Hazelwood School
and Nursery Class
Glasgow City Council
23 September 2008
Contents
Page
1. Background
1
2. Key strengths
2
3. What are the views of parents, pupils and staff?
2
4. How good are learning, teaching and achievement?
3
5. How well are pupils’ learning needs met?
6
6. How good is the environment for learning?
7
7. Leading and improving the school
9
Appendix 1 Indicators of quality
12
Appendix 2 Summary of questionnaire responses
13
Appendix 3 Good Practice
14
How can you contact us?
15
1. Background
Hazelwood School and nursery class were inspected in May 2008 as part of a national
sample of provision for pupils with additional support needs. The inspection covered
key aspects of the work of the school at all stages. It evaluated pupils’ achievements,
the effectiveness of the school, the environment for learning, the school’s processes for
self-evaluation and innovation, and its capacity for improvement. There was a
particular focus on attainment in English language and communication and
mathematics.
HM Inspectors examined pupils’ work and interviewed groups of pupils, including the
pupil council, and staff. Members of the inspection team also met the chairperson of
the Parent Council, and a group of parents 1.
The school, which opened on its new site in 2007 is non-denominational and serves the
city of Glasgow. The school is made up of two merged schools, Kelvin School and
Carnbooth, formerly a residential special school. The school provided for nursery,
primary and secondary aged pupils with additional support needs arising from health
and disability factors including sensory impairments. At the time of the inspection, the
roll was 47, including 13 children in the nursery classes. Fifteen children were placed
there by another nine local authorities. Coordinated support plans had been prepared
for 13 pupils. Due to the nature of pupils’ additional support needs, all were provided
with free school meals. Pupils’ attendance was above the national average.
The work of the nursery classes was included in this inspection.
1
Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and
carers who are relatives or friends.
1
2. Key strengths
HM Inspectors identified the following key strengths.
•
Children’s progress in the nursery and across the school in personal and social
development.
•
The contribution of mobility officers and social care workers in helping
children and young people to develop independence and important life skills.
•
The ethos of the school including relationships, teamwork, morale and the
commitment of staff to meeting pupils’ needs.
•
The high quality accommodation and carefully designed, purpose-built learning
environment.
•
The school’s success in involving parents, families and the local community.
•
The vision and leadership of the headteacher and senior managers in
facilitating innovative and therapeutic practices which enabled pupils to make
significant progress.
3. What are the views of parents, pupils and staff?
HM Inspectors analysed responses to questionnaires issued to all parents, some pupils
and all staff. Information about the responses to the questionnaires appears in
Appendix 2.
All parents felt that the school buildings were of a high quality, that staff showed
commitment to the care and welfare of their children and that the school was well led.
They reported that their children enjoyed school and were encouraged to work to the
best of their ability. Almost all parents of nursery children were very positive about the
nursery classes. They commented that their children were happy and settled and that
staff were caring and enthusiastic. Many felt that they were well informed about their
children’s learning and development. Most pupils felt safe and well looked after in the
school. They thought teachers knew them well, helped them when they had difficulty
with their learning and told them when they had done something well. Those pupils
who were not able to express their views in detail to members of the inspection team
conveyed the feeling that they enjoyed coming to school and their relationships with
staff and their fellow pupils. They enjoyed taking active roles in classroom and
community-based activities. Teachers and support staff were positive about all aspects
of the school. They were particularly positive about the approaches they used to show
care and concern for pupils and celebrated their successes. All staff thought that the
school was well led.
2
4. How good are learning, teaching and achievement?
Learners’ experiences
The quality of the curriculum was good. Senior staff had established a curriculum
framework based on the principles of the national programme, Curriculum for Excellence,
with an emphasis on personalising the curriculum to take account of the individual needs of
pupils. Programmes of study were developing well but staff recognised that curriculum
areas such as English language, mathematics, religious and moral education and social
subjects still required further development. The school was reviewing the use of time
allocated for staff team meetings to ensure that pupils’ learning experiences were not
limited. Mobility training was a strong feature of practice and was effectively assisting
pupils to become more independent within the community. Most pupils had access to and
made good use of the ‘life skills’ house within the extended school day to help them to
develop independence. Although no pupils were due to leave school until 2009, the senior
curriculum had begun to take account of their needs at transition through day college
placements and links with social services. Pupils benefited physically, socially and
emotionally from a range of therapies including equine therapy, physiotherapy,
occupational and speech and language therapy. Teachers provided planned opportunities
for pupils to develop independence and good opportunities for choice within activities and
at snack and mealtimes. Staff made very good use of the customised accommodation to
encourage pupils to find their way around the environment independently by touch. They
employed a wide range of teaching approaches appropriate to individual needs including
use of British Sign Language, handover signing, on body signing, tactile objects, objects of
reference, individual work and group teaching. Explanations and instructions were clear
and in most cases built on previous learning. Teachers did not consistently share the
learning intentions with pupils.
At all stages, pupils were actively involved in their learning including in the nursery. They
were eager participants in learning activities and many were highly motivated by relevant
and meaningful tasks very well supported by excellent access to information and
communications technology (ICT) throughout the school environment. The school took
very effective steps to help pupils develop their wider achievements. Many attended
weekly evening outings to theatres and cinemas. Older pupils used the ‘life skills’ house
during the extended school day to prepare themselves for these outings and carry out tasks
in a real home environment such as food preparation. In the nursery and primary school,
many children were able to use switches, and the touch screen to track and follow light
patterns. In art and craft, children in the nursery had experienced a variety of techniques
such as printing and marbling though some activities were too adult directed. A number of
pupils had regular access to placements at mainstream schools. The school had identified
the need to evaluate the quality and value added by pupils’ experiences with mainstream
schools. A small number of pupils had benefited from work experience opportunities. In
physical development and movement, children at all stages were making very good
progress. Many were learning to stand or walk with support and others could jump, roll
and bounce on soft play equipment. Children and young people were becoming
increasingly confident in the hydrotherapy pool.
In the nursery, children were happy, settled and secure in the playroom routines. They
were becoming aware of other children and learning to share and take turns. Staff had
created a very supportive environment for learning and staff were warm, caring and
affectionate with children. Children were learning about their bodies and enjoyed
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using mirrors to observe their facial expressions. Staff made good use of snack time
and lunch time to develop pupils’ social skills at all stages. Teachers planned play
experiences well in the nursery classes and were now extending this good practice to
the early stages of the primary school. Leavers were attending the Young Person’s
Group with SENSE Scotland which actively promoted their life and leisure skills and
prepared them for leaving school. The school was reviewing placements with colleges
to ensure that they met pupils’ needs appropriately and planned to further extend work
experience opportunities.
Improvements in performance
In the nursery classes, children were making very good progress. Staff supported
children to anticipate and predict what would happen each day in nursery. They used
pictures or objects to help children understand the order of activities in their day. The
welcome session was used well and children were learning to communicate with each
other using words and signing. A few children made good use of touch and sound
making books and braillers in play contexts. Others were learning to make marks on
paper. Almost all children responded to their own name and staff spoke frequently to
the children to explain what they were doing. A few children responded well to simple
questions and instructions.
The overall quality of pupils’ attainments in English language and communication at the
primary and secondary stages was good. Staff teams understood and used each pupil’s
mode of communication well. Pupils benefited from language prediction through song. At
the primary stages, staff spoke to children often explaining what they were doing and why
and encouraged a range of responses according to chosen communication. Children could
communicate in a variety of ways including through gesture, signing, singing and pointing.
Most interacted very well with visitors. At all stages, pupils had good opportunities to talk,
discuss and share their ideas and opinions where this was appropriate. Many spoke
confidently to adults and each other. At the primary stages, most could recognise or say
their names with prompting and respond to simple requests. Their personal development
targets were effectively promoted through language activities. At all stages a few could
read simple words from a reading book and some could recognise letters of their name
using a computer programme. At the secondary stages, pupils had attained Access 1 units
in English and Communication. Pupils had good opportunities to discuss and reflect on
their learning and a few spoke confidently about their learning experiences. Senior pupils
had some opportunities to read through visits to the library. However, at all stages, most
pupils would benefit from increased access to appropriate reading material and a broader
range of language activities in reading and, where appropriate, writing.
In the nursery classes, children were making very good progress in mathematics and
understanding and relating to their environment. Children were developing their skills
in exploring and investigating as they touched, smelled and listened to different natural
and man-made materials. They were learning about the different areas in the school
and how to use the sensory pathways to locate different areas. Several children could
sort, match and count and all children enjoyed counting songs and rhymes. Children
enjoyed using action toys and experiencing lights and sounds.
Across the school, all pupils were achieving individual targets in mathematics set
within individualised educational programmes (IEPs). At the primary stages, they were
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acquiring important number and money management skills through multi-sensory and
themed approaches to learning. At the lower primary stages, pupils were counting to
five using concrete objects and were using these skills in ICT mathematics games.
Other pupils were setting objects according to different criteria and were successful in
completing sharing tasks using a range of sound making objects. Pupils enjoyed
mathematics experiences in a wide range of practical contexts including shopping,
cooking and enterprise activities. At the secondary stages, pupils were able to weigh
and measure appropriate quantities for cooking and select an appropriate sum of money
to purchase goods at the supermarket. Senior pupils were achieving units and
outcomes from National Qualifications (NQs) at Access 1 in Using Mathematics in
Everyday Situations. They demonstrated problem solving skills to set tables, relate
cause to effect of kitchen equipment and compile purposeful shopping lists. Across the
school, pupils demonstrated position and movement skills as part of their mobility
programmes. Physiotherapy programmes included elements of pupils’ mathematics
targets by counting movements along with pupils in accordance with individual
abilities. Although the school was beginning to track pupils’ progress, staff were still
developing a programme of study. Some mathematics activities were short and lacked
extension and depth. A few pupils would have benefited from greater challenge and
extension to mathematics activities.
Staff were increasingly building on pupils’ prior achievements. In the nursery classes,
children experienced a broad range of activities. All children benefited from regular visits
into the local area to learn about the people who worked in the community. Children
enjoyed exploring the properties of sand, water and paint. They listened to the sounds of
household items and matched toy items with real items in the ‘life skills’ house. Children
who were mobile used props imaginatively in the ‘railway station’. Although the school
had only been open for 10 months, most pupils at the primary and secondary stages had
made significant progress towards targets set within their IEPs. Young people were
responding very well to a broader range of learning experiences which enabled them to
interact with their peers and with adults, engage in group activities, improve their physical
condition and develop independence in toileting. Whole school assemblies were used
effectively to celebrate a range of pupils’ achievements including work experience,
headteacher’s awards, and participation in sports and the swimming gala.
The school was making good progress towards addressing the priorities for action in its
improvement plan. Staff and pupil relationships and communication was a key strength.
The school had successfully prioritised the care and welfare of pupils. Pupils’
achievements, particularly in relation to their personal and social development targets, were
impressive. Across the two merging schools, senior pupils had successfully attained passes
at Access 1 and 2. The school was now working towards extending opportunities to
recognise all pupils’ achievements through appropriate certification and providing more
appropriate challenge for a small number of more able pupils. The school was committed
to improvement and used a range of audit processes to accurately identify its strengths and
areas for improvement.
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5. How well are pupils’ learning needs met?
The overall quality of the school’s approaches to meeting learning needs was good with
some very good aspects. In the nursery classes, staff met children’s emotional, social and
learning needs well. Staff had created two separate nursery classes to take account of the
wide range of complex needs within the group. Activities took very good account of
children’s stages of development. All children had IEPs with appropriate short-term targets
which were reviewed regularly in consultation with parents. Staff knew each child’s
strengths and development needs well but had not yet developed individual profiles for
each child showing their achievements in the nursery. Children who had shared placements
with mainstream nurseries were well supported. The depute headteacher coordinated
children’s placements and ensured that there were regular meetings and effective liaison
among all staff working with the children, including the sensory support service. Pupils at
all stages benefited physically from a wide range of unusual therapies and life skills
development opportunities including mobility education. Skilled and highly motivated
social care staff provided valuable support for pupils to develop independence through the
extended school day. The behaviour of a small group of identified pupils who had
previously caused concern had shown clear signs of improvement. They were assisted in
managing their behaviour by using the safe, quiet areas adjacent to each classroom.
Comprehensive behaviour assessment and support plans enabled consistency of support. A
home link teacher made home visits and provided direct support to children who
experienced difficulty in attending the school, and their parents. The school worked well
with partner agencies. Visual and hearing functional assessment was good and informed
appropriate support for pupils. Tasks, activities and resources did not always provide the
support and challenge needed to help a small number of pupils, particularly at the early
stages, to achieve their next steps in learning. Some parents and staff were unclear about
the relative status of additional support plans and IEPs.
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6. How good is the environment for learning?
Aspect
Comment
Care, welfare
and
development
The school’s policies for pastoral care and welfare were clear
and well understood by staff whose suitability for working with
children was checked appropriately. Teachers and support
assistants took good account of pupils’ dignity. They knew
pupils well and responded sensitively to their social, emotional
and behavioural needs. Robust risk assessments and
arrangements for the supervision of pupils ensured their safety
at the beginning and end of the day and at intervals. Staff
carefully followed protocols and procedures for the
administration of medicine. Looked after children and pupils
with individual health plans were closely monitored. Those
with health plans were supported by the school nurse and
special suitable diets were provided as appropriate. At school
lunches, they enjoyed choosing from a varied menu and staff
promoted social skills and independence at mealtimes and
snack times. Appropriate arrangements were in place to
support pupils due to leave the school in the future. Pupils had
good opportunities to participate in physical activities and
showed a good awareness of healthy living. They were actively
encouraged to care for others and develop citizenship skills.
Senior managers had fostered a climate of trust, respect and
confidence. Partner agencies including resources in the
community effectively supported children and their families.
The school made sensitive use of information concerning
individuals.
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8
Aspect
Comment
Management
and use of
resources and
space for
learning
The management and use of resources and space for learning
was excellent. The school was located on a carefully designed,
purpose-built campus. Walls made of tactile material enabled
pupils to have maximum independence in navigating around the
campus both inside and outside. Pupils and teachers made
enthusiastic use of the pleasant, spacious sitting and common
areas. Most rooms had an outdoor veranda and very well
designed, safe outdoor play areas. The unique, three bedroom
‘life skills house’ ensured rich opportunities for pupils to
further develop personal and social skills in a real-life context.
Building security arrangements were carefully managed. The
school had one secure entry door and highly effective disabled
access. Toilet and quiet areas were adjacent to all classrooms.
Pupils had regular access to a wide range of high quality ICT
within a clutter free environment. The school was effectively
embedding the use of the wide range of ICT across the
curriculum. Younger pupils had access to a range of very
well-equipped outdoor play areas.
Climate and
relationships,
expectations
and promoting
achievement
and equality
and fairness
All staff had positively embraced the new school community
and were strongly committed to meeting pupils’ needs. Many
staff had enthusiastically taken on specialist, whole school
responsibilities including behaviour support, home school links,
and health and safety. They felt empowered by senior
managers and morale was high. Staff teams met regularly and
operated effectively as a team. Some pupil support assistants
undertook whole school responsibilities such as managing the
school website, resourcing lessons, supervising lunchtime
activities, and producing the school newsletter. Staff
enthusiastically supported school events. Parents and staff
highly commended the warm and welcoming environment.
Staff shared a sense of ownership of the schools aims. They
celebrated pupils’ achievements through weekly assemblies.
Although the school accredited pupils’ attainment through the
use of national assessments, they needed to challenge more able
learners. The sense of equality and fairness was very good.
The school was putting in place appropriate opportunities for
religious observance through a visiting chaplain. At all stages,
staff and pupils demonstrated compassion and support for
others and discussed equality issues constructively through
meetings with SENSE Scotland. Senior pupils learned about
language, beliefs and customs in other countries. Staff were
sensitive to the needs of pupils and their families. Where
appropriate, pupils were given genuine opportunities to access
mainstream curriculum with support.
Aspect
Comment
The school’s
success in
involving
parents, carers
and families
Parents were highly involved in the life of school. The school
informed them about their children’s progress through
home-school diaries, newsletters, video clips at reviews, events,
work shops and photographs. They attended social events and
supported fundraising activities. Mobility education officers
visited families at home to assist with mobility. An active
Parents’ Council supported the school well and had recently
raised funds for a summer play scheme. ‘Connect,’ a parents’
support group, was well attended and provided a varied
programme of activities. These were well supported by the
psychologist, ICT specialists and a massage therapist.
School-based clinics reduced the need for children to go out of
school for therapies. The school’s facilities were well used by
the community. Local volunteers regularly helped support staff
and pupils in school. Parents did not currently have access to
information about the school’s procedures for exclusion and
some wanted more information about arrangements for the
summer school.
7. Leading and improving the school
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Hazelwood School provided a high quality of education and care for its pupils within a
vibrant and inclusive learning environment. The skilled and highly motivated staff
provided stimulating learning experiences and effective support for pupils. The
carefully designed, purpose-built campus ensured maximum independence for pupils,
further enhanced by the extended school day and appropriate use of the ‘life skills’
house. Pupils were active participants in their learning at all stages including the
nursery. Senior managers played a strong and effective role in nurturing the warm and
welcoming ethos in the school. The well-planned learning activities ensured an
appropriate level of challenge for most pupils. The school now needed to further
develop programmes of study to ensure that they provided a range and balance of skills
and learning contexts to ensure pupils’ progress across the stages.
The overall quality of leadership was excellent. The headteacher had been appointed well
in advance of the school’s opening. She had already earned the respect and support of staff
for her high and active profile within and outwith the school, her sensitivity and
responsiveness to needs and her ability to communicate promptly and very effectively with
staff, parents and pupils. Her vision and strong focus on developing pupils’ independence
had resulted in a significant number of pupils exceeding expectations particularly in
developing personal, social and independence skills. Staff and parents highly commended
her strategic planning and management skills to which they largely attributed the successful
development of the two schools and subsequent improvement in their children’s progress.
The headteacher had effectively established a clarity of purpose among staff and succeeded
in fostering high morale and a community ethos within school. Relevant, meaningful
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learning experiences for pupils were a high priority. All staff were committed to the
school’s vision and to developing their specialist roles. The headteacher was aware of the
need to maintain the school’s focus on learning, teaching and further development of the
curriculum. Promoted staff had clearly-defined roles and responsibilities. The deputy
headteacher for the nursery and lower school had actively developed the principal teacher
role and made a positive impact on both nursery classes. She met regularly with staff to
discuss individual pupils and to forward plan. She was effective, reflective, skilful and
very committed. She had accurately identified the nursery’s strengths and development
needs and arranged the two nursery classes to enable staff to meet children’s needs
effectively. The deputy headteacher for the upper school had begun to put in place college
placements and developed and extended the range of accreditation for young people. Her
very effective planning skills ensured that transition arrangements were in place for young
people due to leave school next year. Both principal teachers modelled good practice with
staff. The very effective principal teacher of behaviour support had already made a positive
and considerable impact on meeting the needs of young people whose additional support
needs caused behavioural difficulties. The principal teacher with responsibility for
developing communication in the nursery worked closely with the deputy headteacher to
ensure that all children were effectively assessed and had an established mode of
communication.
The quality of self-evaluation was good. The school’s approaches to improving its work
were developing well. Senior managers had introduced a calendar of classroom visits to
evaluate the quality of learning and teaching and closely monitored the quality of teachers’
planning and IEP targets. The school was now well placed to provide staff with more
systematic advice on how to improve the quality of their teaching and pupils’ learning
experiences. All staff were involved in evaluating progress towards development plan
targets and encouraged to reflect on day-to-day practice. Most showed a good
understanding of the school’s development planning process. Staff used a variety of
approaches to record and evaluate pupils’ progress. The school had not yet formally
evaluated the quality and value added by pupils’ shared placements with its partner schools.
Nursery staff were aware of the implications of the Scottish Social Services Council’s
Codes of Practice.
At the last Care Commission inspection of the nursery class there was one
recommendation relating to nappy disposal which was being addressed.
Main point for action
The school and education authority should continue to provide high quality and
improving education. In doing so, they should take account of the need to:
•
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continue to develop the curriculum and programmes of study to meet the needs
of children and young people more effectively.
What happens next?
As a result of the high performance, the strong record of improvement and the very
effective leadership of this school, HM Inspectors will make no further reports in
connection with this inspection. 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 the education authority, working with the school, will provide a progress
report to parents.
Kate Hannah
HM Inspector
23 September 2008
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Appendix 1 Indicators of quality
The sections in the table below follow the order in this report. You can find the main
comments made about each of the quality indicators in those sections. However,
aspects of some quality indicators are relevant to other sections of the report and may
also be mentioned in those other sections.
How good are learning, teaching and achievement?
The curriculum
Teaching for effective learning
Children’s experiences (nursery class[es])
Learners’ experiences
Improvements in performance (nursery class[es])
Improvements in performance
How well are pupils’ learning needs met?
Meeting learning needs (nursery class[es])
Meeting learning needs
How good is the environment for learning?
Care, welfare and development
Management and use of resources and space for learning
The engagement of staff in the life and work of the school
Expectations and promoting achievement
Equality and fairness
The school’s success in involving parents, carers and
families
Leading and improving the school
Developing people and partnerships
Leadership of improvement and change (of the
headteacher)
Leadership of improvement and change (across the school)
Improvement through self-evaluation
good
very good
very good
very good
good
good
good
good
very good
excellent
very good
very good
very good
very good
very good
excellent
very good
good
This report uses the following word scale to make clear judgements made by
inspectors:
excellent
very good
good
adequate
weak
unsatisfactory
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outstanding, sector leading
major strengths
important strengths with some areas for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
Appendix 2
Summary of questionnaire responses
Important features of responses from the various groups which received questionnaires
are listed below.
What parents thought the school
did well
What parents think the school
could do better
•
•
•
All parents thought staff showed
care and concern for their
children and the school was well
led.
Almost all thought that the
school buildings were kept in
good order and staff made them
feel welcome in the school and
encouraged their children to
work to the best of their ability.
There were no significant
issues.
What pupils thought the school did
well
What pupils think the school could
do better
Almost all pupils thought that:
• teachers explained things to them
clearly and helped them when they
had difficulties;
• the school helped them when they
were upset and told them when
they did something well; and
• teachers told them how they were
getting on with their work.
•
What staff thought the school did
well
What staff think the school could
do better
•
•
All staff liked working in the
school.
• They showed care and concern for
children and young people and
celebrated their success regularly.
• Staff and pupils respected each
other.
• The school was well led.
Less than half of the small
number of pupils who responded
thought the behaviour of other
pupils in the school was good.
There were no significant issues.
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Appendix 3 Good practice
In the course of the inspection, the following aspects of innovative and effective
practice were evaluated as being worthy of wider dissemination.
Effective communication
Every pupil from nursery through to secondary used an established
communication format through which they were informed of what would happen
during each day ahead. The headteacher and senior managers provided teachers
and pupil support assistants with clear guidance on the rationale for this practice,
and on how to implement this approach within the classroom. Each pupil had his
or her own format appropriate to their individual mode of communication. For
example, some pupils used signing, whilst others use symbols, pictures or oral
language. Pupils benefited from continuous and consistent use of their preferred
mode of communication and staff understanding of that mode. Ongoing
monitoring ensures good practice in this area.
Functional movement and personal and social achievements
Pupils responded enthusiastically to the wide and imaginative range of therapies
and programmes to improve their functional movement and personal and social
achievements and provide them with experiences which form a regular part of
family life. Functional movement programmes included MOVE, equine therapy,
physiotherapy and drum therapy. Ably supported by social care workers,
children and young people benefitted from a range of experiences which formed
a regular part of family life through the extended school day. ‘Real life’ learning
programmes using the ‘life skills’ house included managing a home environment,
preparing meals for others and getting ready to go out to social activities
including the cinema and theatre in the evenings each week.
Use of the school environment to enhance pupils’ life skills
The care and welfare of pupils was significantly enhanced by the new school
building, which was carefully designed to enable children to achieve maximum
independence and experience minimal barriers to learning. The external and
internal tactile material enabled pupils to move independently around the campus
both inside and outside of the school. Pupils responded well to clutter free class
bases and pleasant, spacious sitting and common areas. When appropriate, the
outdoor verandas linked to each class base were well used as teaching areas. Pupils
used the extended school day and three-bedroom ‘life skills’ house on campus to
improve their personal and social skills. The headteacher was developing the house
for residential stays to support pupils who were due to leave school and move to a
supported living environment.
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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 and Social Work 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, Europa Building, 450 Argyle Street,
Glasgow, G2 8LG or by telephoning 0141 242 0100. Copies are also available on our
website www.hmie.gov.uk.
HMIE Feedback and Complaints Procedure
Should you wish to comment on any aspect of provision for pupils with additional
support needs, you should write in the first instance to Frank Crawford, HMCI, at the
above address.
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 e-mail 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 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: 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
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