Quarryhill School
and Nursery Class
Aberdeen City Council
17 August 2010
We published a report on Quarryhill School and Nursery Class in
June 2009. That report set out key strengths of the school and
main points for action.
This follow-through report is based on an inspection visit which
was carried out in May 2010. It tells you about improvements
since the original inspection in the quality of education which the
school1 provides. It also comments on how the school is getting
on with the main points for action. First we focus on changes in
the core work of the school. We explain how the school has got
better at helping children to learn and benefit from being at the
school. Next we look at the key processes which enable this to
happen, including the involvement of parents2. Our report also
describes developments in the ‘ethos’ of the school, by which we
mean how well children are cared for and how much is expected
of them in all aspects of school life. Finally we comment on
improvements in leadership to help the school achieve its aims.
A copy of this report has been placed on the HMIE website
www.hmie.gov.uk. Where applicable, you will also find analyses
of questionnaire returns.
1
2
The term ‘school’ is used to include the work of the nursery class, where relevant.
Throughout this report, the term ‘parents’ should be taken to include foster carers,
residential care staff and carers who are relatives or friends.
Contents
1. The school
2. Particular strengths of the school
3. How well do children learn and achieve?
4. How well do staff work with others to support children's learning?
5. Are staff and children actively involved in improving their school
community?
6. Does the school have high expectations of all children?
7. Does the school have a clear sense of direction?
8. What happens next?
1. The school
Quarryhill School and Nursery Class serves an area in the north of
Aberdeen.
1
2. Particular strengths of the school
•
The use of family time to create positive relationships.
•
The calm, purposeful atmosphere which supports learning.
•
Children’s enjoyment of reading.
•
Children’s use of radio technology and film media in the upper
stages.
•
The commitment and contribution of the senior management team
and all staff to improving the school and making learning more
stimulating for children.
3. How well do children learn and achieve?
In all classes there is a purposeful working atmosphere. When taking
part in group discussion most children now contribute their ideas with
confidence. At all stages, children have benefited from author visits,
drama presentations, increased use of libraries and visits from local
personalities to encourage reading. As a result, children read, and are
able to discuss, a much wider range of books. From the early stages
onwards, most children are now producing good quality writing related
to topic work. By P7, children are more skilled in identifying key
information when using the Internet for research. The organisation of
mathematics is now better. Children are now quicker and more
accurate when undertaking mental calculations. They are more aware
of the strategies they can use to solve problems. As a result of these
improvements, attainment in key areas has improved. Most children
now achieve appropriate national levels in reading and writing. The
majority achieve these levels in mathematics. Staff have been
successful in making learning more stimulating. Greater use is made
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of children’s interests when planning lessons. In the upper stages,
children’s use of film and the creation of a radio station have been very
motivating. Children have increasing opportunities to develop their
enterprise skills very effectively by organising events such as a ‘Rock
Against Racism’ disco. Across the school, children are now identified
promptly if they need additional help with learning. There is now a
literacy support teacher and a nurture group. Their work is
complemented by better targeted use of support for learning teachers
and support assistants. As a result, a significant number of children
now have better learning experiences. Homework is more consistent
across the school.
4. How well do staff work with others to support children's
learning?
The Friends of Quarryhill and the Parent Council continue to provide
the school with good support. Staff have taken helpful steps to involve
parents more in their children’s learning through the use of open days
and informative leaflets. Staff should continue with their efforts to
inform parents about curriculum developments. A very wide range of
contacts have been formed to support children’s enjoyment of reading.
Links with a local radio station and film centre provide children with
very good support in developing technical skills.
5. Are staff and children actively involved in improving their
school community?
All staff, children and parents have contributed to clear aims to guide
the work of the school. All staff help to identify and take the action
needed to bring about necessary improvement. They work very well
as a team where change is required. Teachers are keen to learn from
others. Good practice is now shared regularly. The management
team have a much better overview of the school. They have a clearer
understanding of the progress of individual children and intervene to
provide effective support when needed.
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6. Does the school have high expectations of all children?
New approaches to behaviour management are proving successful.
The introduction of family time has had a major impact on
relationships. Staff now work with children at all stages. This has
improved mutual respect. Older children are caring and responsible
when working with younger children. Staff morale is much improved.
Staff are taking positive steps to raise expectations of what children
can achieve.
7. Does the school have a clear sense of direction?
There is now a stronger sense of teamwork across the school. The
senior management team provide clear leadership and all staff give of
their best to move the school forward. Together, they have taken
significant steps to raise children’s attainment, make the curriculum
more interesting and better meet the needs of all children. With
continued effective leadership, commitment from staff and support
from the education authority, the school is well placed to continue to
improve.
8. What happens next?
There is evidence of considerable improvement and the school now
performs well overall. Improvements in performance and approaches
to self-evaluation are now at a satisfactory or better level. We will
make no further visits in relation to the June 2009 report.
HM Inspector: Anne Park
17 August 2010
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When we write reports, we use the following word scale so that our
readers can see clearly what our judgments mean.
excellent
very good
good
means
means
means
satisfactory
weak
unsatisfactory
means
means
means
outstanding, sector leading
major strengths
important strengths with some areas
for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
If you would like to find out more about our inspections or get an
electronic copy of this report, please go to www.hmie.gov.uk.
Please contact us if you want to know how to get the report in a
different format, for example, in a translation, or if you wish to
comment about any aspect of our inspections. You can contact us
at HMIEenquiries@hmie.gsi.gov.uk or write to us at BMCT,
HM Inspectorate of Education, Denholm House, Almondvale Business
Park, Almondvale Way, Livingston EH54 6GA.
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You can find our complaints procedure on our website
www.hmie.gov.uk or alternatively you can contact our Complaints
Manager, at the address above or by telephoning 01506 600259.
Crown Copyright 2010
HM Inspectorate of Education