Lainshaw Primary School
and Nursery Class
Stewarton
East Ayrshire Council
2 October 2007
Contents
Page
1. Background
1
2. Key strengths
1
3. What are the views of parents, pupils and staff?
1
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?
5
7. Leading and improving the school
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Appendix 1 Indicators of quality
9
Appendix 2 Summary of questionnaire responses
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How can you contact us?
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1. Background
Lainshaw Primary School and nursery class were inspected in June 2007 as part of a
national sample of primary and nursery education. The inspection covered key aspects
of the work of the school at all stages. It evaluated nursery children’s and 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 the quality of the children’s experience in the nursery, 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 a group of parents 1.
The school serves an area of Stewarton. At the time of the inspection the roll was 283,
including 34 children in the nursery class. 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.
2. Key strengths
HM Inspectors identified the following key strengths.
•
The wide range of pupils’ achievements across the school, and children’s very
good progress in mathematics in the nursery.
•
Commitment of all staff to the care and welfare of nursery children and pupils,
and the very good relationships across the school and nursery.
•
Pupils’ very good behaviour and their enthusiasm for learning.
•
Strong, productive partnership with parents, local schools, playgroups,
nurseries and the wider local community.
•
Leadership of the headteacher.
3. What are the views of parents, pupils and staff?
HM Inspectors analysed responses to questionnaires issued to parents, P4 to P7 pupils,
and to all staff. Information about the responses to the questionnaires appears in
Appendix 2.
1
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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Parents, pupils and staff were very pleased with almost all aspects of the nursery and
the school. Parents felt welcome and valued and thought that teachers set high
standards for their child’s learning. They particularly appreciated the care and concern
shown by all staff for their children. A few parents of children in the nursery wanted
more information on their children’s progress. Pupils enjoyed school and felt safe.
They liked the way teachers praised them for doing well and helped keep them healthy.
Staff were very positive about working in the school. They highlighted the high level
of staff teamwork, the mutual respect between adults and pupils and the school’s very
positive ethos. All staff felt that the school was well led.
4. How good are learning, teaching and achievement?
Pupils’ learning experiences and achievements
The curriculum enabled pupils to develop a broad range of knowledge and skills. In
the nursery, children were learning effectively through their participation in a wide
range of play activities. Children were actively involved in making independent
choices in their learning. Staff interaction was very good and supported children very
well within the playroom. However, the very good approach in the nursery to
developing children’s learning was not fully sustained into the early stages of the
school. Play experiences for pupils in P1 and P2 now required further improvement.
The school paid very good attention to developing pupils’ skills in enterprise in
education and education for sustainability. Pupils were developing competence in
information and communications technology (ICT) and beginning to use their skills
effectively to support their learning in other areas. The school was making good
progress towards providing pupils with two hours of quality physical education a week.
Pupils were developing their learning in English language and mathematics through a
range of stimulating cross-curricular projects, for example in social subjects. The
quality of teaching from nursery to P7 was good, with a number of examples of very
good, inspiring teaching. Most teachers organised lessons well and built effectively on
pupils’ prior learning. Many teachers were skilled in using questions effectively to
support pupils’ learning and occasionally to encourage them to explore their thinking.
Teachers ensured that pupils knew the purposes of lessons and regularly reviewed with
them what they had learned. Whilst some lessons were lively and interesting, teachers
did not use a wide enough range of teaching approaches. Pupils worked
enthusiastically, often in close partnership with their parents, on a wide range of
challenging homework tasks.
Throughout the school, most teachers had created an exciting, stimulating learning
environment. Nursery children were confident in using a digital camera and computer.
They observed plants and discussed what was needed for growth but had insufficient
opportunities to investigate and make use of their senses. Nursery children made
symmetrical butterflies and freely painted making very good use of an easel. They
used their imagination very effectively in their role play at the ‘hospital’ area. Children
sang familiar songs with spirit but they did not use instruments regularly enough.
Nursery children took part enthusiastically in daily energetic play in their new secure
outdoor play area. They learned to climb and balance, and control wheeled toys.
Across the school, almost all pupils were very enthusiastic about learning. They
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responded very well to teachers’ questions. During a number of lessons, for example in
education for sustainability, pupils worked well together at practical activities and were
beginning to be active in their learning. For example, pupils at P5 were learning about
the growth of seeds by close observation of a variety of fruit. They worked together
closely in groups to record their findings. This active approach to learning was not
consistent enough and pupils overall had too few opportunities to develop as
independent learners. Pupils’ attainment in French was not high enough. Across the
school, pupils had begun to discuss their progress in learning with teachers and to
become involved in setting their own learning targets. Occasionally the time taken to
discuss and record learning targets slowed the pace of the lesson. A number of tasks
relied too heavily on published resources which were not always appropriate.
The school had taken very effective steps to develop pupils’ wider achievements.
Pupils were caring, responsible and very supportive of each other. Nursery children
had developed friendships and cooperated well together. They persevered at their
chosen activities and celebrated achievement together. Older pupils looked after
younger ones and acted as buddies in the playground. Pupils demonstrated social
responsibility towards others and raised funds for a wide range of charities. The wide
range of clubs outwith school offered those pupils who took part the opportunity to
enhance their learning and experience success, for example in music, sport, enterprise,
culture and care for the environment. Many pupils were successful in a wide range of
events and competitions, for example, local authority-led concerts and dramatic
performances. At all stages, pupils had a good understanding of healthy lifestyles.
Members of the school media group were developing very effective skills in film and
production techniques. Pupils regularly organised events for their parents and members
of the community. For example, pupils at P6 and P7 organised a very successful tea
dance in the school hall with senior residents of the village to celebrate their World
War II topic. The school had recently been awarded a green flag for Eco-School
activities.
English language
Children in the nursery class were making good progress in communication and
language. They listened well to stories and could recount them in sequence. They
spoke confidently and engaged in extended conversations about their play. However,
they made insufficient use of books to develop an interest in reading. Most children
were keen to write, and a number could write their name confidently. The overall
quality of attainment in English language in P1 to P7 was good and had improved
steadily in recent years. Across the school, most pupils were attaining appropriate
national levels in listening, talking, reading and writing. A number achieved these
levels earlier than might normally be expected. However, several pupils at all stages
were capable of achieving higher standards. Pupils experiencing difficulties in their
learning were well supported by class teachers and were making good progress. Across
the school, pupils listened attentively to their teachers and to each other. They gave
articulate accounts of presentations they had given at assemblies. They were less
skilled in group discussions. At P4, pupils read aloud fluently. However, by P7, many
pupils did not enjoy reading and read a restricted range of books. Pupils from P3 to P7
were progressing well in developing and editing their own writing. A few senior pupils
would benefit from further opportunities to write at length. Standards in spelling,
punctuation and presentation of written work were very good.
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Mathematics
Children in the nursery class made a very good start to their learning in mathematics
through play. Nursery children were able solve problems at snack times and many
could count confidently. They used mathematical language appropriately, and
weighed, measured, counted and matched in the course of their varied play activities.
The quality of pupils’ attainment in mathematics in P1 to P7 was good and had
improved steadily in recent years. Across the school, most pupils were achieving
appropriate national levels of attainment. A few at most stages were achieving these
levels earlier than might normally be expected. However, at all stages, a number of
pupils were capable of achieving higher standards. Pupils with additional support
needs were making steady progress in their course work. Across the school, pupils
effectively carried out surveys, often in connection with their work in environmental
education. They organised information and displayed their findings appropriately
using ICT well to present a range of graphs. Pupils’ oral and written calculations were
not always sufficiently accurate. At P4, pupils could describe the properties of twoand three-dimensional shapes and by P7, most had a secure understanding of angles
and coordinates. At all stages, pupils were developing their skills in problem-solving
and enquiry and could discuss appropriate strategies with confidence.
5. How well are pupils’ learning needs met?
The school’s approaches to support pupils’ needs were adequate overall. Procedures for
identifying, supporting and monitoring the progress of pupils with additional support needs,
including higher-achieving pupils and nursery children, were not effective enough and
required to be improved. Staff in the nursery met the needs of children well. They made
good use of assessment information and children’s own ideas to plan for the next steps in
children’s learning. Whilst tasks and activities were generally well matched to the learning
needs of pupils, a few higher-achieving pupils at almost all stages needed further challenge.
Class teachers worked flexibly and skilfully to ensure that pupils with additional support
needs were included and supported in class activities. The visiting support for learning
teacher provided some additional support to small groups of pupils in English language.
The schools strong partnership with a range of support agencies ensured a high level of
support for a few pupils experiencing particular challenges. The school’s individualised
educational programmes for pupils experiencing difficulties in their learning were not
helpful in enabling staff to track pupils’ progress or set appropriate learning targets.
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6. How good is the environment for learning?
Aspect
Comment
Pastoral care
From nursery to P7, arrangements for children’s care and
welfare were very good. Nursery staff involved children in
the preparation of a healthy snack and supported them in
brushing their teeth daily. Staff were very caring,
supportive and respectful in their interactions with pupils.
Teachers knew their pupils well and made very good
provision for their physical, social and emotional needs.
They were clear about their role in child protection and
dealt sensitively with any concerns about pupils. Pupils felt
safe and were confident that staff would act promptly and
effectively on any incidents of bullying. Pupils showed
very good concern and support for each other during play
and social activities. The school promoted healthy eating
effectively by offering healthy choices in the dining room.
However, not all pupils selected healthy options.
Arrangements to support pupils as they moved from nursery
into P1, and from P7 into secondary school, were very good.
Quality of
accommodation
and facilities
The quality of accommodation was very good. The building
was very spacious, well furnished and in good repair. It had
benefited from significant recent improvements, including
improved security and new windows. The recently
constructed outdoor area for nursery children allowed daily
outdoor activity, but offered no shade on sunny days.
School staff used the additional available space very flexibly
to create a range of additional teaching areas, a library, art
and music rooms and a large area devoted to play. The
school grounds had been attractively developed as part of
the school’s Eco-School activities. Appropriate
arrangements for security were in place. Access for people
with mobility disabilities was restricted to the ground floor.
However, the school made flexible and successful
arrangements to ensure that any people with mobility
difficulties could take appropriate part in all aspects of
school life.
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Aspect
Comment
Climate and
relationships,
expectations
and promoting
achievement
and equality
The headteacher and staff had created a very warm and
welcoming environment for nursery children, pupils, parents
and visitors. Relationships across the school and nursery
were very good. Pupils were courteous, very well behaved
and proud of their school. They responded well to teachers’
high expectations of behaviour. However, the school’s
expectations of some pupils capable of high standards of
attainment needed to be raised. Staff used praise well to
promote pupils’ self-esteem and interest in learning. The
school regularly celebrated pupils’ behaviour, effort and
their impressive range of achievements. The school
chaplain visited the school frequently, assisted at regular
assemblies and helped provide good opportunities for
religious observance. Staff promoted a clear sense of
equality and fairness in their interactions with pupils. Pupils
were knowledgeable about the need to treat all people with
respect. Their understanding of a range of faiths and
cultures was not well enough developed.
Partnership
with parents
and the
community
The school’s partnerships with parents and the local
community were very good. The School Board took a keen,
supportive interest in the school. The active PTA organised
very successful fundraising and social events. Local police
and health staff provided useful assistance with aspects of
the school’s health education programme. Nursery staff had
developed systematic approaches to involving parents in
their children’s learning and had established productive
relationships with local playgroups. The school kept parents
very well informed about its work through regular,
informative newsletters, curricular workshops and helpful
annual written reports. Parents, pupils and staff were
consulted about the school’s priorities for improvement.
Parents received information about the school’s approaches
to teaching sensitive health issues and had had opportunities
to view materials. Pupils transferring to secondary school
received a high level of support.
7. Leading and improving the school
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Lainshaw Primary School provided its pupils and nursery children with a good quality
education in a very caring, supportive environment. The quality of learning and
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teaching was good and pupils’ attainment was steadily improving. Procedures to
support pupils’ learning were not sufficiently rigorous. With improved levels of
challenge, and more effectively coordinated support, pupils were capable of achieving
more.
The headteacher provided very good leadership. Her very effective interpersonal skills
and her professional expertise had gained the respect of staff, parents and pupils. She
was approachable and hard working. In developing leadership for learning throughout
the school community, she had raised pupils’ attainment in key areas systematically in
recent years and had significantly developed the school’s partnership with the local
community. The depute headteacher supported the work of the nursery and offered
valued assistance to the headteacher in the pastoral care of pupils. She now needed to
develop her expertise in ensuring effective support for pupils’ learning throughout the
school. Three principal teachers carried out demanding remits very effectively and
were very good class teachers. All provided strong leadership in developing aspects of
learning and teaching, music and Eco-School activities. Nursery staff were aware of
the implications of the Scottish Social Services Council’s Codes of Practice. The
school had established systematic procedures for reviewing the quality of its work.
Promoted staff scrutinised teachers’ plans, visited classes and reviewed pupils’ work.
However, these approaches had not yet ensured sufficient improvement in pupils’
attainment. Teachers, pupils and parents were fully involved in identifying and
addressing the school’s priorities for improvement. There was scope to improve further
the effectiveness of the school’s approaches to tracking pupils’ attainment, to ensure an
appropriately high level of challenge to all pupils. With continued strong leadership,
the school was well placed to continue to improve.
Main points for action
The school and education authority should take action to improve learning,
teaching and achievement. In doing so they should take account of the need to:
•
build on the existing examples of good practice and improve the consistency
and quality of learning and teaching and interaction with children across the
school;
•
improve the arrangements to support learning throughout the school; and
•
improve the school’s approaches to self-evaluation to ensure improvement in
pupils’ attainment.
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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.
Anne McGachey
HM Inspector
2 October 2007
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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
good
adequate
very good
very good
very good
good
good
very good
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
outstanding, sector leading
major strengths
important strengths with some areas for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
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Appendix 2
Summary of questionnaire responses
Important features of responses from the various groups which received questionnaires
are listed below. Where any one group had five or less respondees then, in order to
maintain confidentiality, the analysis is not provided.
What parents thought the school did
well
What parents think the school
could do better
•
Staff showed concern for the care and
welfare of pupils.
•
•
Their children were treated fairly and
there was mutual respect between
pupils and teachers.
•
The school had a very good reputation
in the local community.
•
The school was well led.
What pupils thought the school did
well
What pupils think the school could
do better
• Teachers helped them with their
work and expected them to work
hard.
• Teachers explained things clearly
and helped them when they had
difficulty.
• The school helped them keep safe
and healthy.
•
What staff thought the school did
well
What staff think the school could
do better
•
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A few parents of children in the
nursery class wished for more
information on their child’s
progress.
Staff held very positive views about all
aspects of the life and work of the
school.
•
There were no significant issues.
There were no significant issues.
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 Executive
Director of Educational and Social 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, Denholm House,
Almondvale Business Park, Almondvale Way, Livingston EH54 6GA or by
telephoning 01506 600274. Copies are also available on our website
www.hmie.gov.uk.
HMIE Feedback and Complaints Procedure
Should you wish to comment on any aspect of primary inspections, you should write in
the first instance to Chris McIlroy, HMCI, at the above address.
If you have a concern about this report, you should write in the first instance to our
Complaints Manager, HMIE Business Management Unit, Second Floor, Denholm
House, Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA. You
can also e-mail HMIEComplaints@hmie.gsi.gov.uk. A copy of our complaints
procedure is available from this office, by telephoning 01506 600200 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
(SPSO). The SPSO is fully independent and has powers to investigate complaints
about Government departments and agencies. You should write to the SPSO, Freepost
EH641, Edinburgh EH3 0BR. You can also telephone 0800 377 7330
(fax 0800 377 7331) or e-mail: ask@spso.org.uk. More information about the
Ombudsman’s office can be obtained from the website: www.spso.org.uk.
Crown Copyright 2007
HM Inspectorate of Education
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