Yoker Primary School
Glasgow City Council
2 May 2006
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 supported?
4
6. How good is the environment for learning?
4
7. Improving the school
6
Appendix 1 Indicators of quality
8
Appendix 2 Summary of questionnaire responses
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How can you contact us?
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1. Background
Yoker Primary School was inspected in February 2006 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 the chairperson of
the School Board, representatives of the parent-teacher association (PTA), and a group
of parents 1 .
The school serves an area of Yoker in the north-west of Glasgow. At the time of the
inspection the roll was 162. The proportion of pupils who were entitled to free school
meals was well above the national average. Pupils’ attendance was below the national
average.
Almost all of the teaching staff, including the headteacher, had been appointed to the
school within the last two years.
2. Key strengths
HM Inspectors identified the following key strengths.
•
The very strong teamwork amongst staff and their high levels of commitment to the
school and its continuous improvement.
•
Examples of effective teaching and the consistent approach used by staff to
promote good behaviour.
•
The quality of pastoral care for pupils.
•
Strong and productive links with parents and the wider community.
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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 were positive about almost all aspects of the work of the school. All parents
felt that staff made them feel welcome. They thought that staff showed concern for the
care and welfare of pupils. A significant number of parents stated that school buildings
were in a poor state of repair. All pupils felt that they were involved in helping to
improve the school. They thought that teachers expected them to work hard, explained
things clearly and were good at letting them know how to improve their work. A few
pupils felt that the behaviour of a small number of pupils was not good. All staff liked
working in the school. All felt that the school was well led. They thought
communication between all staff was good. A few commented upon the poor condition
of the accommodation.
4. How good are learning, teaching and achievement?
Pupils’ learning experiences and achievements
The school provided pupils with a broad and balanced curriculum which helped them to
develop a range of effective skills. Additional time given to English language and
mathematics had been used successfully to raise pupils’ attainment. Recent revisions to
several areas of the curriculum, including health education and personal and social
development, had resulted in notable improvements to the quality of pupils’ learning
experiences. Pupils at all stages participated successfully in enterprise activities. They
did not have sufficient opportunities for active learning through play at P1-P3. The
overall quality of teaching was good and there were several instances of highly
stimulating lessons. Almost all teachers gave clear explanations to classes, groups and
individuals. Most teachers were careful to share with pupils what was to be learned.
Almost all used a variety of approaches, with frequent instances of very good
questioning to reinforce pupils’ understanding. Homework was issued regularly, but
did not extend to all areas of the curriculum. A few teachers made too little use of
information and communications technology to enhance their teaching and stimulate
pupils’ imaginations. Teachers and support staff made consistent and good use of
praise and frequently used pupils’ contributions as a stimulus for further learning.
Most pupils were enthusiastic and well-motivated learners. Overall, they interacted
well together when working in groups, although they were not always good at listening
to each other’s ideas or contributions. Most pupils were well behaved but a few
demonstrated challenging behaviour in class. In almost all cases, staff dealt very well
with such incidents. Some pupils were reluctant to learn and this slowed their progress.
In a significant minority of classes, pupils were given too many written textbook
activities. At all stages, teachers did not always ensure that the pace of learning and
choice of activities provided a sufficient level of challenge to meet the needs of higher
achieving pupils.
Pupils were achieving well in a wide variety of areas. They were developing very good
citizenship and enterprise skills. Pupils at all stages had been involved successfully in
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a number of environmental and enterprise activities and their work had received
recognition through national awards. Through effective links with a range of external
groups, staff had included various topics into the curriculum to help all pupils learn to
take responsibility. For example, pupils at P6 were involved in rearing trout as part of
the ‘Clyde in the Classroom’ project. Pupils at P2 were learning about life cycles as
they observed butterflies developing in their classroom. Pupils in the middle stages of
the school had worked with an artist to create a ceramic mural for their school. Older
pupils carried out a range of duties in the school and in the playground. The pupil
council had been successful in having a number of improvements made to the school
environment, including the provision of playground toys and games. Across the
school, pupils had learned about the needs of others by organising events, such as a
talent show, which was performed for members of the local home for the elderly. At
P7, pupils benefited from a residential trip where they further developed their social
skills and demonstrated good teamwork.
English language
The overall quality of attainment in English language was adequate. Standards of
attainment had been steadily improving over the last three years and there was evidence
of continuing improvement. Across the stages, a majority of pupils achieved
appropriate national levels in listening, talking, reading, and writing. Around half of
P2 pupils were achieving national levels earlier than might normally be expected. This
progress was not sustained as pupils progressed through the middle and upper stages.
Lower attaining pupils were making good progress in their classwork. A majority of
pupils listened attentively and responded well to teachers’ instructions and
explanations. Pupils spoke enthusiastically about books they had read, personal
interests and experiences. However, their skills in listening and responding to each
other, in groups, were too limited. Almost all pupils read for pleasure and could talk
enthusiastically about books they had read and their favourite authors. Pupils at all
stages were able to write at an appropriate level for a variety of purposes and
audiences. Higher attaining pupils were capable of tackling more challenging and
varied writing tasks.
Mathematics
The overall quality of pupils’ attainment in mathematics was adequate. Attainment had
shown an improving trend in recent years. All pupils at the early stages were attaining
appropriate national levels earlier than might normally be expected. However, this
progress was not sustained as pupils progressed through the middle and upper stages.
A majority of pupils at the middle and upper stages were achieving appropriate national
levels of attainment. Pupils were not provided with sufficient challenge, particularly at
the upper stages. Those with additional support needs were making good progress.
Most pupils at the middle stages were developing appropriate skills in using computers
to handle data and could interpret information with confidence. At the early stages,
pupils showed good understanding of number and by P3 could perform written
calculations with accuracy. At the upper stages pupils needed more practice in oral
interactive activities to improve their mental calculation skills. By P7, most pupils had
a good understanding of the properties of three-dimensional shapes and were confident
in working with angles. Most pupils throughout the school were involved in regular
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problem solving activities and were aware of the range of strategies which they could
use to tackle problems.
5. How well are pupils supported?
The school had very good arrangements in place to ensure the care and welfare of
pupils. Staff knew pupils very well and were sensitive to their social, emotional and
physical needs. They had a clear understanding of the school’s child protection and
anti-bullying procedures and followed these appropriately. Pupils felt safe in the
school and were confident that they could discuss sensitive issues with staff. Staff had
introduced a successful playground initiative in which pupils from the upper stages of
the school helped younger pupils. This supported the school’s anti-bullying approaches
and encouraged physical activity. Health promoting activities included the provision of
free fresh fruit for all pupils. Pupils also had access to a breakfast club.
Overall, teachers gave good help to pupils in their class. They often took effective
steps, such as grouping pupils by levels of attainment or using additional resources, to
meet the differing needs of pupils in their classes. Pupils receiving additional support
were making good progress in their learning. However, teachers did not always
provide appropriately challenging activities for higher achieving pupils. The recently
appointed acting principal teacher gave very good support to pupils who were
experiencing difficulties with their classwork. She managed individualised educational
programmes (IEPs) well and provided teaching staff with helpful advice. There was
scope for other pupils to benefit from IEPs. The school worked effectively with staff
from other agencies, such as speech and language therapy and psychological services,
to assist pupils with additional support needs. However, the school’s existing provision
was not always adequate or deployed well to best meet the needs of those pupils with
very significant additional support needs.
6. How good is the environment for learning?
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Aspect
Comment
Quality of
accommodation
and facilities
The quality of accommodation was weak. Externally, the
building was in a poor state of repair. The plasterwork and
window frames needed attention. Internally, there were
several parts of the school that required redecoration. The
pupils’ toilets, in several areas, did not have effective locks.
Security arrangements needed to be reviewed. Although the
school building itself was accessible to disabled users, a path
from the school car park to the main building was not
accessible for wheelchair users. The poor quality and
appearance of the building detracted from the positive ethos
that staff were seeking to establish within the school.
Aspect
Comment
Climate and
relationships,
expectations
and promoting
achievement
and equality
Staff had created a welcoming, caring and supportive
climate for learning. Morale amongst staff was high. Staff
and pupils identified strongly with the school and were
proud to be associated with it. Most pupils were polite, well
behaved, and cooperative with teachers and with each other.
However, in most classes, a few pupils lacked appropriate
motivation and their behaviour affected their own learning
and that of other pupils. Teachers promoted achievement
through the regular use of praise and incentives for good
work, effort and good behaviour. Most pupils responded
well to teachers’ high expectations. Weekly school
assemblies provided appropriate opportunities for religious
observance, promoting positive behaviour and highlighting
pupils’ efforts and achievements. Pupils were developing
tolerance for others and a good awareness of race equality.
The school had implemented successful strategies to
increase pupils’ attendance, although there was scope for
further improvement.
Partnership
with parents
and the
community
The school’s links with parents, the School Board and the
community were very good. Parents particularly valued the
headteachers ‘open door’ policy and felt very welcome in
the school. The School Board was supportive and members
had been working with the education authority to seek
improvements to the school accommodation. The recently
formed PTA had arranged a successful fair, raising funds for
the school. Parents were kept well informed about pupils’
progress and achievements through newsletters, parents’
evenings and bi-annual reports. Teaching staff provided
parents with regular class newsletters containing information
about forthcoming topics and homework. The school
consulted parents appropriately on sensitive health issues
such as relationships and sexual health. The school had
developed very effective links with the local community.
Pupils provided Christmas and harvest entertainment for
local elderly people. Visitors and community groups,
including community police officers and the local chaplain,
made valuable contributions to the curriculum and enriched
pupils’ learning experiences.
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7. Improving the school
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Yoker Primary School had a number of strengths. The school’s curriculum was broad and
balanced and the quality of teaching was good, with some very good examples of
interactive teaching at all stages. All staff were highly committed to the school and to the
care and welfare of the pupils. Attainment in English language and mathematics was
improving. Parents and the wider community were working well with the school. The
school had a significant number of pupils with additional support needs. Arrangements for
such pupils required to be improved to ensure well-targeted support that clearly addressed
pupils’ specific learning needs. Teachers needed to improve the pace of learning for all
pupils, particularly higher achieving pupils.
The school had experienced significant changes in staffing in recent years. Almost all
teaching staff, including the headteacher, and a majority of support staff, were
relatively new to the school. In her year and a half in post, the headteacher had quickly
identified areas for improvement and had taken positive action to track the progress of
pupils and to discuss attainment with teachers. She had developed a coherent approach
to implementing the curriculum across the school. The headteacher had developed very
positive relationships with parents, pupils and staff and had earned their confidence and
respect. Working with staff, she had introduced a number of improvements in learning
and teaching and was leading the school in raising pupil attainment. The headteacher
was well supported by the acting principal teacher. Though only a few weeks in post,
the acting principal teacher managed her remit well and contributed effectively to the
running of the school. She provided a very good teaching role model for staff. The
headteacher used a range of procedures to monitor and evaluate the work of the school.
These included regular monitoring of teachers’ plans and a questionnaire to parents
regarding the work of the school. She needed to reinstate the practice of systematic
sampling of pupils’ work and more regular observations of teaching and learning.
Teachers were appropriately involved in consultation on the school’s development
priorities and more generally about key decisions in the school. They had agreed an
appropriate range of development activities and demonstrated willingness to rise to the
challenge of continuous improvement. The headteacher and staff were therefore well
placed to continue to take the school forward.
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Main points for action
The school and the education authority should take action to ensure further
improvement in the work of the school and to raise achievement for all its pupils. In
doing so, they should take account of the need to:
•
improve the pace and challenge for all pupils, particularly higher achieving
pupils;
•
continue to raise pupils’ attainment;
•
address the accommodation issues identified in this report;
•
improve the provision for pupils with additional support needs; and
•
establish more rigorous approaches to monitoring and evaluating classroom
practice and tracking pupils’ progress.
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. Within two years of the publication of this report parents will be
informed about the progress made by the school.
Peter Carpenter
HM Inspector
2 May 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
good
adequate
adequate
adequate
How well are pupils supported?
Pastoral care
Meeting pupils’ needs
very good
adequate
How good is the environment for learning?
Accommodation and facilities
Climate and relationships
Expectations and promoting achievement
Equality and fairness
Partnership with parents, the School
Board, and the community
Improving the school
Leadership
Self-evaluation
weak
good
good
good
very good
good
adequate
This report uses the following word scale to make clear judgements made by
inspectors:
excellent
very good
good
adequate
weak
unsatisfactory
8
excellent
major strengths
important strengths with some areas for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
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 headteacher and staff made
them feel welcome and kept them
well informed.
• Staff showed care and concern for
their children and treated them
fairly.
• The school explained how they
could support their child with
homework.
• Staff told them about their
children’s strengths and weakness.
•
What pupils thought the school did
well
What pupils think the school could
do better
•
•
•
•
•
The school helped them keep
themselves safe and healthy.
Teachers checked their homework
carefully.
Staff gave them a say in
improving the school.
Staff supported them if they were
upset and listened to what they
had to say.
The school building was not well
maintained.
The behaviour of a few pupils
could be improved.
What staff thought the school did
well
What staff think the school could
do better
•
•
Staff enjoyed working in the
school and were positive about all
aspects.
There were no significant issues.
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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 Services, 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.
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
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thereof are stated.
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