Inchture Primary School
Perth and Kinross Council
25 March 2008
Contents
Page
1.
The inspection
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2.
Continuous improvement
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3.
Progress towards meeting the main points for action
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4.
Conclusion
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How can you contact us?
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1. The inspection
HM Inspectorate of Education (HMIE) published a report on the inspection of Inchture
Primary School in April 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 carried out an interim inspection visit in December 2006 and published an
interim inspection report in March 2007. HM Inspectors revisited the school in January 2008
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 and the education authority had worked very well to improve pupils’ experience.
Since the publication of the interim inspection report in March 2007, the acting headteacher
had been appointed to the school on a permanent basis. The headteacher had ensured that
there was now a clearer focus on improvement and outcomes for pupils. She had been very
well supported by most staff, parents and the education authority. The school had been very
effective in addressing the main points for action. The overall quality of attainment and
learning and teaching had improved. There was a significant improvement in the behaviour
and attitudes of pupils. Staff were now making more effective use of the school’s
accommodation.
Working with all teaching and support staff, the headteacher had successfully led
improvements in all aspects of school life. Pupils now had appropriate learning experiences
and the school’s reputation in the community had improved. Parents now received better
information about the school and were more involved in their children’s learning. The Parent
Council had organised social and fund raising activities. The school had raised attainment
and extended pupils’ wider achievements. Out-of-school hours learning activities had
increased and the school now had an active pupil council. Commendably, the school worked
closely with a number of its associated primary schools. This liaison allowed staff and pupils
to work with their peers from other communities and share and develop their skills. Pupils
were working on joint literacy and enterprise activities. The school had shared their success
in the ‘play and learning’ initiative with colleagues across Perth and Kinross. Images of
learning in the school had been used in a national Curriculum for Excellence publication.
Overall, most staff had made a strong and successful commitment to continuous
improvement.
3. Progress towards meeting the main points for action
The initial inspection report published in April 2006 identified five 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.
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3.1
Improve pupils’ behaviour and attitudes to learning.
The school had made very good progress with this main point for action.
After consultation with pupils, parents and staff, the school had put in place a new behaviour
policy with much clearer expectations and appropriate rewards and sanctions. Pupil
behaviour and attitudes to learning had greatly improved. There was a purposeful and calm
atmosphere. The headteacher had a positive presence around the school and was supportive
to all staff. She had effectively involved a range of services, including the Educational
Psychology Service, in supporting pupils, and in providing appropriate training for staff. The
morale of pupils and staff was high. The relationships between staff and pupils had improved
considerably in most classes. Improvements to the curriculum, and learning and teaching had
also contributed to meeting this main point for action. The use of praise and good quality
feedback to pupils about what they needed to do to improve their work was not yet consistent
enough across the school. Most pupils were more positive about learning and enjoyed the
more collaborative, active approaches. Pupils in the upper stages talked confidently about
the new approaches to learning that staff had introduced. The headteacher recognised the
need for continued action to extend high quality learning, teaching and promotion of positive
behaviour consistently across all stages.
3.2
Improve pupils’ attainment.
Very good progress had been made with this main point for action.
Staff had worked very well to raise attainment. Pupils’ attainment had improved in all
aspects of English language and mathematics. Across the school, most pupils had attained
appropriate national levels of attainment in English language and mathematics. Assessment
information showed this improvement was likely to continue. Boys’ attainment had
improved significantly. The majority of pupils now achieved appropriate national levels
earlier than expected for their age and stage. Staff had raised their expectations of what
pupils could achieve, and pupils now produced better presented work of a higher standard.
Overall, improvements in planning, programmes of study, learning, teaching, approaches to
behaviour management and the monitoring of pupils work had helped to raise pupils’
attainment in English language and mathematics.
3.3
Improve arrangements for continuity and progression in pupils’ learning
in English language.
The school had made very good progress in addressing this main point for action.
Staff had introduced a new programme which helped provide better progression and coverage
of all aspects of English language. Approaches to planning, learning and teaching in English
language were now clear and consistent across all stages. The allocation of teaching time for
English language had increased. Staff had regular meetings with the headteacher to review
new approaches and to track pupils’ progress. Teachers now knew what the headteacher
expected of them in teaching English language. Through a range of staff development
opportunities, they had gained confidence in developing pupils’ skills in writing and provided
pupils with better learning experiences. The pupils liked the new approach and were able to
talk more confidently about their language development and in P6/P7 about their favourite
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authors. Across the school a number of pupils could explain what they needed to do to
extend their written work to achieve at a higher level.
3.4
Improve the use of assessment information to identify the next steps in
pupils’ learning and improve their learning experience.
The school had made good progress in addressing this main point for action.
Staff had strengthened their approaches to using assessment of pupils’ progress in planning
lessons. As a result, there was now a clear and more reliable record of individual progress,
identified needs and next steps for learning. The school was making effective use of the
education authority’s system for tracking progress. All staff engaged in regular discussion
with the headteacher about each pupil’s progress and next steps. Together, they analysed
attainment information to monitor progress and identify any pupils needing additional
support or challenge. The headteacher now also used assessment information to deploy
support for learning staff to help pupils most in need of assistance. Appropriate professional
development had enabled most staff to make more confident use of a wider range of teaching
and assessment strategies. These strategies included more effective sharing of learning
targets with pupils, giving pupils a focus on the purpose of their learning activities. Most
staff were beginning to give pupils good feedback on the quality of their work. Pupils,
particularly in the early stages, now had more opportunities to work together, and experience
active learning. The school should continue to strengthen learning and teaching and extend
the good practice in the nursery and early stages across the school.
3.5
Improve the use of accommodation.
The school had made very good progress in addressing this main point for action.
The headteacher and all staff had significantly improved its use of accommodation. The
school was welcoming to visitors and provided pupils with a bright learning environment.
Staff were now making effective and creative use of open areas. Pupils’ work was well
displayed around the school. Nursery and early stage classes made daily use of the
well-planned and resourced areas for active play and learning. A better layout allowed pupils
to move easily between the nursery and early primary classroom. Effective use of space
enabled support staff and teachers to work more flexibly with small groups of pupils and
individuals. The local authority had adapted an area to include a disabled toilet. Staff
continued to develop outdoor play. The school made daily use of the hall area for physical
education (PE), drama and as a dining space. To meet the needs of the pupils better, and to
widen their experience of PE, the school now made regular use of the gymnasium at
Menzieshill High School in Dundee. The newly formed Parent Council was working with
the school to consider further improvements to the accommodation.
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4. Conclusion
Overall, the school and the education authority had made very good progress in addressing
the main points for action in the original 2006 inspection report. Staff had significantly
improved their approaches to planning and delivering lessons, assessing pupils’ progress and
managing pupils’ behaviour. Under the effective leadership of the headteacher, supported by
the education authority, the school had significantly increased its capacity for continuous
improvement. HM Inspectors will make no further visits to the school in connection with the
2006 inspection report.
Susan Duff
HM Inspector
25 March 2008
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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 Executive
Director of Education and Children’s 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, T1 Saughton House, Broomhouse Drive, Edinburgh
EH11 3XD or by telephoning 0131 244 8293. 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.
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