Learning community inspection
Follow-through
A report by HM Inspectors
Inspection of the learning community
surrounding
Beeslack Community High School
Midlothian Council
17 July 2012
We published a report on the learning community surrounding Beeslack
Community High School in April 2010. That report set out key strengths of the
learning community and areas for improvement. We carried out a follow-through
inspection in April 2011 and published a report on that visit in June 2011.
This follow-through report is based on an inspection visit which was carried out in
May 2012. It tells you about improvement since the original inspection in the
quality of learning opportunities provided. It also comments on how providers are
getting on with the main points for action. We describe how learners are doing
and how good the learning community is at helping them to learn. We comment
on how well staff, learners and groups work together and the difference they are
making in the learning community. Finally, we focus on how well the learning
community is led and how leaders help the learning community achieve its aims.
If you would like to learn more about our original inspection of the learning
community, please visit www.educationscotland.gov.uk. You will also find a report
on the secondary school.
Contents
1.
The learning community
2.
Particular strengths of the learning community
3.
How well do participants learn and achieve?
4.
How well are communities developing and achieving?
5.
How effective are providers in improving the quality of services?
6.
Does the learning community have a clear sense of direction?
7.
What happens next?
1. The learning community
The learning community of Beeslack High School includes the town of Penicuik
and the surrounding villages of Auchendinny, Roslin and Bilston.
2. Particular strengths of the learning community
•
The range of quality provision for young people and adults that provide
opportunities for developing new skills.
•
A wide and improved range of accreditation and volunteering opportunities for
young people enabling them to contribute effectively to their community.
•
Strong and active community groups who provide a wide range of services.
3. How well do participants learn and achieve?
The range and quality of learning programmes has improved across the learning
community. The Midlothian Youth Work Partnership Strategy for 2012-15 is now
in place and provides community learning and development (CLD) staff with a
much clearer view about the purpose and role of youth work in the Penicuik area.
CLD staff now systematically plan, record and track learner progress. Targets are
now set and closely monitored through the West area team plan. All staff have
well-balanced individual work plans that relate clearly to the team plan. This now
leads to better targeted provision, particularly for young people. CLD staff are
more accountable to learners through regular reports. Benchmarking with other
local authorities is now helping CLD staff to identify areas for improvement and
usefully inform decision making. There is a strong and improving picture of
achievement for young people, where there is access to a broad range of award
programmes including an increase in the uptake of the Duke of Edinburgh’s
Award and increasing numbers of young people gaining awards at Beeslack
Community High School including ASDAN, the Saltire Award and the John Muir
Award. An achievement database at Beeslack Community High School presents
an exciting opportunity to record young people’s achievements across their
learning, both in and out of school in line with Curriculum for Excellence.
Information on trends over time is still limited in youth work settings.
Young people
Work with young people is much improved. Almost all young people are more
confident and are able to identify next steps in their learning. Provision for young
people is well targeted towards priority groups and vulnerable young people are
being targeted effectively through Streetwork. New developments include a Youth
Café at the Young Men's Christian Association (YMCA), Streetwork, a Friday night
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drop in at the library, the Music Project and bike workshops. Progression through
swimming programmes at Beeslack Community High School leads to many young
people volunteering and gaining accreditation. Through an Equality and Inclusion
Project, the ASDAN Group at Beeslack are becoming more aware of issues faced
by minority groups. Young people are supporting other groups in Penicuik. For
example, at the request of an adult learning group, girls at the Youth Camera Club
used skills gained to provide a record of the class’s work.
Adults
There continues to be a good range of adult learning opportunities on offer in the
Penicuik area. Classes are based on needs including the unemployed, registered
disabled or those whose first language in not English. A well-established system
to monitor and track learners is in place. CLD offer free courses such as Job
Seeking using the Internet and crèche training. Learning programmes are flexible
and responsive to learners needs. Computer classes meet the needs of older
learners and run alongside more established courses. CLD staff collaborate
effectively with partners to deliver classes and groups.
4. How well are communities developing and achieving?
Community groups continue to achieve well. The recently produced Penicuik and
District Neighbourhood Plan lays out the five year vision for the town and
appropriate numbers of local people were consulted. Young people now have a
voice on the Community Council and the YMCA committees. The Penicuik Youth
Forum (PYF) work very well to improve facilities for young people, for example, to
establish a youth cinema at the town hall. PYF members are active and
confident. They effectively represent the views of young people and actively
influence decision making both in Penicuik, through their active involvement in
Neighbourhood Plan, and Midlothian wide through the Midlothian Youth Platform.
Community events such as Play in the Park helps parents become involved in
their children’s learning. A wide range of partners, including community
organisations support the development of opportunities for local people to engage
in learning. Volunteers are developing and running many groups. Bilston Activity
Group are improving park and footpath facilities in their village. Building on the
Neighbourhood Plan, there is now scope for further joint work and planning across
Penicuik.
5. How effective are providers in improving the quality of services?
CLD providers are now more focused on improving services. CLD staff visits to
other local authorities has helped them to extend their knowledge and develop
new approaches. There is now an appropriate focus on working with
marginalised and disadvantaged groups. CLD staff are now using Learning,
Evaluation and Planning much more effectively. Staff are now much more
effective and also clearer about what they are doing and why. They are beginning
to focus on the Curriculum for Excellence experiences and outcomes although
this now needs to be built on further. All CLD staff, including sessional staff, now
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have regular support and supervision sessions and access to appropriate training
has also improved. There remains a need to further develop joint planning and
self-evaluation with partners.
6. Does the learning community have a clear sense of direction?
There is a much more coherent approach to the delivery of CLD in Penicuik. The
new Area Operational Manager appointed in early 2011 has made a strong and
positive impact on the staff which has led to improved outcomes for learners.
Work carried out by CLD staff is more appropriately targeted to priority groups.
CLD staff are now better managed and accountable for their work. There is a
need to continue to improve and further develop their approaches to planning.
Guidance and support to part-time staff is much improved. A much wider range of
learning opportunities are planned and evaluated more effectively. Work between
staff at Beeslack Community High School and other CLD workers has
considerably improved.
7. What happens next?
We are satisfied with the quality of provision in the learning community . Overall,
staff have made very good progress in improving those areas identified in the
original inspection and at the last follow-though inspection. We will therefore end
the inspection process at this stage.
HM Inspector: Sheila Brown
17 July 2012
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If you would like to find out more about our inspections or get an electronic copy
of this report, please go to www.educationscotland.gov.uk
Please contact us if you want to know how to get the report in a different format,
for example, in a translation, or if you wish to comment about any aspect of our
inspections. You can contact us at enquiries@educationscotland.gsi.gov.uk or
write to us at BMCT, Education Scotland, Denholm House, Almondvale Business
Park, Almondvale Way, Livingston EH54 6GA.
Text phone users can contact us on 01506 600 236. This is a service for deaf
users. Please do not use this number for voice calls as the line will not connect
you to a member of staff.
You can find our complaints procedure on our website
www.educationscotland.gov.uk or alternatively you can contact our Complaints
Manager, at the address above or by telephoning 01506 600259.
Crown Copyright 2012
Education Scotland