all staff.
School staff are very skilled at identifying young people’s achievements and creating opportunities for all to achieve. Young people are delighted to share their achievements and are proud of their work. They benefit from a very wide range of activities including skiing, horse riding, yoga and a play scheme during the summer break. They make outstanding progress in their personal and social development which is helped by a residential experience. At the secondary stages, all young people take part in The Caledonian Award with 100% success rates.
Children in the nursery class are progressing well in developing early communication skills and an understanding of their surroundings. A few are beginning to use pencils to make marks. They enjoy counting out pieces of fruit and vegetables at snack time. At the primary and secondary stages, almost all are progressing very well in achieving well-judged targets in their individualised educational programmes (IEPs). They are making very good progress in language and communication. At the senior stages, a few have made particularly good progress with reading and writing. At all stages of the school, young people have made very good progress in developing their numeracy skills and applying these in real‑life situations. Attainment has improved consistently and all young people achieve National Qualifications in a very broad range of subjects at Access 1 level.
Curriculum and meeting learning needs
Children in the nursery experience a broad and balanced curriculum. Staff have taken good steps to improve their planning and assessment procedures to take account of Curriculum for Excellence. The curriculum is enhanced by visits and visitors, as well as regular sessions in soft play and the splash pool. At the primary and secondary stages, learning is planned to an exceptionally high standard to meet the needs of all young people in the school. Learning experiences across all areas of the curriculum are very well designed for each individual using the experiences and outcomes of Curriculum for Excellence. Teachers carefully plan opportunities for young people to achieve success by taking part in the life of the school. They also plan learning activities which allow young people to apply their skills across different subjects. Staff consistently reinforce communication, literacy and numeracy skills across all planned learning activities, both in the school and on the many visits and activities outwith the school. All young people benefit from at least two hours of good quality physical education or activities which are determined by their individualised health and wellbeing targets.
Across the school, staff have a deep understanding of young people’s learning and development needs. In the nursery class, staff take careful account of individual needs. They work very well with parents and a wide range of specialist staff to support children’s learning. At the primary and secondary stages, staff provide learning tasks and activities which are challenging and relevant, based on detailed assessment of individual needs. Staff work very well with a broad range of specialists, in particular, health staff, to ensure a complete understanding of young people’s needs. Support staff make a very valued and skilled contribution to young people’s learning. The quality of learning and teaching across the school is consistently high. All young people have very well-structured IEPs and those who need them have coordinated support plans.
4. How well do staff work with others to support children and young people’s learning?
The school works in a genuine partnership with parents to plan and improve young people’s learning. Parents are represented on key working groups in the school, such as, the Curriculum for Excellence working group. They are kept well informed of their children’s progress and about the content of health and wellbeing lessons through home-school diaries, parents’ evenings and annual review meetings. The school benefits from a very supportive Parent Council. A few young people benefit from attending their local primary school or nursery school for part of the week. The school is held in high regard by the local community and has very close links with local businesses and voluntary organisations. Young people at the later stages of the secondary department benefit from attending North Glasgow College for part of their week. Planning for young people at transition points is well‑organised and centred on each young person’s needs. The school has achieved the Customer Service Excellence award, which includes excellence in dealing with complaints.
5. Are staff, children and young people actively involved in improving their school community
All young people are actively encouraged to make their views known through choices during learning and teaching. They are also very active in the eco group and are proud of the two green flags they have achieved from Eco‑Schools Scotland awards. Staff contribute very well to improving the school through a broad range of working groups. Senior managers monitor young people’s progress carefully. The school has very effective arrangements in place to identify strengths and areas for development. Senior managers visit other highly effective schools to learn from them and share good practice.
6. Does the school have high expectations of all children and young people?
All staff across the school have consistently high expectations of what young people can learn and achieve. The quality of relationships in the school is outstanding which ensures that young people respond very well to staff expectations. The school promotes the rights of young people with disabilities and teaches them to respect different races and cultures. Religious observance is a strong feature of school life. All staff are trained in child protection and ensure a consistent focus on improving young people’s health and wellbeing.
7. Does the school have a clear sense of direction?
The school’s vision of success for all, through the highest quality of learning and teaching, gives clear direction to all that happens in the school. The headteacher provides outstanding leadership to the school. She inspires and enables all staff and young people to do their best. The depute headteacher is also outstanding in her support of the headteacher and staff. Principal teachers and teaching staff willingly take responsibility for improving aspects of learning. The whole staff as a team are creative, energetic and committed to providing the highest quality of education for all young people.
8. What happens next?
The inspection team was able to rely on the school’s robust self‑evaluation. As a result, it was able to change its focus during the inspection to support further improvements within the school.
The school provides a very good quality of education. Therefore, we will make no further visits in connection with this inspection. The education authority will inform parents about the school’s progress as part of the authority’s arrangements for reporting to parents on the quality of its schools.
We have agreed the following area for improvement with the school and education authority.
  • Continue to build on the school’s strengths and spread the most effective practice in learning and teaching across the whole school.
At the last Care Commission inspection of the nursery class there were no requirements.
Quality indicators help schools and nursery classes, education authorities and inspectors to judge what is good and what needs to be improved in the work of a school and a nursery class. You can find these quality indicators in the HMIE publications How good is our school? and The Child at the Centre. Following the inspection of each school, the Scottish Government gathers evaluations of three important quality indicators to keep track of how well all Scottish schools and nursery classes are doing.
Here are the evaluations for Campsie View School and Nursery Class.
Improvements in performance
Learners’ experiences
Meeting learning needs
Nursery class
Improvements in performance
very good
Children’s experiences
very good
Meeting learning needs
very good
We also evaluated the following aspects of the work of the school and nursery class.
The curriculum
Improvement through self-evaluation
very good
HM Inspector: Douglas Hutchison
23 August 2011
When we write reports, we use the following word scale so that our readers can see clearly what our judgments mean.
outstanding, sector leading
very good
major strengths
important strengths with some areas for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
If you would like to find out more about our inspections or get an electronic copy of this report, please go to
Please contact us if you want to know how to get the report in a different format, for example, in a translation, or if you wish to comment about any aspect of our inspections. You can contact us at or write to us at BMCT, HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.
Text phone users can contact us on 01506 600 236. This is a service for deaf users. Please do not use this number for voice calls as the line will not connect you to a member of staff.
You can find our complaints procedure on our website or alternatively you can contact our Complaints Manager, at the address above or by telephoning 01506 600259.
Where the school has a nursery class, you can contact the Complaints Coordinator, Headquarters, Care Commission, Compass House, Riverside Drive, Dundee DD1 4NY, telephone 0845 603 0890.
Crown Copyright 2011
HM Inspectorate of Education
[1] Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and carers who are relatives or friends.
[2] The term ‘school’ includes the nursery class or classes where



HMIe Report 2002

1. Introduction

Campsie View School was inspected in October 2002 as part of a national sample of provision for pupils with special educational needs.

The inspection covered key aspects of the work of the school at all stages. HM Inspectors evaluated learning, teaching and attainment, examined pupils’ work and interviewed staff and pupils. The subjects included in the inspection were communication and language, understanding and relating to the environment, home economics, functional movement, physical education and personal and social development. HM Inspectors also evaluated the quality of support for pupils, including arrangements for the care and welfare of pupils and child protection, and support for learning. In evaluating how well the school and departments were managed, HM Inspectors assessed the school’s processes for self-evaluation and development planning.

Members of the inspection team analysed responses to questionnaires issued to all parents. A member of the team met the chairperson of the School Board and a group of parents.

2. The school

Campsie View School provides education for pupils in East Dunbartonshire aged 2 to 19 with complex learning difficulties. At the time of the inspection the roll included 18 children in the nursery class and 44 pupils of primary and secondary school age. Almost all pupils had a Record of Needs. All travelled to school, with escorts, in minibuses and taxis.

Parents’ and carers’ views

Parents and carers who responded to the questionnaire had a very positive view of the school.

All believed that:

  • pupils enjoyed being at the school and were treated fairly;

  • there was mutual respect between teachers and pupils and staff showed care and concern for pupils’ welfare;

  • staff made parents feel welcome in the school and dealt effectively with matters of concern which they raised;

  • school reports, meetings and reviews involving parents, carers and teachers were helpful and informative;

  • the school had a good reputation in the community; and

  • the school was well led.


Parents and staff were justifiably proud of the school and the happy, stimulating and secure environment which it provided for pupils. Staff were highly committed and showed great respect for pupils’ dignity and individuality. They welcomed visitors and made skilful use of their contributions and expertise. Relationships among staff and pupils were very positive. The school gave appropriate emphasis to promoting pupils’ achievement. Staff set high expectations of pupils and made very effective use of praise to encourage and reward them. Pupils’ successes were celebrated in a range of effective ways, including photographs attractively displayed around the school. Weekly assemblies were very stimulating events which included recognition of pupils’ achievements and religious observance. The school took commendable steps to ensure equality and fairness for pupils. Staff used imaginative and successful approaches to ensure that pupils had access to a full range of experience, whatever the nature of their special educational needs.

School and community

The school had very strong links with parents and the community. It kept them closely informed and involved in appropriate ways in supporting its work.

  • Parents and carers were actively encouraged to support their children’s learning, for example by using the home-school diary to communicate with staff or by helping with school trips.

  • The school issued very informative reports on pupils’ progress, organised helpful meetings for parents and carers to discuss pupils’ achievements and involved them well in formal review meetings.

  • The School Board was very active and effective in supporting the school.

  • The parent-teacher association was successful in fund-raising and in providing social events.

  • The headteacher had energetically promoted the school in the local community, attracting involvement, support and sponsorship from a wide range of organisations and businesses.

  • The school had very sound relationships with local pre-school centres, schools, support agencies and the education authority.

  • Staff had formed appropriate contacts for children in the nursery, to ensure close collaboration and to ease the children’s transition between establishments.


The overall quality of the accommodation was good. Classrooms and open areas were bright, attractive and well maintained. Pupils benefited from a range of valuable facilities including a soft play area, a sensory room and a hydrotherapy pool. Outside play facilities were very good. The education authority had provided additional storage facilities. However, increases in the school roll had put accommodation under pressure and some specialist rooms had to be used as classrooms. There were a number of weaknesses in provision for home economics and pupils’ dining facilities.

Staffing and resources

The school was very well staffed. The education authority had increased the level of staff available to increase the length of the school day appropriately for pupils. Teachers and the extended team of ancillary staff were well qualified, highly skilled and very well deployed. The school had very good resources for all aspects of the curriculum including information and communications technology (ICT). Very good specialist resources, including equipment adapted to meet specific requirements, met pupils’ needs well. Staff managed the school’s budget very efficiently.

3. How well are pupils achieving?

Overall quality of achievement

The overall quality of pupils’ achievements was very good. Almost all performed very well, relevant to the targets which had been identified for them.

Communication and language

The overall quality of pupils’ achievement in communication and language was very good. Pupils communicated well, relevant to their capabilities and with appropriate support. Almost all pupils were making very good progress in achieving targets which had been agreed for them. They had extensive opportunities to practise communication skills in a wide range of situations. Some pupils used computers to word process stories and reports. The school was continuing to implement effective approaches to improve pupils’ achievements in communication and language.

Understanding and relating to the environment

The overall quality of pupils’ achievements in understanding and relating to the environment was very good. Pupils were making very good progress towards carefully selected targets. They were developing a good sense of time and almost all could identify the main activities of the school day. Many recognised features of the seasons. At primary and secondary stages, pupils demonstrated a range of skills in recognising shapes and counting. Some were developing understanding of measurement. A few of the older pupils were able to record daily measurements of rainfall and temperature. Pupils were developing a good understanding of the local and wider environment. They showed good awareness of key aspects of safety. Younger pupils were learning about how to care for pets and showed a good appreciation of people who could help them. Pupils in some classes were developing an understanding about growing plants and caring for them. Throughout the school, some pupils were able to use computer programmes to support their learning.

Home economics

At all stages, pupils were developing a very good range of skills and knowledge through home economics lessons. They were able to identify foods which they liked. Some pupils showed good understanding of safe, hygienic practices when working with food. Older pupils were able, with support, to prepare simple dishes and snacks and to use items of electrical equipment.

Functional movement

Most pupils were developing relevant skills in functional movement, although the severity of some pupils’ impairments meant that they needed support with even the most basic of activities. Pupils were making good progress learning feeding skills, and how to use movement to indicate choices. They were developing important skills in using tools, resources and play equipment, and in taking part in games. Appropriate to their needs, they were making progress in moving safely and confidently, for example through relevant activities in the soft play area.

Physical education

All pupils had valuable opportunities, relevant to their needs and capabilities, to take part in the programme of physical education. Some were developing skills in throwing and catching and in different ways of moving. Most enjoyed activities in the hydrotherapy and splash pools and some were beginning to develop swimming skills.

Personal and social development

Pupils responded well to the school’s high quality programme in personal and social development. They experienced a broad range of activities which supported them in developing self confidence and self esteem. Pupils learned to take account of the needs of others.

There were important opportunities for them to help, sometimes with support, in tasks in the school. They enjoyed activities such as home economics which encouraged independence in important life skills. They had extensive opportunities for experiences in the wider community, helping to build their personal and social skills. Older pupils responded very well, in enterprise activities, to the contacts they had with other adults and employees, and to the tasks of manufacturing items for sale.

4. How good is the curriculum?

The quality of the curriculum was very good at all stages. Staff had used national guidance for pre-school children very effectively as a basis for programmes for the nursery class. Programmes for the primary and secondary stages provided pupils with broad, balanced experiences which integrated different aspects of learning very skilfully. Pupils’ experience was much enhanced by a rich programme of visits, excursions and extra-curricular experiences. Commendably, the school had been supported well by the education authority in increasing the length of the school day to provide pupils with a fuller curriculum.

Communication and language

The quality of provision in communication and language was very good. Programmes for primary and secondary stages had made effective use of relevant national advice and were broad and balanced. Staff provided opportunities for pupils to develop communication and language in all aspects of the curriculum. They used carefully chosen approaches and resources to meet individual pupils’ specific needs. Pupils were given opportunities to use computers to word process stories and reports.

Understanding and relating to the environment

The school provided a very good programme to develop pupils’ capacity to understand and relate to their environment. The programme had made very good use of national advice. Teachers had clear guidelines to support learning and teaching and were very imaginative in the activities they chose. Positive features included important aspects of mathematics, science, social subjects and technology. Staff provided a wide variety of stimulating sensory experiences for pupils with very complex learning needs to relate to their environment.

Home economics

Pupils at all stages were able to take part in the very well structured programme of home economics activities. They had very good opportunities to learn about food and healthy eating, simple food preparation, use of equipment and household routines. The programme also included well designed opportunities for some pupils to undertake creative work with textiles related to class themes. Overall the programme placed a strong focus on the development of skills for independent living.

Functional movement

The school provided a very worthwhile programme in functional movement. Specialist staff, including physiotherapists and speech and language therapists, worked closely with class teachers to meet pupils’ needs. The programme gave strong emphasis, appropriate to individual pupils’ needs, to developing independent movement and self-help skills.

Physical education

The programme in physical education was very good. It provided pupils with a broad experience, closely matched to the wide range of needs. Staff were diligent and successful in ensuring that all pupils, whatever the nature of their special needs, had as full an experience of the programme as possible. Activities included a good variety and balance of individual gymnastic skills of

moving, balancing and climbing, as well as ball skills, swimming and a range of games.

Personal and social development

The school provided a very effective programme in personal and social development, which included valuable emphasis on developing pupils’ knowledge and skills in safety, health and hygiene. Staff offered a broad range of experiences which supported pupils in developing important personal and social skills. Activities were well chosen to promote pupils’ self esteem and positive relationships with others. Pupils had opportunities to work in teams, to recognise the needs of others and to help undertake duties around the school. The school planned to extend the programme further by

identifying a residential centre for pupils to visit, as a base for developing leisure activities and skills in independent living.

5. How good is learning and teaching?

Learning and teaching

There were many positive features in learning and teaching.

  • Staff planned and prepared their lessons very well.

  • Teachers made very skilful use of resources, carefully chosen to meet the specific needs of pupils.

  • Staff showed great skill and perception when working with pupils with severe communication difficulties, and used highly effective methods to encourage pupils’ concentration and to recognise their responses.

  • Teachers and ancillary staff used praise very effectively.

  • Pupils responded well to staff’s imaginative and skilful teaching and stimulating lessons.

  • Staff observed pupils’ reactions, responses and contributions closely and assessed their progress carefully.

  • Staff kept careful records of pupils’ achievements and progress towards their identified targets. The school was continuing to seek ways of streamlining approaches to planning, recording and reporting.

  • The school kept parents very closely informed about pupils’ achievements, through the home-school diary, regular informative reports and meetings.

6. How well are pupils supported?

Care and welfare

The school had very effective arrangements to ensure pupils’ care and welfare. Staff were caring and attentive and met pupils’ personal, physical and emotional needs very skilfully. Class programmes helped develop pupils’ awareness of issues of personal safety.

Support for learning

Pupils received very comprehensive support for learning. The school prepared accurate assessments of pupils’ strengths and support needs. Teachers, ancillary staff, parents and carers and professional support agencies collaborated well. They drew up effective individualised educational programmes (IEPs) for pupils, and used review meetings to monitor their progress and plan their next steps in learning. Staff worked very well as teams to provide the pupils with the support necessary to meet the targets identified for them.

7. How well is the school managed?

Overall management and leadership

The headteacher provided outstanding leadership. She had won the respect of pupils, parents and carers, staff and the wider community. She inspired confidence and commitment among staff and had developed very effective teamwork. She was very well informed on developments in education and had shown great skill in guiding staff in developing the school curriculum, learning and teaching and arrangements for continuing improvement.

The assistant headteacher made a very effective contribution to the management of the school. She fulfilled important duties, including responsibilities for aspects of the curriculum and management, with distinction. The two senior teachers made important

contributions to the work of the school, providing role models and support for staff and undertaking specific duties well.

Staff review and development

The school had very effective approaches to staff review and development. All teachers were involved in the education authority’s programme for professional review. Teaching and ancillary staff showed commendable commitment to staff development, which was well focused on key priorities of individuals and the school.

Planning for improvement

The school had a clear, well-founded plan for continuing improvement. Senior managers had involved and consulted staff and parents and carers carefully in identifying development priorities. These were well organised and clearly presented. The school had made very good progress in implementing previous plans.

Approaches to improving quality

Senior managers used a range of very effective approaches to monitor and evaluate the quality of the school’s work. They were closely involved with staff in planning programmes and gave them valuable feedback on the quality of their forward plans. They monitored pupils’ IEPs, staff assessments and reports to parents closely. They undertook a formal programme of visits to all classes as a basis for discussing with staff the quality of pupils’ experience. The headteacher prepared very helpful and accurate annual reports on the standards and quality of the school’s work.

8. How well does the school perform overall?

Pupils at Campsie View School enjoyed an experience of the highest quality. The commitment and expertise of staff had resulted in a commendably caring, supportive and stimulating environment. Staff showed great skill and imagination in ensuring that all pupils, whatever their needs, benefited from a broad and rich curriculum. Under the headteacher’s outstanding leadership, the school met the wide and challenging range of needs of its pupils with notable success.

Key strengths

  • Many aspects of the ethos of the school, including relationships, morale and the commitment of staff to ensuring that all pupils experienced the full breadth of the curriculum.

  • Pupils’ achievements across a wide range of aspects.

  • The quality of the curriculum, including the rich programme of visits and extra curricular activities.

  • The quality of pastoral care and arrangements for pupils’ care and welfare.

  • The effectiveness of the school’s approaches to assessing pupils’ achievements and preparing individualised educational plans.

  • The outstanding leadership and very strong teamwork in the school.

  • The school’s arrangements for self-evaluation and planning for improvement.

Main points for action

The school and education authority should act on the following recommendation.

  • Accommodation for home economics and pupils’ dining facilities should be improved.

HM Inspectors will return between one and two years after the publication of this report to assess progress in meeting these recommendations. The school and the education authority have been asked to prepare an action plan indicating how they will address the main points for action in the report and to share that plan with parents and carers.

Bill Geddes
HM Inspector
on behalf of HM Chief Inspector
Western Division

4 February 2003

See Performance Indicator data below.


Indicators of quality

We judged the following to be very good

  • Climate and relationships

  • Expectations and promoting achievement

  • Equality and fairness

  • Partnership with parents

  • Provision of resources

  • Organisation and use of resources and space

  • Staffing

  • School management of finances

  • Structure of the curriculum

  • Teachers’ planning

  • Teaching process

  • Pupils’ learning experiences

  • Meeting pupils’ needs

  • Assessment as part of teaching

  • Pastoral care

  • Personal and social development

  • Monitoring progress and achievement

  • Learning support

  • Implementation of legislation relating to special educational needs and disabilities

  • Placement of pupils with special educational needs and disabilities

  • Effectiveness and deployment of staff with additional responsibilities

  • Staff review and development

  • Planning for improvement

  • Self-evaluation

  • Leadership

We judged the following to be good

  • Accommodation and facilities

We judged the following to be fair

  • No aspects were found to be in this category

We judged the following to be unsatisfactory

  • No aspects were found to be in this category

Quality of lessons observed

HMI also evaluated the quality of the lessons observed. The overall quality of lessons was very good in 65% of cases, good in 31% and fair in 4%. There were no unsatisfactory lessons.

How can you contact us?

Copies of this report have been sent to the headteacher and school staff, the Strategic Director - Community, local councillors and appropriate Members of the Scottish Parliament. Subject to availability, further copies may be obtained free of charge from the office at the address below or by telephoning 0141 242 0100. Copies are also available on our web site:

Should you wish to comment on or make a complaint about any aspect of the inspection or about this report, you should write in the first instance to Frank Crawford, HMCI whose address is given below. If you are still dissatisfied with our services, you can contact your member of the Scottish Parliament (or, if you prefer, any other MSP) and ask for your complaint to be passed to the Scottish Parliamentary Ombudsman. The Ombudsman is fully independent and has powers to investigate complaints about Government Departments and Agencies. He will not normally consider your complaint before the HMIE complaints procedure has been used. Instead, he will usually ask you to give us the chance to put matters right first if we can.

HM Inspectorate of Education
Europa Building
450 Argyle Street
G2 8LG

Crown Copyright 2003
HM Inspectorate of Education

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