Cairneyhill Primary
& Community School
and Nursery Class
Fife Council
30 September 2008
Contents
Page
1. Background
1
2. Key strengths
2
3. What are the views of parents, pupils and staff?
2
4. How good are learning, teaching and achievement?
3
5. How well are pupils’ learning needs met?
6
6. How good is the environment for learning?
6
7. Leading and improving the school
8
Appendix 1 Indicators of quality
11
Appendix 2 Summary of questionnaire responses
12
Appendix 3 Good Practice (remove if no entry made)
14
How can you contact us?
15
1. Background
Cairneyhill Primary & Community School and Nursery Class were inspected in
May 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 of the Parents’ Association, the school chaplain, the community police
officer, representatives of the community council and a group of parents 1.
The school serves the village of Cairneyhill and the surrounding area of West Fife. At
the time of the inspection the roll was 304, including 45 children in the nursery class.
The proportion of pupils who were entitled to free school meals was well below the
national average. Pupils’ attendance was above the national average. The school is a
designated provision centre for pupils with complex additional support needs. These
pupils spent some time in the support base but were educated with their peers in
mainstream classes almost all of the time. HM Inspectors examined the quality of their
school experience. The headteacher had been a depute in the school for ten years and
had served as acting headteacher on a number of occasions. At the start of the session
she had been appointed to lead the school on a permanent basis.
The school had achieved the Eco Schools Scotland silver award.
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
2. Key strengths
HM Inspectors identified the following key strengths.
•
Confident, courteous, well behaved children and pupils.
•
Teamwork and the commitment of staff to continue improving the school
and the nursery.
•
The excellent quality of care and welfare across the school.
•
The impact of additional support needs staff in supporting pupils’ learning
and personal development.
•
Ways in which pupils’ learning and the school environment were enhanced
through high quality displays of pupils’ work.
•
Effective leadership of the headteacher and management team.
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.
Almost all parents, including those of children in the nursery, were positive about the
work of the school. They felt that it had a good reputation in the local community and
were confident that their children were treated fairly. A few parents wanted clearer
information about their children’s progress. All parents of children in the support base
were extremely positive about the way their children were included in all aspects of
school life. They commented that their children were given high levels of care and
support which enabled them to make progress and enjoy school. Pupils were also
positive about the school. They thought the school helped them to know about how to
keep themselves safe and healthy. They liked that teachers helped them when they
found things difficult and praised their achievements. All staff enjoyed working in the
school. They felt that they were well led and were included in decisions about how to
achieve the school’s priorities. They had a strong sense of working together as a team.
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4. How good are learning, teaching and achievement?
Learners’ experiences
The overall quality of the curriculum was good. Nursery staff ensured that children had
good opportunities to develop literacy and numeracy skills through well-planned play
experiences. Children effectively made choices and took part in discussions about their
learning. At the primary stages, pupils benefitted from a broad and balanced
curriculum. Staff were introducing more active learning approaches at the early stages
in order to build on children’s positive nursery experiences. They provided pupils with
a wide range of activities, including at least two weekly sessions of purposeful physical
education. These developed pupils’ interest in healthy lifestyles, the world of work and
environmental concerns. From P3 to P7, pupils experienced appropriate weekly
lessons in information and communications technology (ICT). They used their skills
well to support their learning across other curricular areas. Initiatives such as the
Africa project helped pupils to link their learning in English language to environmental
studies and the expressive arts. There was scope to extend this approach across other
areas of the curriculum. Staff assigned to the support base worked closely with class
teachers. They ensured that pupils followed a suitably flexible, stimulating and
relevant programme which met their individual needs. The quality of teaching for
effective learning was good. Almost all nursery staff used questioning effectively to
engage with children and support their learning. They interacted well with children and
used praise effectively to motivate them. Across the primary stages, teachers planned
most lessons well. They gave clear instructions and explanations and supported pupils
by making links with previous learning. Teachers and support for learning assistants
interacted well with pupils. They had established a positive, inclusive climate for
learning. They communicated successfully with a few pupils through using visual
symbols and signing. Across the school, teachers did not always use questioning in
ways which challenged pupils to think more deeply. At all stages, teachers were
widening their range of teaching approaches and becoming more skilful in their use of
ICT. As a result of these developments, pupils were starting to be more independent
and actively involved in their learning.
The quality of children’s experiences in nursery were very good. Almost all were
enthusiastic learners and well motivated. They were developing a strong sense of
responsibility for their outdoor environment through learning about planting, growing,
recycling and composting. Most children confidently initiated their own learning.
They played and worked well together. Learners’ experiences at the primary stages
were also very good. In all lessons, pupils were well behaved and showed interest in
activities. They were confident, articulate learners who made the most of opportunities
to work together. They worked well without close supervision. Throughout the school,
pupils supported each other in their learning. They received useful written and oral
feedback which helped them to improve their work. They thought their teachers
listened to them and took good account of their opinions when planning learning
experiences. At all stages, pupils with complex additional needs had many
opportunities to interact with their classmates. This included lessons in environmental
studies, music and physical education and in planning whole school activities such as
the garden party. They enjoyed their learning and felt fully included in the life of the
school.
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Improvements in performance
The school and the nursery class had successfully improved its performance in a number of
important areas. Overall, this represented very good improvements in the performance of
the nursery class and good improvement in the primary school
Children in the nursery class were making very good progress in developing their
communication and language skills. Almost all were confident and clear when talking
with each other and with adults. They listened attentively to one another and to stories
read by adults. Most children recognised their own name and were interested in the
sounds of familiar letters and words. They were purposefully developing their skills in
early writing during play.
The quality of pupils’ attainment in English language was good. Attainment in reading
had remained consistently high over recent years. There had been a slight decrease in
attainment in writing. Almost all pupils were achieving appropriate national levels in
reading and most were achieving them in writing, listening and talking. By P7, almost
half were achieving these levels earlier than expected in reading and a minority were
achieving them in writing. Pupils with additional support needs were making very
good progress in their development of language and communication. Across the
school, almost all pupils listened attentively to their teachers’ instructions and
explanations and to each other during presentations. They supported their opinions
well during discussions and asked relevant questions about their work. By P7, almost
all pupils were confident, fluent readers. They were familiar with different kinds of
literature. At P1, pupils were building on the good start from the nursery and were
developing effectively their early literacy skills. Pupils in P2/P3 had successfully
written creative endings to stories and descriptions of Chinese New Year. From P5 to
P7, pupils produced good quality writing linked to their learning in environmental
studies. Pupils from the support base shared their news and responded quickly to
simple questions using symbols, signing and ICT. Pupils did not always apply the
same high standard of presentation to their written work in different curricular areas as
they did to their work in English language.
In the nursery class, children were making good progress in early mathematics. Most
children sorted and matched objects and other materials by size, shape and colour. They
counted with confidence. They were developing their understanding of distance through
using measuring tapes. A few children explored capacity when playing with water
containers. Most children used appropriate mathematical language during play
experiences.
At the primary stages, the quality of pupils’ attainment in mathematics was good and
improving. In recent years, the school had maintained a consistently high level of
attainment at all stages of the school. Almost all pupils were achieving appropriate
national levels. All pupils in P4 had attained or exceeded the expected level. Pupils
who experienced difficulties with aspects of their learning and who had not attained
appropriate national levels were making good progress. Across the school, pupils
handled, interpreted and displayed information accurately using an appropriate range of
graphs and tables. They made effective use of computer software to record information
and by P7, pupils made effective use of spreadsheets and databases. Pupils’ skills in
mental and written calculation were very good. By P7, pupils confidently solved
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calculations involving number, measurement and money. At all stages, they identified
and discussed the properties of a wide range of shapes. They had a firm understanding
of angles and bearings. Pupils’ skills in problem-solving and enquiry were well
developed. They identified and applied a variety of problem solving strategies well.
Children in the nursery were making very good progress in almost all aspects of their
learning and development. They were clearly developing as confident individuals.
They acted out roles in the home area and engaged well in energetic physical activities
including climbing, ball games and riding wheeled toys. At art and craft, children
made posters and hats enthusiastically for their Garden Party. They did not always
have sufficient opportunities for personal choice during art activities.
Across the primary stages, pupils were increasing their knowledge and skills in most
areas of the curriculum. They successfully applied their mathematical and
communication skills within a number of enterprise activities in preparation for the
school’s Garden Party. At P1 and P2, they enjoyed working outdoors and identified
different types of trees. At P3, pupils worked well together to discuss a range of
environmental issues. At P5 and P6, they were increasing their knowledge and
understanding of drama through well-planned, effective lessons. At all stages, pupils
were making good progress in developing their ICT skills.
The school took very good steps to help pupils, including those with complex
additional needs, develop their wider achievements. Nursery children learned and
played well together. Most were developing friendships and shared materials and
resources with one another. They worked well on their own to undertake personal
tasks and chose appropriate activities to take part in. Children were involved in whole
school initiatives such as health promotion and eco schools. Primary-aged pupils were
learning to accept and exercise responsibilities through involvement in a range of
appropriate activities. These included membership of the eco committee and running
the healthy tuck shop. Members of the pupil council regularly sought the views of their
peers and showed initiative in acting upon these suggestions. For example, they had
created a fairer system of distributing playground games equipment. All pupils had
contributed their ideas to the school improvement plan. They saw themselves as
members of a team working alongside their teachers. A significant number of pupils
had achieved regular success in local festivals and sporting competitions. They
participated well in charitable fund-raising campaigns and were developing a sound
understanding of the challenges faced by others in their lives. Pupils at P6 and P7
increased their understanding of themselves and others through residential experiences
to Ardroy and France. Pupils from the support base participated in these experiences
and increased their self-esteem through taking part in adventurous activities such as
abseiling.
Staff had made very good progress in implementing the schools’ improvement plan.
As a result, nursery children’s performance in physical development and movement
and health promotion had improved. At the primary stages, teachers had identified
boys’ writing as a particular area for improvement and were developing a range of
strategies to address this. The introduction of more active learning had increased
pupils’ confidence, skills and ability to work together. The programme for religious
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and moral education had been reviewed and now ensured better continuity and
progression.
5. How well are pupils’ learning needs met?
The school had good arrangements to meet the needs of nursery children and primary
pupils. Nursery children were involved appropriately in planning their learning
activities. Staff used assessment information effectively to set meaningful targets for
children’s learning and personal development. Children were making good progress
across almost all aspects of their learning. At the primary stages, teachers used an
appropriate range of approaches and activities which took good account of pupils’
needs. The pace of learning in mathematics had improved as a result of new planning
and tracking approaches. Teachers set appropriate learning targets for pupils and
involved them effectively in personal learning planning. Higher achieving pupils were
not always challenged enough in writing and mathematics. The support for learning
teacher worked closely with staff to identify and support pupils requiring extra help.
Staff used individual educational programmes well to support a small number of pupils
with additional needs. Pupils’ success and progress were monitored closely. Staff
worked well with parents and partner agencies to effectively meet pupils’ needs.
6. How good is the environment for learning?
6
Aspect
Comment
Care, welfare
and
development
The school’s arrangements for the care and welfare of
children and pupils were excellent. Child protection policies
and procedures were very well understood and were being
implemented appropriately. Staff knew learners very well
and were highly attentive to their physical, emotional and
social needs. Arrangements for administering medication
were sound. Pupils were able to seek help in various ways,
including the effective system of ‘talk to’ slips. Staff readily
sought help from each other and from outside agencies to
ensure that pupils were well supported through times of
crisis. Pupils with additional physical and emotional needs
were very well cared for. Staff were highly sensitive,
ensuring that pupils were treated with dignity. Pupils
already had a very good understanding of how to live a safe
and healthy life. Staff discussed and dealt effectively with
any incidents of bullying and racism through appropriate
one-to-one sessions as well as in lessons and at assemblies.
There were very good arrangements for supporting children
when they moved from nursery to P1. Staff worked closely
with those in Queen Anne High School to ensure continuity
in pupils’ care and welfare when they transferred from P7 to
S1.
Aspect
Comment
Management
and use of
resources and
space for
learning
The school’s management and use of resources and space
for learning was good. Security arrangements were
appropriate. Classrooms were welcoming and teachers
made very effective use of display areas to promote learning
and celebrate pupils’ achievements. The design and layout
of the school meant that pupils in P1-P3 often had people
passing through their classrooms during lessons. The noise
level in this area made it difficult for pupils to concentrate at
times. Pupils were able to be more active through accessing
a well kept garden area, large playing fields and various
outdoor equipment. Nursery children used an attractive,
secure outdoor play area and garden very well. Staff made
effective use of modern and well-organised resources to
support their teaching and further pupils’ learning. There
was limited space for storing and moving large items of
specialist equipment required by a few pupils. All areas of
the school were accessible for those with restricted mobility.
Climate and
relationships,
expectations
and promoting
achievement
and equality
and fairness
Staff, children and pupils were very proud of their school
and were articulate and well behaved. Pupils were aware
that teachers had high expectations of them. They enjoyed
sharing achievements with visitors. The engagement of
staff in the life and work of the school was very good.
Staff, pupils and parents contributed well to the school
improvement plan. Together, they had created a vision for
the school’s future. Pupils responded positively to various
rewards available to them, including the successful house
system. The school motto of Fair, Kind and Polite was
very evident in the ways staff and pupils treated each other.
Staff expectations and the ways in which they promoted
achievement were very good. All pupils, including those
with complex additional needs, were very effectively
involved in all aspects of school life. The school’s
arrangements for equality and fairness were very good.
Nursery children and primary pupils were learning to
respect others through activities which increased their
understanding of equality and diversity. The school actively
promoted equality issues through whole school approaches
to inclusion and work across the curriculum. Pupils had
appropriate opportunities for religious observance which
helped them to reflect on their shared values and appreciate
the different needs amongst members of their school
community.
7
Aspect
Comment
The school’s
success in
involving
parents, carers
and families
The school and the nursery had established a very good
partnership with parents, carers and families. All parents
felt welcomed. Staff took good account of the views
parents expressed through questionnaires and focus groups.
Parents were kept well informed about their children’s
achievements and school work through attractive
newsletters and leaflets. They also contributed to their
children’s learning and development through personal
learning planning and events such as World at Work Week.
Parents of pupils with additional support needs benefitted
from workshops in ICT and reading. Parents were well
informed about the school’s arrangements for teaching
about sensitive health issues. The very active parent council
and parent association had provided the school with new
ICT equipment. This was being well used to enhance
pupils’ learning experiences. Community learning and
development staff effectively supported the work of the
school. They provided further opportunities for pupils’
wider achievement through an extensive programme of
leisure and educational activities.
7. Leading and improving the school
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Pupils at Cairneyhill Primary School and nursery class benefited from a very caring,
stimulating and inclusive environment for learning. The commitment of all staff to the
wellbeing of nursery children and pupils was a significant strength of the school.
Learners frequently engaged in enjoyable activities which motivated them and
furthered their learning. The school actively promoted achievement beyond the
classroom and gave pupils valuable opportunities to contribute to improving their
school. Pupils responded well to appropriate experiences to achieve in a range of areas
including sports and music. Across the school, the rate at which a few pupils
progressed in their learning was not always sufficiently brisk. A significant minority of
pupils were capable of achieving better outcomes in aspects of English language and
mathematics by P7. Pupils from the support base were making good progress.
The headteacher had been in post for less than a year. She had been successful as acting
headteacher for lengthy periods during the three years prior to this. She was highly
committed to the school and had been very effective in leading it through an extended
period of significant change. She had developed a strong management team and managed
the pace of change very well. She inspired confidence in staff, parents and pupils. The
headteacher had improved staff morale though increased opportunities for teamwork and
continued professional development. The two depute headteachers provided a high level of
support to staff, pupils and nursery children. They managed effectively their range of
responsibilities. The school’s arrangements for reviewing school practice, including the
8
nursery were very good. The senior management team effectively monitored the quality of
teaching and learning in the nursery and across the school. They engaged in a programme
of appropriate activities, including focused classroom observations and sampling of pupils’
work. Through their encouragement, staff were developing and engaging in more active
teaching approaches which had improved learners’ experiences. As a result of this focus on
improvement, pupils’ attainment in reading and mathematics had increased. The
headteacher valued the views of those who worked in partnership with the school. She took
appropriate account of these when planning school improvement. She empowered pupils
and parents to become part of the team taking the school forward. The headteacher’s high
quality of leadership and leadership across the school meant that the school was well placed
to continue improving.
Nursery staff were aware of the implications of the Scottish Social services Council’s
Codes of Practice.
At the last Care Commission inspection of the nursery class there were two
recommendations. These had been appropriately actioned.
Main points for action
The school and education authority should continue to provide high quality and
improving education. In doing so, they should take account of the need to:
•
further improve pupils’ attainment in writing and mathematics;
•
ensure that tasks and activities provide sufficient challenge to meet the needs
of all learners; and
•
continue to involve staff in developing the school’s arrangements for
reviewing and improving teaching for effective learning and curriculum
development.
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What happens next?
As a result of the high performance, the strong record of improvement and the very
effective leadership of this school, HM Inspectors will make no further reports in
connection with this inspection. 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 the education authority, working with the school, will provide a progress
report to parents.
Patricia Watson
HM Inspector
30 September 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
Children's experiences (nursery classes)
Learners’ experiences (primary stages)
Improvements in performance (nursery classes)
Improvements in performance (primary stages)
How well are pupils’ learning needs met?
Meeting learning needs (nursery classes)
Meeting learning needs (primary stages)
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)
Leadership of improvement and change (across the school)
Improvement through self-evaluation
good
good
very good
very good
very good
good
good
good
excellent
good
very good
very good
very good
very good
very good
very good
very good
very good
This report uses the following word scale to make clear judgements made by
inspectors:
excellent
very good
good
satisfactory
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.
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What parents thought the school
did well
What parents think the school could
do better
•
All children in the school and
nursery were treated fairly,
enjoyed being at the school and
found the work stimulating and
challenging.
•
A few parents thought the school
and the nursery could give them
clearer information about their
children’s progress.
•
•
Teachers set high expectations
encouraging all pupils to work to
the best of their ability.
A few parents wanted to know
about the school’s priorities and
how to help their children with
homework.
•
The school had a good reputation
in the community and parents felt
welcomed into the school.
•
A few parents wanted to be more
involved in decision-making
processes.
•
The school was a well led, caring
environment with mutual respect
between teachers and pupils.
What pupils thought the school did
well
What pupils think the school could
do better
•
Pupils enjoyed being at the school
and were involved in decisions
about making the school better.
•
•
They thought their teachers
explained things clearly and
praised them when they worked
well.
•
Their teachers checked their
homework and expected them to
work hard.
•
The school helped them to keep
safe and healthy.
A few pupils felt that the school
did not treat everyone fairly.
What staff thought the school did
well
What staff think the school could do
better
•
•
Ancillary staff and almost all
teachers were pleased with all
aspects of the life and work of the
school.
There were no significant issues
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Appendix 3 Good practice
In the course of the inspection, the following aspects of effective practice were
evaluated as being worthy of wider dissemination.
Involvement of all stakeholders to develop a shared vision for the work of the school
Following a period of significant instability, a new management team had been appointed
for session 2007/2008. The headteacher and depute headteachers involved the whole
school community in developing a clear statement of their shared vision for the school.
This then served as the foundation for school improvement and self-evaluation.
Action taken:
During an in-service day, the staff were asked to mind-map, make a model or write down
their individual vision and priorities for improving the future of the school. Staff shared
these in pairs and in groups. This helped to bring about a collective vision of what staff
believed was important to pupils, staff and the community. The process was then shared
with pupils who were invited to add their ideas. The ideas of staff and pupils were drawn
together and shared with parents, who then added their ideas. The views of all three major
stakeholders were then brought together. A new set of school aims were established and
shared with staff, pupils and parents. These were posted in every corridor and classroom
throughout the school. These were translated into visual symbols so that pupils with
communication difficulties were able to understand them.
Outcome:
The exercise had helped to develop a renewed sense of purpose and a shared improvement
agenda for the school community. The desire to raise attainment and achievement through
effective learning and teaching was placed at the heart of the school aims. The whole
school community had become fully committed to the vision of a school which put learning
for life and enjoyment in learning at the core of its work. This resulted in increased staff
morale and participation in developments which had improved the quality of learners’
experiences and contributed to improvements in performance. The reputation of the school
and it’s partnerships with the wider community had also been strengthened by this
initiative.
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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 Head of
Education, 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, 1st Floor, Endeavour House, 1 Greenmarket, Dundee
DD1 4QB or by telephoning 01382 576700. 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,
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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
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Crown Copyright 2008
HM Inspectorate of Education
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