Abernethy Primary School
Nethy Bridge
The Highland Council
11 January 2005
Contents
Page
1. Background
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2. Key strengths
1
3. Views of parents and carers, pupils and staff
1
4. How good are learning, teaching and
achievement?
2
5. How well are pupils supported?
3
6. How good is the environment for learning?
4
7. Improving the school
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Appendix 1 Indicators of quality
6
Appendix 2 Summary of questionnaire responses
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How can you contact us?
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1. Background
Abernethy Primary School was inspected in October 2004 as part of a national sample
of primary education. The inspection covered key aspects of the work of the school at
all stages. It evaluated pupils’ achievements, the effectiveness of the school and the
environment for learning. There was a particular focus on attainment in English
language and mathematics.
HM Inspectors examined pupils’ work and interviewed staff and pupils. They assessed
the school’s processes for self-evaluation. They analysed responses to questionnaires
issued to all parents, P4 to P7 pupils, and to all staff. Information about the responses
to the questionnaires appears in Appendix 2. Members of the inspection team also met
the chairperson of the School Board, representatives of the parent-teacher association
(PTA) and a group of parents.
The school serves the village of Nethy Bridge and the surrounding area. At the time of
the inspection the roll was 73. The proportion of pupils who were entitled to free
school meals was well below the national average. Pupils’ attendance was well above
the national average.
2. Key strengths
HM Inspectors identified the following key strengths.
•
Attainment in mathematics.
•
Partnerships with parents and the local community.
•
The very good behaviour of pupils and their consideration of, and support
for, others.
•
Commitment of all staff to the school and their concern for pupils’ care and
well-being, and positive relationships between staff and pupils.
3. Views of parents and carers, pupils and staff
Parents and carers were very supportive of the school. All thought that the school had a
good reputation in the community, and that they were made to feel welcome when they
visited. They felt that teachers’ written reports gave helpful information about their
children’s progress, and that parents’ evenings were informative. About one third
considered that the buildings were not well maintained. Almost all thought that the
school was well led. All staff were extremely positive. They indicated that the school
was well led and that effective teamwork had been established. Pupils were generally
very positive. All thought that their teachers gave clear explanations, helped them
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when they were having difficulties and expected them to work as hard as they could. A
substantial minority felt that behaviour in the school could be improved.
4. How good are learning, teaching and achievement?
Pupils’ learning experiences and achievements
The school provided a broad and balanced curriculum. Each curricular area had
appropriate time allocations. Flexibility time was used well to give additional time to
support pupils’ needs. Staff had made a good start to reviewing and improving
programmes of study. The overall quality of teaching was good. At the early stages
pupils had good opportunities to engage in active learning, for example through play.
Teachers used an appropriate range of learning approaches. They gave clear
instructions and explanations and used questioning skilfully to reinforce and recall
previous work. They used praise well to motivate pupils. Across the school, teachers
made good use of information and communications technology (ICT) to enhance
pupils’ learning. Visiting specialist teachers made valuable contributions to pupils’
learning experiences in the expressive arts and in support for learning.
At all stages pupils responded well in class. They cooperated effectively when they
worked in pairs or groups. They engaged in extended discussion in many areas of the
curriculum. They were keen to learn, and participated fully and eagerly in lessons.
However, the pace of learning was sometimes slow, leaving some pupils without
sufficiently sustained challenge. Pupils were provided with information about the
standards required in their work, but they needed clearer and more precise targets to be
set. They were developing very good skills in movement through the physical
education programme.
Pupils participated effectively in the pupil council which had made important
recommendations about improving facilities in the school and the playground. Older
pupils played a significant role in ensuring that younger ones were well looked after at
playtimes. They also assisted in well-organised groups to support younger pupils with
their reading, and had also helped them with the use of ICT. They participated in an
extensive range of sports and outdoor activities, and had achieved success in regional
competitions. These activities assisted considerably in developing their self-confidence
and in increasing their self-esteem. Almost all were very aware of environmental
issues and of healthy lifestyles. They had produced informative well-illustrated tourist
guides to local places of interest.
English language
The overall quality of attainment in English language was good. Pupils with additional
support needs were progressing well. In recent years pupils’ attainment in writing had
been above national levels, but had fluctuated in reading at the upper and middle stages.
Although some pupils had exceeded national levels earlier than expected in writing,
they only did so in reading at the early years. At all stages, almost all pupils wrote very
well and produced good examples of imaginative and functional writing. Overall, the
presentation of their written work was very good, but a few were insecure in spelling
and handwriting. From the early stages, pupils used ICT effectively to present aspects
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of their writing. Although many read extensively for pleasure, some were not keen
readers. Pupils generally showed good understanding of the writer’s skills, but they
lacked sufficient exposure to challenging reading tasks. Pupils listened attentively to
classmates in discussion. They reacted appropriately to what they had heard. Almost
all expressed their views clearly and fluently, using well constructed speech. They
talked confidently at length.
Mathematics
The overall quality of pupils’ attainment in mathematics was very good. Pupils with
additional support needs were making good progress. Over the last four years,
attainment in mathematics had remained above national levels. Almost all pupils were
making good progress in classwork. However, the tasks, activities and pace were not
consistently challenging for the more able. Good examples of interactive mental
mathematics activities were a feature of all classes. At all stages, pupils had very good
knowledge of the properties of shape. Those in P1/P2 were developing a very good
understanding of number. At all stages pupils were developing good skills in number
work and written calculations, and had a good understanding of information handling.
In all classes pupils had good opportunities to use ICT as an integral part of the
mathematics lesson. Almost all at the upper stages were able to solve problems and to
explain the strategies which they had used.
5. How well are pupils supported?
All staff provided a very good level of support for pupils. They knew their pupils very
well and were sensitive and responsive to their emotional, physical and social needs.
The school had effective arrangements for pupils’ care and welfare. Pupils understood
what they had to do if they had any anxieties or concerns. Teachers had clear guidance
on child protection and on how to deal with bullying, which they implemented
appropriately.
Class teachers offered a range of suitable activities and used appropriately varied
teaching approaches to meet a range of needs. A visiting teacher provided very good
help to pupils with additional support needs. She worked very effectively with class
teachers to give well-targeted support for individuals, small groups and classes. She
provided well-judged and imaginative support for pupils’ developmental coordination
and for their listening and thinking skills. She prepared detailed individualised
educational programmes with clear learning targets to advance pupils’ progress.
However, some pupils’ needs were not well met by their placement in certain
composite classes. A classroom assistant gave high quality support, as did a parent
helper.
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6. How good is the environment for learning?
4
Aspect
Comment
Quality of
accommodation
and facilities
The overall quality of accommodation and facilities was
fair. The classrooms, corridors and toilets had been well
maintained. Pupils’ work and school information was
displayed in corridors and in the bright reception area.
Good classroom displays encouraged and supported
learning. Resources were in good supply and were well
organised. However, there were some important
weaknesses. The ICT suite was too small to meet pupils’
needs adequately. The perimeter fencing was inadequate.
The outbuildings at the rear were in a poor state of repair
and presented a potential hazard. The area in which these
were sited was freely accessible to pupils. The playground
was supervised at play times, but the size of the grounds
made effective supervision very difficult.
Climate and
relationships,
expectations
and promoting
achievement
and equality
The school provided a welcoming environment.
Relationships between pupils and staff were very good.
Pupils were very polite and well behaved at all times. They
worked well together and supported one another effectively.
Standards of behaviour were very good. The regular
assemblies provided very good opportunities for religious
observance and for recognition of pupils’ success.
Relationships between all staff were very good and staff
morale was high. The school promoted a strong sense of
equality and fairness which was clearly evident.
Partnership
with parents
and the
community
The School Board and the PTA gave valuable support.
They had raised issues of concern with the education
authority and had successfully improved aspects of
provision. Parents and carers were made welcome in the
school, and many gave valuable assistance. Communication
between school and home was very good. The informative
newsletters also contained examples of pupils’ work.
Reports to parents were detailed and gave high quality
information on pupils’ progress and on next steps in
learning. Parents’ evenings were held regularly and were
well attended. The school had established good links with
local environmental groups.
7. Improving the school
The school offered a caring environment in which all were valued, and in which
tolerance, fairness and equality were effectively promoted. The quality of teaching was
good overall. Pupils participated enthusiastically in their learning, and their needs were
well met. Standards of attainment in English language were good. They were very
good in mathematics.
The headteacher was very committed to the school. His relationships with pupils,
parents and staff were very good. He had ensured significant extra funding to improve
aspects of the life of the school and had initiated valuable links with schools abroad.
These links made an important contribution to the development of multi-cultural
awareness and understanding. He provided good effective leadership. Staff and pupils
were very appreciative of the way in which he was leading the school. He had begun to
monitor teachers’ work. He had established a good system of self-evaluation through
class visits and through the scrutiny and discussion of teachers’ forward plans. He had
developed very good teamwork and had created an outward-looking school which
played a significant part in the life of the community. The school’s capacity for
improvement was good.
The school and education authority should take action to improve the meeting of
pupils’ needs. In doing so they should take account of the need to:
•
attend to matters of health and safety in the school grounds;
•
continue to develop systematic approaches to the monitoring of learning and
teaching;
•
develop systems of target-setting among staff and pupils to assist in the
improvement of attainment;
•
increase pace and challenge; and
•
reconsider the way in which composite classes are formed.
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.
Robert E McKinstry
HM Inspector
11 January 2005
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Appendix 1
Indicators of quality
We judged the following to be very good
•
•
•
•
Pupils’ attainment in mathematics
Pastoral care
Climate and relationships
Partnership with parents, the School Board and the community
We judged the following to be good
•
•
•
•
•
•
•
•
•
Structure of the curriculum
The teaching process
Pupils’ learning experiences
Pupils’ attainment in English language
Meeting pupils’ needs
Expectations and promoting achievement
Equality and fairness
Leadership
Self-evaluation
We judged the following to be fair
• Accommodation and facilities
We judged the following to be unsatisfactory
• No aspects were found to be in this category
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Appendix 2
Summary of questionnaire responses
Important features of responses from the various groups which received questionnaires
are listed below.
What pleased parents and carers
most
What parents and carers would like
to see improved
•
•
•
•
•
The school’s good reputation in
the community.
Helpful reports on their
children’s progress.
The welcome extended to them
in school.
The helpful and informative
parents’ evenings.
The condition of the school
buildings.
What pleased pupils most
What pupils would like to see
improved
•
•
•
•
Teachers’ clear explanations.
Teachers’ help when pupils
were having problems with
school work.
The school’s efforts to keep
them safe and healthy.
Behaviour in the school.
What pleased staff most
What staff would like to see
improved
•
•
•
The school’s approaches to
dealing with bullying.
The celebration of pupils’
success.
Staff had no major concerns.
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How can you contact us?
Copies of this report have been sent to the headteacher and school staff, the Director of
Education, Culture & Sport, 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, Longman House, 28 Longman Road, Inverness,
IV1 1SF or by telephoning 01463 253115. Copies are also available on our website:
www.hmie.gov.uk.
Should you wish to comment on or make a complaint about any aspect of the inspection
or about this report, you should write in the first instance to Frank Crawford, HMCI at
HM Inspectorate of Education, Europa Building, 450 Argyle Street, Glasgow G2 8LG.
A copy of our complaints procedure is available from that office and on our website.
If you are still dissatisfied, you can contact the Scottish Public Services Ombudsman
directly or through your member of the Scottish Parliament. The Scottish Public
Services Ombudsman is fully independent and has powers to investigate complaints
about Government Departments and Agencies. She will not normally consider your
complaint before the HMIE complaints procedure has been used. Instead, she will
usually ask you to give us the chance to put matters right if we can.
Complaints to the Scottish Public Services Ombudsman must be submitted within
12 months of the date of publication of this report.
The Ombudsman can be contacted at:
Professor Alice Brown
The Scottish Public Services Ombudsman
4 Melville Street
Edinburgh
EH3 7NS
Telephone number: 0870 011 5378
e-mail: enquiries@scottishombudsman.org.uk
More information about the Ombudsman’s office can be obtained from the website:
www.scottishombudsman.org.uk
Crown Copyright 2005
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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