Education Scotland,
1st and 2nd Floor, Endeavour House, 1 Greenmarket, Dundee DD1 4QB
t 01382 576700
f 01382 576701
Textphone – 01506 600236
e dundee@educationscotland.gsi.gov.uk
Education Scotland
Foghlam Alba
1
Quality indicators help schools, education authorities and inspectors to judge what is good and
what needs to be improved in the work of the school. You can find these quality indicators in the
publication How good is our school?2.
Here are the evaluations for Kinross High School.
Learners’ experiences
Improvements in performance
Meeting learning needs
good
very good
good
We also evaluated the following aspects of the work of the school.
The curriculum
Improvement through self-evaluation
good
good
A copy of the full letter is available on the Education Scotland website
www.educationscotland.gov.uk or by clicking this link
http://www.hmie.gov.uk/ViewEstablishment.aspx?id=9169&type=3.
1
2
This is a service for deaf users. Please do not use this number for voice calls as this will not connect.
How good is our school? The Journey to Excellence: part 3, HM Inspectorate of Education,
2003, http://www.hmie.gov.uk/Publications.aspx.
A sample of parents, children and young people, and all members of staff were invited to give their views of the school using a pre-inspection questionnaire. Their views informed the inspection process, including the nature of discussions in a number of
meetings. Strengths and issues identified were explored by the inspection team, and the findings are included in the inspection report. The following information gives the statistical detail from those that returned questionnaires.
Parent Questionnaire Summary
Percentage %
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Q11
Q12
Q13
Q2
Q3
Q4
Q5
Q6
The school helps my child to be more confident.
My child enjoys learning at school.
My child’s learning is progressing well.
My child is encouraged and stretched to work to the best of their ability.
The school keeps me well informed about my child’s progress.
My child feels safe at school.
My child is treated fairly at school.
I feel staff really know my child as an individual and support them well.
My child benefits from school clubs and activities provided outside the classroom.
The school asks for my views.
The school takes my views into account.
The school is well led.
Overall, I am happy with the school.
Note: Will not always sum to 100% due to rounding
Q7
Q8
Q9
Q10
Q11
Q12
Q13
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
Not Answered
Disagree &
Strongly
Disagree
Q1
Strongly
Agree &
Agree
100%
Not
Answered
80%
Don’t Know
60%
Strongly
Disagree
40%
Disagree
20%
Agree
0%
Kinross High School
5350530
250
86
34%
Strongly
Agree
Centre Name
SEED Number
Quest. Issued
Quest. Input
Response Rate
17%
27%
21%
16%
8%
34%
21%
19%
28%
5%
3%
23%
24%
69%
67%
70%
53%
55%
62%
69%
49%
49%
51%
40%
60%
66%
1%
5%
5%
19%
22%
2%
5%
13%
14%
27%
22%
5%
1%
2%
0%
1%
1%
8%
1%
1%
2%
3%
7%
6%
3%
3%
10%
1%
3%
10%
6%
1%
5%
13%
5%
9%
27%
5%
2%
0%
0%
0%
0%
1%
0%
0%
5%
1%
1%
2%
3%
2%
86%
94%
91%
70%
63%
95%
90%
67%
77%
56%
43%
84%
91%
3%
5%
6%
20%
30%
3%
6%
15%
17%
34%
28%
8%
5%
Pupil Questionnaire Summary
Centre Name
SEED Number
Quest. Issued
Quest. Input
Response Rate
Kinross High School
5350530
250
209
84%
Q3
Q4
Q5
Q6
Q7
Q8
Q9
The school is helping me to become more confident.
I enjoy learning at school.
I am getting along well with my school work.
Staff encourage me to do the best I can.
Staff talk to me regularly about how to improve my learning.
I get help when I need it.
Staff listen to me and pay attention to what I say.
I have a say in making the way we learn in school better.
Staff expect me to take responsibility for my own work in class.
Staff and pupils treat me fairly and with respect.
I feel safe and cared for in school.
I have adults in school I can speak to if I am upset or worried about something.
I find it easy to talk to staff and they set a good example.
Staff make sure that pupils behave well.
Staff are good at dealing with bullying behaviour.
The pupil council is good at getting improvements made in the school.
The school encourages me to make healthy-food choices.
I take part in out-of-class activities and school clubs.
I know what out-of-school activities and youth groups are available in my local area.
Q10
Note: Will not always sum to 100% due to rounding
Q11
Q12
Q13
Q14
Q15
Q16
Q17
Q18
Q19
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
Not Answered
Disagree &
Strongly
Disagree
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Q11
Q12
Q13
Q14
Q15
Q16
Q17
Q18
Q19
Q2
Strongly
Agree &
Agree
Q1
Not
Answered
100%
Don’t Know
80%
Strongly
Disagree
60%
Disagree
40%
Agree
20%
Strongly
Agree
Percentage %
0%
11%
11%
22%
26%
8%
26%
22%
8%
29%
22%
28%
31%
15%
23%
19%
4%
9%
35%
34%
68%
74%
68%
58%
48%
62%
60%
42%
62%
65%
60%
51%
65%
60%
47%
26%
47%
31%
54%
9%
5%
4%
9%
27%
7%
9%
34%
2%
7%
4%
10%
11%
10%
9%
30%
30%
23%
6%
0%
2%
1%
1%
3%
0%
2%
5%
0%
0%
1%
0%
0%
1%
0%
12%
5%
8%
1%
13%
7%
5%
5%
13%
3%
6%
11%
6%
5%
7%
9%
8%
5%
24%
27%
8%
1%
3%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
1%
0%
0%
1%
1%
1%
1%
78%
86%
90%
85%
56%
89%
83%
50%
91%
88%
88%
81%
79%
84%
66%
30%
56%
66%
88%
9%
7%
5%
11%
30%
8%
11%
40%
3%
7%
5%
10%
11%
11%
10%
42%
34%
32%
7%
Teacher Questionnaire Summary
Kinross High School
5350530
80
41
51%
Percentage %
Q2
Q1
Q3
Q2
Q3
Q4
Q5
Q6
Q4
Staff regularly discuss how to improve achievement for all pupils at both stage and wholeschool level.
All pupils are given activities which meet their learning needs.
Pupils are involved in setting learning targets.
Pupils are provided with regular feedback on what they need to do to improve.
Pupils are provided with opportunities to evaluate their own work and that of others.
Staff regularly ask for pupils’ views on how their learning experiences could be improved.
Disagree &
Strongly
Disagree
Q1
Strongly
Agree &
Agree
100%
Not
Answered
80%
Don’t Know
60%
Strongly
Disagree
40%
Disagree
20%
Agree
0%
Strongly
Agree
Centre Name
SEED Number
Quest. Issued
Quest. Input
Response Rate
32%
63%
2%
2%
0%
0%
95%
5%
15%
24%
39%
17%
22%
76%
71%
56%
78%
61%
5%
5%
2%
2%
10%
0%
0%
0%
0%
0%
2%
0%
2%
2%
5%
2%
0%
0%
0%
2%
90%
95%
95%
95%
83%
5%
5%
2%
2%
10%
29%
29%
32%
27%
5%
15%
20%
29%
32%
66%
59%
54%
63%
46%
59%
49%
39%
54%
2%
7%
12%
5%
41%
17%
22%
27%
10%
0%
0%
0%
0%
0%
0%
2%
2%
0%
0%
0%
0%
0%
5%
7%
7%
0%
0%
2%
5%
2%
5%
2%
2%
0%
2%
5%
95%
88%
85%
90%
51%
73%
68%
68%
85%
2%
7%
12%
5%
41%
17%
24%
29%
10%
56%
12%
12%
27%
15%
41%
46%
63%
61%
66%
0%
27%
22%
10%
17%
0%
5%
0%
2%
0%
2%
5%
0%
0%
2%
0%
5%
2%
0%
0%
98%
59%
76%
88%
80%
0%
32%
22%
12%
17%
Q5
Q7
Q8
Q9
Q10
Q11
Q12
Q13
Q14
Q15
Q6
Q7
Q8
Q9
Q16
Q17
Q18
Q19
Q20
Q10
Q11
Pupils take an active part in their learning.
Staff treat all pupils equally.
Staff and pupils respect each other.
The pupils are well behaved.
Support for pupils with additional support needs is effective.
Parents are fully involved in the school and their children’s learning.
I have been actively involved in developing the school’s vision and values.
I am actively involved in setting priorities to improve the school.
I have regular opportunities to help shape the curriculum by having staff discussions and
working groups.
I am aware of the school’s procedures for protecting children.
Leadership at all levels is effective.
Staff communicate effectively with each other.
I have good opportunities to take part in continuing professional development.
Staff across the school share good practice.
Q12
Note: Will not always sum to 100% due to rounding
Q13
Q14
Q15
Q16
Q17
Q18
Q19
Q20
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
Not Answered
DISCLOSURE CONTROL APPLIED
Non-Teaching Questionnaire Summary
Percentage %
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Q11
Q12
Q2
Q3
Q4
I have access to the information I need to carry out my work.
All staff and pupils respect each other.
Pupils are well behaved.
I am involved in staff discussions about how to achieve school priorities.
I have good opportunities to be involved in making decisions.
Staff communicate effectively with each other.
Staff treat all pupils equally.
Support for pupils with additional support needs is effective.
Parents are fully involved in the school and their children’s learning.
I am aware of the school’s procedures for protecting children.
Leadership at all levels is effective.
I have good opportunities to take part in training activities.
Q5
Note: Will not always sum to 100% due to rounding
Q6
Q7
Q8
Q9
Q10
Q11
Q12
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
Not Answered
DISCLOSURE CONTROL APPLIED
Disagree &
Strongly
Disagree
Q1
Strongly
Agree &
Agree
100%
Not
Answered
80%
Don’t Know
60%
Strongly
Disagree
40%
Disagree
20%
Agree
0%
Kinross High School
5350530
25
14
56%
Strongly
Agree
Centre Name
SEED Number
Quest. Issued
Quest. Input
Response Rate
21%
0%
0%
7%
0%
0%
0%
21%
7%
43%
0%
14%
71%
57%
71%
21%
57%
71%
71%
57%
71%
43%
79%
71%
0%
29%
21%
57%
36%
14%
7%
0%
0%
0%
14%
7%
0%
0%
0%
7%
0%
0%
0%
0%
0%
0%
0%
0%
7%
14%
7%
7%
7%
14%
21%
21%
21%
14%
7%
7%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
93%
57%
71%
29%
57%
71%
71%
79%
79%
86%
79%
86%
0%
29%
21%
64%
36%
14%
7%
0%
0%
0%
14%
7%
Additional inspection evidence
Selected attainment information
Inspectors use this information together with a wide range of other information gathered
during the inspection to evaluate and report on young people’s overall achievement. It helps
inspectors and schools to understand how successful young people are in SQA
qualifications compared to young people nationally and to those in other schools which serve
young people with similar needs and backgrounds1. However, this is only one aspect of
young people’s achievement, and it is only by blending these results with a wide range of
other information, including achievement in the four capacities of curriculum for excellence2,
the quality of learning in lessons and other activities, the impact of the curriculum, and the
extent to which learning needs are being met, that a well-informed evaluation of
achievement can be made. You can find this evaluation of young people’s overall
achievement in the report on the school, published on this website.
Scottish Credit and Qualifications Framework (SCQF) levels:
7: Advanced Higher at A-C/CSYS at A-C
6: Higher at A-C
5: Intermediate 2 at A-C; Standard Grade at 1-2
4: Intermediate 1 at A-C; Standard Grade at 3-4
3: Access 3 Cluster; Standard Grade at 5-6
Percentage of relevant S4 roll gaining awards by end of S4
2010
94
95
93
20113
99
96
93
English and Mathematics
@ Level 3
Kinross High
Comparator schools1
National
2009
97
97
93
5+ @ Level 3 or better
Kinross High
Comparator schools
National
94
96
92
95
96
92
98
95
93
5+ @ Level 4 or better
Kinross High
Comparator schools
National
85
87
78
80
88
78
88
87
78
5+ @ Level 5 or better
Kinross High
Comparator schools
National
57
50
35
47
50
36
47
46
35
Percentage of relevant S4 roll gaining awards by end of S5
2010
85
90
80
20113
81
91
81
5+ @ Level 4 or better
Kinross High
Comparator schools1
National
2009
86
88
79
5+ @ Level 5 or better
Kinross High
Comparator schools
National
61
58
47
66
65
49
58
63
50
1+ @ Level 6 or better
Kinross High
Comparator schools
National
56
51
41
68
55
43
56
58
44
3+ @ Level 6 or better
Kinross High
Comparator schools
National
39
33
23
50
37
25
41
37
26
5+ @ Level 6 or better
Kinross High
Comparator schools
National
17
14
11
25
17
11
26
17
12
2010
61
62
50
20113
68
67
53
Percentage of relevant S4 roll gaining awards by end of S6
5+ @ Level 5 or better
Kinross High
Comparator schools1
National
2009
68
62
48
1+ @ Level 6 or better
Kinross High
Comparator schools
National
61
56
44
60
57
47
68
63
49
3+ @ Level 6 or better
Kinross High
Comparator schools
National
49
44
31
48
43
33
58
46
35
5+ @ Level 6 or better
Kinross High
Comparator schools
National
37
32
21
38
32
22
48
34
23
1+ @ Level 7 or better
Kinross High
Comparator schools
National
20
20
14
30
20
15
34
21
15
More attainment information and other statistics for this school can be found on the Scottish
Schools Online Website http://www.ltscotland.org.uk/scottishschoolsonline/
1 The comparator schools taken into account in HMIE’s evaluations are those schools (up to 20) which are statistically close enough to the school in terms of the key
characteristics of the school population.
2 The four capacities are successful learners, confident individuals, responsible citizens, effective contributors.
3 2011 Pre Appeal