Hareleeshill Primary School
and Nursery Class
Larkhall
South Lanarkshire Council
19 January 2010
We published a report on Hareleeshill Primary School and
Nursery Class in January 2008. That report set out key strengths
of the school and main points for action. We carried out a
follow-through inspection in October 2008 and published a report
on that visit in January 2009.
This follow-through report is based on an inspection visit which
was carried out in September 2009. It tells you about
improvements since the original inspection in the quality of
education which the school1 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
parents2. 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.
A copy of this report has been placed on the HMIE website
www.hmie.gov.uk. Where applicable, you will also find
descriptions of good practice in the school and analyses of
questionnaire returns.
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2
The term ‘school’ is used to include the work of the nursery
class, where relevant.
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. How well do children learn and achieve?
4. How well do staff work with others to support children's learning?
5. Are staff and children actively involved in improving their school
community?
6. Does the school have high expectations of all children?
7. Does the school have a clear sense of direction?
8. What happens next?
1. The school
Hareleeshill Primary School and Nursery Class serves the Hareleeshill
area of Larkhall. A new headteacher has led the school since
January 2008. A new depute headteacher took up post in May 2008.
The school has moved to new accommodation.
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2. Particular strengths of the school
•
Courteous, well-behaved children.
•
Links with parents and the wider community to support learning.
•
Strong, well-focused leadership from the headteacher and depute
headteachers.
3. How well do children learn and achieve?
Children are now more actively involved in learning activities. They
enjoy working in groups, learning from each other and helping each
other. They work well individually. Children are more aware of their
own progress and are starting to identify what they need to do next to
improve their work further. They are proud of their achievements.
Children from the support classes are now involved appropriately in
mainstream classes.
Children’s progress in English language and mathematics is improving
in some areas. Most children in the early and middle stages attain
national levels of attainment. However, too few children are attaining
appropriate national levels in English language and mathematics at
P7. Teachers are using new approaches which are improving how
children learn to read and write. In mathematics, teachers rely less on
text books and make more use of real situations to develop children’s
mathematical skills.
School staff are improving aspects of the curriculum so that children’s
skills develop at a more appropriate rate as they move through the
school. Children in P1 and P2 now learn successfully through play
and are active and fully engaged in learning. Teachers now use
information and communications technology resources more
effectively to support and motivate children. Staff promote equality
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and celebrate different faiths and cultures. Teachers now plan better
across a wider range of subjects. They are now using assessment
more effectively to provide tasks in class that better meet the needs of
all children. Children who need extra support in their learning now
have appropriate plans in place to support their learning.
4. How well do staff work with others to support children's
learning?
Staff work well with the headteacher to further improve children’s
learning experiences. There are good links with the home-school
partnership worker to provide workshops for parents to help them
become involved in their children’s learning. The school has positive
links with the Active Schools coordinator, and with parents, who
provide a wide range of after-school activities.
5. Are staff and children actively involved in improving their
school community?
A large number of children are members of school committees, such
as the pupil council, where they can offer opinions on how to improve
their school experiences. Parents, children and members of the local
community have worked together to improve the school grounds. The
headteacher is improving the way in which the school monitors its
work. All parents, children and staff are now involved in reviewing the
quality of the school’s provision. The headteacher and staff now track
children’s progress more effectively.
6. Does the school have high expectations of all children?
Almost all staff have higher expectations of children’s attainment and
achievement. They now share these expectations clearly with
children. Teachers now take good account of children’s prior learning
to provide them with suitably challenging activities. Children are
3
responding well and their progress in English language and
mathematics at most stages is improving. Children are now becoming
more involved in their learning and in setting targets for improvement.
7. Does the school have a clear sense of direction?
The school is making effective progress. The headteacher has a clear
vision for the school and is aware of the school’s strengths and areas
for improvement. She works very well with staff and parents and has
the respect of the children. She is well supported by the two depute
headteachers who carry out their remits well. Hareleeshill Primary
School now shows a strong capacity to improve.
8. What happens next?
Since the original inspection, there is clear evidence of improvement.
Overall, the school performs better. The curriculum, learners’
experiences and achievements, and self-evaluation are now at a
satisfactory or better level. With continued effective leadership the
school is well placed to improve further. We will make no further visits
in connection with the January 2008 inspection report. The District
Inspector will continue to engage with the education authority to
monitor progress in improving aspects of attainment.
HM Inspector: Sadie Cushley
19 January 2010
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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 2010
HM Inspectorate of Education