Larkhall Academy
South Lanarkshire Council
9 June 2009
We published a report on Larkhall Academy in June 2007. That
report set out key strengths of the school and main points for
action. We carried out a follow-through inspection in
January 2008 and published a report on that visit in June 2008.
This follow-through report is based on an inspection visit which
was carried out in March 2009. 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 young people 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 parents1. Our report also
describes developments in the ‘ethos’ of the school, by which we
mean how well young people 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.
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 young people learn and achieve?
5. How well do staff work with others to support young people's
learning?
6. Are staff and young people actively involved in improving their
school community?
7. Does the school have high expectations of all young people?
8. Does the school have a clear sense of direction?
9. What happens next?
1. The school
Larkhall Academy serves the towns of Larkhall and Stonehouse and
the adjoining villages of Ashgill and Netherburn.
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2. Particular strengths of the school
•
The work of the Assessment is for Learning Group in improving the
quality of teaching and of young people’s learning experiences.
•
The increasing proportions of young people continuing with
education and training or entering employment when they leave
school.
•
The work undertaken with gypsy travellers’ children.
3. Examples of good practice
•
The Gypsy Traveller Creative Learning Group.
•
Learning through drama.
4. How well do young people learn and achieve?
The majority of young people now make good progress. Overall, the
curriculum provides a broad and balanced experience for most young
people. Most young people are well behaved and willing to learn.
They are now experiencing a greater variety of learning and teaching
approaches. Most teachers are successfully sharing the purposes of
lessons with learners and are setting more challenging and interesting
tasks. As a result, more young people are now actively engaged in
their learning. These positive changes are not evident in all classes.
Overall attainment has not improved. Standards of reading in S1 show
some signs of improvement. Performance of young people in national
examinations at S4 to S6 has not improved. Young people perform
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less well than those with similar needs and backgrounds in other
schools. Their attainments in national examinations continue to be
well below or below national averages on most measures. Results
from recent in-school examinations indicate improvements in young
people’s performances. The school is improving how it checks and
encourages progress. Young people benefit from a wide range of
opportunities to achieve through drama, sporting and musical
activities. For example, the Concert Band won the Glasgow Music
Festival at the Royal Concert Hall for the third year in a row. The
Candid Theatre group performed their show based on the Holocaust in
the school and the Giffnock synagogue.
5. How well do staff work with others to support young people's
learning?
Teamwork among staff is much improved. They work well together to
support the learning of all pupils, including gypsy travellers’ children
and those with additional support needs. Improved monitoring of
young people’s progress is helping to clarify where their strengths lie
and what their next steps in learning are. Links with associated
primary schools are improving through tasks which allow for
progression from primary into secondary. Young people are benefiting
from the school’s good working relationships with local colleges and
support agencies. These increase opportunities for some young
people to broaden their learning in a range of areas. These include
hairdressing, care, catering and through learning in the world of work.
The school should continue to work with its partner organisations to
ensure the sustainability of these programmes in the longer term.
6. Are staff and young people actively involved in improving
their school community?
Young people now benefit from the changes the school has made in
how it identifies areas for improvement. Senior managers now
undertake a much more rigorous review of examination performance.
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Members of the senior management team and principal teachers
observe lessons and learning on a regular basis. Increasingly,
individual teachers arrange flexible and informal lesson observations.
The school has clearly set out its self-evaluation expectations for
faculties. There is now a much greater sense of ownership of
self-evaluation at faculty and classroom levels. Staff are active in the
life and work of the community. They take part in groups linked to
school improvement and organise activities and support for young
people outside school hours. Senior pupils involved in charity work,
Prince’s Trust, Peer Training, and other initiatives are highly positive,
confident and successful. They are taking increasing responsibility for
leading on key projects. Many young people are committed to working
with others to improve the school and its community.
7. Does the school have high expectations of all young people?
The senior management team are committed to raising young people’s
expectations and aspirations. Young people’s progress and
achievements are now being carefully monitored and recorded. Staff
morale is now much improved and there are clear improvements in
teachers’ expectations of what young people can do. Staff display
very high commitment to the school and support a wide range of
extra-curricular activities. Most pupils respond very well to the
opportunities provided and are keen to succeed. Young people’s
attendance has not improved and exclusions have risen.
8. Does the school have a clear sense of direction?
Capacity for leadership and improvement have increased as a result of
positive recent changes within the senior management team. The
headteacher now has a vision for the future of the school in the context
of the new school building and Curriculum for Excellence. He now
needs to draw this together more effectively and communicate it more
clearly to staff to provide a coherent, strategic way forward. Senior
management are developing a more strategic approach in a range of
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areas. These include enhancing the curriculum, strengthening joint
work with associated primary schools, and developing vocational
education across the school. Senior management are establishing
greater rigour in the self-evaluation process and are undertaking
effective lesson observations.
9. What happens next?
There is clear evidence of improvement since the original inspection.
There have been significant improvements in a number of important
areas. Learning, teaching and meeting needs have improved and
there are signs of continuing improvement. Young people’s learning
experiences, leadership and the arrangements for self-evaluation are
now at a satisfactory or better level. With the continued commitment
of staff, and further support from the education authority, the school
has the capacity to improve further. The District Inspector will maintain
contact with the education authority to monitor continued
improvements in attainment. In November 2009, HMIE will ask the
education authority for a report on the attainment and achievement of
young people. Parents will be informed of progress.
HM Inspector: David M Martin
9 June 2009
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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 2009
HM Inspectorate of Education