Battlefield Primary School
Langside
Glasgow City Council
19 December 2006
Contents
Page
1. Background
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2. Key strengths
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3. What are the views of parents, pupils and staff?
2
4. How good are learning, teaching and achievement?
2
5. How well are pupils’ learning needs met?
4
6. How good is the environment for learning?
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7. Leading and improving the school
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Appendix 1 Indicators of quality
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Appendix 2 Summary of questionnaire responses
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How can you contact us?
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1. Background
Battlefield Primary School was inspected in September 2006 as part of a national
sample of primary education. The inspection covered key aspects of the work of the
school at all stages. It evaluated pupils’ achievements, the effectiveness of the school,
the environment for learning, the school’s processes for self-evaluation and innovation,
and its capacity for improvement. There was a particular focus on attainment in
English language and mathematics.
HM Inspectors examined pupils’ work and interviewed groups of pupils, including the
pupil council, and staff. Members of the inspection team also met the chairperson of
the School Board, representatives of the parent-teacher association (PTA) and groups
of parents 1.
The school serves an area on the south side of Glasgow. At the time of the inspection
the roll was 267. The proportion of pupils who were entitled to free school meals was
below the national average. Pupils’ attendance was in line with the national average.
Around one third of pupils spoke English as an additional language (EAL). Around
one third of pupils attended from outwith the school’s designated catchment area as a
result of parental placing requests.
2. Key strengths
HM Inspectors identified the following key strengths.
•
Pupils’ attainment in mathematics.
•
The productive and positive school ethos, pastoral care for pupils and
well-behaved, confident and courteous pupils.
•
Partnerships with parents and the wider community.
•
Staff’s approaches to celebrating diversity and support for pupils with
English as an additional language.
•
The school’s work in promoting health and well-being, including the council’s
‘BACTIVE’ physical activity programme.
•
The commitment and leadership of the headteacher.
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Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and
carers who are relatives or friends.
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3. What are the views of parents, pupils and staff?
HM Inspectors analysed responses to questionnaires issued to a sample of parents, P4
to P7 pupils, and to all staff. Information about the responses to the questionnaires
appears in Appendix 2.
Parents were very supportive of the school and were happy with most aspects of school
life. Many commented very positively on the reputation of the school in the
community. Families new to Scotland felt very welcomed and supported. Parents were
positive about the support provided for children who were experiencing difficulties
with their learning. They expressed serious concern about the quality of the school
accommodation. Pupils were happy at school. They very much appreciated the
out-of-school hours activities especially the ‘BACTIVE’ physical activity programme
organised by Glasgow City Council. They were proud of the improvements to the
school grounds. All staff enjoyed working in the school. They thought they worked
well as a team and felt valued in their work. All parents and staff thought the school
was well led.
4. How good are learning, teaching and achievement?
Pupils’ learning experiences and achievements
Teachers provided pupils with an appropriate and well-balanced curriculum. They
made effective use of flexible time in the curriculum to better meet pupils’ needs. For
example, all pupils were able to have two hours of good quality physical education
each week. At all stages, pupils were developing very good enterprise skills across the
curriculum. Teachers were effectively developing pupils’ skills in mathematics, health
education and personal and social development. They had been reviewing aspects of
the programme for English language. With the very effective support of a classroom
assistant, all pupils were developing effective skills in information and communications
technology (ICT). Staff and pupils had very good access to a wide range of ICT
resources. However, there were insufficient opportunities for pupils to use these skills
within classrooms. The quality of teaching was good overall. Most teachers were
well organised, planned their work effectively, gave clear explanations and made good
use of questioning to promote pupils’ thinking and check their understanding. Most
teachers used praise well to motivate pupils. They had started to share learning targets
with pupils and to provide them with helpful feedback on how to improve. However,
in a few lessons they spent too much time on this, which detracted from the main
purpose of the activity.
The quality of pupils’ learning experiences was good. Pupils were diligent learners
who worked hard in school. They were all very well behaved in class. Most listened
attentively to instructions and explanations. During a few lessons, pupils worked well
together in pairs and small groups. In one upper stage class pupils successfully
co-operated in planning a writing task. In a middle stage class pupils worked
effectively with a partner to check the accuracy of their spelling work. At the early
stages, pupils worked well as a group to investigate science challenges. Overall,
however, teachers did not provide pupils with sufficient opportunities to be active in
their learning. Too many tasks required pupils to work individually on written tasks
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that were not always sufficiently stimulating or challenging. In a few lessons, the pace
of learning was affected by an over-emphasis on behaviour management and physical
activity breaks.
The school placed a very strong priority on promoting pupils’ wider achievements.
They had very good opportunities to participate and achieve in a range of sporting and
cultural activities. This included attending athletics meetings, with senior pupils
achieving success in a range of track and field events. All pupils in P5 to P7 learned
netball skills from the visiting coach. Pupils contributed effectively to the school’s
decision making process through the pupil council. This had included contributing
ideas for improving the playground. The well-developed grounds widened pupils’
opportunities to learn about planting and growing by using the solardome greenhouse.
They willingly took on additional responsibilities acting as buddies with younger
pupils. Pupils developed an awareness of the needs of others by regularly raising funds
for a wide range of international charities. Pupils had recently achieved an Eco School
flag and a platinum enterprise award. They had also been awarded a Pride of Glasgow
Community Health award, and were working towards the local authority health
promoting schools award with their neighbourhood learning community partners.
English language
The overall quality of pupils’ attainment in English language was good. Attainment in
reading and writing had recently shown a slight decline. Most pupils reached
appropriate national levels of attainment in reading. A majority of pupils attained
appropriate levels of attainment in writing. Pupils’ attainment in listening and talking
was very good. The majority of pupils were making good progress in most aspects of
their class work, including pupils with EAL. Pupils experiencing difficulties with their
learning were making steady progress. By P7, most pupils demonstrated confidence in
expressing views and sharing ideas. They listened well to each other and had a good
awareness of audience. Most pupils had a good understanding of what they had read.
Pupils in P4 to P7 could use books and the internet effectively to locate information.
By P7, pupils had a good knowledge of a range of authors and books but were not
being challenged to read and talk about texts regularly in class. Across the school,
pupils wrote regularly for a variety of purposes, including letters and newspaper
reports. The quality of pupils’ written work was variable and they did not always write
at sufficient length. Pupils were not clear what was expected of them in the quality or
presentation of their writing.
Mathematics
The overall quality of pupils’ attainment in mathematics was very good. In recent
years, the overall attainment in mathematics had been of a consistently high standard.
Almost all pupils at P3 and P4, and most at P6 and P7, were achieving appropriate
national standards in mathematics. Almost all pupils at P2, and a notable number
across the school, achieved these levels earlier than might normally be expected.
Pupils were able to collect, organise and present information in a range of graphs or
tables. Pupils carried out written calculations neatly and accurately but had less
confidence or experience in tackling interactive mental calculations. Across the school,
pupils were confident in using money and answering related questions. At P1 to P3,
pupils were developing very good early numeracy skills. By P7, pupils could recognise
two- and three-dimensional shapes and discuss with confidence their properties. They
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could discuss a variety of strategies they had used in problem-solving and enquiry and
had successfully completed a range of problem-solving activities. Across the school,
pupils had good opportunities to use ICT to reinforce and develop their learning in
mathematics.
5. How well are pupils’ learning needs met?
Provision for meeting pupils’ learning needs was good overall. In mathematics,
teachers provided tasks well matched to the needs of pupils. Teachers effectively
identified, assessed and recorded the needs of pupils who needed extra support. This
was very well co-ordinated and managed by the depute headteacher. Staff provided
good support for pupils experiencing difficulties with aspects of their learning and
prepared appropriate individualised educational programmes (IEPs). Learning targets
in IEPs were regularly shared with pupils and parents. The school had developed
effective strategies for a range of pupils to discuss and identify individual personal
learning targets within personal learning plans. This had included all pupils in P7 and
younger pupils receiving additional support in the nurture class. Support staff were
deployed effectively to support pupils and made a strong contribution to the quality of
pupils’ learning. Pupils in all classes and in the nurture class who were receiving
additional support were making good progress towards the appropriate learning targets
set for them. The school and the education authority had made comprehensive
arrangements to support pupils with EAL. The specialist teacher of EAL was very
effective and sensitive to the needs of individual pupils. The school was in the process
of identifying pupils at the early stages who would benefit from additional support in
the nurture class. However, in English language, teachers did not always match tasks
and activities effectively to the needs of individuals and groups of pupils, in particular,
in writing. In English language, learning targets were set for large groups of pupils and
for some, these expectations were too high. In other areas of the curriculum, teachers
seldom provided sufficiently differentiated tasks for pupils.
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6. How good is the environment for learning?
Aspect
Comment
Pastoral care
The quality of pastoral care was excellent. Staff knew
pupils very well as individuals and paid very good attention
to their care and welfare. They were aware of their
responsibilities in relation to child protection. Staff dealt
swiftly, effectively and sensitively with any incidents of
misbehaviour. Promoted staff responded very quickly to
concerns raised by pupils, staff and parents. Pupils
confidently described what they would do if they had any
complaints. The school was very effectively promoting
positive approaches to health and fitness through the
curriculum, playground games, daily physical activity,
active out–of-school hours clubs and healthy choices at
lunchtime. The school had very good arrangements for
supporting pupils at times of transition, for example when
entering P1 and when transferring to secondary schools.
Quality of
accommodation
and facilities
The school made very good use of the extensive school
building. The classrooms were mostly large and bright and
staff had created attractive displays. Teachers made
effective use of additional teaching areas. For example, the
‘infinity room’ and nurture classroom provided comfortable
alternative learning environments. The small outdoor area
had been well developed to support learning and play.
Security arrangements were appropriate. However, the
accommodation had important weaknesses. There was no
access to the playground or school for those with physical
disabilities. The building was in poor condition. For
example, the gym could not be used during wet weather as
rain leaked through the roof.
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Aspect
Comment
Climate and
relationships,
expectations
and promoting
achievement
and equality
The school had a very friendly and welcoming atmosphere.
Pupils were proud of their school and almost all wore the school
uniform. They were polite and very well behaved both in
classes and in the playground. Weekly assemblies provided
appropriate opportunities for religious observance and for
celebrating pupils’ achievements. The morale of pupils and
staff was high and relationships among them were very good.
Staff had very high expectations of pupils’ behaviour,
attainment and achievements. However, for a few pupils, the
learning targets for attainment were too high. All pupils were
treated fairly and equally. Pupils were respectful and tolerant of
others. The school very effectively used a wide range of
approaches to promote cultural diversity. Pupils demonstrated
respect and tolerance for each other.
Partnership
with parents
and the
community
Partnerships with parents, the School Board, the
parent-teacher association, the local community and a range
of support agencies were excellent. The school
communicated effectively with parents through regular and
informative newsletters, good written reports on their
child’s progress and helpful leaflets to support their child’s
learning. The school had organised a range of workshop
activities for parents including sharing resources and
information about drug, alcohol and sex and relationships
education. The school made very good use of translation
services to ensure all parents were included. The weekly
‘learning together’ group was very well attended and very
effectively supported parents with a range of activities
including literacy and parenting skills. Promoted staff had
developed very strong partnerships with other local
schools, the key support agencies in the community and a
range of local businesses.
7. Leading and improving the school
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
The staff of Battlefield Primary School were committed to their pupils and provided
excellent pastoral care. Relationships among staff and pupils were very good and
pupils behaved very well. Partnerships with parents were very well formed and
productive. Attainment in mathematics was very good. The school was health
promoting and offered pupils opportunities to achieve in a wide range of areas. The
school needed to review aspects of its approach to English language. Overall, the
school was well placed to make improvements.
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The leadership of the headteacher was very good. The headteacher was very well
respected by pupils, staff and the community. She knew all pupils and staff as
individuals and valued and recognised their strengths. She had successfully established
and sustained a warm and welcoming learning environment. She had led many
successful developments in the school. The headteacher’s drive and energy was valued
by all staff. She was well supported by the depute headteacher and principal teachers.
They were providing effective leadership to key developments to improve aspects of
learning and teaching. Self-evaluation was good overall. The school had regularly
sought the views of pupils and parents and taken their views into account. The
headteacher monitored teachers’ plans regularly and provided clear written feedback.
The headteacher and depute headteacher visited classes to monitor aspects of learning
and teaching and the curriculum. However, they did not make sufficient use of the
information gathered to improve pupils’ learning experiences. Teachers’ use of
assessments to impact on future plans and to inform pupils’ next steps in learning was
not effectively monitored.
Main points for action
The school and education authority should take action to ensure further
improvement in the work of the school. In doing so, they should take account of
the need to:
•
continue to improve whole school approaches to the planning, teaching and
assessment and monitoring of English language, particularly in writing;
•
ensure that tasks are suitably challenging for all pupils and the pace of
learning is appropriate in all lessons; and
•
improve the quality of accommodation.
What happens next?
The school and the education authority have been asked to prepare an action plan
indicating how they will address the main findings of the report, and to share that plan
with parents. Within two years of the publication of this report parents will be
informed about the progress made by the school.
Susan Duff
HM Inspector
19 December 2006
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Appendix 1 Indicators of quality
The sections in the table below follow the order in this report. You can find the main
comments made about each of the quality indicators in those sections. However,
aspects of some quality indicators are relevant to other sections of the report and may
also be mentioned in those other sections.
How good are learning, teaching and achievement?
Structure of the curriculum
The teaching process
Pupils’ learning experiences
Pupils’ attainment in English language
Pupils’ attainment in mathematics
How well are pupils’ learning needs met?
Meeting pupils’ needs
How good is the environment for learning?
Pastoral care
Accommodation and facilities
Climate and relationships
Expectations and promoting achievement
Equality and fairness
Partnership with parents, the School
Board, and the community
Leading and improving the school
Leadership of the headteacher
Leadership across the school
Self-evaluation
good
good
good
good
very good
good
excellent
weak
very good
good
very good
excellent
very good
good
good
This report uses the following word scale to make clear judgements made by
inspectors:
excellent
very good
good
adequate
weak
unsatisfactory
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outstanding, sector leading
major strengths
important strengths with some areas for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
Appendix 2
Summary of questionnaire responses
Important features of responses from the various groups which received questionnaires
are listed below.
What parents thought the school
did well
What parents think the school
could do better
• Children enjoyed being at school.
• The school had a good reputation
in the local community.
• Pupil progress reports and parents’
evenings were helpful and
informative.
• Children were treated fairly, cared
for well and inappropriate
behaviour was dealt with
effectively.
• The school was well led.
• Improve the accommodation.
• Share the school’s priorities for
improving the education of
pupils.
• Make clear the standard of work
it expects from pupils.
What pupils thought the school did
well
What pupils think the school could
do better
• Teachers expected them to work
hard.
• They all got on well together.
• Teachers helped them when they
had difficulties with their work
and checked their homework.
• Improve the behaviour of a few
pupils.
• A few pupils thought that staff
should treat all pupils fairly.
What staff thought the school did
well
What staff think the school could
do better
• All staff were happy with all
aspects of school life and enjoyed
working in the school.
•
There were no significant issues.
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How can you contact us?
If you would like an additional copy of this report
Copies of this report have been sent to the headteacher and school staff, the
Director of Education Services, local councillors and appropriate Members of the
Scottish Parliament. Subject to availability, further copies may be obtained free of
charge from HM Inspectorate of Education, Europa Building, 450 Argyle Street,
Glasgow G2 8LG or by telephoning 0141 242 0100. Copies are also available on our
website www.hmie.gov.uk.
If you wish to comment about primary inspections
Should you wish to comment on any aspect of primary inspections, you should write in
the first instance to Chris McIlroy, Acting HMCI, at HM Inspectorate of Education,
Denholm House, Almondvale Business Park, Almondvale Way, Livingston
EH54 6GA.
Our complaints procedure
If you have a concern about this report, you should write in the first instance to
Hazel Dewart, Business Management Unit, HM Inspectorate of Education, Second
Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston
EH54 6GA. A copy of our complaints procedure is available from this office or by
telephoning 01506 600258 or from our website at www.hmie.gov.uk.
If you are not satisfied with the action we have taken at the end of our complaints
procedure, you can raise your complaint with the Scottish Public Services Ombudsman.
The Scottish Public Services Ombudsman is fully independent and has powers to
investigate complaints about Government departments and agencies. You should
write to The Scottish Public Services Ombudsman, 4-6 Melville Street,
Edinburgh EH3 7NS. You can also telephone 0870 011 5378 or e-mail
enquiries@scottishombudsman.org.uk. More information about the Ombudsman’s
office can be obtained from the website: www.scottishombudsman.org.uk.
Crown Copyright 2006
HM Inspectorate of Education
This report may be reproduced in whole or in part, except for commercial purposes or
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thereof are stated.
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