Webster’s High School
Kirriemuir
Angus Council
28 August 2007
Contents
Page
1. Background
1
2. Key strengths
1
3. How well does the school raise achievement for
all?
2
4. How good is the environment for learning?
7
5. Leading and improving the school
9
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
Webster’s High School was inspected in April 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. Inspectors focused particularly on English, mathematics, history,
and technical education.
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, a representative of the parent-teacher association and a
group of parents.
Webster’s High School is a non-denominational school serving Kirriemuir and the
surrounding area. At the time of the inspection, the roll was 764. The percentage of pupils
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.
•
Very effective approaches to meeting pupils’ needs.
•
High quality of attainment in external examinations at S4 to S6.
•
The positive relationships between staff and pupils.
•
Varied and innovative links with parents, the community and other external agencies.
•
Leadership for learning of the headteacher and staff.
•
Promotion of a healthy lifestyle across the school.
•
Original use of information and communications technology (ICT) to support
development planning.
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
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 very good. It had been developed from a sound rationale
which aimed to promote achievement for all. Effective arrangements were in place to
consult staff and parents on proposed changes. Particular features of the curriculum included
the following.
•
Curricular liaison and continuity had improved through the deployment of a few subject
teachers in associated primary schools.
•
Effective steps had been taken to develop core skills in S1/S2. Pupils’ ICT skills were
well developed through the S1 science course and almost all S2 pupils attained a
certificated course in ICT.
•
Additional time for English and mathematics in S1/S2 had yet to impact fully on
attainment levels in language and numeracy.
•
Time for physical education had been increased in line with national guidance at S1 to S4
but not yet for most pupils in S5/S6.
•
A good variety of programmes and experiences, including work experience, addressed
the needs of small numbers of pupils for whom a full programme of Standard Grade or
National Qualification (NQ) courses was not appropriate. The school had yet to confirm
how it will recognise and accredit the achievements of pupils on these programmes.
Plans were well advanced for a significant increase in vocational opportunities for pupils
in S3 and in S5/S6 from August 2007.
•
Effective curricular and vocational advice was provided at appropriate times for all
pupils including those with additional support needs.
•
A wide range of courses and experiences enabled nearly all pupils to progress in aspects
of citizenship and enterprise education. However the curriculum did not provide an
element of religious and moral education in S5/S6.
Teaching and meeting pupils’ needs
The quality of teaching was good overall, although in a few lessons it was only adequate. In
many lessons strong direct teaching was a key feature. Lessons were well planned and
resources carefully organised. Teachers gave clear instructions and directions, and, in
practical subjects, skilful demonstrations. A few did not consistently share the purpose of
lessons or review the outcomes with pupils. Most staff used praise well to encourage and
reward pupils. Questioning was generally helpful in extending pupils’ learning, but not all
2
teachers made effective use of questioning to establish the level of pupils’ understanding.
Most teachers used a range of teaching approaches. In a few subjects, they relied too much
on whole-class teaching. Staff in most subjects used homework well to extend pupils’
learning. Teachers made increasingly effective use of ICT, exploiting well the school’s
major investment in resources.
Many staff contributed well to raising pupils’ achievement by meeting their needs very
effectively. Principal teachers of pupil care and support knew their pupils well and took
effective action to meet their needs, working closely with parents and relevant agencies.
Form tutors helped meet pupils’ pastoral needs, but a few would benefit from appropriate
continuing professional development. Led by an acting principal teacher, the extended team
of learning support teachers and assistants provided effective support to meet pupils’
learning needs. The needs of most higher attaining pupils were met. Groups of pupils with
specific learning needs followed very good programmes especially designed for them but
needed to be challenged further through more attention to the development of their social
needs with peers, for example in mainstream classes. Some departments grouped pupils by
prior attainment, helping to match tasks and the pace of learning more closely to their needs.
Departmental staff met pupils’ needs well, through well-chosen activities and teaching
approaches. The school identified pupils’ learning difficulties at a very early stage, liaising
closely with the associated primary schools. Staff prepared individualised educational
programmes (IEPs) for pupils with significant additional support needs, but did not yet
formally involve the pupils, parents and departmental staff sufficiently in compiling these
programmes.
Learning and personal development
The overall quality of learning was good. Most classrooms were stimulating places to learn.
In most classes pupils worked diligently and were enthusiastic about their learning. Almost
all were well behaved and, when given the opportunity, demonstrated maturity when
working together. In most classes the pace of learning and range of learning activities were
good. In a few classes, teachers’ expectations of pupils were too low and they did not build
successfully on pupils’ prior learning. Pupils were very well supported by the library team,
who provided excellent opportunities to develop independent learning skills. When given
the opportunity, pupils collaborated well in relevant group tasks.
The quality of pupils’ personal and social development was excellent. The school planned
very carefully to develop pupils’ social skills. Pupils openly showed respect for all members
of the school community, responding directly to the school’s very positive values and ethos.
All pupils were encouraged to take on responsibility and did so in a variety of innovative
ways. S2 pupils showed a very high level of initiative by organising gymnastics and
cheerleading clubs. S6 pupils demonstrated a commendable commitment to citizenship by
organising a hustings in Kirriemuir for candidates to the Scottish Parliament. Others showed
a very caring attitude by organising computer lessons for residents of a local sheltered
housing complex. S6 prefects with duties in support of learning and teaching gained
confidence and respect by helping departments to teach younger pupils. Other pupils took
on roles which committed them to responsible positions such as the prefect media duties who
contributed significantly to organising public relations for the school. Pupils raised
substantial funds for charity. All staff were committed to promoting pupils’ personal
development. Their commitment to the promotion of healthy living was outstanding with
3
regular healthy eating challenges and activities to encourage health and wellbeing. The
school had achieved the gold award as a health promoting school and was working towards
the silver Eco award. Small groups of disaffected pupils had their confidence boosted by
organising activities for the school and the community. A large number of pupils benefited
from taking part in sporting activities, talent shows, concerts and a very successful debating
society. The girls’ football team had recently competed in Stornoway, enhancing their
confidence and social skills. Senior pupils had achieved notable success in Young
Enterprise, making the final of the Scottish section this year.
English
Teachers explained new work clearly and questioned pupils very skilfully to enhance their
learning. Homework was used appropriately. Teachers provided appropriate support for
pupils. They met the needs of pupils of differing abilities very well from S3 onwards. They
did not provide sufficient challenge for abler pupils at S1/S2. The pace of learning was
good. Pupils were highly motivated, collaborated very well with each other and had some
very good opportunities to be responsible for their learning.
Overall, the quality of teaching and learning was very good, and of meeting needs and
attainment was good. Particular features included the following.
• At S1/S2, the majority of pupils attained appropriate national levels in reading and
writing. There was no trend of improvement. The department did not yet have reliable
assessments of listening and talking.
• At S3/S4, the proportion of pupils attaining grades 1-2 at Standard Grade was above the
national average. Pupils performed better in English than they did in their other subjects.
• At S5/S6, the proportions of pupils attaining A-C grades at Higher and Intermediate 2
were well above the national averages. The proportion gaining A-C passes at
Intermediate 1 was in line with the national average. All pupils presented recently for
Advanced Higher attained A-C grades.
•
Several pupils from S1 to S6 helped to edit the school magazine and many pupils made
valuable contributions to it.
Mathematics
Teachers used a range of interactive teaching approaches including the effective use of ICT.
They questioned pupils to check their understanding, and built well on their responses.
Pupils responded to these approaches, and to the positive atmosphere in classes, by engaging
very well in their classwork. Teachers matched tasks and activities very well to pupils’ prior
attainment and learning needs. They were very sensitive to the needs of pupils who required
additional support in their learning.
4
Overall, the quality of teaching and meeting needs was very good, and of learning and
attainment was good. Particular features included the following.
•
At S1/S2, the majority of pupils reached expected national levels.
•
At S3/S4, pupils’ performance in mathematics was notably better than in their other
subjects. Attainment in mathematics had been consistently above or well above national
averages, though it had fallen in 2006 to be in line with the national average at Credit.
•
At S5/S6, pupils’ performance at Higher was around the national average overall, though
it had significantly improved in 2006. Performance at Intermediate 2 was around the
national average. The majority of the small number of candidates presented for
Intermediate 1 attained grades A-C. The level of presentation at Advanced Higher was
above the national average, with the majority of pupils attaining an award at grades A-C.
•
A significant number of pupils achieved in a range of mathematics competitions,
including the S1/S2 club run by senior pupils.
History
Teachers set high expectations for pupils’ work. They gave clear explanations and
instructions. Effective questioning and a positive classroom atmosphere encouraged pupils
to think more deeply. An innovative approach to homework was helping to stimulate pupils’
independent learning. The increasing use of ICT was effective in challenging pupils and
helping to meet their needs. Pupils responded well to the variety of tasks offered,
particularly the opportunities for discussion and debate. Teachers did not make sufficient
use of assessment information at S1/S2 to ensure that all pupils’ needs were met.
Overall, the quality of teaching and learning was very good. The overall quality of meeting
needs and attainment was good. Particular features included the following.
•
At S1/S2, most pupils demonstrated good discussion skills. The majority of pupils were
making very good progress in their coursework.
•
At S3/S4, the proportion of pupils gaining a Credit award was well above the national
average and a consistently high number of pupils attained grade 1.
•
At S5/S6, the proportion of pupils gaining A-C awards at Higher was well above the
national average.
Technical education
Teachers provided clear, helpful explanations and skilful demonstrations. Pupils were
motivated, hardworking and very well behaved. Learning proceeded at a good pace.
Support staff were conscientious and effective in helping meet pupils’ needs. However,
tasks did not consistently take account of pupils’ prior attainment and staff did not give
pupils enough feedback on their progress.
5
Overall, the quality of teaching, learning and meeting needs was good. The quality of
pupils’ attainment was very good. Particular features included the following.
•
Almost all pupils in S1/S2 showed good skills in craftwork, design and graphics.
•
At S3/S4, pupils performed much better in Standard Grade graphic communication and
technological studies than in their other subjects, and than national averages. In craft
and design, pupils’ attainment was good overall although girls performed less well than
boys.
•
At S5/S6, the small numbers of pupils presented performed well in NQ courses in
graphic communication and technological studies. The proportion attaining a Higher
award at A-C in technological studies was consistently well above the national average.
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.
By the end of S2 attainment was good. Particular features included the following.
•
Most pupils at S1/S2 were making very good progress in their coursework. A few
departments were not using assessment information effectively to ensure all pupils were
making sufficient progress.
•
The majority of pupils attained appropriate national standards in reading, writing and
mathematics. However, the school did not have appropriate assessment procedures to
accurately reflect the levels of attainment.
By the end of S4 attainment was very good. Particular features included the following.
•
The proportions of pupils attaining English and mathematics at SCQF level 3 were above
the national average and in line with similar schools.
•
The proportions of pupils attaining five or more awards or better at SCQF level 3, level 4
and level 5 were above national averages and better than similar schools.
3
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
6
•
At Standard Grade, the proportions of pupils gaining grades 1-2 in biology, business
management, French, home economics, music, physical education and physics were
above or well above national averages.
•
Pupils performed less well in Standard Grade drama than in other subjects.
By the end of S6 attainment was very good. Particular features included the following.
•
The proportions of pupils attaining one or more, three or more and five or more awards at
SCQF level 6 or better by the end of S5 were well above national averages and much
better than similar schools.
•
The proportion of pupils gaining at least one award at SCQF level 7 was above the
national average and better than similar schools.
•
At Intermediate 2, the proportion of pupils who gained A-C grades was above or well
above the national average in administration, hospitality and physical education.
•
At Higher the proportions of pupils who gained A-C grades were above or well above the
national average in biology, chemistry, computing, geography, music, physical
education, physics and religious, moral and philosophical studies.
4. How good is the environment for learning?
Aspect
Comment
Pastoral care
The school had very effective arrangements to promote pupils’ health,
care and welfare. Staff knew pupils, their families and the community
very well and were sensitive to the emotional, physical and social
needs of individuals. Effective procedures were in place for child
protection and for dealing with incidents of bullying. Pupils were
clear about who to approach should they need advice or support. The
pastoral care and support team were highly visible around the school
and managed their caseloads very well. They were highly regarded,
and knew their pupils well. The school’s deployment of form tutors,
to help monitor and support pupils’ overall progress and wellbeing
was at an early stage of development and had variable impact on
pupils. Support staff provided effective support in the very busy
social areas. The school also ensured an appropriate focus on
promoting the wellbeing of staff.
7
Aspect
Comment
Quality of
accommodation and
facilities
Accommodation was good. Particular features included the
following.
Climate and
relationships,
expectations and
promoting
achievement and
equality
8
•
The building was very well maintained and provided a pleasant
learning environment.
•
Access and facilities for disabled users were very good.
•
The school library held a range of appropriate resources including
ICT and was very well used by pupils.
•
Space for holding confidential interviews with pupils was limited.
•
In a few classrooms, and in the support base, difficulty in
controlling heating and ventilation had an adverse effect on
pupils’ learning.
Climate and relationships were excellent. Parents, pupils, staff and
members of the community had a very strong sense of identity and
pride in the school. Staff created a positive and supportive working
environment. Staff and pupil morale was very high. Staff had very
high expectations of what pupils could achieve and pupils responded
with very good behaviour and positive attitudes to learning. The
school’s effective approaches to celebrate pupils’ success encouraged
them to achieve in every aspect of school life. The innovative use of
ICT to produce a scrolling roll of honour was very popular with
pupils. Most pupils felt teachers treated them fairly and respectfully.
The curriculum encouraged pupils to reflect on issues of racial
equality and celebrate cultural diversity. The school provided
appropriate opportunities for religious observance. The team of
chaplains was popular and promoted the values of the school very
well.
Aspect
Comment
Partnership with
parents and the
community
The quality of partnership with parents and the community was very
good. Particular features included the following.
•
Almost all parents thought staff dealt with problems and enquiries
promptly and effectively.
•
There were very productive links with the School Board.
•
Home-school communication was effective and included the
associated primary schools through a joint website.
•
Transition arrangements for pupils starting in S1 were effective
and very well planned.
•
A very good range of approaches, including meetings on
supporting pupils’ study helped parents to play a full part in their
children’s learning.
•
Strong links with other countries, for example China, Kenya and
France, were used to develop pupils’ awareness of global
citizenship.
•
The school used its effective links with local business and
prominent members of the community well to meet the needs of
the pupils.
5. Leading and improving the school
The school successfully raised achievement for all. Staff provided a very effective
education, set in a caring and supportive environment, which prepared pupils well for adult
life. The school used its strong links with parents and the wider community to encourage
pupils to contribute to society and become confident individuals. Pupils’ needs were very
well met through the high quality curriculum and the commitment of staff to innovate to
meet the needs of all pupils. However, not all teachers challenged pupils to become
independent thinkers or be active in their learning. Almost all staff demonstrated a clear
commitment to continuous improvement, supported by innovative approaches to
whole-school improvement. Pupils attained very well and took the opportunity to widen
their achievements through a broad range of extra-curricular activities.
Leadership across the school was of high quality, and included very effective leadership
provided by the headteacher. Recent changes in management structures had enabled the
headteacher to promote the leadership roles of all staff. The headteacher’s clear strategic
vision, innovative thinking and focus on improving the education of the pupils had a very
positive impact on all aspects of the school. His effective consultative and collegiate
approach to managing change kept morale high and ensured the support and confidence of
9
staff. He set and maintained high standards for staff and pupils in all that they did. His own
teaching was a model of best practice. He was very well supported by the depute
headteachers. Their very good contributions supported a climate in which staff showed the
confidence to extend and enhance their approaches to learning and teaching. Almost all
principal teachers were effective in promoting the school’s vision and developing relevant
learning strategies. Teachers were encouraged to take leading roles outwith the classroom,
such as leading working groups and taking responsibility for developing aspects of the
school’s improvement priorities. Pupils were actively encouraged to lead and responded
willingly. The headteacher and depute headteachers used interesting and innovative ways to
support staff development which were effective and appreciated by staff.
Self-evaluation was very good. The school’s original and effective approach to improving
the school made skilful use of ICT. The approach had encouraged staff to participate fully in
enhancing the quality of learning and teaching, impacting positively to develop a culture of
self-evaluation. The views of parents and pupils were regularly sought and analysed.
Attainment data were used rigorously to identify areas for improvement. Departmental and
school standards and quality reports were updated regularly and provided the school with a
rolling programme of targets for improvement. Promoted staff evaluated the quality of
learning and teaching in lessons and gave appropriate feedback. Continuing professional
development included some very effective, innovative and highly professional approaches.
Staff often shared best practice and discussed new ways of teaching. Overall, the strong and
effective leadership and innovative climate meant the school was well placed to sustain and
improve further its performance.
As well as building on the strengths and addressing the issues raised in this report, the school
and the education authority should address the following main points for action.
Main points for action
•
Continue to develop consistently high quality learning and teaching approaches.
•
Continue to develop the innovative approaches to the curriculum in S1 and S2 to provide
greater challenge for pupils.
•
Continue to develop opportunities for pupils in S5 and S6 to experience religious and
moral education.
10
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 and carers. Within two years of the publication of this report the education authority,
working with the school, will provide a progress report to parents and carers.
David Gregory
HM Inspector
28 August 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
very good
The teaching process
good
Meeting pupils’ needs
very good
Pupils’ learning experiences
good
Personal and social development
excellent
Overall quality of attainment: S1/S2
good
Overall quality of attainment: S3/S4
very good
Overall quality of attainment: S5/S6
very good
Section 4. How good is the environment for learning?
Pastoral care
very good
Accommodation and facilities
good
Climate and relationships
excellent
Expectations and promoting achievement
very good
Equality and fairness
very 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
very good
Self-evaluation
very 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
Around half of parents responded to the
questionnaire. They were very positive
about almost all aspects of the work of the
school. In particular they thought that:
A small minority thought that:
•
the school had a good reputation in the
community and was well led;
•
teachers set high standards for their
children’s attainment, showed care and
concern for pupils and treated them
fairly;
•
staff made them feel welcome, and
would take action to address any
concerns they raised; and
•
the school buildings were kept in good
order.
What pupils thought the school did well
•
they did not have a clear enough idea of
the school’s priorities for improving the
education of pupils.
What pupils think the school could do
better
Pupils were positive about almost all aspects There were no significant issues.
of the school. In particular they thought that:
•
they enjoyed being at school and they got
on well with other pupils;
•
the school helped them to keep safe and
healthy;
•
teachers supported them well if they had
difficulties with their work and expected
them to work to the best of their ability;
and
•
teachers were good at letting them know
how to improve their learning.
13
What staff thought the school did well
What staff think the school could do
better
Almost all teaching and support staff thought
that:
A small number of teachers and support staff
thought that:
•
teachers set high standards for pupils’
attainment and pupil success was
regularly celebrated;
•
standards set for pupils’ behaviour were
not consistently upheld in the school; and
•
•
staff worked hard to promote and
maintain good relations with the local
community;
they did not have good opportunities to
be involved in decision-making
processes.
•
there was effective communication
amongst staff and time for staff
development was used effectively; and
•
senior managers operated effectively as a
team and the school was well led.
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
Webster’s High School
Comparator schools4
National
2004
97
95
91
2005
95
96
90
2006
95
96
91
5+ @ Level 3 or Better
Webster’s High School
Comparator schools
National
98
95
91
95
95
90
94
94
91
5+ @ Level 4 or Better
Webster’s High School
Comparator schools
National
93
86
77
84
86
76
85
86
77
5+ @ Level 5 or Better
Webster’s High School
Comparator schools
National
47
43
35
46
41
34
38
42
35
Percentage of relevant S4 roll attaining by end of S5
5+ @ Level 4 or better
Webster’s High School
Comparator schools4
National
2004
87
87
78
2005
95
87
78
2006
87
87
78
5+ @ Level 5 or better
Webster’s High School
Comparator schools
National
60
54
45
60
55
45
56
56
45
1+ @ Level 6 or better
Webster’s High School
Comparator schools
National
59
48
39
53
44
39
50
47
38
3+ @ Level 6 or better
Webster’s High School
Comparator schools
National
40
29
23
38
26
23
40
27
22
5+ @ Level 6 or better
Webster’s High School
Comparator schools
National
17
11
9
18
12
10
20
12
10
15
Percentage of relevant S4 roll attaining by end of S6
5+ @ Level 5 or better
Webster’s High School
Comparator schools 4
National
2004
59
57
47
2005
63
57
47
2006
64
57
48
1+ @ Level 6 or better
Webster’s High School
Comparator schools
National
57
52
44
62
53
43
59
51
43
3+ @ Level 6 or better
Webster’s High School
Comparator schools
National
37
39
31
47
39
30
44
36
30
5+ @ Level 6 or better
Webster’s High School
Comparator schools
National
24
26
20
28
25
19
31
23
20
1+ @ Level 7 or better
Webster’s High School
Comparator schools
National
12
15
12
16
14
12
15
12
13
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
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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
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 at
www.hmie.gov.uk.
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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.
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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
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