Lochmaddy Primary School
Comhairle nan Eilean Siar
19 February 2008
Contents
Page
1.
The inspection
1
2.
Continuous improvement
1
3.
Progress towards meeting the main points for action
1
4.
Conclusion
3
4
How can you contact us?
1. The inspection
HM Inspectorate of Education (HMIE) published a report on the inspection of Lochmaddy
Primary School in February 2006. Working with the school, the education authority prepared
an action plan indicating how they would address the main points for action identified in the
original HMIE inspection report.
HM Inspectors revisited the school in November 2007 to assess the extent to which the
school was continuing to improve the quality of its work, and to evaluate progress made in
responding to the main points for action in the initial report.
2. Continuous improvement
The school had made significant progress in a number of areas since the initial inspection.
The leadership of the school had been strengthened. The headteacher, who had only been in
post for six weeks at the time of the initial inspection, had now established a clear vision for
the school. With support from the education authority, the headteacher had improved
attainment and aspects of learning and teaching. She had introduced rigorous procedures for
evaluating the work of the school. The headteacher had worked with pupils, parents and staff
to address issues of inappropriate behaviour through the introduction of activities involving
class discussion about respect for others and related matters. As a result, the ethos of the
school had improved and there was a clearer understanding of inclusion amongst parents and
members of the community. The headteacher had taken effective steps to improve systems
for communication within the school and to parents. Increased computer equipment had
enhanced provision for the use of information and communications technology to support
pupils’ learning. Pupils were making good use of word processing programmes when
composing and drafting their written work. Across the school, pupils were involved in a
range of enterprise activities. They had been successful in attaining an education authority
silver award for enterprise. Staff and pupils had worked collaboratively to promote healthy
lifestyles and, as a result, had achieved gold Health Promoting School status.
3. Progress towards meeting the main points for action
The initial inspection report published in February 2006 identified four main points for
action. This section evaluates the progress made with each of the action points and the
resulting improvements for pupils and other stakeholders.
3.1
Improve attainment in English language and mathematics.
The school had made good progress in meeting this main point for action.
The headteacher had introduced effective procedures to assess pupils’ attainment and to track
their progress. Staff used assessment information systematically to monitor attainment, plan
next steps in learning and ensure that pupils made appropriate progress. Improved teaching
approaches were having an impact on raising attainment in English language. At the early
stages, pupils were making good progress in developing early language skills. By P7, pupils
were able to write at length for a variety of purposes. They were able to discuss aspects of
1
the novels they were reading in class. However, they were not confident in discussing texts
that they had read for enjoyment. Improvements in the teaching of mathematics had resulted
in greater involvement of pupils in lessons. Practical activities in measuring provided pupils
with opportunities to develop mathematical skills in context. At all stages, pupils were
developing good skills in mental mathematics. By P7, pupils were able to describe a range of
strategies that they would use to solve problems.
3.2
Improve the quality of learning and teaching to meet the needs of all
pupils.
The school had made good progress towards meeting this main point for action.
Teachers consistently shared the aims of lessons with pupils, who had a good understanding
of targets for their own learning. Teachers and support staff provided clear explanations of
tasks and concepts and used questioning well to challenge pupils and reinforce
understanding. They used appropriate strategies to assess pupils’ understanding. At all
stages, the pace of learning was brisk and lessons provided sufficient challenge. Pupils
settled quickly to tasks and worked well without close supervision. At all stages, pupils had
opportunities to be active in their learning. When they had the opportunity, they worked well
together. However, there was scope to further develop opportunities for collaborative
learning. Teachers and support staff provided very well-judged support for pupils who were
experiencing difficulty with their learning.
3.3
Improve the procedures for quality assurance.
The school had made very good progress in meeting this main point for action.
The headteacher met regularly with teachers to discuss teaching plans and provided valuable
feedback. She had established a programme of regular visits to classes which resulted in
improvements to learning and teaching. She had introduced comprehensive systems to
effectively track pupils’ progress and attainment. Staff were regularly involved in using
national guidance for self-evaluation to review school priorities. Views of parents, pupils,
and teachers had been sought and acted upon. Staff development opportunities were used
productively in order to implement key priorities.
3.4
Improve the overall quality of leadership and management
The school had made very good progress in meeting this main point for action.
The headteacher demonstrated a high level of commitment to improving leadership and
management in the school. She provided staff with clear direction, focusing on the key
priorities for improvement. The headteacher had worked successfully with parents and pupils
to review the school’s behaviour policy. She had ensured the effective organisation of
teaching areas and resources to provide an appropriate stimulating learning environment for
pupils. There was improved rigour in procedures used to evaluate the work of the school.
The headteacher had improved the quality of communication. Parents regularly received
informative newsletters and attended workshops on aspects of the curriculum.
2
4. Conclusion
The school had made very good progress in implementing the main points for action of the
original report of 2006. Staff had worked together constructively to ensure a number of
improvements to aspects of management and pupils’ experiences. There were now clear and
consistent procedures in place to ensure high quality learning and teaching experiences and to
raise attainment. The education authority had supported these developments. Education
authority representatives regularly visited the school and had carried out a full evaluation of
the school’s standards and quality report. The headteacher had strengthened approaches to
planning for improvement and this had helped to improve the school’s capacity for continued
improvement. As a result of the progress made in meeting the main points for action,
HM Inspectors will make no further visits to the school in connection with the report of
February 2006.
Jacqueline Horsburgh
HM Inspector
19 February 2008
3
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, 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 follow-through inspections, you should write
in the first instance to Annette Bruton, HMCI, HM Inspectorate of Education, Denholm
House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.
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 in
connection with a prospectus or advertisement, provided that the source and date thereof are
stated.
4