Queen Margaret Academy
Ayr
South Ayrshire Council
25 May 2010
We published a report on Queen Margaret Academy in
March 2008. 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 February 2010. It tells you about
improvements since the original inspection in the quality of
education which the school 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
parents1. Our report also describes developments in the ‘ethos’
of the school, by which we mean how well young people 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
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 young people learn and achieve?
4. How well do staff work with others to support young people’s
learning?
5. Are staff and young people actively involved in improving their
school community?
6. Does the school have high expectations of all young people?
7. Does the school have a clear sense of direction?
8. What happens next?
1. The school
Queen Margaret Academy is a denominational school serving South
Ayrshire and part of East Ayrshire. The percentage of pupils entitled
to free school meals has increased and is now above the national
average.
1
2. Particular strengths of the school
•
Quality of support for young people within the extended support for
learning base.
•
The school’s arrangements for tracking and monitoring young
people’s progress and attainment.
•
The leadership shown by the headteacher, her senior management
team and staff to improving the school.
3. How well do young people learn and achieve?
The overall quality of learning is now much better. Most young people
are now experiencing a greater variety of learning and teaching
approaches. Most teachers are successfully sharing the purposes of
lessons with learners and are setting more challenging and interesting
tasks. As a result, more young people are now actively engaged in
lessons. They take more responsibility for their learning and for
judging their progress. Staff are developing their understanding of
Curriculum for Excellence. A number of teachers are working across
departments to develop topics which link subjects together. Young
people can now choose from an increased range of subjects. The
school has improved the achievements of young people at all stages.
At S1/S2 almost all achieve well in their classwork. Their attainment in
reading, writing and mathematics is improving. Young people’s
attainment at S3/S4 shows some signs of improvement. At S5/S6
attainment is much better than that of young people with similar needs
and backgrounds in other schools.
Arrangements for meeting learners’ needs have improved. In most
classes, tasks and activities are now better matched to the learning
needs of young people. Guidance staff carefully monitor the progress
of learners, discussing with young people where their strengths lie and
2
what their next steps in learning are. Where there are concerns about
learners’ progress, guidance staff talk to subject teachers and parents.
There is effective communication between the support for learning
staff and class teachers and this ensures well-judged support for
individuals and groups of learners. The school’s arrangements for
creating and reviewing individualised educational programmes (IEPs)
are now better. These IEPs now help staff target support more
effectively to those young people who need it. Staff in the extended
support for learning department skilfully and sensitively address the
needs of young people within their care.
4. How well do staff work with others to support young people’s
learning?
Teamwork among staff is very effective. Staff work well together to
support the learning of all pupils, including those with additional
support needs. Improved monitoring of young people’s progress is
helping to clarify where their strengths lie and what their next steps in
learning are. Staff have improved arrangements to support children
transferring from primary school to improve the continuity of their
learning. The school has established a close partnership with a local
college to provide appropriate full-time courses for some young people
in S3 and S4. Young people are benefiting from the school’s good
working relationships with Ayr and Auchencruive Colleges and a wide
range of local businesses. These partnerships increase opportunities
for some young people to broaden their learning.
5. Are staff and young people actively involved in improving
their school community?
The school has improved its approaches to identifying areas for
improvement. Senior managers and principal teachers continue to
visit classes and are now evaluating lessons more rigorously.
Teachers are beginning to observe colleagues in their teaching and
share good practice. These strategies have helped to improve the
3
consistency and quality of learning and teaching across the school.
Senior managers now work more closely with subject departments and
support improvement. All staff help establish the school’s priorities for
improvement. Staff are very active in the life and work of the
community. They also participate in working groups to take forward
various school developments and organise activities and support for
young people outside school hours. The views of young people are
increasingly sought on how the school and its community might be
improved.
6. Does the school have high expectations of all young people?
Senior managers are committed to raising young people’s
expectations and aspirations. The school has a positive, supportive
ethos. Young people feel welcome and safe, and they make others
welcome. The learning climate is industrious and purposeful in most
classes. Staff have high expectations of motivation and behaviour,
and most young people respond well. The school has appropriate
arrangements to safeguard young people. Staff promote respect for
diversity and religious beliefs in a variety of ways. This results in
young people who are well prepared to be responsible citizens. The
school chaplain visits regularly and helps ensure good opportunities
for young people and staff to take part in religious observance. All
staff are trained in child protection.
7. Does the school have a clear sense of direction?
The headteacher shows strong leadership and drive in improving
young people’s learning experiences. She leads by example to ensure
improvements are embedded. She successfully communicates with all
staff and is viewed by them as leading the school well. Depute
headteachers take responsibility for a range of improvements and
make effective contributions to moving the school forward. They
provide effective support to the headteacher and other members of
staff. Heads of department and staff work well with the senior
4
management team and recognise the need to continue to improve and
enhance learning, teaching and attainment.
8. What happens next?
There is clear evidence of improvement since the inspection of March
2008. The school now performs well overall. The curriculum and the
arrangements for self-evaluation are now at a satisfactory or better
level. With continued effective leadership, commitment of staff and
support from the education authority, the school is well placed to
continue to improve. We will make no further visits in connection with
the inspection report of March 2008.
HM Inspector: David M Martin
25 May 2010
5
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.
Text phone users can contact us on 01506 600 236. This is a service
for deaf users. Please do not use this number for voice calls as the
line will not connect you to a member of staff.
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