Woodmill High School
Dunfermline
Fife Council
22 January 2008
Contents
Page
1. Background
1
2. Key strengths
1
3. How well does the school raise achievement for
all?
2
4. How good is the environment for learning?
8
5. Leading and improving the school
10
Appendix 1
Indicators of quality
13
Appendix 2
Summary of questionnaire responses
14
Appendix 3
Attainment in Scottish Qualifications
Authority (SQA) National Qualifications
16
How can you contact us?
18
1. Background
Woodmill High School was inspected in September 2007 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 also analysed pupils’ attainment in national examinations (see Appendix 3),
the school’s processes for self-evaluation and innovation, and its overall effectiveness and
capacity for improvement. Inspectors focused particularly on English, mathematics,
chemistry and S1/S2 science, 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 pupil councils and staff. Members of the inspection team also met the
chairperson of the Parent Council, named the “Friends of Woodmill”, and a group of parents.
Woodmill High School is a non-denominational school serving the eastern part of
Dunfermline and the villages of Crombie, Limekilns and North Queensferry. At the time of
the inspection, the roll was 870. The percentage of pupils entitled to free school meals was
above the national average. Pupils’ attendance was below the national average. The
department for additional support needs provided for 55 pupils who had moderate, severe
and complex needs. The department was in the process of integrating pupils from Headwell
School in Dunfermline which had recently closed.
2. Key strengths
HM Inspectors identified the following key strengths.
•
Broad curricular provision for groups of pupils at S3/S4.
•
The school’s very welcoming ethos and the positive climate for learning.
•
Approaches to giving pupils responsibilities and involving them in school decision
making.
•
Strong and effective approaches to engage with parents and the community.
•
The contribution of staff to school working groups and extra-curricular activities for
pupils.
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
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
teaching. They evaluated the effectiveness of the school in promoting the learning and
personal development of all pupils in lessons and in other, broader contexts. They also
considered the standards attained in specific aspects of learning.
Curriculum
The quality of the curriculum was good. It was appropriately broad and balanced and most
pupils could progress in their chosen subjects. The school had taken appropriate steps to
adapt its curriculum to promote pupils’ achievements and meet their needs. These steps
included widening the range of courses at different levels within subjects at S3 to S6 and the
provision of vocational programmes at S3/S4. The school had clear and appropriate plans to
extend provision for enterprise education and citizenship.
Particular features of the curriculum included the following.
•
At S1/S2, the curriculum had appropriate breadth but courses in several subjects did not
build sufficiently on pupils’ prior learning at primary school.
•
At S3/S4, the school made very effective provision which enabled groups of pupils,
including those with specific additional support needs, to follow courses well matched to
their needs. This provision included productive links with Lauder and Adam Smith
Colleges to support a well-planned flexible curriculum, the Lauder Vocational Project
and the introduction of a Skills for Work initiative.
•
All S4 pupils took part in certificated work experience, enabling them to develop their
self-confidence and skills for employment. The school did not offer sufficient vocational
courses for pupils in S5.
•
At S5/S6, a few pupils benefited from well-established links with St Columba’s High
School which enabled them to study Advanced Higher courses. All S6 pupils benefited
from a range of opportunities to develop citizenship skills, including supporting younger
pupils’ learning in classes and a very well-organised paired-reading programme.
•
At S5/S6, pupils had insufficient opportunity to be taught physical education within the
timetable. The school did not provide a continuing element of religious and moral
education for all pupils.
•
The school provided a well-planned and coherent programme of personal, social and
health education (PSHE) from S1 to S4, but not at S5/S6.
•
Effective curricular and vocational guidance helped pupils to make appropriate course
choices.
•
The structure of the school timetable was under review. Currently, it restricted the
efficient delivery of the curriculum. The afternoon interval, for example, had an
unsettling impact on the quality of learning of younger pupils.
2
Teaching and meeting pupils’ needs
The overall quality of teaching was good. In a number of lessons it was particularly
effective. Teachers gave clear explanations and interacted effectively with pupils in most
lessons. A few shared the aims of lessons clearly with pupils and summarised key learning
points effectively. Teachers used whole-class and individual teaching approaches in most
lessons, but with limited opportunities for pupils to work together in groups. In a minority of
lessons, teachers used questioning very effectively to check and enhance pupils’
understanding. Praise was often used well to build pupils’ confidence. Most teachers had
appropriate expectations of their pupils. A minority of lessons, however, were directed too
much by the teacher and pupils’ contributions and active involvement in their learning were
limited. Regular and appropriate homework was a feature across many departments.
Overall, the school’s provision for meeting pupils’ learning needs was good. Class teachers
knew pupils well and worked hard to support them. A few departments provided appropriate
work and support for pupils by grouping them according to their prior attainment. The
majority of teachers selected appropriate activities to meet the range in pupils’ needs,
although some needed to challenge pupils much more. The principal teachers of learning
support and behaviour support had established very effective early intervention arrangements
with associated primary schools. They gave teachers clear information about the needs of
specific pupils and strategies to meet these needs. The school provided a broad range of
effective support to meet the needs of pupils with the most severe difficulties. This included
good use of the Dunfermline off-campus support facility and home visits to pupils and
families by the school liaison officer. Staff in the behaviour support base worked with
individuals and small groups successfully to re-integrate excluded pupils and a few who had
refused to attend school. A successful paired-reading programme, involving staff and senior
pupils, was resulting in improved attainment in reading for most of the pupils involved.
Auxiliary staff made very important contributions to pupils’ learning. The school designed
suitable programmes to support pupils with more specific needs but had not yet provided
appropriate individualised educational programmes (IEPs) for them. Too few staff had been
trained in recent legislation on supporting pupils with additional needs, and in strategies to
meet the needs of these pupils.
Learning and personal development
The quality of pupils’ learning varied too much across the school. In most classes pupils
were well motivated and remained focused on their work. Pupils engaged in a range of
activities but had too few opportunities to develop independence in their learning or to work
with others in groups. When given the opportunity to work collaboratively they responded
positively. The majority of lessons were conducted at an appropriate pace. Pupils had too
few opportunities to use Information and Communications Technology (ICT) to support their
learning in the majority of subjects. The librarian provided pupils with easy access to a
range of print and online materials which supported their learning. Overall, the quality of
learning was adequate.
Pupils’ personal and social development (PSD) was very good. Pupils were friendly and
courteous. Senior pupils expressed their views clearly and confidently. Many pupils were
developing self-esteem through their involvement in school decision making and
opportunities to pursue their personal interests and talents. The school had recently
3
restructured the School Council so that pupils at all stages could contribute more widely to
decisions about school improvement. Senior pupils developed leadership skills and
responsibility as prefects by “buddying” and coaching younger pupils, and by organising
fundraising events for charity. A few contributed to the appointment process for new
members of staff. Pupils following the flexible curriculum option at S3/S4 were developing
responsible attitudes through involvement in environmental projects in the school and local
community. Pupils were very positive about the school’s extensive extra-curricular
programme. Many were learning to express themselves through creative writing, dance,
drama and music. Around 60 pupils regularly played chess. The school basketball team had
achieved success in winning the Fife senior league, and the netball team had been successful
over several years in both national and regional competitions.
Additional Support Needs Department
The curriculum in the additional support needs department met the range of pupils’ needs
very well. All pupils had IEPs or personal learning plans which were used appropriately to
provide a range of learning experiences. Teaching and support staff worked effectively as a
team to provide high levels of support. Their knowledge of pupils’ additional support needs
enabled staff to set tasks which were challenging and ensured that pupils made good progress
in learning. Staff used signing and pictorial symbols effectively to support pupils’
communication and language development, as appropriate. They maintained productive
links with parents through, for example, daily home-school diaries and parents’ evenings.
The quality of pupils’ learning and personal development was good in the additional support
needs department. Pupils interacted positively with staff and peers. A comprehensive
programme of PSD was in place. Staff involved a network of partner agencies to discuss
relevant issues with pupils, for example personal safety and drug and alcohol misuse. This
prepared pupils well for adulthood. Department assemblies enabled pupils to make choices
and to take responsibility. The local community was well used for learning through
everyday experiences and to increase pupils’ confidence and self-esteem. Older pupils
undertook an appropriate range of Access courses and college placements which further
developed their life skills.
English
Teachers explained the purposes of lessons clearly. They set high expectations for pupils’
effort, behaviour and quality of work. Staff used a wide range of approaches to help meet
pupils’ needs effectively. These included the well-judged use of supplementary texts,
well-planned homework programmes and online access to some course materials. Pupils
worked with minimum supervision, collaborated well and were highly motivated. They had
made a good start at evaluating their own and each other’s work systematically.
Improvements to courses, teaching approaches and meeting needs were making an impact on
pupils’ attainment.
Overall, the quality of teaching, meeting pupils’ needs and learning was very good.
Pupils’ attainment was good. Particular features included the following.
•
4
At S1/S2, attainment had improved. By 2007, most pupils attained appropriate national
levels in reading. The majority did so in writing, listening and talking.
•
At S3/S4, the proportion of pupils attaining Credit awards in Standard Grade was below
the national average. The proportion attaining either a Credit or a General award was
well below the national average. The majority of the few pupils presented for Access 3
gained an award.
•
At S5/S6, the proportion of pupils attaining A-C grades was below the national average
at Higher, but in line with the national average at Intermediate 2. The majority of pupils
presented at Intermediate 1 attained A-C grades.
Mathematics
Teachers gave clear instructions and explanations. They shared the aims of lessons clearly
with pupils and questioned them well. Overall, homework was not used effectively to
support learning. Teachers did not always plan and monitor pupils’ progress through courses
well enough or present pupils with appropriate levels of challenge. Pupils responded well to
frequent opportunities to be actively involved in their learning. However, the pace of
learning did not always help pupils to make sufficient progress in their coursework. A good
number of pupils had developed their mathematical thinking through entering national
competitions.
Overall, the quality of teaching was good, and of meeting pupils’ needs was adequate. The
quality of learning was adequate. Pupils’ attainment was weak. Particular features included
the following.
•
At S1/S2, the majority of pupils attained appropriate national levels by the end of S2.
Attainment had declined during the past three years.
•
At S3/S4, pupils consistently performed notably less well in mathematics than in their
other Standard Grade subjects. The majority of the few pupils presented for Access 3
gained an award.
•
At S5/S6, the proportion of pupils attaining A-C grades was well below the national
average at Higher, and below the national average at Intermediate 2. It varied around the
national average at Intermediate 1.
Chemistry and S1/S2 science
In most classes, teachers focused pupils’ attention on learning effectively and supported
pupils well. Most corrected pupils’ work regularly and issued homework. They did not use
visual aids often enough to stimulate pupils’ interest and assist their understanding.
Particularly in S1/S2 science, teachers did not share and reinforce learning objectives
consistently enough with pupils. In chemistry, in most cases pupils were given work
appropriate to their needs. In S1/S2 science, tasks and activities were not sufficiently well
matched to pupils’ prior attainment. In most classes, pupils worked conscientiously and
collaborated well on experiments. In both chemistry and science, they had too few
opportunities to use initiative and to explain their work to others.
5
Overall, in both chemistry and S1/S2 science, the quality of teaching was good and the
quality of learning adequate. The meeting of pupils’ needs was good in chemistry and weak
in S1/S2 science. Pupils’ attainment was adequate in chemistry and weak in S1/S2 science.
Particular features included the following.
•
At S1/S2 science, too few pupils showed secure knowledge and understanding. Pupils
had not covered some important areas of science appropriate to their stage. The majority
of pupils showed good skills in problem solving.
•
At S3/S4, the proportion of pupils attaining Credit awards in Standard Grade chemistry
was well below the national average.
•
At S5/S6, pupils’ attainment in Higher and Advanced Higher chemistry was well below
the national averages. In both courses, only half of pupils had attained A-C grades. The
majority of the few pupils who had studied Intermediate 2 chemistry attained A-C
grades.
Physical education
Teachers set high expectations for pupils’ learning, behaviour and achievement. They
interacted positively with pupils and used praise effectively to build their confidence. They
used ICT well to develop pupils’ learning. Learning activities met the needs of most pupils
well. Pupils were highly motivated, worked purposefully and remained on task. They
worked effectively without close supervision.
Overall, the quality of teaching and learning was very good. The meeting of pupils’ needs
was good. Pupils’ attainment was very good. Particular features included the following.
•
At S1/S2, pupils were making good progress in their classwork.
•
At S3/S4, the proportion of pupils attaining Credit awards was above the national
average overall, but decreasing. Pupils demonstrated high standards of performance in
core physical education.
•
At S5/S6, pupils performed notably better in physical education than in their other
Higher subjects. The proportion of pupils attaining A-C grades at Higher was
consistently above the national average. Almost all pupils presented at Intermediate 2
physical education and Higher dance attained A-C grades.
•
A significant number of pupils from S3 to S6 performed to a high standard in sport and
dance both in class and out-of-school activities.
6
Attainment
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.
By the end of S2 pupils’ attainment was adequate. Particular features included the following.
•
In English, pupils’ attainment had improved. By 2007, most pupils attained appropriate
national levels in reading and the majority did so in writing. In mathematics, the
majority of pupils attained appropriate national levels although this proportion had
declined.
•
Coursework in a number of subjects was insufficiently flexible to meet the range of
pupils’ needs and, as a result, progress for some pupils was limited.
•
At S1/S2, pupils developed appropriate skills in ICT.
By the end of S4 pupils’ attainment was weak. Particular features included the following.
•
The proportions of pupils attaining five or more awards at SCQF levels 3, 4 and 5 were
well below the national averages. In comparison with schools with similar
characteristics, the school performed less well at level 3, and notably less well at levels 4
and 5.
•
At Standard Grade, pupils performed notably better in biology than in their other
subjects.
•
The proportion of pupils attaining level 5 awards at Standard Grade was well above the
national average in home economics and above the national average in physical
education. The proportion was well below the national averages in French, German,
geography, history, physics and craft and design.
•
Almost all pupils presented for woodworking skills at Intermediate 1 attained
A-C grades.
•
Most pupils presented for a wide variety of Access awards gained success.
By the end of S6 pupils’ attainment was weak. Particular features included the following.
3
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
7
•
The proportions of pupils attaining five or more awards at level 5, and three or more
awards at level 6, were well below the national averages. On these measures, the school
performed less well than schools with similar characteristics.
•
The proportions of pupils attaining five or more awards at level 6, and one or more
awards at level 7, were below the national averages. On these measures, the school
performed in line with and well above schools with similar characteristics.
•
All pupils presented for Higher in art and design, and in photography for the media,
attained A-C grades. Almost all pupils attained these grades in Intermediate 2
woodworking skills.
4. How good is the environment for learning?
Aspect
Comment
Pastoral care
The overall quality of pastoral care was good. Promoted pastoral staff
knew their pupils well. Pupils appreciated the commitment of staff to
ensuring their safety in school. They were confident that issues raised
would be promptly addressed. The school used senior pupils’ skills
effectively to promote personal safety and anti-bullying measures.
Staff lacked necessary training in child protection, and this needed to
be addressed as a matter of urgency. The school had appropriate
procedures in place for the administration of medicines.
Well-established and effective partnerships with a range of agencies
ensured early intervention and ongoing support for those pupils most
at risk. These included counselling sessions for pupils and very good
interventions from the school’s flexible curriculum coordinator, its
home-school liaison officer and the school nurse. The school
monitored attendance closely and took prompt action when required.
Staff gave too little attention to encouraging pupils to adopt healthy
lifestyles. School and catering staff did not do enough to encourage
healthy eating and pupils’ uptake of school meals.
8
Aspect
Comment
Quality of
accommodation and
facilities
Accommodation was adequate. Positive features included the
following.
•
Pleasant reception and dining areas, an attractive new wing
housing the department for additional support needs, and
high-quality sports pitches which enhanced pupils’ achievement.
•
An ongoing programme of improvement, with classrooms in
several departments refurbished to a high standard, and growing
provision for users with restricted mobility.
Weaknesses included the following.
Climate and
relationships,
expectations and
promoting
achievement and
equality
•
Parts of the school required redecoration and graffiti needed to be
removed. Standards of cleaning were variable.
•
Health-related issues included the poor condition of pupil toilets
and the lack of easy access by pupils to fresh drinking water.
•
Specific weaknesses in building security were brought to the
attention of the education authority.
The school was very welcoming. Most pupils enjoyed school and
identified with it, for example by wearing school uniform. Staff
morale was high. Pupils related positively to almost all staff and
overall their standards of behaviour were very good. Pupils were very
well consulted on issues that affected them. Recognising the
insufficiency of present arrangements, the school had begun to review
its programme of religious observance in partnership with school
chaplains. It strongly promoted, supported and celebrated pupils’
wider achievements. Staff were planning improved rewards for
pupils’ effort and good conduct. They worked hard to raise pupils’
aspirations, encouraging and supporting those who were most at risk
of missing out on education. Teachers did not always expect enough
of pupils’ contributions and independence as learners. Overall, staff
treated pupils fairly although a minority of pupils felt that those who
misbehaved were treated too leniently. To address this perception the
school needed to explain better its arrangements for promoting
positive behaviour. Some of the pupils with additional support needs
needed to be included more often in mainstream classes. The core
curriculum covered issues of equality well. The school was not yet
doing enough to prepare pupils for life in a multicultural society but
was in the process of reviewing its approaches to promoting racial
equality.
9
Aspect
Comment
Partnership with
parents and the
community
The quality of partnership with parents and the community was very
good. Particular features included the following.
•
Very effective communication with parents, including a clear
prospectus, regular newsletters, information leaflets on various
topics, and well-presented reports on their children’s progress.
Parents would welcome better information about the school’s
priorities for improvement.
•
Close contacts with parents whose children had additional support
needs or risked low achievement in examinations.
•
Helpful meetings for parents on subject choice and coping with
examinations, and visits by parents to classes in some subjects.
•
Strong support from the parents’ group, “Friends of Woodmill”.
•
Valuable partnerships with Lauder College and St Columba’s
High School which enhanced the curriculum for groups of pupils.
•
Close links with the community learning and development service
and other organisations including Woodmill Community Centre,
the police, community wardens, a community dance project and
the Carnegie Trust, all of which extended pupils’ learning and
achievement.
5. Leading and improving the school
Overall, whilst some pupils performed well, the school was not yet raising pupils’
achievement sufficiently. Staff supported pupils well and promoted their achievements
outwith the classroom. Pupils responded well to almost all of their teachers and appreciated
the help they were given. Senior pupils especially had very good opportunities to take
responsibility and participate in school decision-making processes. The curriculum was well
designed, particularly at S3/S4, to provide motivating choices for pupils who preferred more
practical, skills-based programmes. The school worked very effectively to engage with
parents and the local community. In most lessons, teachers interacted well with pupils but
did not always expect enough of them or develop their independence as learners. Despite
strengths in some subjects, standards of attainment needed to be improved, and the decline
by the end of S6 reversed.
The headteacher’s leadership had important strengths but with areas for improvement. The
headteacher related very positively to staff, pupils and parents. He had played a major role
in developing the school’s ethos and partnership with the community. He had worked hard
to raise pupils’ aspirations, particularly those who were least engaged in learning. He now
needed to build on these important strengths to drive up standards of attainment for all.
10
Across the school leadership was not yet having sufficient impact on improving the quality
of learning, thereby reducing the school’s capacity to raise attainment. Staff were actively
involved in policy-making, leading to a good sense of teamwork and cooperation. Several
departments collaborated effectively on cross-curricular initiatives, including health, media
studies and numeracy. Aspects of pupil support, including coordinated working and staff
training on child protection, had not been well managed. Members of the senior
management team made important contributions to the effective running of the school,
including in areas such as timetabling and ethos. Principal teachers generally led their
departments well and some had begun to instigate significant improvements to raise pupils’
attainment. At various levels, staff contributed willingly and effectively by leading
extra-curricular activities or by contributing to school improvement through working groups.
Overall, the school’s arrangements for improving its work were adequate. The school
improvement plan identified important areas for development. However, targets to improve
learning and teaching had not been implemented consistently. The school involved pupils
and parents well in evaluating some aspects of its work. A few departments, notably
English, evaluated their work, shared best practice and made well-judged improvements.
Across the school examination results were carefully analysed and discussed with principal
teachers but in some cases the resulting actions had too little impact on improving
attainment. Information about pupils’ attainment in S1/S2 was not used sufficiently to
inform improvement strategies. Senior managers and principal teachers observed aspects of
classroom practice and gave helpful feedback to teachers, many of whom had improved
certain aspects of their teaching as a result. Further steps needed to be taken to use these
evaluations to inform school-wide strategies for improvement. Senior managers supported
their linked departments well in development planning, but did not challenge them
effectively to bring about improvement in the quality of learning experiences and attainment.
The school’s own standards and quality report lacked clear evaluations.
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
•
Involve pupils more actively during lessons and develop their independence as learners.
•
Improve the use of Information and Communications Technology to support learning and
teaching across the curriculum.
•
Raise pupils’ attainment at all stages.
•
Improve the integration of pupil support services in the school, including greater
inclusion of the additional support needs department.
•
As a matter of priority, ensure the training of all staff in child protection procedures.
•
Improve the quality of leadership and quality assurance across the school to ensure
consistently high standards of teaching, meeting pupils’ needs and learning.
11
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 and
carers. HM Inspectors will conduct a follow-through inspection within two years of the
publication of this report and will inform parents and carers about the progress made by the
school.
Tom Straiton
HM Inspector
22 January 2008
12
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 promoting learning and achievement
for all pupils.
Section 3. How well does the school raise achievement for all?
Structure of the curriculum
good
The teaching process
good
Meeting pupils’ needs
good
Pupils’ learning experiences
adequate
Personal and social development
very good
Overall quality of attainment: S1/S2
adequate
Overall quality of attainment: S3/S4
weak
Overall quality of attainment: S5/S6
weak
Section 4. How good is the environment for learning?
Pastoral care
good
Accommodation and facilities
adequate
Climate and relationships
very good
Expectations and promoting achievement
good
Equality and fairness
good
Partnership with parents, the Parent Council and
the community
very good
Section 5. Leading and improving the school
Leadership of the headteacher
good
Leadership across the school
adequate
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
13
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
Parents who responded to the questionnaire
were positive about almost all aspects of the
school. In particular, they felt that:
•
•
their children enjoyed school;
•
staff made them feel welcome;
•
the school made it clear to parents what
standard of work it expected from their
children;
•
parents’ evenings and reports on their
children’s progress were helpful and
informative; and
•
the school was well led.
A minority of parents felt that school
buildings were not kept in good order,
and that parents were not sufficiently
informed about the school’s priorities for
improving pupils’ education.
What pupils thought the school did well
What pupils think the school could do
better
Pupils were positive about most aspects of
the school. In particular, they thought that:
•
•
teachers explained things clearly,
•
expected them to work to the best of their
ability, and helped them when they were
•
having difficulties;
•
teachers checked their homework;
•
at least one teacher knew them well; and
•
they got on well with other pupils.
14
About half of them did not think that
pupils behaved well.
About a third of them felt that staff were
not good at dealing with bullying.
About a third of them wanted pupils to be
treated more fairly and to have more say
in deciding how to improve the school.
What staff thought the school did well
What staff think the school could do
better
Staff were positive about most aspects of the
school. In particular, they reported that:
•
Just under half of staff thought that pupil
indiscipline was not dealt with
effectively.
•
About a third of staff felt that standards
set for pupils’ behaviour were not
consistently upheld.
•
they liked working in the school;
•
teachers set high standards for pupils’
attainment and provided pupils with
constructive feedback about their work;
•
there was mutual respect between staff
and pupils;
•
staff showed concern for the care and
welfare of pupils; and
•
staff worked hard to promote and
maintain good relations with the local
community.
15
Appendix 3
Attainment in Scottish Qualifications Authority (SQA)
National Qualifications
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 attaining by end of S4
2006
89
90
91
20074
82
88
91
English and Mathematics
@ Level 3
Woodmill High School
Comparator schools5
National
2005
80
88
90
5+ @ Level 3 or better
Woodmill High School
Comparator schools
National
77
88
90
84
88
91
81
89
91
5+ @ Level 4 or better
Woodmill High School
Comparator schools
National
56
70
76
60
70
77
58
66
75
5+ @ Level 5 or better
Woodmill High School
Comparator schools
National
17
25
34
23
26
35
11
24
32
2006
60
74
78
20074
64
72
79
Percentage of relevant S4 roll attaining by end of S5
5+ @ Level 4 or better
Woodmill High School
Comparator schools5
National
2005
67
71
78
5+ @ Level 5 or better
Woodmill High School
Comparator schools
National
33
35
45
27
36
45
30
36
46
1+ @ Level 6 or better
Woodmill High School
Comparator schools
National
26
29
39
24
30
38
32
29
38
3+ @ Level 6 or better
Woodmill High School
Comparator schools
National
11
13
23
12
13
22
14
14
22
5+ @ Level 6 or better
Woodmill High School
Comparator schools
National
3
4
10
6
5
10
5
5
9
16
Percentage of relevant S4 roll attaining by end of S6
2006
35
39
48
2007 4
27
39
47
5+ @ Level 5 or better
Woodmill High School
Comparator schools 5
National
2005
38
38
47
1+ @ Level 6 or better
Woodmill High School
Comparator schools
National
33
34
43
32
33
43
27
36
42
3+ @ Level 6 or better
Woodmill High School
Comparator schools
National
22
20
30
17
20
30
15
20
29
5+ @ Level 6 or better
Woodmill High School
Comparator schools
National
17
12
19
10
12
20
9
12
19
1+ @ Level 7 or better
Woodmill High School
Comparator schools
National
14
7
12
6
7
13
7
6
12
4
Pre Appeal
Comparator schools are the 20 schools statistically closest to the school being inspected in terms of the key
characteristics of the school population.
5
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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 Head of
Education, 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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