Hillhead Primary School
and Nursery Class
Wick
The Highland Council
29 April 2008
Contents
Page
1. Background
1
2. Key strengths
1
3. What are the views of parents, pupils and staff?
2
4. How good are learning, teaching and achievement?
2
5. How well are pupils’ learning needs met?
4
6. How good is the environment for learning?
5
7. Leading and improving the school
7
Appendix 1 Indicators of quality
9
Appendix 2 Summary of questionnaire responses
10
Appendix 3 Good Practice
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How can you contact us?
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1. Background
Hillhead Primary School and Nursery Class were inspected in January 2008 as part of a
national sample of primary and nursery education. The inspection covered key aspects
of the work of the school at all stages. It evaluated nursery children’s and 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
mathematics.
HM Inspectors examined the quality of the children’s experience in the nursery, 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 inspection team also evaluated aspects of the school’s progress in implementing
national recommendations related to improving aspects of school meals provision.
The school serves the north-east area of Wick and the neighbouring villages of Papigoe
and Staxigoe. At the time of the inspection the roll was 205, including 27 children in
the nursery class. The proportion of pupils who were entitled to free school meals was
below the national average. Pupils’ attendance was in line with the national average.
2. Key strengths
HM Inspectors identified the following key strengths.
•
The quality of teaching and the imaginative learning experiences provided by
staff for pupils and children.
•
Attainment in mathematics.
•
Partnerships with parents and the wider community.
•
Varied and successful approaches to promoting a healthy lifestyle.
•
Leadership of the headteacher.
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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3. What are the views of parents, pupils and staff?
HM Inspectors analysed responses to questionnaires issued to a sample of parents, P4
to P7 pupils, and to all staff. Information about the responses to the questionnaires
appears in Appendix 2.
Parents, pupils and staff were very positive about the school. All parents felt welcome
in the school and stated that it had established a very good reputation in the community.
Parents thought that their children enjoyed school and that teachers encouraged pupils
to work to the best of their abilities. Parents felt that staff showed concern for their
children and that they dealt effectively with any inappropriate behaviour. Almost all
pupils thought that behaviour was good and they enjoyed being at school. They
believed that teachers explained things clearly and helped them if they were having
difficulties. All staff enjoyed working in the school and felt there was a mutual respect
with pupils. Almost all felt that they had good opportunities to be involved in
decision-making processes.
4. How good are learning, teaching and achievement?
Pupils’ learning experiences and achievements
The overall quality of the curriculum was good and most areas were well developed. The
curriculum in both the nursery class and school was enriched through the creative use of
people and places within the local environment. Staff provided pupils with broad and
balanced learning experiences. All primary pupils benefited from two hours of physical
education each week, in line with national recommendations. At all stages, pupils
effectively contributed to the local community by taking part in a range of enterprise
activities. The school had very successfully encouraged pupils to eat healthily. Pupils
carried out a healthy eating survey and used it successfully as an opportunity to develop
skills in mathematics. Staff did not systematically develop pupils’ skills in information and
communications technology (ICT). Teachers had worked imaginatively to provide a range
of activities which successfully promoted important skills in English language and
mathematics. Effective transition arrangements were in place to support pupils transferring
from nursery to P1. The overall quality of teaching was very good. In the nursery class,
staff interacted effectively with children and used thoughtful questioning to extend learning
and encourage children to develop their own ideas. In the primary classes, teachers set high
expectations for pupils in almost all lessons observed. They used praise effectively and
gave clear explanations and instructions. They selected stimulating resources and took
effective account of pupils’ prior learning. Most teachers effectively shared with pupils the
aims of each lesson and provided a helpful summary of what had been learned. At all
stages, teachers discussed and set individual learning targets with pupils. Teachers
provided appropriate and varied homework activities to support pupils’ learning.
In the nursery class, children learned actively and were effectively learning to
cooperate well through play. They explored sound with an interesting selection of
musical instruments and sang with enthusiasm. They regularly participated in energetic
activity. Children enjoyed learning about other countries and were making effective
progress in using a computer to enhance their learning. The overall quality of pupils’
learning across P1 to P7 was very good. Pupils worked effectively in groups and
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collaborated well to plan and carry out tasks. They were confident in working
individually. Pupils were actively engaged in their learning and carried out a variety of
tasks with enthusiasm. They were aware of a range of effective learning skills. Staff
used ICT effectively to support a range of interesting initiatives. They did not yet make
effective use of ICT to support pupils’ learning.
The school had taken very good steps to encourage pupils’ personal and social
development and to promote their wider achievements. Children in the nursery class
were confident and very happy within the playroom. They worked well together and
were able to share and take turns. They persevered and sustained very good
concentration on their chosen learning activity. In the primary classes, pupils were
developing a sound awareness of environmental issues. As a result, the school had
achieved an Eco Schools (Scotland) award. Pupils had collaborated effectively to
maintain a vegetable plot. They had worked well with members of the community to
improve the outdoor environment and make an attractive seated area. Pupils in P6 had
developed enterprise skills by writing and producing a guide suitable for younger
readers which listed various local occupations. Across the stages, pupils learned
important skills in creativity by working well with a range of authors and artists. Pupils
contributed effectively to the community in exhibitions and by performing at school
shows and local events. Pupils in P3 to P7 who had been elected to the pupil council
developed responsible and positive attitudes to others through decision making. Staff
provided pupils with a wide range of well attended sporting activities after school,
including football and netball. Pupils in P7 developed effective citizenship skills by
looking after younger pupils entering P1 from the nursery class.
English language
Children in the nursery were making very good progress in communication and
language. They listened attentively to staff and each other and enthusiastically shared
favourite stories. Children used appropriate descriptive language to talk about natural
materials and contributed well to discussions. All children could recognise their name
in print and almost all could write their name. In the primary classes, the overall
quality of attainment in English language was good. In recent years, attainment levels
had shown steady improvement. Most pupils were achieving appropriate national
levels of attainment in listening, talking, reading and writing. Most pupils were making
good progress in their coursework. Pupils who experienced some difficulties in their
learning were making good progress. Almost all pupils listened carefully and followed
instructions successfully. At P7, pupils talked readily about their experiences and
feelings and expressed opinions about texts they had read. Many pupils read widely for
pleasure and all pupils made regular use of class and school libraries. At all stages,
pupils wrote well for a broad range of purposes and audiences. For a few pupils, the
pace of progress in writing was too slow. Almost all pupils presented their written
work neatly and demonstrated a good level of knowledge about language. At most
stages they used vocabulary appropriately to set the scene in imaginative writing.
Mathematics
Children in the nursery were making very good progress in developing their early
mathematical skills. They could work independently to sort and match a range of
natural materials, and identified shapes well. Children counted confidently and
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presented information about their favourite healthy snack on a simple graph. In the
primary classes, the quality of attainment in mathematics was very good. Standards of
attainment had improved steadily and, in recent years, almost all pupils attained
appropriate national levels. In the upper stages, almost a third of pupils attained these
levels earlier than might normally be expected. Pupils who experienced difficulties in
mathematics were well supported and making suitable progress with their work.
Across the stages, pupils were confident in using and drawing appropriate graphs and
tables to present information from a variety of real life surveys. They were less
confident in using ICT to handle information, for example, in spreadsheets or
databases. At all stages, pupils were developing appropriate skills in mental and
written calculations. Pupils in P3 had made effective progress in learning to use units
of measurement. Almost all pupils showed a sound understanding of the names and
properties of two- and three-dimensional shapes. Pupils in P7 could confidently use
coordinates and bearings. At all stages, pupils were learning strategies to solve
problems and were able to solve successfully a range of appropriate problems.
5. How well are pupils’ learning needs met?
Staff in the nursery class had a very sound knowledge of the children as learners. They
recorded observations of the children at play and used the information well to
systematically plan future activities and report to parents. They had successfully started to
take a more focused approach to identifying and taking forward children’s individual next
steps in learning. At the primary stages, approaches to meeting pupils’ learning needs were
good overall. Staff effectively identified and supported pupils with a range of additional
support needs. Class teachers provided activities and resources which met the needs of
most pupils well. Staff set clearly stated learning targets and reviewed pupils’ progress
regularly. In a few lessons, teachers did not set sufficiently challenging tasks to meet the
needs of some of the highest attaining pupils. The learning support teacher provided
effective support and advice for staff in meeting pupils’ needs. Staff had developed
detailed individualised educational programmes and action plans for those pupils who
required them. Support staff worked effectively with teaching staff to support pupils in
classes. The learning support teacher had established well-organised systems to enable her
to coordinate responses to meeting pupils’ learning needs and monitor their progress. She
gave helpful information and support to class teachers. Staff had developed positive links
with a range of agencies to provide targeted support for pupils.
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6. How good is the environment for learning?
Aspect
Comment
Care, welfare
and
development
Nursery staff were fully aware of their responsibilities
regarding the protection of children. They prepared healthy
snacks and helped children to brush their teeth each day.
They provided effective support for children transferring
from the nursery to P1. In the primary classes, very good
arrangements were in place for ensuring the care and
welfare of pupils. Pupils felt safe and well looked after. All
staff were fully aware of child protection procedures. They
worked effectively together to create a climate of mutual
trust, respect and confidence. Staff dealt appropriately with
incidents concerning pupil behaviour, including bullying.
The school’s approaches to supporting pupils’ social and
emotional development were very effective. Teachers and
catering staff effectively encouraged pupils to eat healthily.
All pupils were well informed about personal safety,
relationships and substance misuse. Very effective
transition arrangements were in place with Wick High
School.
Management
and use of
resources and
space for
learning
The overall management of the school’s resources for
learning was adequate. The school buildings were well
maintained. Staff and pupils had worked well to create a
stimulating environment with attractive displays of pupils’
work inside and outside the building. Classrooms were
bright and of suitable size with appropriate storage areas.
Building security arrangements were inappropriate and
required to be reviewed. Parts of the school buildings,
including toilets, were not easily accessible by users and
visitors with restricted mobility.
5
6
Aspect
Comment
Climate and
relationships,
expectations
and promoting
achievement
and equality
and fairness
Pupils, parents and staff shared a strong sense of pride in the
school and nursery class. Pupils related positively to staff
and each other and almost all pupils were polite and well
behaved. Staff worked well together and made a very
positive contribution to the life of the school. They felt
valued and fully involved in making decisions about the
school. Staff had high expectations for pupils’ attendance,
behaviour and presentation of work. There were regular
assemblies for religious observance and for celebrating
pupils’ achievements. Pupils were encouraged to show
responsibility by, for example, leading parts of assemblies
and by reading prayers before lunch. The school also
recognised pupils’ achievements in and out of school using
effective displays, in newsletters and in the local newspaper.
Pupils in P7 produced a school magazine which recorded the
achievements of many pupils. The school’s various links
with schools in other countries effectively developed pupils’
understanding of different cultures. An appropriate race
equality policy was in place. Staff had not yet received
training in race equality.
The school’s
success in
involving
parents, carers
and families
The school had very successfully involved parents and the
wider community in its work. Parents were effectively
involved in contributing to the life of the school. Parents
and others in the community visited classes to read to pupils
as part of a successful initiative to encourage pupils to read
more. Parents had contributed to promoting healthy eating
for pupils. Staff kept parents well informed about their
children’s progress. The school had provided very helpful
advice to parents on various ways in which they could help
in their children’s learning. Class newsletters were very
effective in keeping parents informed about class and school
activities including sensitive aspects of health education.
Parents valued the opportunities they had to discuss their
children’s progress with teachers and parents’ evenings were
well attended. Staff had developed very effective
partnerships within the local community. Local artists had
worked well with pupils to enhance their creative skills and
high quality pupils’ work was widely displayed in
businesses and galleries throughout the community.
7. Leading and improving the school
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Hillhead Primary School provided a caring, supportive and stimulating environment for
learning. The quality of teaching and of pupils’ learning experiences was very good.
Almost all pupils were well behaved and were developing positive attitudes to learning
and to each other. Staff were very committed to the school and worked well together.
They provided pupils with a very broad and imaginative variety of activities to promote
pupils’ achievements. Initiatives to promote pupils’ reading and their number skills
had been popular and successful. Pupils’ skills in areas such as health education and
art and design were well developed. Parents and other members of the local
community made a significant contribution to pupils’ learning. Parents were given
very effective advice on how to help their children’s learning. The school was very
well led by the senior management team.
The experienced headteacher provided very effective leadership to the school. He had
a clear vision and had successfully and imaginatively promoted an ethos of
achievement. He had the respect and loyalty of parents, pupils and staff and had
developed a range of effective links with the local community. He had developed a
strong sense of teamwork and staff felt involved in decisions and very well supported.
He had worked well, in the absence of a depute headteacher, with the principal teacher
to manage improvements and to give a clear strategic direction to the school. A wide
range of strategies had been put in place to evaluate the work of the school. The
headteacher and principal teacher regularly evaluated aspects of learning and teaching
and provided staff with helpful feedback and advice. Staff had recognised the need to
ensure that all areas of the curriculum were planned coherently. Individually, staff
effectively evaluated their own work. All staff worked effectively together to check
samples of pupils’ work to ensure progression and consistently high expectations.
Parents’ views were appropriately taken into account in reviewing how the school was
improving. The school improvement plan contained a manageable number of
appropriate priorities and effective progress had been made in most areas. The quality
of leadership, commitment of all staff and successful partnership with the community
meant that the school was well placed to continue to improve.
Staff were fully aware of the implications of The Scottish Social Services Council
Codes of Practice. At the last Care Commission inspection of the nursery class there
were no recommendations and no requirements.
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:
•
address weaknesses in accommodation, including security arrangements.
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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.
Alistair Brown
HM Inspector
29 April 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
Learners’ experiences
Improvement in performance: English language
Improvement in performance: mathematics
How well are pupils’ learning needs met?
Meeting learning needs
good
very good
very good
good
very good
good
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
very good
adequate
very good
very good
very good
excellent
Leading and improving the school
Developing people and partnerships
Leadership of improvement and change (of the
headteacher)
Improvement through self-evaluation
very good
very good
very good
This report uses the following word scale to make clear judgements made by
inspectors:
excellent
very good
good
adequate
weak
unsatisfactory
outstanding, sector leading
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
•
•
•
•
•
•
There were no significant issues.
What pupils thought the school did
well
What pupils think the school could
do better
•
•
•
•
•
•
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The school had a good reputation
in the local community.
Teachers set high expectations for
pupils’ attainment.
The school had explained how
parents could support their children
with their homework.
Staff showed concern for the care
and welfare of their children.
The school was well led.
Teachers explained things clearly
and helped them with their work.
All pupils were treated fairly.
They were expected to work to the
best of their ability.
They had a say in deciding how to
make the school better.
The school helped them to keep
safe and healthy.
Over a quarter of pupils felt that
they received too much
homework.
What staff thought the school did
well
What staff think the school could
do better
•
•
Staff were pleased with all aspects
of the school.
There were no significant issues.
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.
Involving parents in pupils’ learning
Last session, the school identified the need to improve pupils’ skills in mental and
written mathematical calculations. School staff effectively encouraged parents to
support their children in intensive homework involving number skills. Staff provided
parents with helpful practical advice on how to help their children learn at home.
Teachers at all stages emphasised number skills in class. This initiative, which the
school called ‘Number Boot Camp’, led to almost all pupils across the school
improving their number skills. Staff also carried out a survey which indicated that a
significant number of pupils, especially boys, did not read regularly at home. In
response, staff launched the ‘Triple B’ (Brilliant Books at Bedtime) scheme.
Teachers encouraged pupils at all stages to read at bedtime and to keep a record of
their reading. Parents were provided with effective support which included suggested
stories and books. Staff encouraged all pupils to become involved using a wide range
of interesting activities. Almost all parents felt that the school had helped to
encourage their children to read more.
Helping pupils to settle in nursery class and P1
Staff encouraged children to feel safe and happy in their first days at nursery and
school using a series of booklets. These colourful and attractive booklets were
produced in the school. They showed, using pictures and words, the sort of activities
in which all pupils and children would participate. Parents reported that their
children had found the booklets to be helpful and had encouraged them to settle
happily in nursery and school.
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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 Director of
Education, Culture and Sport, 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.
HMIE Feedback and Complaints Procedure
Should you wish to comment on any aspect of primary inspections, you should write in
the first instance to Chris McIlroy, HMCI, at 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
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