Banff Primary School
Aberdeenshire Council
9 December 2008
We published a report on Banff Primary School in
December 2006. That report set out key strengths of the school
and main points for action. We carried out a follow-through
inspection in October 2007 and published a report on this visit in
January 2008.
This follow-through report is based on an inspection visit which
was carried out in September 2008. It tells you about
improvements since the original inspection in the quality of
education which the school provides. It also comments on how
the school is getting on with the main points for action. First we
focus on changes in the core work of the school. We explain how
the school has got better at helping children to learn and benefit
from being at the school. Next we look at the key processes
which enable this to happen, including the involvement of
parents 1 . Our report also describes developments in the ‘ethos’
of the school, by which we mean how well children are cared for
and how much is expected of them in all aspects of school life.
Finally we comment on improvements in leadership to help the
school achieve its aims.
1
Throughout this report, the term ‘parents’ should be taken to
include foster carers, residential care staff and carers who are
relatives or friends.
Contents
1. The school
2. Particular strengths of the school
3. Examples of good practice
4. How well do children learn and achieve?
5. How well do staff work with others to support children's learning?
6. Are staff and children actively involved in improving their school
community?
7. Does the school have high expectations of all children?
8. Does the school have a clear sense of direction?
9. What happens next?
1. The school
Banff Primary School serves the town of Banff in Aberdeenshire.
There has been an increase in the roll and a number of staffing
changes have taken place since the original inspection.
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2. Particular strengths of the school
•
The positive atmosphere in the school.
•
Improvements to the support given to parents and children moving
from nursery to P1.
•
Improved partnerships with parents, the community and other
agencies.
•
Enterprise education and its impact on children’s confidence.
•
Improvements to learning and teaching approaches.
3. Examples of good practice
•
Enterprise education across the school.
•
Arrangements to support children with autism.
You can find out more about these examples of good practice at
www.hmie.gov.uk.
4. How well do children learn and achieve?
Children are confident and most are making good progress. They are
keen to learn and enjoy their lessons. They answer questions
confidently and share their ideas with others in group activities.
Teachers now provide a wider range of learning experiences. They
make better use of the school grounds and local area to broaden
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children’s learning. They use technology such as computers and more
practical activities to help children learn. Children worked well
together in groups and in pairs. There have been big improvements in
the quality of teaching in English language and mathematics. Overall,
children are achieving well in these subjects and most have a better
idea of what they need to do to improve.
At P1 and P2 children are benefiting from taking part in stimulating
learning activities. They regularly learn through ‘active play’ sessions.
Teachers give pupils tasks and activities in reading, writing and
mathematics which are more often at the right level of difficulty. They
are beginning to make links between other curriculum areas.
Teachers involve children more in planning their own learning
activities. Attainment in English language and mathematics has
improved since the original inspection took place. Children, supported
by the school, have achieved successes in a wide range of sporting
and cultural events. All children take part in enterprising projects
which help them to learn about the world of work.
5. How well do staff work with others to improve children's
learning?
Teamwork among staff is strong. Support staff now have clearer
remits and areas of responsibility. They and visiting staff are providing
more effective support for children. The support for learning teachers
give class teachers and support staff useful advice and practical help
to meet the needs of all children. The two depute headteachers and
staff have worked well together to improve children’s learning. As part
of this improvement classroom assistants now work more effectively in
classes, alongside teachers to work directly with children. Staff from
other council services and outside organisations provide high quality
additional support. Parents are more involved in school activities. The
Parent Council and individual parents continue to help with educational
visits and some are members of the Eco committee. Homework tasks
are becoming more interesting and varied.
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6. Are staff and children actively involved in improving their
school community?
Children play an active part in improving the school community.
Through the pupil council, Eco committee, as playground buddies and
as friends to younger children in P1 many children have a say in how
to make the school better. They talk positively about the changes to
learning in mathematics lessons. They prefer to learn actively and
spend less time on written exercises. Several took part in a working
lunch with local businesses. Overall, the children are developing very
well as citizens. Children, parents and staff together support a wide
range of charities. These include UNICEF and Barnardo’s. Children
visited a local home for the elderly and took them decorated plant pots.
A notable feature has been the highly successful way in which children
have worked with an author to write their own history book about
Banff. Staff are more involved in improving the work of the school.
Almost all staff are members of working groups which develop aspects
of the curriculum and focus on improving children’s learning
experiences. Staff find this type of work rewarding.
7. Does the school have high expectations of all children?
There has been a noticeable rise in the expectations all staff have of
standards of children’s attainment. Children respond well to these
increased expectations. They are now much more confident in the
way that they approach their learning. Teachers make better use of
praise to reward children’s achievements and to motivate children as
learners. Surveys completed by parents and children show they are
more satisfied with the work of the school. In particular, parents of
children starting school in August were very happy with the support
they and their children received as they moved from nursery to P1.
Regular assemblies celebrate children’s successes and achievements.
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8. Does the school have a clear sense of direction?
With a very good lead from the headteacher, ably supported by the
two depute headteachers and staff, there is a much improved sense of
direction. Plans for improvement are better thought out and a clear set
of priorities are now in place. All staff are working hard to address
these priorities and provide a better education for the children.
Parents and children are much more positive and optimistic about the
school’s future. The education authority has provided relevant support
and the school now performs well. Overall, Banff Primary School
shows a strong capacity to continue to improve.
9. What happens next?
There is clear evidence of improvement since the original inspection in
September 2006. The school now performs well overall. With
continued strong leadership, commitment of staff and support from the
education authority the school is well placed to continue to improve.
The quality of leadership and of learning have improved and are now
at a satisfactory level or better. We will make no further visits in
connection with the original inspection.
HM Inspector: Marion Burns
9 December 2008
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To find out more about inspections or get an electronic copy of this
report go to www.hmie.gov.uk. Please contact the Business
Management and Communications Team (BMCT) if you wish to
enquire about our arrangements for translated or other appropriate
versions.
If you wish to comment about any of our inspections, contact us
at HMIEenquiries@hmie.gsi.gov.uk or alternatively you should write in
the first instance to BMCT, HM Inspectorate of Education, Denholm
House, Almondvale Business Park, Almondvale Way,
Livingston EH54 6GA.
Our complaints procedure is available from our website
www.hmie.gov.uk or alternatively you can write to our Complaints
Manager, at the address above or by telephoning 01506 600259.
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
at www.spso.org.uk.
Crown Copyright 2008
HM Inspectorate of Education