Perth Grammar School
Perth and Kinross Council
17 June 2008
Contents
Page
1. Background
1
2. Key strengths
1
3. How well does the school raise achievement for
all?
1
4. How good is the environment for learning?
7
5. Leading and improving the school
9
Appendix 1
Indicators of quality
11
Appendix 2
Summary of questionnaire responses
12
Appendix 3
Performance in Scottish Qualifications
Authority (SQA) National Qualifications
14
How can you contact us?
16
1. Background
Perth Grammar School was inspected in March 2008 as part of a national sample of
secondary education. The inspection covered key aspects of the school’s work at all stages.
HM Inspectors evaluated how well the school was raising achievement for all pupils, taking
into account the extent to which pupils’ learning needs were met by the curriculum and
teaching. They analysed pupils’ achievement in national examinations (see Appendix 3) and
other areas, the school’s processes for self-evaluation and innovation, and its overall
effectiveness and capacity for improvement. HM Inspectors focused particularly on English,
mathematics, modern languages, and physical education. The inspection team also evaluated
aspects of the school’s progress in implementing national recommendations related to
improving aspects of school meals provision.
HM Inspectors observed teaching, learning and achievement in lessons and other contexts
and examined pupils’ work. They analysed responses to questionnaires 1 issued to a sample
of parents 2 and pupils and to all staff. They interviewed groups of pupils, including
representatives of the pupil councils, and staff. Members of the inspection team also met the
chairperson of the Parent Council and a group of parents.
Perth Grammar School is a non-denominational school serving the north of Perth and a
surrounding rural area. At the time of the inspection, the roll was 1005. The percentage of
pupils entitled to free school meals was below the national average. Pupils’ attendance was
well below the national average.
2. Key strengths
HM Inspectors identified the following key strengths.
•
Large numbers of hard-working and cooperative pupils.
•
Staff involvement in school improvement.
•
Inclusive approaches to provision for particularly vulnerable learners.
•
Active development of pupils’ personal and social skills.
•
The contribution of the headteacher to promoting a positive climate for learning.
3. How well does the school raise achievement for all?
To evaluate how well the school was raising achievement for all, HM Inspectors considered
the extent to which the learning needs of all pupils were met through the curriculum and
1
See Appendix 2
Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and
carers who are relatives or friends.
2
1
teaching. They evaluated the impact of the school on the learning and personal development
of all pupils in lessons and in other, broader contexts. They also considered pupils’
achievement in examinations and other areas, and the school’s overall success in sustaining
improvements in performance.
Curriculum
The quality of the curriculum was good overall. Recent improvements had helped match
provision better to pupils’ needs. Pupils could choose from an increased number of
vocationally relevant courses delivered in school and at Perth College. Teachers had begun
to consult pupils about further proposed changes to the curriculum. Particular features of the
curriculum included the following.
•
S1/S2 pupils studied a suitable range of subjects. However, these did not build enough
on pupils’ prior learning.
•
From S2, pupils followed courses in English and modern languages leading to early
presentation for external examinations in S3.
•
From S1 to S6, pupils had a balanced physical education programme of around two hours
per week. In S5/S6, the programme was run jointly with senior pupils and staff from the
neighbouring St Columba’s RC High School.
•
Pupils at all stages benefited from a well-planned personal and social education (PSE)
programme. There was appropriate provision for religious and moral education from S1
to S4 but not yet at S5/S6.
•
From S3 to S6, pupils had a suitable range of course choices at Access, Intermediate 1
and Intermediate 2 levels which helped build on pupils’ prior attainment.
•
Increasingly across the school pupils had motivating opportunities to develop their
enterprise skills.
•
Partnership with St Columba’s RC High School had widened senior pupils’ choice of
subjects at Higher and Advanced Higher.
Teaching and meeting learning needs
The overall quality of teaching was good. The school had enhanced the quality of teaching
and learning through the introduction of approaches based on the national initiative
Assessment is for Learning. Teachers created a positive learning environment in almost all
lessons. They planned their lessons well and gave clear instructions and explanations. In
several lessons, teachers used questioning very effectively to extend pupils’ thinking.
Teachers usually shared the purposes of lessons clearly with pupils but were less consistent
in reviewing learning at the end of lessons. In most subjects, teachers gave homework
regularly and used it well to reinforce learning. Teachers were making increasingly effective
use of information and communications technology (ICT) to enhance lessons. They
provided pupils with good opportunities to work as individuals, in pairs and in small groups.
2
Meeting needs was overall of adequate quality. In most lessons, teachers used resources and
provided tasks which matched pupils’ learning needs well. Sometimes the work set,
particularly for high attaining pupils, did not offer sufficient challenge to enable them to
make appropriate progress. There were very effective arrangements for identifying pupils
with additional support needs. A very well-designed “C20” programme helped meet the
learning needs of pupils in S2 with significant learning needs. The school had identified the
need to improve how subject teachers and support for learning staff worked cooperatively in
lessons across the school, building on the good practice already in place in some
departments. Across the school, subject teachers did not yet contribute sufficiently to
planning and monitoring the progress of pupils with additional learning needs. The school
had yet to develop clear individual educational programmes for pupils with social and
emotional difficulties. Individual guidance, support for learning and behaviour support staff
gave valuable support to pupils with additional learning needs both individually and in small
groups. However, the school needed to strengthen the coordination of their work so as to
maximise their impact.
Impact on learners
This section provides an evaluation of the extent to which the school was successful in
raising achievement for all pupils. It refers to pupils’ learning experiences, personal
development and aspects of their achievement in examinations and other areas.
Learners’ experiences and personal development
In most lessons, pupils were attentive, well motivated and worked in a purposeful manner.
Pupils with additional learning needs were making good progress in literacy, numeracy and
personal development. Pupils responded well when given opportunities to work
collaboratively. In a few departments, for example English, mathematics and physical
education, they regularly received good feedback on their progress and what they needed to
do to improve. Overall, pupils did not have enough opportunity and support to enable them
to work independently and to take appropriate responsibility for their own learning. In a
small minority of lessons, pupils were poorly motivated and did not take their learning
seriously enough. The progress of a significant minority of pupils, especially in S3 and S4,
was being adversely affected by poor attendance. Overall, strengths just outweighed
weaknesses in the quality of pupils’ learning experiences.
The school encouraged pupils’ personal and social development through appropriate formal
programmes and by offering many opportunities for achievement in a broad range of areas.
High numbers of pupils developed their skills and fitness levels through participating in a
wide range of sporting activities, including athletics, badminton, basketball, cross country
running, and rugby. The girls’ football team had achieved notable success in a national
under-15 tournament. Pupils took part in a range of musical groups and had won a number
of awards at the recent Perth Music Festival. Well over 100 pupils took part in local and
national mathematics competitions and many achieved success. Pupils with additional
support needs had made an important contribution to the school’s disability awareness
programme and had increased their self-esteem as a result. Their achievements in enterprise
activities had been recognised through the Award Scheme Development and Accreditation
Network (ASDAN) programme. Pupils successfully took on a range of responsibilities,
including acting as prefects, serving on the pupil council and on a number of committees.
3
Pupils on the fundraising committee had successfully led activities to raise money for a
school in Namibia, in aid of breast cancer and for sports facilities in memory of two former
pupils of the school. Older pupils, including those with additional support needs, supported
younger learners in paired reading and in social groups at lunchtime and during breaks.
Through participation in the Duke of Edinburgh Award scheme, pupils had developed their
confidence and ability to work with others. Members of the Fair Trade and Eco-School
committees had demonstrated well-developed skills in citizenship, for example planning and
decision making, and were highly committed to their causes. The Eco-School committee had
won an award for improvements made to the school garden.
English
Teaching was very good. Arrangements for meeting learning needs and learners’
experiences were good. Performance was good and had improved.
Teachers shared effectively with pupils what they were expected to learn and how to achieve
success. They used questioning well to encourage pupils to share and develop their ideas in
lively discussions. They set appropriately high expectations for the work that pupils should
produce. Pupils collaborated well and reported back confidently on the outcomes of group
work to the rest of the class. They were increasingly assessing their own work and learning
how to take more responsibility for improving it.
At S1/S2, almost all pupils had made good progress from their prior levels of attainment.
The minority who did not achieve national levels in reading, writing, listening and talking by
the end of S2 had steadily improved their performance. Pupils were responding very
positively to improvements designed to raise their attainment in writing. Increasing numbers
were developing their language skills further by participating effectively in debates, reading
widely and entering writing competitions, with some success. At S3, a significant proportion
of pupils attained Credit awards. Overall, at Standard Grade, performance was above the
national average. At Access 3, most pupils were successful. At S5, the proportion of pupils
attaining A-C grades was consistently well above the national average at Higher and above
the average at Intermediate 2.
Mathematics
The overall quality of teaching, arrangements for meeting learning needs and learners’
experiences were very good. Performance was at a consistently high standard.
Teachers gave thorough explanations which provided pupils with a very clear understanding
of concepts and methods. They used questioning very well to engage pupils actively in
lessons and challenge them to think for themselves. Several lessons were of a very high
standard. Teachers used interactive whiteboards well and involved pupils in appropriate ICT
use to support their learning. Homework was regular and very carefully planned to support
and extend pupils’ learning. Teachers expected all pupils to work at a brisk pace and to a
high standard. As a result, pupils, particularly high-attaining pupils from S1 to S4, were
becoming effective and successful learners. Pupils at all stages had positive attitudes to the
subject and showed interest in the topics being studied.
At S1/S2, pupils made good progress from prior levels of attainment. By the end of S2, a
majority attained the appropriate national level. Around a fifth performed beyond this and
4
showed a very good grasp of more challenging topics. At S4, the proportion of pupils
attaining a Credit award was above the national average and pupils consistently performed
better overall than in their other subjects. At S5, performance at Higher and Intermediate 2
was above the national average with a notably high proportion of pupils gaining an A grade.
A majority of Intermediate 1 candidates gained an A-C grade. At S6, most pupils at
Advanced Higher attained an A-C grade.
Modern languages
Overall in modern languages, the quality of teaching, arrangements for meeting pupils’ needs
and pupils’ performance were adequate. Pupils’ learning experiences were weak, overall.
Teachers planned lessons carefully and provided a variety of activities for pupils. They
made some effective use of ICT to support language learning. The pace of teaching was too
slow in a number of lessons and, as a result, pupils did not make sufficient progress in their
learning. Some tasks were not sufficiently challenging or relevant for pupils. Teachers had
introduced a range of promising new approaches to meet pupils’ needs, for example by
teaching high-attaining pupils together in S2 and S3 in “fast track” classes, and a course in
language awareness for pupils in S5 with additional support needs. A significant minority of
pupils were not sufficiently motivated by their experiences of learning a modern language.
At S1/S2, pupils produced several good examples of extended writing. Overall, however,
their skills in communicating in French were not well enough developed. By the end of S4,
the proportion of pupils attaining Credit or General awards at Standard Grade in French was
below the national average overall. Pupils’ attainment in French had been notably lower
than in their other subjects in two of the last three years. At Standard Grade, the proportion
attaining Credit or General awards in German had varied widely over the last three years. At
S5/S6, almost all of the very small numbers of candidates had achieved success at
Intermediate, Higher or Advanced Higher levels.
Physical education
Overall, teaching and the quality of pupils’ learning experiences were good. Arrangements
for meeting learning needs were very good. Performance was of a consistently high
standard.
Teachers provided pupils with a well-planned and varied range of learning experiences
which matched pupils’ needs well, with pupils’ suggestions and contributions valued.
Teachers shared the purposes of lessons well with pupils. They gave clear explanations and
instructions, built well on previous learning and, in partnership with support staff, provided
appropriate support for individual pupils. Most pupils were engaged, motivated and
interested. They cooperated well with one another when on occasion given the opportunity
to do so. Pupils responded positively to feedback, which was generally of good quality and
gave helpful evaluations of individual performance. However, in a number of classes, a
minority of pupils did not participate actively, with several not sufficiently aware of what
they needed to do to improve.
By the end of S2, most pupils were making good progress in course work at an appropriate
level. At Standard Grade, the proportion of S4 pupils attaining Credit awards was above the
5
national average and pupils performed better than in their other subjects. At Intermediate 2
and Higher in S5/S6, almost all pupils presented achieved an A-C grade.
Achievement in national assessments, examinations and other areas
Information about the subjects inspected has been given earlier in the report. Across the
school, particular features of pupils’ progress, results in examinations and other
qualifications, including those awarded by the Scottish Qualifications Authority (SQA)
within the Scottish Credit and Qualifications Framework (SCQF) 3 for the three year period
2005-2007, are included below.
Particular features of achievement in national assessments and other areas by the end of S2
included the following.
•
By the end of S2, the majority of pupils attained appropriate national levels in
mathematics and in reading and showed progress from prior levels of attainment.
Performance in writing had been variable and in 2007 less than half of S2 pupils attained
the appropriate level. In both English and mathematics, around a fifth of pupils attained
above expected levels. As yet, there was no evidence of consistently improving
performance. The school was introducing a P7 to S1 transition project to help improve
attainment in writing.
•
Across the curriculum, pupils performed well in class and the majority demonstrated
positive attitudes to their work.
Particular features of achievement in examinations and other areas by the end of S4 included
the following.
•
The proportion of pupils attaining five or more awards at SCQF level 3 was well below
the national average and performance was notably weaker than in schools with similar
characteristics.
•
The proportions of pupils attaining five or more awards at SCQF levels 4 and 5 were
below national averages and performance was weaker than in schools with similar
characteristics.
Particular features of achievement in examinations and other areas by the end of S6 included
the following.
•
3
By the end of S6, the proportion of pupils achieving five or more awards at SCQF level 5
was below the national average overall and the performance of similar schools.
However, in 2007, performance at this level had improved to above that of similar
schools and only slightly below the national average.
Scottish Credit and Qualifications Framework (SCQF) levels:
7: Advanced Higher at A-C/CSYS at A-C
6: Higher at A-C
5: Intermediate 2 at A-C; Standard Grade at 1-2
4: Intermediate 1 at A-C; Standard Grade at 3-4
3: Access 3 cluster; Standard Grade at 5-6
6
•
By the end of S6, the proportions of pupils attaining one or more, three or more and five
or more awards at SCQF level 6 were lower than national averages. The proportion
attaining one or more awards at this level was in line with schools with similar
characteristics. However, the proportions attaining three or more and five or more
awards was lower.
•
The proportion of S6 pupils achieving one or more awards at SCQF level 7 was in line
with the national average overall and the performance of similar schools.
•
Pupils tended to perform better in hospitality and practical cookery at Intermediate 2 and
in product design at Higher than in their other subjects.
Overall, the school was actively seeking to raise pupils’ achievement. The proportion of
school leavers with positive destinations in further education, training or employment had
improved to reach the national average in 2007. Although the proportion entering higher
education had also increased, this remained well below the national average. Developments
in subject courses and in learning and teaching approaches were helping pupils to become
confident and successful learners. Many pupils contributed effectively and responsibly to
the life of the school through sporting, cultural and community activities. However, despite
these encouraging features, across all stages, the school had yet to secure consistently
improving levels of performance. Low levels of attendance had a significant negative impact
on performance, particularly at S3/S4 where a significant proportion of pupils had levels of
attendance below 80%.
4. How good is the environment for learning?
Aspect
Comment
Care, welfare and
development
The school gave high priority to ensuring pupils’ care and welfare and
had appropriate safeguarding arrangements in place, including for
child protection and anti-bullying. Guidance staff knew pupils well
and pupils were confident that their teachers would deal with any
problems or worries. Staff had a good understanding of the needs of
individual pupils and worked well with external agencies to support
them. Youth and community workers worked well with school staff
to support pupils and their families. A well-targeted project had
successfully helped a small number of vulnerable pupils in S1 to S3 to
improve their attendance. All pupils had good opportunities through
the social education programme to learn about personal safety,
emotional well-being and healthy relationships. Pupils received
appropriate guidance when making curricular choices and the school
had involved parents fully in this process. The school had succeeded
in providing work experience opportunities for an increased number
of pupils, including those with significant additional support needs.
Pupils were positive about the quality of the food served in the school
canteen. The school had developed a strong programme to support
pupils making the transition from primary to secondary.
7
Aspect
Comment
Management and
use of resources and
space for learning
The management and use of resources and space for learning was
adequate overall. Several teaching areas were of good size, and
pupils benefited from spacious school grounds with a range of
facilities for sport. Disabled users had suitable access to the school
building. Staff made effective use of available space including the
school theatre. They enhanced the learning environment with good
use of display. Teaching areas were increasingly well supplied with
ICT equipment such as interactive whiteboards. The learning
resource centre staff encouraged pupils’ interest in reading and
helped them develop appropriate research skills, for example in
using the Internet. Although the condition of pupils’ toilets and
changing facilities for physical education was unsatisfactory, the
authority had given a commitment to up-grading them to an
acceptable standard by the end of summer 2008. There were
insufficient social areas for pupils. A number of corridors were
narrow and poorly ventilated. Improvements to the building’s
security arrangements were progressing but not yet complete.
Equalities,
expectations and
engagement
Staff were very well engaged in the life and work of the school.
Staff morale was high. Teachers felt that they had good
opportunities to be involved in decision making, discussions about
school improvements, and continuous professional development.
The recently improved system for promoting positive behaviour
indicated the staff’s renewed commitment to high expectations of
pupils’ behaviour. House assemblies helped promote achievement
and celebrate success and, increasingly, gave appropriate
opportunities for religious observance. New arrangements for
setting targets for academic achievements had begun to make pupils
more aware of what was expected of them. Almost all pupils with
additional support needs felt valued and included in the school. A
disability awareness programme and presentations at house
assemblies by members of the Fair Trade group and by senior pupils
who had visited Auschwitz had raised awareness of equalities
issues. The school had not yet developed an equalities policy with
appropriate staff training and action to promote all aspects of
equalities across the school.
8
Aspect
Comment
The school’s
success in involving
parents
Staff had been successful in involving parents, carers and families
in the life and work of the school. The school communicated
effectively with parents through regular newsletters, the school
website and informative reports on pupils’ progress. Parents’
evenings were helpful. The school had been successful in
involving parents in their children’s education, for example when
pupils chose their subjects at the end of S2, in the new system to
support positive behaviour and in the project to improve pupils’
attendance in S1 to S3. The Parent Council was led by an
enthusiastic and supportive chairperson and had made a strong
start in its new role. For example, it had supported the school’s
application for sports comprehensive status effectively. The
school was taking appropriate action to strengthen parents’
involvement in their children’s education and its response to their
concerns.
5. Leading and improving the school
The inspection found Perth Grammar School to be an improving school. Since the recent
appointment of the headteacher, initially in an acting capacity, the morale of pupils and staff
had risen. Staff were working well together to improve learning and teaching approaches.
Teachers made increasingly effective use of ICT. Most pupils were responding well to the
more positive learning environment but a significant minority did not fully engage with
learning and had poor levels of attendance. The majority of pupils participated with
enthusiasm in sporting, cultural and community activities which helped them develop
confidence and personal skills. The curriculum included an increasing number of vocational
courses as well as well-designed programmes for pupils with additional support needs. The
school recognised the need to improve the coordination of support for vulnerable learners.
The many positive initiatives being taken across the school had yet to impact significantly on
levels of performance in external examinations. The new headteacher had introduced a
range of positive initiatives which had helped the school begin to move forward. However,
there was much still to do to consolidate achievements and establish an improving trend in
performance. Nevertheless, under his leadership, the school was developing a clear capacity
for continued improvement.
Before the headteacher took up post in February 2007, the school had had a period of high
turnover of senior promoted staff and widespread concerns about indiscipline. The
headteacher led the school well and had benefitted from very effective support from the
education authority. He had been very successful in winning the support of staff by
establishing clear and consistent expectations for pupils’ behaviour and performance. Staff
and pupils appreciated his presence around the school and his consultative approach. He had
also involved staff well in introducing a range of initiatives, with a strong focus on
improving the quality of pupils’ learning experiences. For example, in partnership with
St Columba’s RC High School, staff were beginning to take forward an innovative approach
to anti-sectarianism. The headteacher was well supported by an experienced and able senior
management team who played a key role in helping to establish a more positive ethos
9
throughout the school. They linked well with subject departments and promoted
improvement through leading developments in learning and teaching and initiatives to help
raise attainment. The business manager made an important contribution across a wide range
of aspects of the school’s work. Staff valued her supportive and facilitating role. The school
was implementing a planned programme to extend the leadership skills of staff. There were
already significant strengths amongst staff at principal teacher level. Increasingly, staff were
taking on leadership roles in school initiatives and in working groups.
The school’s approaches to self-evaluation were adequate and improving. Existing
approaches were being gradually strengthened. Lesson observations by senior managers and
principal teachers had encouraged teachers to reflect on and improve their classroom
practice. The school was beginning to identify and share good practice more effectively
across departments. Senior managers and principal teachers reviewed SQA attainment data
annually, identifying areas for improvement and agreeing action points with subject staff.
The school had surveyed views of parents and teachers were beginning to involve pupils in
evaluating the quality of learning and teaching approaches. The school had established
systematic procedures for tracking pupils’ progress. Teachers had begun to use this
information to support individual pupils and plan improvements to performance.
As well as building on the strengths and addressing the issues raised throughout this report,
the school and the education authority should address the following main points for action.
Main points for action
Continue to improve achievement by:
•
improving levels of attendance, particularly at S3/S4;
•
improving the quality of pupils’ learning, meeting needs and performance; and
•
removing weaknesses in the school’s accommodation as identified in this report.
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.
Grant Mathison
HM Inspector
17 June 2008
10
Appendix 1 Indicators of quality
The following quality indicators have been used in the inspection process to contribute to the
evaluation of the overall effectiveness of the school in raising achievement for all pupils.
Section 3. How well does the school raise achievement for all?
The curriculum
good
Teaching for effective learning
good
Meeting learning needs
adequate
Learners’ experiences
adequate
Improvements in performance: S1/S2
adequate
Improvements in performance: S3/S4
weak
Improvements in performance: S5/S6
adequate
Section 4. How good is the environment for learning?
Care, welfare and development
good
Management and use of resources and space for
learning
adequate
The engagement of staff in the life and work of
the school
very good
Expectations and promoting achievement
adequate
Equality and fairness
adequate
The school’s success in involving parents, carers
and families
good
Section 5. Leading and improving the school
Developing people and partnerships
good
Leadership of improvement and change (of the
headteacher)
good
Leadership of improvement and change (across
the school)
good
Improvement through self-evaluation
adequate
This report uses the following word scale to make clear the judgements made by inspectors:
excellent
very good
good
adequate
weak
unsatisfactory
outstanding, sector leading
major strengths
important strengths with areas for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
11
Appendix 2 Summary of questionnaire responses
The following provides a summary of questionnaire responses. Key issues from the
questionnaires have been considered in the inspection and comments are included as
appropriate throughout the report.
What parents thought the school did well
What parents think the school could do
better
•
Their children enjoyed school and were
treated fairly.
•
•
School reports and parents’ evenings
were helpful and informative.
•
Staff were welcoming and showed
concern for children’s care and welfare.
•
The school was well led.
Over a third of parents had concerns
about the condition of school buildings.
What pupils thought the school did well
What pupils think the school could do
better
•
They enjoyed being at school and got on
well with other pupils.
•
•
They were expected to work to the best of
their abilities and were helped when they
had difficulties.
•
Teachers explained things clearly and
told them when they had done something
well.
•
The school kept them safe and healthy.
12
Around two thirds of pupils felt that the
behaviour of a few other pupils could be
better.
What staff thought the school did well
What staff think the school could do
better
•
Staff liked working in the school and
showed concern for the care and welfare
of pupils.
•
•
Teachers set high standards for pupils’
attainment and celebrated their success.
•
Staff worked hard to promote good
relations with the local community.
•
The school was well led.
A majority of staff felt that pupils were
not sufficiently enthusiastic about
learning and had concerns about levels of
indiscipline.
13
Appendix 3
Performance in Scottish Qualifications Authority (SQA)
National Qualifications
This data is used alongside evaluations of teaching for effective learning, meeting learning
needs, expectations and promoting achievement, and the overall quality of learners’
achievement, to inform the overall evaluation of improvements in performance.
Scottish Credit and Qualifications Framework (SCQF) levels:
7: Advanced Higher at A-C/CSYS at A-C
6: Higher at A-C
5: Intermediate 2 at A-C; Standard Grade at 1-2
4: Intermediate 1 at A-C; Standard Grade at 3-4
3: Access 3 Cluster; Standard Grade at 5-6
Percentage of relevant S4 roll gaining awards by end of S4
English and Mathematics
@ Level 3
Perth Grammar School
Comparator schools4
National
2005
89
90
90
2006
84
92
91
2007
88
91
92
5+ @ Level 3 or better
Perth Grammar School
Comparator schools
National
87
89
90
82
89
91
86
90
91
5+ @ Level 4 or better
Perth Grammar School
Comparator schools
National
74
74
76
65
78
77
67
75
76
5+ @ Level 5 or better
Perth Grammar School
Comparator schools
National
35
30
34
27
31
35
25
30
33
2006
76
77
78
2007
66
79
79
Percentage of relevant S4 roll gaining awards by end of S5
5+ @ Level 4 or better
Perth Grammar School
Comparator schools4
National
2005
74
75
78
5+ @ Level 5 or better
Perth Grammar School
Comparator schools
National
35
39
45
43
39
45
38
41
46
1+ @ Level 6 or better
Perth Grammar School
Comparator schools
National
30
33
39
34
32
38
31
33
39
3+ @ Level 6 or better
Perth Grammar School
Comparator schools
National
15
17
23
15
18
22
16
17
22
5+ @ Level 6 or better
Perth Grammar School
Comparator schools
National
6
7
10
5
7
10
4
7
10
14
Percentage of relevant S4 roll gaining awards by end of S6
5+ @ Level 5 or better
Perth Grammar School
Comparator schools 4
National
2005
40
41
47
2006
37
41
48
2007
44
42
47
1+ @ Level 6 or better
Perth Grammar School
Comparator schools
National
36
36
43
34
38
43
40
38
42
3+ @ Level 6 or better
Perth Grammar School
Comparator schools
National
24
25
30
21
24
30
24
24
29
5+ @ Level 6 or better
Perth Grammar School
Comparator schools
National
14
14
19
13
14
20
12
15
19
1+ @ Level 7 or better
Perth Grammar School
Comparator schools
National
9
9
12
13
10
13
12
10
12
5
4
Comparator schools are the 20 schools statistically closest to the school being inspected in terms of the five
socio-economic characteristics of the school population and surrounding areas.
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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 Executive
Director of Education & Children’s 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, 1st Floor, Endeavour House, 1 Greenmarket,
Dundee DD1 4QB or by telephoning 01382 576700. Copies are also available on our
website at www.hmie.gov.uk.
HMIE Feedback and Complaints Procedure
Should you wish to comment on any aspect of secondary inspections, you should write
in the first instance to Frank Crawford, HMCI, at HM Inspectorate of Education, Europa
Building, 450 Argyle Street, Glasgow G2 8LG.
If you have a concern about this report, you should write in the first instance to our
Complaints Manager, HMIE Business Management and Communications Team, Second
Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston, EH54
6GA. You can also email 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 Scottish Public
Services Ombudsman, 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 2008
HM Inspectorate of Education
This report may be reproduced in whole or in part, except for commercial purposes or in
connection with a prospectus or advertisement, provided that the source and date thereof
are stated.
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