Inchture Primary School
Interim follow-through
Perth & Kinross Council
20 March 2007
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) inspected Inchture Primary School in January 2006
and published a report on the inspection in April 2006. The report indicated that HM
Inspectors would engage with the school and the education authority in monitoring progress
and would publish an interim report within one year of the publication of the original report.
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 follow-through visit to the school in December 2006.
The team assessed the extent to which the school was continuing to improve the quality of its
work, and evaluated progress made in responding to the main points for action in the initial
report.
2. Continuous improvement
To enable the school to move forward, the education authority had appointed an acting
headteacher in April 2006, provided additional staff and taken appropriate action to
strengthen aspects of early years provision. The acting headteacher had given staff
constructive support and direction. Communication with staff and parents was better.
Parents and the school board were receiving more regular accurate information about the
work of the school. A wider range of clubs, a more active pupil council and fundraising for
charity had all given pupils more opportunities to achieve. These steps had all helped raise
staff morale. There had been significant additional staff changes since the inspection. The
former headteacher had resigned and the principal teacher was absent at the time of the
follow-through inspection visit.
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.
3.1
Improve pupils’ behaviour and attitudes to learning.
The school was taking positive action to address this main point for action.
Staff and pupils had agreed a clearer framework of expectations for behaviour and how to
reward positive behaviour. They valued the acting headteacher’s clear and consistent
response when pupils’ behaviour was inappropriate. Pupils appreciated the security of
clearer rules and being able to earn recognition such as ‘Star of the Week’ and rewards.
Support staff received clear guidance and worked well with individual pupils. Support
services also worked well with pupils who needed help to manage their behaviour. Overall
there were fewer times when the acting headteacher had to intervene to improve behaviour.
However, there was still disruption to learning due to behaviour. With a brisker pace, more
appropriate challenge, assertive use of praise and more opportunities for pupils to be active
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and collaborate, the school could improve learning and behaviour. The school had made a
positive start and was working on further improving both behaviour and attitudes to learning.
3.2
Improve pupils’ attainment.
The school had made a start to addressing this main point for action.
The acting headteacher had reintroduced regular meetings with teachers to identify what they
had taught, review pupils’ progress and plan next steps. Staff had made a promising start to
establishing appropriate expectations, initially for aspects such as spelling and handwriting
and the range of writing to be covered. Clear expectations had still to be put in place for
other key aspects. Increasingly teachers were sharing with pupils what was to be learned and
how to be successful with key tasks. Pupils were clear about what they needed to do to
improve their behaviour, effort, and handwriting. They were not yet clear enough about how
to improve the quality of their work. The school recognised that there was still much to do to
enable all pupils, including boys and of pupils with additional support needs, to attain in line
with their potential. Staff were working to raise attainment further.
3.3
Improve continuity and progression in pupils’ learning in English
language.
The school had made an appropriate start on this main point for action.
The school had introduced agreed resources which staff used to give consistent attention to
spelling and handwriting. The acting headteacher involved staff in regular meetings which
established what pupils had covered and what they needed to do next to make progress. The
school with support from the education authority was about to provide staff with clearer
advice on planning and programmes to develop pupils’ skills to enable them to achieve to
their potential. Teachers’ plans, records of progress and lessons were not yet clear enough to
improve continuity and progression in pupils’ learning in English language. Teachers did not
yet have enough practical advice linked to agreed resources to build consistently on prior
learning.
3.4
The use of assessment information to identify the next steps in pupils’
learning and improve the learning experience.
The school was taking positive action to address this main point for action.
The school had started to use the education authority’s new system for tracking pupils’
progress. Staff made appropriate use of assessment to identify appropriate groups for pupils
to work on mathematics and reading, and to deploy support staff to help pupils with
additional support needs. The acting headteacher was appropriately working with staff to
help them to be more accurate in assessing pupils’ progress and identifying next steps in
learning. There were positive examples of appropriate use of feedback to help pupils
understand how to improve their work. Teachers were working to extend effective uses of
assessment to adapt the pace and challenge of learning to meet pupils’ needs.
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3.5
Improve the use of the accommodation as highlighted in the report.
The school had taken successful steps to address this main point for action.
The school was now more welcoming for visitors and a more attractive environment for
learning. Staff had created more space for learning by removing out-of-date resources and
furniture. As a result, the hall was more spacious which enabled pupils to enjoy more
energetic physical education, dance and drama. Staff had been able to use accommodation
more flexibly and had created a general purpose room with computers. Pupils were
contributing ideas to keep improving their school, for example by deciding on colour
schemes for redecoration. The education authority was about to install a disabled toilet with
changing facilities.
4. Conclusion
With education authority support, the school had made a productive start to tackling the main
points for action. The acting headteacher had taken well-judged action to strengthen the
school and was working with staff to build the school’s capacity for further improvement.
HM Inspectors will make a further visit to evaluate the school’s progress and will report to
parents by April 2008.
Frances Corcoran HMI
District Inspector
20 March 2007
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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 & 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 Spur Saughton House, Broomhouse Drive,
Edinburgh, EH11 3XD or by telephoning 0131 244 8079. Copies are also available on our
website: www.hmie.gov.uk.
HMIE Feedback and Complaints Procedure
If you wish to comment about follow-through inspections
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
Hazel Dewart, Business Management Unit, HM Inspectorate of Education, Second Floor,
Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.
A copy of the HMIE Feedback and Complaints Procedure leaflet 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
(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 2007
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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