Cardross Primary School
Argyll and Bute Council
2 September 2008
Contents
Page
1. Background
1
2. Key strengths
1
3. What are the views of parents, pupils and staff?
2
4. How good are learning, teaching and achievement?
2
5. How well are pupils’ learning needs met?
4
6. How good is the environment for learning?
5
7. Leading and improving the school
7
Appendix 1 Indicators of quality
9
Appendix 2 Summary of questionnaire responses
10
Appendix 3 Good Practice
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How can you contact us?
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1. Background
Cardross Primary School was inspected in May 2008 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, 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 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 parent-teacher association (PTA) and a group
of parents 1.
The school serves the village of Cardross. At the time of the inspection the roll was
194. The proportion of pupils who were entitled to free school meals was well below
the national average. Pupils’ attendance was above the national average.
2. Key strengths
HM Inspectors identified the following key strengths.
•
The broad range of learning experiences across the curriculum, and the focus
on developing pupils’ wider achievement.
•
Confident and articulate pupils who were very focused and took a pride in their
learning.
•
Pupils’ attainment in English language and mathematics.
•
Inclusion of all pupils and the school’s commitment to their care and welfare.
•
Leadership of the headteacher and the focus on improving pupils’ learning
experiences.
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
3. What are the views of parents, pupils and staff?
HM Inspectors 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.
Parents, pupils and staff were very positive about the school. All parents thought that
the school had a good reputation in the local community and that the school was well
led. Almost all thought that their children enjoyed school and that staff encouraged
them to work to the best of their ability. They thought staff made them welcome and
that teachers set high standards for pupils’ attainment. A few wanted more information
on the school’s priorities for improvement. Around a quarter of parents thought that
the school building was poorly maintained. Pupils enjoyed school and thought that
teachers explained things clearly. They thought the school helped them to keep safe
and healthy. They enjoyed having a say in how to make the school better and felt that
staff knew them well. A significant minority thought that the behaviour of a few pupils
was not good. Staff were positive about the school and, in particular, about recent
improvements in pupils’ experiences. They enjoyed working in the school and thought
it was well led. A few thought that communication could be further improved.
4. How good are learning, teaching and achievement?
Learners’ experiences
The overall quality of the curriculum was very good. The school provided pupils with a
broad range of learning experiences, which ensured the development of their knowledge
and understanding in a wide range of areas. They placed a strong emphasis on developing
pupils’ personal and social skills, particularly through work in health promotion. The
school placed very good emphasis on enterprise education. Staff were actively developing
effective links between curriculum areas to ensure learning was relevant and based on
meaningful contexts. At the early stages, staff had made a very good start to developing
approaches to active learning. Teachers paid very good attention to improving pupils’
skills in information and communications technology (ICT). Across the school, health
education and the promotion of a healthy lifestyle were very well developed. Pupils
benefited from specialist teaching in physical education and had access to high quality
experiences in physical education each week. Teaching for effective learning was good
with some very good features. Teachers used a wide range of approaches to suit the
individual needs of pupils. They explained the purposes of lessons clearly and built
effectively on pupils’ prior learning. They made good use of discussion to help pupils’
understanding but did not make consistently effective use of questioning to help pupils
think for themselves. They ended each lesson with a helpful review of what had been
learned. Teachers were developing their use of feedback to pupils on how to improve their
learning. Most teachers used praise effectively to encourage pupils and develop their
self-esteem. Homework was purposeful and set regularly.
Pupils were well motivated and interested in their learning. They kept on task and
applied themselves well. At the early stages, pupils had very good opportunities to
learn from each other and collaborate in their learning through well-planned active
learning. At all stages, pupils had regular opportunities to work together on group
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tasks. They responded very well to opportunities for planning their own learning, and
to taking responsibility for managing tasks. At P6, for example, pupils had created
their own film animation which had involved skills in working together to plan, film
and edit their own DVD. They had organised and displayed their work for parents and
the community at a ‘film premiere’. Pupils were developing very effective skills in self
and peer evaluation. They were able to give each other constructive feedback, for
example, on writing tasks and class presentations. The pace of learning was brisk and
purposeful and enabled pupils to make very good progress. Pupils had a good
understanding of what they needed to do to improve.
Improvements in performance
The school had successfully improved its performance in a number of important areas.
Overall, this amounted to very good improvement in performance.
In English language, pupils across the school achieved very good standards.
Attainment levels were high and, in recent years, had shown steady improvement.
Almost all pupils were achieving appropriate national levels of attainment in listening,
talking, reading and writing. Across the school, a significant number of pupils had
achieved these levels earlier than might normally be expected. Pupils with additional
support needs in English language were making very good progress in their learning.
Most pupils listened well to each other and to their teacher. They listened well for
information and were able to listen to texts and to respond appropriately to these. They
talked with confidence and were keen to share their views. Pupils enjoyed reading and
read widely for enjoyment. They read fluently, with expression and had good
comprehension. Pupils were able to express their opinions on books they had read and
on their favourite authors. Across the school, pupils wrote regularly for a broad range
of purposes and audiences and were making very good progress in developing their
writing skills. At P6 and P7, pupils wrote confidently at length. Pupils showed good
understanding of spelling, punctuation and grammar. The standard of presentation of
pupils’ work was very good.
Across the school, standards in mathematics were very good. Almost all pupils were
attaining appropriate national levels and these standards had been maintained over the last
three years. A significant number of pupils at all stages achieved these levels earlier than
might normally be expected. Pupils, who had not yet attained appropriate national levels,
were making good progress. Across the school, pupils had a well-developed understanding
of information handling. They could collate and present data in a range of graphs and
pupils at the upper stages could use spreadsheets and databases to do so. Throughout the
school, almost all pupils performed well in written and mental calculations. Pupils had
developed a secure knowledge of most aspects of number, money and measurement. They
recognised two- and three-dimensional shapes and could confidently describe their
properties. From the early stages, pupils were developing skill and confidence in solving
problems in a variety of contexts, including real-life situations.
At all stages, pupils’ skills in environmental studies were good. Well delivered class
topics ensured the systematic development of pupils’ knowledge and skills. At
P1, pupils were knowledgeable about growth as a result of their topic on growing and
planting. Pupils at P6 were using their problem solving and science skills effectively to
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learn about being a castaway on a desert island. Their skills in physical education were
well developed.
The school had taken very good steps to promote pupils’ wider achievements. An
attractive and comprehensive range of displays throughout the school helped to
recognise and celebrate pupils’ achievements, both within and outwith class. Pupils at
all stages were encouraged to be active through a range of after-school sporting
activities. The school had been successful in achieving a health promoting school
award. Pupils had demonstrated their understanding of the environment and were
working towards an Eco-Schools Scotland Green Flag award. They were involved in a
number of effective measures to protect the environment, such as their recycling
activities. Pupils were encouraged to participate in local and national competitions and
had achieved considerable success. They were successfully developing good
citizenship skills through their involvement as playground monitors and by serving on
the pupil council and eco-group committees. They were closely involved with
members of the local community and had helped to develop the village play park. All
pupils were involved in a wide range of charity fundraising activities. For example,
they had raised funds for a children’s hospice. Pupils were gaining a greater
understanding of international education through links with a new school in Malawi.
Those at P7 had successfully developed their confidence, team working, and personal
skills in outdoor adventure activities during their week-long stay at an outdoor
residential centre.
The school had made very good progress in overtaking the priorities in its improvement
plan. Staff had worked very effectively on a range of activities which had had a
significant impact on pupils’ experiences. For example, staff at the early stages had
developed pupils’ learning experiences to ensure pupils were more active in their
learning. Teachers were developing opportunities for pupils to learn through
meaningful contexts and to take forward aspects of the national initiative, Curriculum
for Excellence.
5. How well are pupils’ learning needs met?
The school’s arrangements for meeting pupils’ learning needs were very good. Staff
and pupils ensured the school was inclusive and that barriers to learning were
addressed. Teachers knew pupils very well. They ensured that activities and teaching
approaches were closely matched to pupils’ learning needs and abilities. Pupils with
additional support needs were very effectively supported by staff. Teachers identified
pupils’ needs at an early stage. Support staff were deployed very effectively and
provided valuable additional support to pupils. Staff worked well with a range of
professionals in supporting the learning needs of pupils. The education authority area
network support teacher supported groups and individuals very effectively. Well
developed support plans were in place to support pupils’ learning. They set out
appropriate learning targets, which were regularly updated by teachers and discussed
with parents and pupils. Pupils for whom English was an additional language and those
who were looked after by the education authority were making very good progress in
their learning. Staff were developing their approaches to addressing the needs of
higher achieving pupils.
6. How good is the environment for learning?
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Aspect
Comment
Care, welfare
and
development
Arrangements for ensuring care and welfare of pupils were very
good. Both teaching and support staff knew pupils well. Pupils
felt safe in the school and were very confident that they could
discuss sensitive matters with a member of staff. The school had
a range of appropriate policies in relation to child protection.
Staff were clear about their responsibilities in relation to child
protection. Older pupils supported younger pupils very well
around the school and took their buddy responsibilities
seriously. There were very good arrangements in place to
support attendance, and monitor absence. The school placed a
high priority on heath promotion and pupils were very
knowledgeable about the importance of health and wellbeing.
The school had effective arrangements in place to support entry
into P1 and transition from P7 to Hermitage Academy.
Management
and use of
resources and
space for
learning
Staff had worked very hard to create an attractive and
stimulating learning environment for pupils. Supported by the
PTA, the school had refurbished a small number of classrooms.
Staff made good use of all other available space, such as the
stage area for ICT and the library. Staff and pupils had access to
a wide range of well-organised and appropriate resources to
support teaching and learning across the curriculum. However,
the building was in a poor state of repair and some areas
required essential maintenance and upgrading. Windows were
in very poor condition. Parts of the interior were poorly
decorated and suffered from water ingress and damp. A number
of health and safety issues were brought to the attention of the
school and the education authority. Entrance security
arrangements were appropriate and the school was accessible to
those with restricted mobility.
5
6
Aspect
Comment
Climate and
relationships,
expectations
and promoting
achievement
and equality
and fairness
The headteacher had put a strong emphasis on the
development of a positive climate for learning.
Relationships between staff and pupils were of a very high
standard. Teamwork amongst staff was improving and staff
worked well together. All staff now needed to engage fully
in the improvement process. Pupils were confident,
articulate, behaved very well and were a credit to the school
community. They responded very well to the award
schemes which were in place. Staff expectations of pupils’
behaviour, attendance and achievements were very good.
Pupils were developing high expectations of themselves.
Assemblies provided regular opportunities for religious
observance and for celebrating achievement. The school
had well developed approaches to promoting equality and
fairness. Pupils had a very good understanding of religious
diversity, including faiths and cultures other than
Christianity. They spoke confidently about racial equality,
disability and cultural diversity.
The school’s
success in
involving
parents, carers
and families
The school placed a very strong emphasis on involving
parents, carers and families in its work. Parents were very
supportive of the school and most school events were well
attended. They received regular, good quality information
about the work of their school and about their children’s
progress. The skills of individual parents contributed
positively to pupils’ learning. For example, parents were
involved in supporting pupils at P1. Parents were kept
well informed about the curriculum through regular
newsletters and curriculum workshops. The school planned
to develop this further. The headteacher regularly sought
and responded to the views of parents. The school consulted
parents appropriately about sensitive health issues. The
Parent Council and PTA were very supportive and actively
involved in the life of the school. The school had strong
links with the wider community, including local
businesses. Links with Hermitage Academy and associated
primary schools were very strong.
7. Leading and improving the school
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Cardross Primary School provided high quality education for its pupils. Pupils were
well motivated and very well behaved. They were attaining high standards in English
language and mathematics and were achieving very well in a broad range of other
areas. The school’s arrangements for supporting pupils’ learning were very good.
Expectations of pupils’ achievement were high. Parents, carers and families were very
effectively involved in the school. Staff were improving their teamwork. The school
had the capacity to ensure ongoing improvement.
The headteacher provided very effective leadership for learning. She demonstrated a
clear vision for the school and was highly committed to improving the quality of
pupils’ learning experiences and achievements. She set high expectations for all staff
and provided very effective support and challenge to help them continue to improve.
She recognised the need to continue to develop teamwork and a shared ownership of
school improvements. Leadership across the school was good. Both principal teachers
supported the headteacher effectively and carried out their remits well. They now
needed to develop their leadership roles further to include a stronger focus on
evaluating and improving the work of the school. Staff had begun to develop their
leadership roles in the school through, for example, in leading the school’s health
promotion and Eco-Schools Scotland work. There was scope to develop these roles
further. Pupils enjoyed opportunities to develop their leadership skills as buddies, peer
tutors and as playground monitors. The school had effective approaches to ensuring
continuous improvement. Staff carefully monitored the progress of individual pupils.
They had used national guidance to evaluate the work of the school and identify
well-judged priorities for improvement. The headteacher regularly visited classes and
reviewed pupils’ work. She provided very helpful feedback to teachers, which had
resulted in improvements to pupils’ learning experiences. She regularly sought the
views of parents, staff and pupils and used the information to bring about improvement.
The headteacher had begun to develop greater self-reflection amongst staff on the
impact of their work on pupils’ learning experiences.
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Main points for action
The school and education authority should take action to improve approaches to
improving the school. In doing so they should take account of the need to:
•
further improve teamwork and ensure all staff are effectively engaged in
school improvement;
•
continue to develop approaches for evaluating and improving further the work
of the school; and
•
improve the accommodation.
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. Within two years of the publication of this report parents will be
informed about the progress made by the school.
Lesley Brown
HM Inspector
2 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
Learners’ experiences
Improvements in performance
very good
good
very good
very good
How well are pupils’ learning needs met?
Meeting learning needs
very good
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
very good
satisfactory
good
very good
very good
very good
very good
very good
good
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.
What parents thought the school
did well
What parents think the school could
do better
•
•
Their children enjoyed school.
The school had a good reputation
in the local community.
• Staff showed a high level of care
and concern for children.
• The school was well led.
•
What pupils thought the school did
well
What pupils think the school could
do better
•
•
•
•
•
Improve the behaviour of a few
pupils.
What staff thought the school did
well
What staff think the school could do
better
•
•
•
•
•
•
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They enjoyed school.
Teachers expected them to work
hard and told them when they had
done something well.
Teachers explained things clearly
and they had a say in how to make
the school better.
The school helped them to keep
safe and healthy.
•
Provide more information on
school priorities for improvement.
Improve the accommodation.
Staff liked working in the school.
Staff showed concern for the care
and welfare of pupils.
Standards set for pupils’
behaviour were consistently
upheld.
Pupils were enthusiastic about
learning and their success was
regularly celebrated.
The school was well led.
Improve communication.
Appendix 3 Good practice
In the course of the inspection, the following aspects of innovative and effective
practice were evaluated as being worthy of wider dissemination.
Development of Active Learning at the Early Stages
In developing their understanding of how children learn, staff at Cardross
Primary School had reviewed their practice and identified the need to develop
more opportunities for motivating and challenging active learning.
Staff worked with the headteacher and Early Years Consultants in developing
their practice and also visited other schools that had been identified as having
good practice.
Staff developed the P1 classroom to include more opportunities for pupils to
learn through well-planned play. Parents became more involved through the
‘shared start’ and ‘soft finish’ when they could join their children in class.
Parents also helped out regularly with activities. Staff enjoyed increased
opportunities to work together through team-teaching.
Staff observed greater motivation and enjoyment amongst pupils. They had
explored concepts and topics in greater depth as children practise new skills in a
play context. Pupils have become increasingly independent in their learning and
more able to discuss their learning with greater understanding.
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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 Director of
Community 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, Ground Floor Suite, Unit 7, Blair Court, Clydebank
Business Park, Clydebank G81 2LA or by telephoning 0141 435 3550. 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
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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
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Crown Copyright 2008.
HM Inspectorate of Education
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