Keills Primary School and
Nursery Class
Islay
Argyll & Bute Council
6 May 2008
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’ learning needs met?
4
6. How good is the environment for learning?
5
7. Leading and improving the school
7
Appendix 1 Indicators of quality
9
Appendix 2 Summary of questionnaire responses
10
Appendix 3 Good Practice
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1. Background
Keills Primary School and Nursery Class were inspected in February 2008 as part of a
national sample of primary and nursery education. The inspection covered key aspects
of the work of the school at all stages. It evaluated nursery children’s and pupils’
achievements, the effectiveness of the school, the environment for learning, the
school’s processes for self-evaluation and innovation, and its capacity for
improvement. There was a particular focus on attainment in English language and
mathematics.
HM Inspectors examined the quality of the children’s experience in the nursery, pupils’
work and interviewed groups of pupils, including the pupil council, and staff.
Members of the inspection team also met the chairperson of the Parent Council,
representatives from the local community and a group of parents 1.
The school serves the village of Keills and the surrounding area. At the time of the
inspection the roll was 35, including 4 children in the nursery class. The proportion of
pupils who were entitled to free school meals was below the national average. Pupils’
attendance was above the national average.
2. Key strengths
HM Inspectors identified the following key strengths.
•
Confident and enthusiastic children and pupils who actively engaged in the life
of the school.
•
High quality pastoral care and the inclusive ethos.
•
Caring and courteous pupils and their contributions to school improvement.
•
Positive and productive partnerships with parents and the wider community.
•
Impact of the newly appointed headteacher on improving the school.
1
Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and
carers who are relatives or friends.
1
3. What are the views of parents, pupils and staff?
HM Inspectors analysed responses to questionnaires issued to all parents, P4 to P7
pupils, and to all staff. Information about the responses to the questionnaires normally
appears in an Appendix 2. However, as there were fewer than five responses from
staff, in order to maintain confidentiality, only the analyses for parents and pupils are
provided. HM Inspectors also interviewed staff, parents and pupils during the
inspection. The following is an analysis of the views expressed by staff, parents and
pupils.
Parents were very positive about the work of the school and nursery class. They
thought that their children enjoyed school and that staff made them feel welcome and
knew their children well. They thought that the school had a good reputation in the
local community and that it was well led. A few thought that the accommodation could
be improved. All pupils enjoyed being at school. They believed that teachers listened
to them and that they were able to influence the life and work of the school. They felt
that the behaviour of other pupils was good and that they got on well with one another.
All staff enjoyed working in the school. They thought that communication was good
and that they were suitably involved in the decision making processes. In particular,
they highlighted pupils’ enthusiasm for learning and the celebration of pupils’
successes as positive features.
4. How good are learning, teaching and achievement?
Pupils’ learning experiences and achievements
Children in the nursery experienced a very good range of stimulating activities across
the curriculum and were involved in planning and directing their own learning. Across
the primary stages, the overall quality of the curriculum was good. The school had
recently introduced an initiative to study topics in depth involving a range of curricular
areas. For example, pupils at P1 to P4 used their study of birds to extend their skills in
language, measurement, use of information and communications technology (ICT) and
music. As part of their study on earth in space, pupils at P5 to P7 developed a range of
skills including writing, science, music and art and design. These developments had
already contributed positively to engaging pupils’ interest. Staff placed an appropriate
emphasis on health promotion and pupils were actively encouraged to adopt healthy
lifestyles. All pupils benefited from two hours of physical education each week, in line
with national recommendations. Staff did not always make sufficiently effective use of
available teaching time each day and this was hampering pupils’ progress. They made
good use of visits and visitors to enhance pupils’ learning. Staff had begun to develop
productive links between the nursery and primary classes including regular active play
activities for nursery children with pupils at P1. The overall quality of teaching was
good. In the nursery, the quality of interaction between staff and children was very
high. In nursery and primary classes, staff used successfully a range of approaches to
engage and motivate children. They consistently shared the purpose of activities and
reviewed progress with children in the nursery class. However, this good practice was
less well developed in the primary classes. In the primary classes, teachers explained
new work clearly. Overall, they used questioning effectively to encourage pupils to
express their views, offer explanations and to develop their understanding. Homework
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was well planned and included opportunities for pupils to undertake independent
research.
In the nursery, children were highly motivated and took responsibility for their
learning.
At the primary stages, the overall quality of pupils’ learning experiences was good.
Pupils were very enthusiastic learners and worked conscientiously on tasks and
activities. They were well behaved and worked together very purposefully in small
groups. Across the school, a few pupils were not making appropriate progress from
their prior levels of attainment. Learners were engaged actively on a range of practical
tasks. For example, in the nursery, children learned about the natural world through
regular visits into forested areas. They designed and made trees with natural materials.
Pupils at P5 to P7 cut up fruit to make fruit salad to share with all pupils in the school
as part of a lesson on fractions. Overall, ICT was well used by pupils to support their
learning. Children in the nursery followed instructions on the computer and recorded
their achievements through taking and printing digital photographs. Pupils at P1 to P4
used databases as part of their research on birds. Teachers had begun to provide pupils
with high quality feedback on their writing so that pupils could take responsibility for
improving their work. This good practice had yet to be extended to other curriculum
areas.
The school promoted effectively personal and social development in both the nursery
and primary and helped learners to develop their wider achievements. In the nursery,
children were making very good progress in sharing and cooperating with one another.
They had made a book of favourite songs. They moved independently and confidently
around the school and contributed enthusiastically at assemblies. At the primary
stages, pupils spoke with pride and confidence about their role in the decision-making
process and in planning for improvement through the pupil council. They had
contributed to deciding priorities for renovations to the school building. Pupils had a
good understanding of environmental issues and were working with community
partners to improve the school environment. Pupils at all stages were developing a
sound awareness of global citizenship through their study of The Gambia and links
with UNICEF. Pupils had developed teamwork and problem solving skills through
helping to organise the pantomime and school concerts. They had contributed
successfully to health promotion activities and this had been recognised with a national
award. All pupils engaged enthusiastically in Scottish country dancing.
English language
In the nursery, children’s progress in communication and language was very good. They
talked confidently and listened attentively to adults and to one another. Children enjoyed
listening to stories and were able to recall and describe specific details. All were able to
recognise their name and most practised their early writing skills enthusiastically during
play. Older children were beginning to write their own name. At the primary stages, the
overall quality of pupils’ attainment in English language was adequate. Overall, the
majority of pupils attained appropriate national levels in reading and writing. At all stages,
a few pupils were capable of attaining higher standards. Recent developments within the
writing programme had already contributed to a slight improvement in pupils’ interest and
attainment. Pupils with additional support needs were well supported and making steady
progress. Throughout the school, pupils listened well to adults and to one another. They
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expressed themselves clearly and confidently. Pupils, particularly those at P5 to P7,
contributed well to small group and class discussions. At all stages, pupils had responded
positively to the school’s approaches to promoting reading and they read well and with
understanding for a variety of purposes. They could describe confidently the key features
of a book and demonstrated good knowledge about language. Pupils were developing their
skills in writing for a range of purposes. They showed a sound understanding of
punctuation and grammar. The quality of their presentation in written work was variable.
Mathematics
In the nursery, children were making very good progress with number. As part of a
regular baking activity, they weighed and measured ingredients. They were becoming
familiar with the use of money by selling their baking to older pupils in the school. In
the primary classes, the overall quality of pupils’ attainment in mathematics was
adequate. Attainment had shown recent signs of improvement and about half of pupils
achieved appropriate national levels of attainment. A few pupils, notably at the middle
stages, were capable of learning at a faster pace and achieving higher standards. A few
pupils with additional support needs were making appropriate progress in their
learning. Across the school, pupils were engaged in practical activities and worked
well together in groups. At all stages, they could collect, present and interpret
information using an appropriate variety of graphs and charts. Throughout the school,
pupils used databases to handle information efficiently. Pupils at P5 to P7 used
spreadsheets effectively in a range of different contexts within the curriculum. Most
pupils performed well in written and mental calculations and were developing a sound
understanding of money and time. However, their skills in using fractions were less
well developed. Their knowledge of angles and the properties of shape was
inconsistent across the school. At all stages, pupils were developing good skills in
problem-solving and enquiry.
5. How well are pupils’ learning needs met?
Staff in the nursery successfully planned and assessed children’s learning needs. They
identified clearly next steps in learning and provided appropriately challenging learning
experiences. As a result, children’s learning needs were well met. Across the primary
stages, most tasks and activities were appropriate and well-targeted but a few did not
develop pupils’ learning sufficiently well. A few pupils at all stages were capable of
tackling more challenging tasks. The pace of learning was too slow and as a result, a
few pupils were not reaching appropriate levels of attainment. Staff and the area
network support teacher (ANST) worked well together to identify and support pupils
who had additional support needs. The ANST provided very good support for the
small number of pupils who had co-ordinated support plans and individualised
educational programmes. These programmes had appropriate short- and long-term
learning targets and were reviewed regularly. Staff kept parents informed about their
child’s progress. Support assistants made very positive contributions to supporting
individuals and groups of pupils throughout the school. The school had developed
effective links with outside agencies to support pupils and meet their learning needs.
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6. How good is the environment for learning?
Aspect
Comment
Care, welfare
and
development
Staff promoted a strong culture of care in the nursery and
primary, reflected in their very good relationships with
learners. Nursery staff provided an individualised plan to
enable the youngest children to become familiar with their
new setting. All nursery and primary staff followed well
established procedures relating to pupils’ safety and
well-being, including child protection and early morning
attendance checks. They were caring and committed and
knew pupils and their families well. They were sensitive to
pupils’ social and emotional needs, especially those of more
vulnerable pupils. Pupils enjoyed being at school and said
that they felt safe and well cared for. They believed that the
school listened to their views. Transition arrangements
between the nursery and school were well established and
very effective. Induction arrangements for pupils at P7
transferring into S1 at Islay High School were well planned.
Staff gave a high priority to pupils’ wellbeing and healthy
lifestyles. The pupil council had contributed to initiatives
which promoted healthy eating and increased physical
activity. As part of its approaches to pupils’ personal and
social development, the school promoted personal safety
and included an appropriate emphasis on alcohol and
substance misuse, internet safety and personal relationships.
Management
and use of
resources and
space for
learning
The headteacher and staff had worked very hard to create a
well-organised and stimulating environment for learning. Staff
made effective use of the limited space available for learning,
including the hall. The nursery playroom was very well
resourced and stimulating. Outdoor areas were used well for
play and socialising. Pupils’ work was effectively displayed
across various areas of the school, including the nursery. The
available work space for the headteacher was insufficient. The
education authority had identified a number of weaknesses in the
accommodation, including pupil toilets and variable levels of
heating and ventilation in classrooms. Improvements including
the installation of electronic whiteboards were scheduled to
begin this session. Building security arrangements were
appropriate and applied consistently. Access within the school
was suitable for those with restricted mobility.
5
6
Aspect
Comment
Climate and
relationships
expectations
and promoting
achievement
and equality
and fairness
The nursery and primary classes had a positive and inclusive
ethos. Visitors to the school were made to feel very
welcome. Staff, parents and pupils identified very strongly
with the school. Morale amongst staff and pupils was high
and relationships between pupils and staff were very good.
All staff worked well together to provide pupils with
positive learning experiences. In the nursery, staff, children
and parents shared high expectations for learning and
achievement. At the primary stages, staff set appropriate
expectations of behaviour, effort and attendance. For a few
pupils, teachers’ expectations of attainment were not high
enough. Staff used praise effectively to encourage and
motivate pupils. Pupils’ achievements were shared and
celebrated through colourful displays, newsletters and at
assemblies. The school promoted actively a sense of
equality and fairness. At all stages, pupils felt their views
on school improvements were valued and they took their
responsibilities seriously. The school used successfully a
range of approaches to promote racial, cultural and religious
diversity and attitudes of tolerance. There were regular
opportunities for religious observance.
The school’s
success in
involving
parents, carers
and families
Partnerships with parents and the local community were
very good. The school had involved successfully all parents
in the life and work of the school and nursery. For example,
they helped willingly to produce shows and concerts and
contributed to developing the school vision. They attended
events in the school and undertook a range of fund-raising
activities. The Parent Council provided strong support, for
example, in sharing parents’ views on the use of personal
learning planning for pupils. Staff consulted parents
effectively about a range of issues including the aims of the
school and the teaching of sensitive health issues. Parents
believed that they were kept well informed about the work
of the school and about their children’s progress. They felt
that the school responded positively to concerns raised.
Pupils benefited from the school’s links with community
organisations and local businesses, for example in the
development of grassed play areas. Staff had developed
strong links with other schools in the local area and in Jura,
and with educational support agencies.
7. Leading and improving the school
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Keills Primary School and nursery class provided a very caring and inclusive environment
for learning. The high quality of pastoral care and the commitment of all staff ensured that
children and pupils felt secure, happy and valued. In the school and nursery, children were
confident and eager to take responsibility for aspects of their learning. At the primary
stages, the quality of teaching and learning experiences was good. Pupils’ attainment in
English language and mathematics was adequate but was showing signs of improvement.
There was scope to improve attainment further by providing pupils with greater challenge
and improving the pace of lessons. The school benefited from strong support from parents
and the wider community.
At the time of the inspection, the headteacher had been in post for around five months. She
had a clear vision and ambitions for the school and had successfully shared these with
pupils, parents and staff. Well-judged changes to the curriculum had improved pupils’
learning and begun to raise standards of attainment. The headteacher had fostered
productive team working amongst pupils and staff through, for example, active play
activities for children in the nursery and at P1. Her approaches to introducing personal
learning planning for pupils had strengthened further the close links between home and
school. She had gained the respect of staff and the local community. She now needed to
provide appropriate challenge and support to continue to improve the work of the school
and develop further leadership skills in staff. The headteacher had sought successfully the
views of pupils, parents and staff and made effective use of the information gathered to
develop her vision for the school. The views of the pupil council had contributed to
planned improvements to the school accommodation. The headteacher monitored the work
of teachers systematically, for example through reviewing teaching plans and sampling
pupils’ work. There were early signs that tracking of pupils’ progress was contributing to
improving pupils’ attainment. However, these arrangements were not yet sufficiently
rigorous and had not led to improvements in the overall pace of learning. Although, the
headteacher and staff had begun to review the effectiveness of the school’s approaches to
self-evaluation, teachers were not yet engaged fully in improving the learning experience
and attainment of all pupils. With continued support from the education authority, the
school had capacity to continue to improve.
Nursery staff were fully aware of the implications of “The Scottish Social Services
Council” and registration was underway. At the last Care Commission inspection of the
nursery class there were no recommendations and no requirements.
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Main points for action
The school and education authority should take action to improve pupils’ attainment,
learning, self-evaluation and the leadership role of staff. In doing so they should take
account of the need to:
•
meet the needs of learners more effectively by improving the pace of learning,
level of challenge and pupils’ attainment in English language and
mathematics;
•
involve staff in using self-evaluation to develop approaches to improving the
school;
•
continue to develop the capacity of staff as leaders of learning; and
•
continue with plans to improve the accommodation.
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.
Eleanor Harkness
HM Inspector
6 May 2008
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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?
The curriculum
Teaching for effective learning
Learners’ experiences
Improvement in performance: English language
Improvement in performance: mathematics
good
good
good
adequate
adequate
How well are pupils’ learning needs met?
Meeting learning needs
adequate
How good is the environment for learning?
Care, welfare and development
Management and use of resources and space for learning
The engagement of staff in the life and work of the school
Expectations and promoting achievement
Equality and fairness
The school’s success in involving parents, carers and
families
Leading and improving the school
Developing people and partnerships
Leadership of improvement and change (of the
headteacher)
Improvement through self-evaluation
very good
adequate
good
good
very good
very good
good
good
adequate
This report uses the following word scale to make clear judgements made by
inspectors:
excellent
very good
good
adequate
weak
unsatisfactory
outstanding, sector leading
major strengths
important strengths with some areas for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
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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
•
•
•
•
•
•
There were no significant issues.
What pupils thought the school did
well
What pupils think the school could
do better
•
•
•
•
•
•
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The school had a good reputation
in the local community.
Pupils and children enjoyed being
at school and the nursery.
Information about their child’s
progress and achievements was
helpful.
Staff made them feel welcome and
responded promptly to any matters
of concern raised.
The school was well led.
They enjoyed being at school and
felt well looked after.
Teachers explained things clearly
and told pupils when they did
things well.
The school helped to keep them
safe and healthy.
Pupils’ behaviour was good and
they all got on well with each
other.
The school listened to what they
had to say and that they were able
to contribute to improvements in
the school.
There were no significant issues.
Appendix 3 Good practice
In the course of the inspection, the following aspects of innovative and effective
practice were evaluated as being worthy of wider dissemination.
An interdisciplinary approach to health promotion.
Physical health was the main focus of a whole school interdisciplinary topic in the
final term last session. All pupils were actively engaged in a range of activities in
mathematics, ICT, physical education, and personal, social and health education. All
pupils now have water bottles. Children from the nursery and pupils from the
primary work together to provide ‘healthy tuck’ at playtimes. This session, social
health was a major feature of Iona Boy, a cross curricular topic for pupils at P5 to P7.
This contributed to developing pupils’ skills, including in religious and moral
education, social subjects, art and design and writing. Pupils at all stages were
involved in planning the preparation of the school grounds for spring and the
purchasing of resources to develop further outdoor play to complement the focus on
social health. To contribute to raising pupils’ social confidence and self-esteem, they
planned and hosted a Halloween party and St Andrew’s day concert.
There have been a number of benefits to the pupils and children as learners. They are
becoming more confident in working together and are developing a ‘can do, will do’
attitude. By becoming more willing to try and see failure as being a part of the
process to success, pupils are developing resilience.
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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
Community 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, Ground Floor Suite, Unit 7, Blair Court, Clydebank
Business Park, Clydebank G81 2LA or by telephoning 0141 435 3550. 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 primary inspections, you should write in
the first instance to Chris McIlroy, HMCI, at 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
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