Lochmaddy Primary School
Comhairle nan Eilean Siar
14 February 2006
Contents
Page
1. Background
1
2. Key strengths
1
3. What are the views of parents, pupils and staff?
1
4. How good are learning, teaching and achievement?
2
5. How well are pupils supported?
3
6. How good is the environment for learning?
4
7. Improving the school
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Appendix 1 Indicators of quality
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Appendix 2 Summary of questionnaire responses
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How can you contact us?
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1. Background
Lochmaddy Primary School was inspected in November 2005 as part of a national
sample of primary education. 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 capacity for
improvement. There was a particular focus on attainment in English language 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 representatives of
the parent-teacher association (PTA), and a group of parents1. There was no School
Board.
The school serves the village of Lochmaddy in North Uist and the surrounding rural
area. At the time of the inspection the roll was 19. The proportion of pupils who were
entitled to free school meals was in line with the national average. Pupils’ attendance
was above the national average.
2. Key strengths
HM Inspectors identified the following key strengths.
•
Pupils’ skills in music.
•
Success in competitions and other activities outwith the formal curriculum.
•
The concern of all staff for the care and welfare of children and the promotion
of equality and fairness.
3. What are the views of parents, pupils and staff?
HM Inspectors analysed responses to questionnaires issued to all parents, P4 to P7
pupils, and to all staff. Information about the responses to the questionnaires appears in
Appendix 2.
Parents had positive views about most aspects of the school. They felt that they were
received in a warm and friendly manner by all staff. Many commented favourably on
the impact of the new headteacher. They thought that relationships between staff and
pupils were good and that morale was high. A few were unhappy with the behaviour of
a few pupils and felt that the school could do more to challenge higher attaining pupils.
Pupils felt that the school helped them to keep safe and healthy and that their views on
1
Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and
carers who are relatives or friends
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improving the school were listened to and acted upon. They also felt that the
headteacher dealt with instances of inappropriate behaviour quickly and efficiently.
A few would have liked to spend more time learning Gaelic. All staff liked working in
the school and all felt that the pupils were enthusiastic about learning. All thought that
the school was well led and that there was effective teamwork and communication.
4. How good are learning, teaching and achievement?
Pupils’ learning experiences and achievements
The good curriculum was broad and balanced. The school had appropriately given
additional time to English language, mathematics and personal and social education which
had begun to improve attainment and pupils’ attitudes to school. Pupils in P5 to P7 were
learning French and Gaelic. Appropriate time allocations to environmental studies and
religious and moral education effectively developed pupils’ research skills and their
understanding of different religions and cultures. Pupils’ experiences were significantly
enhanced through the range of musical activities they undertook which enabled them to be
creative. Some good links were made across the curriculum by linking mathematics to
enterprise activities and aspects of environmental studies. Teachers gave good explanations
when pupils had difficulties in learning. Homework was well-planned. Good use was
made of information and communications technology (ICT) to reinforce the understanding
of pupils having difficulties with mathematics. However, pupils made little use of ICT in
other aspects of the curriculum. In too many instances teachers did not make clear to pupils
at the start of lessons what they were expected to learn. While questioning was effective in
ensuring that pupils remained on task, it was not used well to challenge pupils and reinforce
understanding. Teachers provided too few opportunities for pupils to investigate and
discover their own solutions to tasks set for them.
Most pupils worked diligently, paid attention and completed the tasks set. They presented
their work neatly and clearly. In music, chanter playing and traditional Gaelic singing the
quality of pupils’ learning experiences was very good. They had developed good levels of
skill in reading music and singing traditional Gaelic songs. In Gaelic and French language
lessons, pupils were stimulated and enthused and were able to use simple phrases about
aspects of everyday life. In other aspects of the curriculum, particularly English language
and mathematics, there were significant weaknesses in pupils’ learning. Skills in
independent learning or collaborative working were weak. Many pupils did not fully
understand what they had to do to improve their work. The pace of pupils’ learning was too
slow and did not challenge higher attaining pupils to achieve of their best. At P1, pupils did
not have sufficient opportunities to learn through play. Too many activities set for pupils
were not well matched to their learning needs and restricted their learning.
Almost all pupils were involved in after school clubs which included horse-riding,
accordion, athletics and highland dancing. Pupils showed good creativity skills in
devising a treasure hunt to raise funds. Many pupils had been successful in musical and
sporting competitions and had participated enthusiastically in Mòdan and Fèisean.
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English language
The overall quality of attainment in English language was weak. Attainment in English
language had not improved in recent years and remained below national averages.
However, a recent focus on improving reading had led to better attainment. Most
pupils were attaining appropriate standards in listening and talking but the quality of
discussion and exchange of views in groups was weak. In reading, while there was
slow progress in the early stages, P5 to P7 achieved adequate standards. Pupils at all
stages read aloud fluently and with expression. Those in P5 to P7 read widely for
enjoyment and had good skill in finding information. They showed a good appreciation
of how an author can achieve atmosphere and effect. In writing, at all stages,
handwriting and presentation were good. However, the content of pupils’ written work
was poor. Few pupils wrote interesting and informative pieces and their use of
expressive language was weak. Those in P7 had a weak grasp of English grammar.
Pupils with additional support needs were making good progress and almost all were
achieving their individual learning targets. Overall, standards of attainment were too
low.
Mathematics
The overall quality of attainment in mathematics was weak. In recent years pupils’
attainment in mathematics had been below national standards and the improvement
made last year had not been sustained. The majority of the pupils were achieving
national levels of attainment. Most pupils coped well with their classwork, but some
would benefit from greater challenge. Older pupils interpretted information effectively
from a range of graphs. Pupils at the upper stages used computers skilfully to create
tables, spreadsheets and graphs. At all stages, pupils’ skills in mental and written
calculations were too slow and their knowledge of measurement was too restricted.
They had a sound knowledge of two and three-dimensional shapes. Pupils’ lacked
confidence in tackling problems in mathematics. Their knowledge of strategies used to
solve problems was limited. Overall, standards of attainment were too low.
5. How well are pupils supported?
The school had very good arrangements in place for ensuring the care and welfare of
pupils. Staff knew pupils and their circumstances very well and responded sensitively
to their social, emotional and behavioural needs. The school’s procedures for dealing
with child protection issues and for preventing bullying were appropriate and very well
understood and implemented by staff. Arrangements for the supervision of pupils to
ensure their safety at the beginning and end of the day and at intervals were very good.
The school made very good provision to support pupils who were upset or emotionally
unsettled. Pupils in P1 to P3 enjoyed the fresh fruit available and milk was available to
all. There were very good arrangements to help pupils settle into P1 and to transfer to
secondary from P7. The quality of the school meals was very good and pupils enjoyed
their lunches in a warm and friendly social setting.
Overall, the school adequately met the needs of pupils who experienced difficulties in their
learning or had additional support needs. However, most, including higher attaining pupils,
were not well challenged by the school’s approaches to learning and teaching, particularly
in English language and mathematics. The support for learning teacher made a good
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contribution to identifying pupils’ needs and helping teachers address pupils’ learning
difficulties. She provided support to pupils in small groups or individually. All pupils
following individualised educational programmes or experiencing individual difficulties
in learning received very good support. The headteacher coordinated effectively the
contributions of outside agencies in providing extra support to identified pupils.
Programmes to help develop coordination, speech difficulties and improve social
interaction were effective and very well delivered by a range of staff, including classroom
and learning assistants.
6. How good is the environment for learning?
Aspect
Comment
Quality of
accommodation
and facilities
The quality of the accommodation and facilities was good.
The playground was small in size. The interior décor was
good. Appropriate security arrangements were in place.
There were spacious areas for learning and teaching. The
school office and staff facilities were cramped. Access for
pupils or staff with disabilities was inadequate.
Climate and
relationships,
expectations
and promoting
achievement
and equality
Staff and pupils were proud of the school. Staff reported
that morale was improving. Relationships between staff and
pupils were largely positive. All pupils almost always
behaved very well. Staff showed good skill in handling
difficult episodes of challenging behaviour. They had high
expectations of pupils’ behaviour and attendance. Teachers’
expectations of pupils’ achievements, including those with
additional support needs, were not always sufficiently high.
Additionally, staff needed to ensure that pupils understood
the need to have consistently high expectations of their own
ability to achieve. Pupils with additional support needs
were fully included in the work of the school. The pupil
council conveyed effectively pupils’ views and was valued
by pupils. Anti-bullying and racial equality campaigns
featured in the work of the school and classrooms
throughout the year. The increased emphasis on personal
and social development had helped improve pupils’
attitudes. Senior pupils actively supported those in P1 or
who were new to the school. There were weekly
opportunities for religious observance.
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Aspect
Comment
Partnership
with parents
and the
community
The PTA was active in support of the school. Parents had
arranged a number of successful fund raising activities
which helped support visits and school trips. The school
produced regular, informative newsletters for parents and
provided opportunities for parents of nursery pupils about to
enrol in P1 to learn about the school’s curriculum and
routines. Parents valued highly the opportunity to consult
with the school at their request. Parent volunteers supported
many of the extra-curricular activities. Reports to parents on
their children’s progress were perceptive and detailed and
clearly showed what pupils had to do to improve. The
school played a significant part in its community through
staging public musical performances. Staff organised
informative evening meetings for parents on curriculum
developments. Parents were consulted regularly on
potentially sensitive aspects of the health education
programme. Staff had actively sought the support of parents
for its policy of including all pupils in its work, but had not
always been successful in achieving desired outcomes.
7. Improving the school
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Levels of attainment in English language and mathematics in Lochmaddy Primary
School were too low. The school gave good support to pupils who experienced
difficulties in their learning, but in some instances its expectations of these pupils was
too low. In many aspects outwith the formal curriculum pupils had achieved well and
had been successful in a range of competitions. Standards of attainment in music were
high and through public performances pupils made notable contributions to village life.
Community support for the school was strong and staff had been successful in
widening pupils’ experiences through a range of visits and visitors.
The recently appointed headteacher had been in post on a full-time basis for ten weeks.
She had previously acted as headteacher in a part-time capacity for six months. In that
time she had demonstrated a strong capability to improve the school. She had
improved pupils’ behaviour, concentration and their approach to school work. She had
introduced a variety of new approaches to learning, teaching and assessment but these
were not yet fully adopted by all staff. With the support of education authority
personnel, she had reorganised and refreshed resources across the curriculum. At the
same time, she had revised courses and programmes in English language and
mathematics in order to raise attainment. She had begun to monitor learning and
teaching and to focus on meeting all pupils’ needs by discussing pupils’ attainment
with her colleagues. While in a part-time role prior to her full-time appointment, the
headteacher had compiled an evaluative standards and quality report based on her own
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observations and consultations with staff, parents and pupils. This report had identified
a number of appropriate priorities for action. This included the need to improve pupils’
attainment and had been incorporated into the school’s improvement plan. It was too
soon for the impact of these plans for improvement to be fully apparent. Overall,
arrangements for evaluating the work of the school remained at an early stage of
development. In her short time in post, the headteacher had made a good start to
providing effective leadership. However, the school did not as yet demonstrate a
sufficiently strong capacity to improve.
Main points for action
The school and education authority, in liaison with HM Inspectors, should take
action to ensure improvement in:
•
attainment in English language and mathematics;
•
the quality of learning and teaching to meet the needs of all pupils;
•
the procedures for quality assurance; and
•
the overall quality of leadership and management.
•
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. HM Inspectors will continue to engage with the school and the education
authority in monitoring progress, and will undertake a follow-through inspection. This
will result in a report to parents, within two years of the publication of this report, on
the extent of improvement that has been achieved.
Duncan MacQuarrie
HM Inspector
14 February 2006
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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?
Structure of the curriculum
The teaching process
Pupils’ learning experiences
Pupils’ attainment in English language
Pupils’ attainment in mathematics
Good
Adequate
Weak
Weak
Weak
How well are pupils supported?
Pastoral care
Meeting pupils’ needs
Very good
Weak
How good is the environment for learning?
Accommodation and facilities
Climate and relationships
Expectations and promoting achievement
Equality and fairness
Partnership with parents and the community
Good
Good
Adequate
Very good
Good
Improving the school
Leadership
Self-evaluation
Adequate
Weak
This report uses the following word scale to make clear judgements made by
inspectors:
excellent
very good
good
adequate
weak
unsatisfactory
excellent
major strengths
important strengths with some areas for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
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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
The school was well run and it
provided a friendly atmosphere in
which they felt welcome.
• Reports on their children’s progress
were helpful and informative.
• The school was well led.
•
What pupils thought the school did
well
What pupils think the school could
do better
•
Teachers checked their homework
and they got about the right
amount.
• The school kept them safe and
healthy.
• Teachers explained things clearly
and expected them to work as hard
as they could.
•
•
What staff thought the school did
well
What staff think the school could
do better
•
•
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All staff were very positive about
the school and the leadership of the
new headteacher.
•
•
•
Provide more challenging
learning activities.
Provide more varied physical
education activities.
Deal with inappropriate
behaviour more effectively.
Improve some pupils’ behaviour.
Ensure all pupils were always
treated fairly.
There were no significant issues.
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 Director 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, Longman House, 28 Longman Road, Inverness,
IV1 1SF or by telephoning 01463 253115. Copies are also available on our website
www.hmie.gov.uk.
If you wish to comment about primary inspections
Should you wish to comment on any aspect of primary inspections, you should write in
the first instance to Chris McIlroy, Acting HMCI, at HM Inspectorate of Education,
Denholm House, Almondvale Business Park, Almondvale Way, Livingston
EH54 6GA.
Our complaints procedure
If you have a concern about this report, you should write in the first instance to
Hazel Dewart, Business Management Unit, HM Inspectorate of Education, Second
Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston
EH54 6GA. A copy of our complaints procedure is available from this office or by
telephoning 01506 600258 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.
The Scottish Public Services Ombudsman is fully independent and has powers to
investigate complaints about Government departments and agencies. You should
write to The Scottish Public Services Ombudsman, 4-6 Melville Street,
Edinburgh EH3 7NS. You can also telephone 0870 011 5378 or e-mail
enquiries@scottishombudsman.org.uk. More information about the Ombudsman’s
office can be obtained from the website: www.scottishombudsman.org.uk
Crown Copyright 2006
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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