I can appreciate it must be bitterly disappointing for Jon Hayes, the head teacher of Queen Katherine School at Kendal, and Stephen Wilkinson, chief executive of the QKS Multi-Academy Trust, to have received what is an extremely challenging report from Ofsted (Gazette, February 16, 'School fights Ofsted report').

However, it would be a great pity if that disappointment expressed itself as defensive denial. The report raises vitally important issues that deserve careful consideration within the school and in consultation with parents, pupils and the local community.

There may well be issues regarding the timing of the Ofsted inspection on the basis of which the school chooses to mount an appeal. But these issues do not begin to explain the critical account of the school in almost all major categories: 'overall effectiveness', 'effectiveness of leadership and management', 'personal development, behaviour and welfare', 'outcomes for pupils' and '16-19 study programmes'.

In all these categories the school was deemed to be 'inadequate'. In only one of the categories - 'quality of teaching, learning and assessment' - did it rise above the lowest Ofsted grading of 'inadequate' to receive a rating of 'requires improvement'.

I suggest all parents and as many pupils as possible read the report carefully. It is in the public domain and easily accessible via Google.

t would be counter-productive if at this point the school retreated into self-defence mode. Every effort should be made to reach out to pupils, parents, and the local community so everyone can work together in tackling the important issues the report raises.

The governing body will clearly have a vital role to play in this collaborative process. However, that body is itself heavily criticised in the report for having taken 'too generous a view of the quality of education provided by the school'. That is Ofsted-speak for complacency.

So the school clearly has important questions to address regarding not only its leadership but also its governance. The role of governors, the constitution of the governing body and the interface of that body with the wider community are clearly issues that need to be addressed.

One of the most worrying findings is highlighted in the report's headline summary: 'Too many disadvantaged pupils are regularly absent or temporarily excluded from school. As a result, they make poor progress'.

Given the report also makes clear the proportion of disadvantaged pupils within the school is lower than the national average, this failure to address the needs of those pupils is a matter of particular concern.

This is not a school serving a predominantly disadvantaged catchment area. Far from it. So it should have the capacity and capability to meet the educational needs of the relatively small proportion of disadvantaged pupils for whom it is responsible.

The educational impact of temporary exclusions is clearly a matter the school needs to address - particularly when, as the report highlights, such exclusions contribute to the multiple disadvantages already experienced by its most disadvantaged pupils.

Exclusion (temporary or otherwise) should always be the absolute last resort, since it is a clear indication of the school's failure to fulfil its primary responsibility to engage, educate and motivate.

In my view - and drawing on my own experience across a wide range of educational institutions - exclusion should never be used as a punitive measure, but only under exceptional circumstances when the school decides the harm the pupil is doing to the school outweighs the good the school is contributing to the pupil's welfare.

The Ofsted report - although undeniably critical - could provide the impetus for the school to reach out, find ways of listening to and responding to pupils, parents and the local community, and seriously reflect upon how it might engage more fully with its most disadvantaged pupils.

The report makes clear Ofsted has confidence in the recently appointed head, so he is well placed to help lead a positive and community-based turnaround of the school. But this can only be achieved if the school acknowledges and squares up to the huge challenges highlighted by Ofsted.

Prof Jon Nixon

Kendal