Lady Alice Primary School
Greenock
Inverclyde Council
10 October 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
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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
Lady Alice Primary School was inspected in June 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 inspection team also evaluated aspects of the school’s progress in implementing
national recommendations related to improving aspects of school meals provision.
The school serves the south west of Greenock. At the time of the inspection the roll
was 274, including 40 children in the nursery class. The proportion of pupils who were
entitled to free school meals was well above the national average. Three pupils also
attended Glenburn School on a part-time basis. Pupils’ attendance was in line with the
national average.
The work of the nursery class was not included in this inspection.
2. Key strengths
HM Inspectors identified the following key strengths.
•
Polite, well behaved pupils and their enthusiasm for learning.
•
Pupils’ knowledge about health promotion and their awareness of ecological
issues.
•
Staff commitment to pupils’ care and welfare.
•
Partnerships with parents and the local community.
•
Impact of leadership on the school’s partnerships and its climate and
relationships.
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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 very positive about the school and thought it had a good reputation in the
community. They felt well informed about their child’s progress and appreciated the
care and concern staff showed their children. Almost all pupils enjoyed school and
liked their teachers. They thought teachers explained things clearly and expected them
to work hard. They particularly enjoyed taking part in the Eco-school activities such as
recycling paper and developing the school grounds. Staff enjoyed working in the
school. They believed that pupils were enthusiastic about their learning and that
standards set for pupils’ behaviour were consistently upheld. All staff thought that the
school was well led.
4. How good are learning, teaching and achievement?
Pupils’ learning experiences and achievements
The school provided pupils with a variety of experiences which helped them to develop
a broad range of skills. Staff gave good attention to enterprise education. The school’s
approaches to religious and moral education, and aspects of social subjects, were very
effective in developing pupils’ sense of equality and fairness. Additional time was
devoted to raising attainment in English language and mathematics. However, the
school had not yet monitored the effectiveness of this use of time. Teachers did not
always ensure an appropriate balance of experiences across the curriculum. For
example, pupils did not receive sufficient learning experiences in technology or aspects
of the expressive arts. Although pupils were developing their basic competence in
information and communications technology (ICT), teachers did not provide enough
opportunities for them to use ICT across the curriculum. The quality of teaching was
good. There were examples of very effective teaching and well-focused questions.
Teachers organised and planned their lessons well. They regularly checked
understanding and at times encouraged pupils to explore their thinking. Several lessons
were lively and interesting but, overall, there was too much emphasis on completion of
routine exercises from textbooks. Teachers set regular homework which included a
range of appropriate tasks.
Throughout the school, pupils concentrated well and listened effectively to instructions.
Pupils at P6 and P7 were developing appropriate listening, talking and reading skills in
French. In some lessons, for example in science and enterprise education, pupils
worked well together at practical activities and contributed effectively to class
discussions. However, this active approach to learning was not consistent across the
curriculum. Pupils had too few opportunities to engage in independent working,
investigations or practical activity. Across the school, the pace of learning and the
experiences provided were not sufficiently challenging. Pupils were not yet involved
in setting or reviewing their own learning targets. Many pupils demonstrated a good
knowledge of the Scots language. Pupils in the early years had some opportunities for
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learning through play, but these required further development to broaden the range of
activities and increase pupils’ opportunities for independent learning.
Staff promoted pupils’ personal and social development effectively through a wide
range of activities beyond the formal curriculum, including a residential experience.
Senior pupils took their responsibilities seriously, acting as monitors and buddies to
younger pupils. Pupils, parents and staff had worked together very effectively to
improve the school grounds and develop the school’s approaches to recycling. As a
result, the school had achieved an Eco-Schools Green Flag award. Pupils took part in a
toothbrushing initiative and the school had been accredited with a Gold Award for oral
hygiene. Pupils at P6 and P7 had a sound understanding about human rights and
responsibilities. They showed a clear understanding of local and national political
systems. Pupils benefited from their involvement in a wide range of health promoting
activities. They were very knowledgeable about the importance of healthy eating and
physical activity in maintaining a healthy lifestyle.
English language
The overall quality of attainment in English language was adequate. It was good in
reading. Attainment in reading and writing had dipped recently. However, the school
had taken steps to address this. From P3 to P6, most pupils were achieving appropriate
national levels in listening, talking, reading and writing. At P7, a majority of pupils
were achieving these levels. Across the school, a good number achieved these levels
earlier than might normally be expected. Although pupils were making good progress
with coursework, it did not consistently challenge pupils. Tasks were often too closely
based on textbook exercises. Across the school pupils listened well to instructions and
directions from teachers. Many pupils expressed their views clearly and confidently,
particularly at P6 and P7, but were less skilled when participating in group discussions.
Across the stages most pupils read well and for a variety of purposes. Pupils developed
effective skills in reading for information in the local library, which they visited
frequently. A recent school focus on writing was beginning to improve the range and
quality of pupils’ writing. Standards of spelling were good, but standards of
punctuation and presentation were too variable.
Mathematics
The overall quality of pupils’ attainment in mathematics was good. There had been a
recent drop in attainment. However, the school had taken steps to address this. Across
the school, most pupils were attaining appropriate national levels. A number of pupils
at P2 achieved these levels early, but this early good progress was not sustained in later
years. Most pupils coped well with the work set in class. However, this did not always
offer sufficient challenge to all pupils. Pupils were confident in interpreting
information from a range of graphs. At all stages, pupils were quick and accurate at
mental calculation and had a sound grasp of arithmetical processes. They had a good
knowledge of the properties of two- and three-dimensional shapes. Across the stages,
pupils were not sufficiently aware of the range of strategies for solving problems in
mathematics. They were therefore not able to apply appropriate strategies effectively
in unfamiliar situations. Pupils throughout the school had insufficient opportunities to
use ICT to develop their learning in mathematics.
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5. How well are pupils supported?
The school provided a very good level of pastoral care for pupils. All staff knew pupils
well and were sensitive to their individual physical, social and emotional needs. Staff
were well aware of the school’s child protection procedures and dealt sensitively with
any concerns about pupils. Pupils felt safe and were confident that staff would act
promptly and effectively on any incidents of bullying. Pupils showed very good
concern and support for each other during play and social activities. They were very
well informed about the importance of healthy eating and were encouraged to select
healthy options at the school dining hall.
The school’s approaches to meeting pupils’ learning needs were adequate overall.
Class teachers offered a good level of support to pupils experiencing difficulties in their
learning. However, tasks and activities did not consistently match the learning needs of
all pupils. The school’s individualised educational programmes for identified pupils
needed further development, involving parents more closely and identifying clearer
learning targets for pupils. The school’s close links with a range of agencies helped
ensure effective learning experiences for pupils with additional support needs. Support
staff and early years officers made valued contributions to pupils’ learning in class and
enhanced play experiences at P1. The visiting support for learning teacher provided
additional support to groups of pupils, but this was not effectively enough aimed at
meeting the needs of all pupils. As a result of the school’s approaches, pupils
experiencing difficulties were progressing well. The school had very helpful
arrangements to support pupils transferring from nursery to P1 and from P7 to
secondary school.
6. How good is the environment for learning?
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Aspect
Comment
Quality of
accommodation
and facilities
The quality of accommodation was good. The school had
recently benefited from new windows and an extensive
refurbishment of the exterior. Classrooms were bright and
attractive. Staff had made good use of space to create a
library, ICT suite and additional teaching spaces. The
building was in a good state of decoration and repair.
However, pupils’ toilets required to be upgraded and parts of
the playground surface were uneven. Access for people
with mobility difficulties was good but was limited to the
ground floor. The school had appropriate arrangements for
security. The school grounds had been attractively
developed into garden areas and were used effectively to
enhance aspects of pupils’ learning. The school had been
selected to participate in a national celebration of gardens.
Aspect
Comment
Climate and
relationships,
expectations
and promoting
achievement
and equality
Pupils and staff were proud of their school and made visitors
feel very welcome. Relationships between staff and pupils
were very good. Staff teamwork was strong and their
morale was high. Most staff had high expectations of
pupils’ behaviour and social skills. They used praise very
well to motivate pupils. However, staff expectations for
pupils’ attainment were not high enough. The school had
very good procedures for combating racism. Staff actively
promoted a sense of equality and fairness through teaching
and by example. Pupils demonstrated a clear understanding
of the need for tolerance of ethnic and religious diversity.
All staff consistently promoted positive behaviour
throughout the school. Pupils were very well behaved.
They showed a high degree of respect towards staff and each
other. The school chaplain visited the school regularly,
assisted at assemblies and helped provide good opportunities
for religious observance. The school celebrated pupils’
achievements at lively, interesting weekly assemblies.
Partnership
with parents
and the
community
The school’s partnership with parents and the local
community was very good. Members of the School Board
and parent-teacher association were knowledgeable about
the work of the school and gave strong support. A large
number of parents helped with outings and fundraising
events. The school kept parents well informed through
regular, informative newsletters, open afternoons, curricular
workshops and annual written reports. Parents, pupils and
staff had been regularly consulted on the work of the school,
including sensitive health issues and the promotion of
healthy eating. The school had growing links with local
businesses which contributed to pupils’ learning about the
world of work.
7. Improving the school
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Lady Alice Primary School provided a very caring and supportive environment where
pupils were encouraged to work hard. Pupils’ results in national assessments in reading
writing and mathematics had declined, but the school had introduced more rigorous and
consistent approaches to assessment to address this. Pupils with additional support
needs were making good progress in their learning. Learning and teaching was good
overall but more work was now needed to ensure appropriate learning experiences for
all pupils. Staff were keen to develop their own skills and were committed to
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improving pupils’ learning. Discipline in the school was very good. The headteacher
and staff now needed to build on the school’s many strengths to broaden pupils’
learning experiences, increase challenge and improve attainment, particularly in
English language.
The headteacher was highly committed to the school and provided strong leadership.
She had a clear understanding of the strengths of the school and had identified those
areas where improvement was required. In just under two years in post she had
established very good relationships with parents, other local schools, support agencies
and members of the local community. Her own teaching was a model of good practice.
Her consultative style of management had built staff confidence and successfully
developed teamwork at all levels. She now needed to build on these strengths to focus
more closely on securing improvement to pupils’ learning. The depute headteacher
worked in close partnership with the headteacher. She supported pupils experiencing
difficulties very effectively, and gave valued help and advice to staff. The recently
appointed principal teacher had made a very good start to improving the school’s
approaches to assessment. The school’s approaches to self-evaluation were good
overall. Senior managers sampled pupils’ work, visited classes and tracked pupils’
progress. However, staff did not yet set targets for individual pupils’ attainment and
there were imbalances in pupils’ learning experiences. More rigorous monitoring of
these was now required. Approaches to self-evaluation by teachers were developing
but had not yet made sufficient impact on pupils’ learning.
Main points for action
The school and education authority should take action to improve learning
teaching and meeting pupils’ learning needs. In doing so they should take account
of the need to:
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•
raise attainment in English language;
•
improve the range and balance of pupils’ learning experiences, including the
use of ICT to support their learning;
•
improve approaches to learning and teaching to enable pupils to become more
actively involved in their learning; and
•
ensure that all pupils, including higher achieving pupils, are sufficiently
challenged and supported in their learning.
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.
Anne M McGachey
HM Inspector
10 October 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
adequate
good
good
adequate
good
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
Effectiveness and deployment of staff with
additional responsibilities
Self-evaluation
good
very good
good
very good
very good
good
good
good
This report uses the following word scale to make clear judgements made by
inspectors:
excellent
very good
good
adequate
weak
unsatisfactory
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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
•
•
•
•
•
Their children enjoyed being at
school and were treated fairly.
Staff showed a high level of care
and concern for children.
The school had a good reputation
in the local community.
The school was well led.
There were no significant issues.
What pupils thought the school did
well
What pupils think the school could
do better
•
•
•
•
•
The school helped them keep
themselves safe and healthy.
They got on well with other pupils.
Teachers praised them when they
had done something well.
Teachers explained things clearly
and helped them when they had
difficulty.
There were no significant issues.
What staff thought the school did
well
What staff think the school could
do better
•
•
Staff were very pleased with all
aspects of the school.
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
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