Perth High School
Perth & Kinross Council
26 June 2007
Contents
Page
1. Background
1
2. Key strengths
2
3. How well does the school raise achievement for
all?
2
4. How good is the environment for learning?
8
5. Leading and improving the school
10
Appendix 1
Indicators of quality
12
Appendix 2
Summary of questionnaire responses
13
Appendix 3
Attainment in Scottish Qualifications
Authority (SQA) National Qualifications
15
How can you contact us?
17
1. Background
Perth High School was inspected in March 2007 as part of a national sample of secondary
education. The inspection covered key aspects of the school’s work at all stages.
HM Inspectors evaluated how well the school was raising achievement for all pupils, taking
into account the extent to which pupils’ learning needs were met by the curriculum and
teaching. They also analysed pupils’ attainment in national examinations (see Appendix 3),
the school’s processes for self-evaluation and innovation, and its overall effectiveness and
capacity for improvement. HM Inspectors focused particularly on English, mathematics,
modern languages and physics including science taught by the physics department. The
inspection team also evaluated aspects of the school’s progress in implementing national
recommendations related to improving aspects of school meals provision.
HM Inspectors observed teaching, learning and achievement in lessons and other contexts
and examined pupils’ work. They analysed responses to questionnaires 1 issued to a sample
of parents 2 and pupils and to all staff. They interviewed groups of pupils, including
representatives of pupil councils, and staff. Members of the inspection team also met the
chairperson of the School Board, representatives of the parent-teachers association (PTA),
and members of the school chaplaincy team.
Perth High School is a non-denominational school serving the southern, western and part of
the eastern areas of Perth and the surrounding rural area extending from Strathearn to the
Carse of Gowrie. At the time of the inspection, the roll was 1542. The percentage of pupils
entitled to free school meals was well below the national average. Pupils’ attendance was in
line with the national average.
Over the period 2003–2005, the school had faced considerable staffing difficulties, which
had resulted in a very high staff turnover and periods of prolonged disruption in a number of
departments. This disruption had had a significant impact on the school’s capacity to raise
achievement.
1
See Appendix 2
Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and
carers who are relatives or friends.
2
1
2. Key strengths
HM Inspectors identified the following key strengths.
•
The commitment of staff to promoting achievement through the wide range of activities
and additional support they provided for pupils outwith class.
•
Strong partnerships with parents, support agencies and the wider community for the
benefit of pupils.
•
The effective start made to coordinating the work of the entire pupil support team and the
quality of support provided for pupils who required additional support.
•
The very effective leadership of the headteacher and the strong support of senior
managers and most principal teachers in taking forward key developments in the
curriculum, learning and teaching and quality assurance.
3. How well does the school raise achievement for all?
To evaluate how well the school was raising achievement for all, HM Inspectors considered
the extent to which the learning needs of all pupils were met through the curriculum and
teaching. They evaluated the effectiveness of the school in promoting the learning and
personal development of all pupils in lessons and in other, broader contexts. They also
considered the standards attained in specific aspects of learning.
Curriculum
The quality of the curriculum was good overall, with several innovative features. It provided
appropriate breadth and balance at all stages. The school had introduced National
Qualification (NQ) courses at Access 3, Intermediate 1 and Intermediate 2 levels in several
subjects at S3/S4, and vocational course options at S4-S6. The school had involved staff,
parents and pupils appropriately in discussing these changes. Particular features of the
curriculum included the following.
•
Valuable outdoor education programmes for pupils, including a residential experience for
all S1 pupils.
•
A small number of pupils in S3/S4 followed appropriate XL and school-based alternative
programmes in place of studying a foreign language. These included enterprise
activities, outdoor education, employability skills and vocational training.
•
There were appropriate opportunities for certification through, for example, John Muir
Trust, Youth Achievement and Dynamic Youth awards. Community Link Workers
linked effectively with local Youth Service staff to support pupil participation in the
Smart Citizenship initiative.
2
•
The introduction of Access 3 and Intermediate level courses had successfully met the
needs of many pupils at S3/S4. However, in a few subjects some pupils had not attained
the levels of which they were capable. The school was reviewing presentation policies in
these subjects.
•
The school was meeting the national expectations for physical education (PE) at S1 to
S5, but not yet at S6 because of accommodation constraints.
•
There was no core provision for religious and moral education beyond S4.
•
The school offered S5/S6 pupils a range of vocational and academic courses through
links with a local further education college. In addition, S6 pupils were able to develop
new skills through school-based courses in areas such as mountain craft and leadership,
driving test theory, and multi-media projects. Effective arrangements for monitoring
pupils’ achievements and learning experiences in college-based courses were not yet in
place.
•
The music department had successfully ‘fast tracked’ a number of higher-attaining pupils
in S3/S4 and S5 to earlier presentations at Higher and Advanced Higher.
•
Several departments enriched the curriculum for pupils through fieldwork, educational
visits and foreign trips.
•
The personal and social education (PSE) programme helped pupils to learn important
skills, and was enhanced by contributions from various external speakers. However,
some aspects of the programme lacked pace and did not stimulate pupils’ interest.
Teaching and meeting pupils’ needs
The overall quality of teaching was good. In almost all lessons, teachers explained work
clearly. Most teachers questioned pupils well to check their understanding, and gave them
feedback on their progress. In a few lessons, teachers used highly effective interactive
teaching approaches which involved pupils fully in their learning. In a number of
departments, teachers used information and communications technology (ICT) very well to
motivate pupils and develop their skills and understanding. Across the school, including
within individual departments, the quality of teaching was too variable. Only a minority of
teachers shared the purposes of lessons with pupils. In a few classes, teachers did not have
positive relationships with pupils.
The school met pupils’ needs well. Support for learning staff gave valuable support to
individual pupils and others, within classes and through their other roles. They responded
very well to issues which were brought to their attention by staff or parents. They worked
closely with staff who gave very effective counselling to those pupils who demonstrated
challenging behaviour. An appropriate group of pupils had individualised educational
programmes (IEPs). Parents and pupils themselves were well involved in drawing up and
reviewing these. However, targets within some IEPs needed to be better focused to ensure
that pupils made the best possible progress in their learning. The work of outdoor education
staff and community link workers was notable in supporting pupils, including particularly
vulnerable pupils, as part of the whole pupil support team. This work was further supported
through the meetings of staff from a variety of agencies. Guidance staff provided good
curricular and vocational guidance for pupils and were developing the use of computer-based
3
resources to improve this further. Within most classes, staff provided tasks and activities
that were appropriate in meeting the needs of pupils. However, too many teachers relied on
working through resources which did not relate well to pupils’ experiences or needs.
Learning and personal development
The quality of pupils’ learning experiences varied across the school and was adequate
overall. In most classes, pupils were well behaved and worked well on tasks set. In a few
subjects and classes, they responded well to teachers’ enthusiasm by being motivated and
enthusiastic themselves. This was particularly true on those occasions where they were
given responsibility for their own learning and were aware of a lesson’s learning objectives.
In addition, pupils had too few opportunities to work together on tasks. As a result, their
learning was often too passive.
The school had good approaches to promoting pupils’ personal development. There were
important strengths in the range of opportunities provided for wider achievement, such as the
Duke of Edinburgh award scheme and outdoor activities. Extra-curricular activities included
sports, study support, music and dance. These were all highly valued by the large number of
pupils who participated. The school gave pupils many opportunities to develop skills and
exercise responsibility. S1 pupils benefited from a residential experience in which they
developed self confidence and teamwork skills. The pupil council had been involved
effectively in improving the school environment and other aspects of its work. The Eco
group were designing an eco garden, and promoting recycling. A wide range of enterprise
activities in the school included a successful fashion show organised by the charity group.
Music and drama events provided opportunities for many pupils to showcase their talents.
Extensive links with schools in South Africa effectively developed pupils’ awareness of
global citizenship and cultural diversity. A recently established buddy system was
appreciated by younger pupils. Many pupils were actively involved in community service
activities. The school gave good attention to health promotion, including healthy eating,
through programmes in PSE, home economics and PE, and special health events. However,
there were some weaknesses in the school’s promotion of pupils’ personal development.
While pupils valued aspects of the PSE programme, such as ‘Heartstart’ training, they found
other aspects repetitive and unstimulating. A few staff did not accept fully their
responsibility for pupils’ personal development.
English
Teachers made pupils aware of lesson objectives and gave clear instructions and
explanations. Good direct teaching helped pupils in senior classes prepare for examinations.
Pupils worked at an appropriate pace but had too few opportunities to learn independently.
They were able to write and talk confidently about topical contemporary issues. In some
classes, pupils needed greater challenge to think for themselves. All teachers provided very
good support for individual pupils.
4
Overall, the quality of teaching and learning was good. The department met the needs of its
pupils very well. The quality of attainment was good. Particular features included the
following.
•
At S1/S2, most pupils were attaining appropriate national levels in reading. A majority
did so in writing, listening, and talking. An increasing proportion of pupils exceeded
national levels in reading and writing.
•
At S3/S4, the proportion of pupils attaining grades 1-2 at Standard Grade was above the
national average. Pupils performed significantly better in English than in their other
Standard Grade subjects.
•
At S5/S6, the proportion of pupils attaining A-C grades at Higher was in line with the
national average and was improving. The proportion of pupils attaining A-C grades at
Intermediate 2 was below the national average. Most pupils presented at Advanced
Higher attained A-C grades.
Mathematics
Teachers explained ideas well to pupils but seldom shared the purposes of lessons with them.
Other aspects of teaching varied widely across the department. Overall, pupils had too few
opportunities to work together on tasks or to take responsibility for their own learning.
Teachers had significantly improved the way they met pupils’ learning needs through the
courses they offered. However, they did not make enough use of real life and relevant
contexts in the tasks they set for pupils.
Overall, the quality of teaching and meeting needs was adequate, and learning was weak.
Attainment was adequate. Particular features included the following.
•
At S1/S2, most pupils reached expected national levels and almost half exceed them.
Attainment at this stage was improving.
•
At S3/S4, only around a third of pupils presented at Intermediate 2 attained an
A-C grade. Around a quarter attained these grades at Intermediate 1, and half at
Access 3. Performance here had dropped recently.
•
At S5/S6, the proportion of pupils gaining A-C grades at Higher had been improving and
was now above the national average. Performance at Intermediate 2 was well below the
national average and declining. Of the small number of candidates for Intermediate 1,
around a half failed to gain an award. The majority of candidates at Advanced Higher
gained A-C grades.
Modern languages
Teachers gave clear instructions and used praise effectively. However, teaching approaches
were inconsistent. In many lessons activities were insufficiently challenging and there was
limited interaction amongst pupils. Lessons lacked variety and the pace of learning was slow
overall. Most pupils received good feedback. A developing website and study support
classes offered additional support to pupils.
5
The overall quality of teaching was adequate. The quality of learning and meeting pupils’
needs was weak. Attainment was adequate overall. Particular features included the
following.
•
At S1/S2, pupils produced examples of good writing. They had insufficient opportunity
to develop extended reading and speaking skills.
•
At S3/S4, the proportion attaining grades 1-2 at Standard Grade was in line with the
national average in French and below it in German. Pupils presented for Italian or
Spanish all attained grades 1-4.
•
At S5/S6, of the small numbers presented for Higher French and Spanish, all attained an
A-C grade. The proportion gaining an A or B grade in Higher French or German was
well above the national average. Pupils presented for Advanced Higher French all
gained A-C grades.
Physics and S1/S2 science
Teachers gave clear explanations and used class demonstrations and computer-based
simulations very effectively to develop pupils’ understanding and engage their interest.
They supported pupils very well using a wide range of high quality resources, including
regular homework. They tracked pupils’ progress thoroughly and provided well-targeted
additional support. Most pupils were well motivated, although they were not always
involved actively enough in their learning. The revised S1/S2 course provided more
challenging and stimulating learning experiences for pupils.
Overall, the quality of teaching and learning was good. The quality of meeting pupils’ needs
was very good in physics and good in science. Attainment was good in physics and
S1/S2 science.
•
At S1/S2, most pupils were progressing well in their science coursework. They used ICT
confidently to organise and display experimental results.
•
At S3/S4, the proportion attaining grades 1-2 at Standard Grade was broadly in line with
the national average. Most pupils presented at Intermediate 1 gained A-C grades.
•
At S5/S6, Higher attainment had improved significantly over the past three years and was
well above the national average in 2006. Pupils performed better in physics than in their
other Higher subjects. Pupils’ performance at Intermediate 2 was better than expected
from their previous attainment. The majority of pupils presented at Advanced Higher
gained A-C grades.
Attainment
Information about the subjects inspected has been given earlier in the report. Across the
school, particular features of pupils’ progress, results in examinations and other
qualifications, including those awarded by the Scottish Qualifications Authority (SQA)
within the Scottish Credit and Qualifications Framework (SCQF) 3 for the three year period
2004-2006, are included below.
3
6
Scottish Credit and Qualifications Framework (SCQF) levels:
By the end of S2, attainment was good overall. Particular features included the following:
•
Most pupils reached appropriate national levels of attainment in reading and
mathematics, and the majority did so in writing, listening and talking. The proportions
exceeding these levels were steadily improving.
•
Most pupils were making good progress in their S1/S2 coursework. However, in a
number of subjects, insufficient account was taken of the knowledge and skills pupils
acquired at primary.
By the end of S4 attainment was adequate. Particular features included the following:
•
By the end of S4, the proportion of pupils attaining five or more awards at SCQF level 5
was generally above the national average. In 2006, weak performance at Intermediate 2,
particularly in mathematics and art and design, had contributed to a decline in attainment
at this level. Attainment was in line with the national average at SCQF level 4 and
slightly below the national average at SCQF level 3.
•
Overall, the school performed less well than similar schools at SCQF level 5, and notably
less well at SCQF levels 3 and 4.
•
Pupils performed better in physical education than in their other Standard Grade subjects.
By the end of S6 attainment was good. Particular features included the following:
•
By the end of S6, the proportion of pupils gaining three or more and five or more awards
at SCQF level 6 was in line with or above national averages.
•
On average, performance for three or more, and five or more awards at SCQF level 6,
and one or more awards at SCQF level 7, was below that of similar schools, but had
shown improvement over the past two years.
7: Advanced Higher at A-C/CSYS at A-C
6: Higher at A-C
5: Intermediate 2 at A-C; Standard Grade at 1-2
4: Intermediate 1 at A-C; Standard Grade at 3-4
3: Access 3 cluster; Standard Grade at 5-6
7
4. How good is the environment for learning?
Aspect
Comment
Pastoral care
Arrangements for pastoral care were good. Staff had put in place
effective policies and procedures for dealing with child protection,
racism, substance misuse and the administration of medicines. Pupil
support staff implemented effectively the school’s policy for dealing
with bullying when cases were brought to their attention. However,
pupils were not always confident that staff would resolve any
concerns which they had in this area. Pupil support staff had a good
knowledge of pupils, developed from interviews, classroom contact
and effective monitoring procedures. The very good transition
arrangements helped pupils settle well into S1. Pupils received very
good support from the active community link workers and outdoor
education staff. Staff gave effective support to vulnerable pupils
with a range of needs. The school meals service encouraged healthy
food choices through appropriate promotions and incentives.
Quality of
accommodation and
facilities
Accommodation was weak overall. Particular features included the
following.
• Recent upgrading had increased social spaces for pupils, and
improved the external fabric in some areas. Other improvements
included refurbished classrooms, staff bases and library, and a
new pupil support base.
• Open areas were enhanced by attractive murals, garden areas and
outdoor furniture.
• Science and home economics rooms were outdated. There were
limited indoor facilities for PE and a lack of sound-proof practice
rooms for music.
• Some pupil toilets were unsatisfactory and there were no toilets
suitable for disabled users.
• The inspection team identified a number of health and safety
issues which required prompt attention by the education
authority.
8
Aspect
Comment
Climate and
relationships,
expectations and
promoting
achievement and
equality
In most classes, relationships between staff and pupils were positive.
Most pupils responded appropriately to teachers’ high expectations
and were well behaved and well motivated in class. Pupils generally
had a pride in the school, but did not always reflect this in the
responsible disposal of litter. A minority of pupils exhibited poor
attitudes to work and disrespectful behaviour. The school regularly
celebrated pupils’ efforts and successes. It promoted pupils’
awareness of racial equality and ethnic diversity effectively through
PSE programmes, multi-cultural events, a strong partnership with
schools in South Africa and developing cultural and enterprise links
with China. Staff had not yet received training on racial equality.
Appropriate arrangements were in place for religious observance.
Partnership with
parents and the
community
The quality of partnership with parents and the community had
major strengths. Particular features included the following.
•
The school had sought parents’ views on the school and, as a
result, had taken appropriate steps to improve aspects of
communication. It kept parents well informed about their
child’s progress.
•
The well-designed school website provided a wide range of
information on the work of the school.
•
The School Board and PTA gave active support. It could
develop its role in communicating with parents further.
•
Very strong and productive links with the local business
community benefited pupils through enterprise activities, work
experience, environmental projects and careers events.
•
Multi-agency teams contributed very effectively to meeting the
needs of pupils requiring additional support.
•
Liaison with primary schools was very effective in supporting
pupils at the transition from P7 to S1. Productive curricular links
helped improve progression in language, ICT and citizenship
skills. Links in other areas were less well developed.
9
5. Leading and improving the school
Overall Perth High School enjoyed a good reputation amongst its stakeholders and the wider
community. The school had faced significant challenges over the past few years, but senior
managers and staff remained strongly focused on supporting pupils and improving learning
and teaching to raise pupils’ achievement. There were particular strengths in the wide range
of opportunities provided by staff through which most pupils acquired skills, gained
confidence and demonstrated responsible citizenship. Pupils with additional learning and
behavioural needs were very well supported. The school benefited from very good
partnerships with parents and the wider community. While attainment had declined recently
in some areas, this was against a pattern of longer-term improvement and appropriate
measures were in place to address particular areas of weakness. The school had now entered
a period of greater stability in staffing. With the positive influence of recently-appointed
principal teachers and other staff, and the strong support of senior managers, the school was
now well placed to bring about improvements in pupils’ learning experiences to raise further
their achievement.
Overall, the school had good, effective corporate leadership to which many members of staff
made important contributions. The headteacher provided very effective leadership in
managing change during a period of substantial disruption to the work of the school. He
showed strong commitment to pupils’ welfare and considerable resolve in addressing
weaknesses which had impacted adversely on pupils’ learning experiences and attainment.
He had given a clear lead in implementing more rigorous approaches to quality assurance,
and in promoting the effective use of ICT across the school to enhance pupils’ learning and
improve communications. He had encouraged and supported staff in developing their
leadership capacity for the benefit of the school. He was very well supported by the strong
team of senior managers, including the business manager. They worked well together and
each made a positive impact on the areas covered by their individual remits, which were well
matched to their individual strengths and expertise. Collectively, they made an important
contribution to supporting the work of departments. Most principal teachers led their
departments well and several were models of good practice. Many recently-appointed
principal teachers had made a very positive impact on staff morale and on pupils’ learning
experiences and attainment in their departments and within the pupil support team.
However, there were weaknesses in the impact of leadership in some departments. Several
non-promoted staff were leading whole school projects and initiatives and taking additional
responsibilities.
The school had established an extensive range of effective methods for reviewing the quality
of its work. These included consulting widely with staff, parents and pupils through
questionnaires and departmental self-evaluation using nationally recognised quality
indicators. One outcome of these procedures had been an improvement in the quality of
pupil reports prepared by staff. Senior managers promoted more effective learning by
identifying examples of good practice through classroom observation and sharing these with
others. The annual departmental review meeting for each principal teacher with the
headteacher and senior managers led to clear action for improvement. Revised approaches to
tracking the attainment of pupils were being introduced to good effect. The recent focus on
target setting in S4 and S5/S6, based on rigorous analysis of attainment data, showed early
promising signs. However, it was too early to evaluate the impact on pupils’ attainment. A
few departments were not implementing self-evaluation procedures with sufficient rigour to
ensure that they brought about improvements in pupils’ learning experiences and
achievement.
10
As well as building on the strengths and addressing the issues raised throughout this report,
the school and the education authority should address the following main points for action.
Main points for action
•
Continue efforts to raise attainment, particularly at S3/S4.
•
Ensure that the quality of pupils’ learning is consistently high across the school.
•
Address health and safety issues promptly and take forward planned improvements to
accommodation.
•
Continue to improve pupils’ personal and social development to promote consistently
high expectations of attitude and behaviour.
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 and
carers. Within two years of the publication of this report parents and carers will be informed
about the progress made by the school.
Donald Vass
HM Inspector
26 June 2007
11
Appendix 1 Indicators of quality
The following quality indicators have been used in the inspection process to contribute to the
evaluation of the overall effectiveness of the school in promoting learning and achievement
for all pupils.
Section 3. How well does the school raise achievement for all?
Structure of the curriculum
good
The teaching process
good
Meeting pupils’ needs
good
Pupils’ learning experiences
adequate
Personal and social development
good
Overall quality of attainment: S1/S2
good
Overall quality of attainment: S3/S4
adequate
Overall quality of attainment: S5/S6
good
Section 4. How good is the environment for learning?
Pastoral care
good
Accommodation and facilities
weak
Climate and relationships
good
Expectations and promoting achievement
good
Equality and fairness
good
Partnership with parents, the School Board and
the community
very good
Section 5. Leading and improving the school
Leadership of the headteacher
very good
Leadership across the school
good
Self-evaluation
good
This report uses the following word scale to make clear the judgements made by inspectors:
excellent
very good
good
adequate
weak
unsatisfactory
12
outstanding, sector leading
major strengths
important strengths with areas for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
Appendix 2 Summary of questionnaire responses
The following provides a summary of questionnaire responses. Key issues from the
questionnaires have been considered in the inspection and comments are included as
appropriate throughout the report.
What parents thought the school did well
What parents think the school could do
better
Almost all thought that:
•
The school should give parents a clearer
idea of its priorities for improvement.
•
It should consult parents more on
decisions affecting their child.
•
It should make clearer to parents the
standard of work it expects from pupils,
and provide more information on how to
support their child with homework.
•
•
the school had a good reputation in the
local community;
staff made them feel welcome in school;
•
they found parents’ evenings helpful and
informative; and
•
staff showed concern for their children’s
care and welfare and treated them fairly.
What pupils thought the school did well
What pupils think the school could do
better
Almost all pupils thought that:
•
The school could be better at taking
action against bullying.
•
Teachers could be better at telling pupils
how they could improve their work, and
at helping them when they are having
difficulties.
•
Around half felt that pupils’ behaviour in
school was not good, and that pupils
were not always treated fairly.
•
they got on well with other pupils and
enjoyed being at school;
•
teachers expected them to work to the
best of their ability;
•
the school helped them to keep safe and
healthy; and
•
teachers checked their homework.
13
What staff thought the school did well
What staff think the school could do
better
•
Almost all staff liked working in the
school.
•
•
They should have better opportunities to
be involved in decision-making
processes.
They were aware of the school’s child
protection procedures.
•
Communication between senior
managers and staff could be more
effective.
•
There was mutual respect between
teachers and pupils.
•
Pupils’ success was regularly celebrated.
•
Time for continuous professional
development was used effectively.
14
Appendix 3 Attainment in Scottish Qualifications Authority (SQA)
National Qualifications
Scottish Credit and Qualifications Framework (SCQF) levels:
7: Advanced Higher at A-C/CSYS at A-C
6: Higher at A-C
5: Intermediate 2 at A-C; Standard Grade at 1-2
4: Intermediate 1 at A-C; Standard Grade at 3-4
3: Access 3 Cluster; Standard Grade at 5-6
Percentage of relevant S4 roll attaining by end of S4
English and Mathematics
@ Level 3
Perth High School
Comparator schools4
National
2004
87
97
91
2005
79
97
90
2006
86
96
91
5+ @ Level 3 or Better
Perth High School
Comparator schools
National
89
96
91
90
96
90
90
95
91
5+ @ Level 4 or Better
Perth High School
Comparator schools
National
78
83
77
76
87
76
77
86
77
5+ @ Level 5 or Better
Perth High School
Comparator schools
National
40
43
35
44
43
34
34
43
35
Percentage of relevant S4 roll attaining by end of S5
5+ @ Level 4 or better
Perth High School
Comparator schools4
National
2004
86
87
78
2005
79
85
78
2006
77
89
78
5+ @ Level 5 or better
Perth High School
Comparator schools
National
57
53
45
49
53
45
52
56
45
1+ @ Level 6 or better
Perth High School
Comparator schools
National
49
47
39
42
45
39
41
47
38
3+ @ Level 6 or better
Perth High School
Comparator schools
National
29
30
23
27
28
23
29
29
22
5+ @ Level 6 or better
Perth High School
Comparator schools
National
15
13
9
12
13
10
14
13
10
15
Percentage of relevant S4 roll attaining by end of S6
5+ @ Level 5 or better
Perth High School
Comparator schools 4
National
2004
46
56
47
2005
60
55
47
2006
51
55
48
1+ @ Level 6 or better
Perth High School
Comparator schools
National
46
52
44
54
52
43
47
51
43
3+ @ Level 6 or better
Perth High School
Comparator schools
National
32
37
31
38
38
30
36
38
30
5+ @ Level 6 or better
Perth High School
Comparator schools
National
20
23
20
25
26
19
21
24
20
1+ @ Level 7 or better
Perth High School
Comparator schools
National
11
17
12
16
16
12
14
16
13
5
4
Comparator schools are the 20 schools statistically closest to the school being inspected in terms of the key
characteristics of the school population.
16
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 Interim
Executive Director of Education & Children’s 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, 1st Floor,
Endeavour House, 1 Greenmarket, Dundee DD1 4QB or by telephoning 01382 576700.
Copies are also available on our website at www.hmie.gov.uk.
HMIE Feedback and Complaints Procedure
Should you wish to comment on any aspect of secondary inspections, you should write
in the first instance to Frank Crawford, HMCI, at HM Inspectorate of Education, Europa
Building, 450 Argyle Street, Glasgow G2 8LG.
If you have a concern about this report, you should write in the first instance to our
Complaints Manager, HMIE Business Management Unit, Second Floor, Denholm
House, Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA. You can
also email 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 Scottish Public
Services Ombudsman, 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 2007
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.
17