Quarry Brae Primary School
Parkhead
Glasgow City Council
3 June 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 Quarry Brae
Primary School in May 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 revisited the school in April 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 had made good progress since the original inspection. The development and
implementation of a new behaviour management policy had helped to improve the
environment for learning. The headteacher had improved approaches for monitoring and
reviewing pupils’ experiences. Staff development sessions had focused effectively on
developing learning and teaching strategies. Implementation of these approaches was
beginning to have an impact on pupils’ attainment. Across the school, the headteacher had
prioritised effectively the development of pupils’ sense of citizenship and respect for the
views of others. She had ensured that pupils’ views were taken into account through their
involvement, for example, in the pupil council and the Eco committee. The achievement of a
number of awards, including a Silver Eco-Schools Scotland Award, had helped to enhance
pupils’ confidence and their sense of identity with the school. The headteacher and staff had
successfully engaged parents in the life and work of the school.
3. Progress towards meeting the main points for action
The initial inspection report published in May 2006 identified six 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
Raise pupils’ attainment in English language and mathematics.
The school had made adequate progress towards meeting this main point for action.
Overall, progress in raising pupils’ attainment had been variable. Most pupils were now
achieving appropriate national levels of attainment in reading, writing and mathematics.
Pupils in P2 who had achieved these levels in reading and mathematics earlier than might
normally be expected were continuing to make good progress. The school had introduced a
number of effective initiatives to encourage reading for enjoyment. The use of a principal
teacher to lead the development of writing across the stages had ensured that pupils wrote for
a variety of purposes. There was now a clear programme in place to develop pupils’ skills in
listening and talking. Staff were making good use of this programme to help pupils progress
further. Teachers had begun to plan lessons which built on pupils’ prior knowledge.
Numeracy tutors had successfully worked alongside class teachers to improve the quality of
pupils’ experiences in mathematics. Pupils’ skills in problem-solving had improved. At P7,
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pupils could now discuss and explain their approaches to solving problems. There was now a
need to build on these developments to raise pupils’ attainment further.
3.2
Improve approaches to promoting equality and fairness.
The school had made good progress towards meeting this main point for action.
Staff had developed a policy on race equality and had shared it with all stakeholders.
Implementation of the policy was helping pupils develop a better understanding of relevant
issues. Teachers now discussed issues of equality and diversity with pupils in a number of
areas of the curriculum, including religious and moral education, during circle time and
through the new personal and social development (PSD) programme. Displays throughout
the school included aspects of different cultures. Pupils learned about, and celebrated, a wide
range of religious festivals. They were aware of everyone’s right to equality. However, not
all pupils fully appreciated the positive contribution that pupils from different cultures could
make to the school community.
3.3
Promote effective collaborative working to meet the needs of all pupils.
The school had made adequate progress in addressing this main point for action.
The school had maintained and developed links with external agencies, and with the
recently-appointed educational psychologist, to address the learning needs of vulnerable
pupils and pupils with learning difficulties. A recently-established nurture group was
successfully supporting identified pupils from P1 to P3. Staff monitored carefully the care
and welfare needs of pupils to ensure provision of appropriate support. Support staff now
worked more effectively with pupils to assist their learning. Support for learning teachers
worked with identified groups and individuals. However, the strategy for their deployment
was not sufficiently clear. This required continued review and development. A number of
pupils with additional learning needs benefited from long-term targets to help improve their
learning. Teachers and pupils were not sufficiently clear about the steps required to achieve
these targets. The school was aware of the need to share targets with teachers, pupils and
parents.
3.4
Improve training of support staff in Child Protection procedures.
The school had made very good progress towards meeting this main point for action.
The headteacher had ensured that all support staff had been trained in child protection
procedures. This included a series of regular, helpful updates. As a result, staff were very
clear what to do should they have any concerns. The headteacher had also organised a
helpful care and welfare folder of information for staff. This information helped support staff
to identify concerns about individual pupils more rapidly. Staff were now more aware of
authority-wide resources which were available to them to address pupils’ learning needs.
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3.5
Improve aspects of accommodation.
The school had made good progress towards meeting this main point for action.
Staff had maintained very attractive displays of pupils’ work and achievements throughout
the school. They made good use of rooms allocated to support learning in specific areas of
the curriculum. There were appropriate reading materials in the refurbished library as well as
in classroom libraries. Pupil toilets had been refurbished. Commendably, the pupil council
helped monitor standards of cleanliness in the toilets. However, a number of toilet cubicles
did not afford privacy due to broken locks. The behaviour of a few pupils had caused some
problems with toilet tissue dispensers. Access to parts of the school for users with disabilities
was still restricted. The school will move to a new building in spring 2009.
3.6
Improve the quality of learning and teaching through more effective
monitoring and evaluation.
The school had made good progress towards meeting this main point for action.
The headteacher had introduced effective processes for monitoring and evaluating the work
of the school. She had involved staff in the development of a monitoring calendar which
included review of pupils’ jotters and teachers’ plans, as well as focused classroom
observation visits. The headteacher provided helpful feedback on these activities. Supported
by the authority, staff had benefited from continuous professional development sessions
linked to the school’s priorities in teaching and learning. Teachers had also used these
sessions to share ideas and discuss good practice. Teachers were evaluating the quality of
their teaching to identify their own areas for professional improvement. As a result of these
developments, practice in learning and teaching was now more consistent. Pupils were more
actively involved in lessons. Overall, teachers shared the purpose of learning with pupils and
planned lessons well to include a variety of activities which engaged pupils in their learning.
Most teachers used ICT well to motivate pupils. Pupils enjoyed frequent opportunities to
work in pairs and groups and expressed their views confidently.
4. Conclusion
Working closely with education authority staff, the school had made good progress in
relation to the main points for action. The headteacher had a sound grasp of the school’s
strengths and areas for development. Pupils’ learning experiences were improving. Under
the leadership of the headteacher, and with the continued support of the education authority,
there was an increased capacity for improvement. As a result, HM Inspectors will make no
further
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visits to the school in connection with the inspection report of May 2006. However,
HM District Inspector will maintain contact with the education authority and the school to
monitor progress in improvement in aspects of pupils’ attainment. Parents will be informed
of progress in these areas.
Fiona A Pate
HM Inspector
3 June 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 Social Work 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.
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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