St Andrew’s RC Secondary School: Glasgow City Council
St Andrew’s RC Secondary School was inspected in December 2012. Inspectors noted the
following features of the curriculum which contributed to the school receiving an evaluation
of “very good” for Q.I. 5.1.
Evaluations take account of the context of the school and these features are just part of the
overall approach the school takes to improving young people’s learning experiences and
achievements.
The rationale and design of the curriculum
The curriculum is based on a clear vision developed in partnership with young people, staff,
parents and the local community. The vision of Excellence 2012 underpins well the
curricular developments. There is also a clear link to national drivers for improvement. The
curriculum is based soundly on the seven design principles and, by providing a wide range
of learning opportunities, it meets the needs of almost all young people.
In S1-S3, the curriculum is planned carefully to deliver the entitlements and develop skills for
learning, life and work. There are very good opportunities for increasing challenge through,
for example, master classes and personal achievement programmes. A very effective blend
of personalisation, choice and specialisation provides learners with clear progression into the
senior phase. By careful planning, staff provide opportunities to progress across the four
contexts for learning. There is core time set aside to plan interdisciplinary learning and the
curricular planning team ensures that literacy, numeracy and health and wellbeing are
delivered in a coherent way. Breadth is supported through subject focus days that allow
young people to continue to learn in all curriculum areas.
There are very good planned opportunities for personal achievement. The opportunities are
built into the S1 – S2 curriculum and being developed for S3. The opportunities are
accredited through ASDAN and the school is developing opportunities to gain Dynamic
Youth Awards and John Muir Awards.
The development of the curriculum
Staff consult carefully about the curricular innovations and there is ample evidence that they
have received full support for the changes they wish to make. There is a clear curriculum
map which staff understand and for which they have a clear vision for implementation.
The curriculum is enhanced by an outstanding range of opportunities provided through the
school’s work with partners.
The school’s very effective approaches to self-evaluation ensure the impact and outcomes of
the curriculum are being monitored carefully and changes made as appropriate. Evidence
from the staff questionnaires suggests that staff are fully committed to delivering the
entitlements identified in Curriculum for Excellence and that the curriculum is evolving to
meet the needs of young people in the school.
Programmes and courses
Staff and partners are confident in planning learning and assessment using experiences and
outcomes and are working together to moderate work and agree on standards. They are
clear about the outcomes that changes to the curriculum should bring.
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Learning experiences in S1-S3 are exciting and appropriate. Across the school, almost all
departments are planning learning taking into consideration breadth, challenge and
application. This is helping to ensure that young people make appropriate progression
through the broad general education.
In S1-S3, new courses offer a range of choice which includes elective master classes,
personal achievement courses and interdisciplinary projects such the finance week. There
are opportunities for young people to revisit learning and consolidate what they have
studied.
Literacy, numeracy and health and wellbeing are being delivered across the school.
Through careful monitoring by the senior leadership team and the completion of a learning
wall the school ensures it is delivering the experiences and outcomes in these areas.
The school plans carefully for individuals and almost all young people are provided with an
appropriate pathway. The current S4-6 curriculum provides a broad range of opportunities
for young people. There is a very good range of courses which provide clear progression
pathways for young people. There are well – planned vocational courses for young people
that are offered through working with a range of partners, for example John Wheatley
College. Almost all vulnerable young people are provided with a suitable curriculum and
complete what they start.
Transitions
The post-16 transition arrangements are outstanding. Staff consult carefully with young
people on their next steps and the school provides many opportunities to ensure young
people move into a positive destination. For example, consultants support young people to
develop CVs and improve interview techniques. Careful analysis of past destinations and
current economic conditions ensure young people are provided with high quality careers
advice. Parents speak highly of the ‘Future Choices’ information evening. Young people
move on to a range of appropriate destinations including university, college and the
Commonwealth Apprenticeship Initiative.
Profiling is developing through the use of MyMerit to record young peoples’ achievements in
the Broad General Education. The school is also piloting the Glow Recording Achievement
system to produce S3 profiles.
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20 February 2013