Portlethen Primary School
Portlethen
Aberdeenshire Council
17 January 2006
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 supported?
4
6. How good is the environment for learning?
5
7. Improving the school
6
Appendix 1 Indicators of quality
8
Appendix 2 Summary of questionnaire responses
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How can you contact us?
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1. Background
Portlethen Primary School was inspected in October 2005 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 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 School Board, representatives of the parent-teacher association (PTA), and a group
of parents1.
The inspection team also evaluated aspects of the school’s progress in implementing
national recommendations related to improving aspects of school meals provision.
The school, which is part of the Portlethen Community School Network, serves the
north of the town of Portlethen and the coastal villages of Old Portlethen, Downies and
Findon. At the time of the inspection the roll was 361, including 37 children in the
nursery class. The proportion of pupils who were entitled to free school meals was well
below the national average. Pupils’ attendance was above the national average.
The nursery class was inspected at the same time and is the subject of a separate report.
2. Key strengths
HM Inspectors identified the following key strengths.
•
Assistance provided by carefully deployed teaching and support staff to meet
pupils’ additional support needs.
•
Courteous, friendly and well-behaved pupils who took great pride in their
school.
•
An annual health week which successfully promoted healthy lifestyles and
involved many community partners.
•
Attainment in mathematics at the early stages and the imaginative art and
design work produced by pupils at all stages.
•
Strong links established with external agencies and the commitment of all staff
to the care and well-being of pupils and their warm relationships with them.
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Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and
carers who are relatives or friends
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3. What are the views of parents, pupils and staff?
HM Inspectors analysed responses to questionnaires issued to a sample of parents, P4
to P7 pupils, and to all staff. Information about the responses to the questionnaires
appears in Appendix 2.
Almost all parents were very happy with most aspects of provision and the work of the
school. They felt welcomed in the school, thought teachers set high standards and found
reports and meetings about children's progress very helpful. The majority felt that the
school buildings were not kept in good order. A few wanted further information and to be
consulted more about the school's priorities for improving pupils' learning. Almost all
pupils enjoyed being at the school. They thought that teachers expected them to work hard
and supported them well in classwork. They felt safe and informed about how to live
healthily. A significant minority felt that the behaviour of some pupils was not good. Most
felt that any incidents of bullying were dealt with well by staff. Almost all staff were very
positive about all aspects of the school. They thought the school was well led and that
relationships with pupils were very good. Teachers felt that pupils were enthusiastic about
learning and that pupils were well cared for and supported effectively. All support staff
enjoyed working in the school. About a quarter wanted more staff training time and over a
third wanted to be more involved in decision-making processes.
4. How good are learning, teaching and achievement?
Pupils’ learning experiences and achievements
Pupils experienced a suitably broad curriculum. However, the impact on pupils’
achievement of additional time allocated largely to English language and mathematics
had yet to be monitored and evaluated. Insufficient time was allocated to physical
activity across the school. Information and communications technology (ICT) was not
used regularly enough across the curriculum to support learning and teaching. Recently
developed programmes of study in science, health and religious and moral education
enabled teachers to develop systematically pupils’ knowledge and skills. Enterprise
education and citizenship had yet to feature strongly across the stages in a way which
would ensure that pupils made progress in their learning. Visiting specialist teachers in
science, physical education, art and design, ICT, music and instrument tutors of violin,
brass and piano enriched pupils’ experiences and developed their skills. Teachers
organised their classrooms and lessons well. Most teachers had made a good start to
sharing the aims of lessons with pupils, but similar attention required to be given to
reviewing what pupils had learned. They gave good explanations and used praise well
to motivate pupils. Several teachers made very good use of questioning to develop
pupils’ understanding. This now required to become more consistent practice across
the school. There was an over-dependence upon commercial texts and worksheets to
support teaching. Homework was set regularly but lacked variety.
The majority of pupils were well-motivated and enthusiastic learners, particularly when
learning phonics at the early stages and French at the upper stages. They worked
together effectively in small groups in physical education, religious and moral
education, science and listening and talking activities. In science, pupils at P2 were
knowledgeable about materials used to build houses. At P5, they demonstrated a very
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good understanding of what constitutes a fair test. At P6, pupils could describe key
features of the Sikh religion and those at P7 could do likewise for Judaism. At P7,
pupils had a very good understanding of life in Britain during World War Two. At
several stages, pupils sang tunefully and with enthusiasm. They also used percussion
instruments well to accompany songs. Across the stages, pupils’ mapping skills needed
to be improved. Pupils should be provided with opportunities to become more
independent learners.
The school provided pupils with a wide range of opportunities to achieve and to
develop responsible attitudes. At all stages, pupils demonstrated a good understanding
of issues related to developing healthy lifestyles. They had learned important
environmental issues in working towards achieving bronze status as an Eco School.
Representatives of P2 to P7 had learned skills of committee work through their
involvement in the pupil council. Older pupils readily accepted responsibility to assist
younger pupils, act as prefects and junior road safety officers. Those in P7 improved
their personal and social skills through their participation in a residential experience.
At all stages, pupils were developing a sense of audience through participating in
concerts. They had a good understanding of the needs of others through regular
fundraising for a wide range of charities. Many had a good grasp of local traditions
through their participation and successes in an annual Doric poetry competition.
English language
The overall quality of attainment in English language was good. Most pupils achieved or
exceeded appropriate national levels of attainment in reading, writing, listening and talking.
In recent years, attainment in writing had improved but attainment in reading had remained
constant. Pupils not attaining national levels were receiving good support. At all stages,
pupils’ skills in listening and talking were developing well. They expressed their ideas very
clearly in group and class discussions. Pupils in P6 supported each other effectively in
preparing to talk in front of the class. Pupils in P1 and P2 were making a good start to their
early reading and read with fluency and accurately. At all stages, most pupils had well
developed reading skills and were able to read with good expression and understanding.
Pupils in P6 and P7 discussed novels which they had read and reflected effectively on the
writer’s style. They were not so confident in identifying the main idea of paragraphs to
assist them with their note-taking. Across the school, most pupils made good use of
sentence structure and punctuation in their writing. There were some very good examples
of writing throughout the school.
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Mathematics
The overall quality of attainment in mathematics was weak. There had been an overall
declining trend in attainment in mathematics in recent years. In the last session, this
trend had been reversed and there were promising signs of improvement. All pupils at
the early stages had achieved appropriate national levels with most achieving them
earlier than might normally be expected. However, this good progress was not
sustained and by P7 only around one third of pupils achieved appropriate levels. Pupils
performed well in coursework, but a lack of consolidation meant that too frequently the
needs of pupils experiencing difficulties were not met. Able pupils required to be
challenged more regularly. At P6 and P7, most pupils could interpret information
effectively from simple graphs, tables and lists. They made insufficient use of
computers to handle information in databases and spreadsheets. At P2 and P3, most
pupils performed mental and written calculations well. However, many of those at P6
and P7 had an insecure knowledge of basic number processes, including multiplication
facts. They struggled to give accurate change when using money in practical situations
and application of knowledge about measurement involving length, weight and volume
was poor. At all stages, pupils had a good knowledge of shape. Pupils’ skills in
problem solving were not well developed.
5. How well are pupils supported?
The school provided a very good level of pastoral support for pupils. Nursery nurses,
classroom assistants and auxiliaries ably supported teachers in giving high priority to
pupils’ care and welfare. Pupils felt safe in the school and were confident and
comfortable about approaching staff with any concerns they might have. Child
protection and anti-bullying policies were implemented effectively to safeguard pupils’
interests. Pupils’ self-esteem was promoted effectively through teachers’ appropriate
use of praise and reward systems. The school had made an effective start to
implementing its programme to promote a healthy lifestyle. Lunchtime was a good
social occasion and playground games were actively promoted. Arrangements to
support pupils entering P1 and transferring to Portlethen Academy were effective.
Overall, the school provided good support for pupils. Class teachers, supported by a
range of support staff, worked hard to meet the needs of pupils. They were particularly
successful in addressing the needs of individuals requiring additional support in their
learning. The needs of able pupils now required similar attention. Assessment
information was not always used effectively by teachers to plan pupils’ next steps in
learning. Strong links with the education authority psychological services and health
personnel ensured individual pupils with additional support needs had these very well
addressed. A greater focus on sharing next steps in learning with individual pupils
would further improve how pupils’ needs are met. The learning support specialists
provided very good and well-targeted help to identified individuals in developing their
literacy and numeracy skills. In addition, they consulted with class teachers to help
them support pupils’ learning needs. Several pupils were appropriately supported by
Records of Needs and individualised educational programmes (IEPs) containing clear
learning targets which were shared with parents. There was scope to further involve
parents in the development of IEPs.
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6. How good is the environment for learning?
Aspect
Comment
Quality of
accommodation
and facilities
The overall quality of accommodation was adequate. The
drop in pupil numbers had enabled the development of an ICT
suite, library and resource areas which teachers used
effectively. Most pupils had access to good-sized activity
areas. Toilets had recently received a much-needed upgrade.
Further improvements to aspects of internal fabric and the
replacement of many window frames were about to take place.
Building security arrangements, including CCTV, were
appropriate but some aspects required review. Good hardstanding and grassed outdoor play areas were used well by
pupils. All areas of the school were enhanced by attractive
displays of pupils’ colourful art work. Ventilation in areas of
the school and disability access required review. There was no
designated medical room. The School Board and education
authority were in discussion about future proposals to provide
a new school building.
Climate and
relationships,
expectations
and promoting
achievement
and equality
The school had a friendly and welcoming atmosphere. Pupils
took a pride in their school and readily wore uniform. They
were polite, well-behaved and interacted very well together
and with staff. Staff and pupil morale was high. Weekly
assemblies provided very good opportunities for religious
observance and to celebrate pupils’ successes. Teachers had
high expectations of pupils’ behaviour and expected them to
work hard. However, expectations of the pace of pupils’
learning were not always high enough. All members of the
school community were treated fairly and equally. A racial
equality policy was implemented effectively. The pupil
council enabled pupils to raise any concerns which were dealt
with well by staff.
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Aspect
Comment
Partnership
with parents
and the
community
The school had developed strong partnerships with parents and
the local community. A good number of parents actively
assisted staff in the school. The School Board was proactive
in issues relating to the future location and building of a
replacement school. It now needed to take a greater interest in
the wider work of the school. The PTA provided funds for
additional resources. Through helpful meetings and written
reports parents were kept abreast of their children’s progress.
However, reports did not always highlight sufficiently what
pupils needed to do next to improve their learning. Parents
were suitably involved in potentially sensitive aspects of the
school’s health education programme. Very good and
productive links had been established with other schools in the
Portlethen Community Schools Network and with a range of
local businesses and external support agencies.
7. Improving the school
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Portlethen Primary School provided a very caring and supportive environment in which
pupils were expected to work hard. There was much sound teaching and several
instances of very good teaching. Across the school, attainment in English language
was good. The good start made in mathematics at the early stages should be
maintained through the middle and upper stages. There were weaknesses in the
curriculum and aspects of teachers’ planning. Assessment information was not always
used well by teachers to impact on future plans for learning and teaching. These
shortcomings restricted pupils’ progress as they moved through the school. Pupils
should be made aware of what they needed to do to improve. Teachers had recognised
the need to review identified shortcomings. They were now well placed, with
education authority support, to build on their achievements and take further steps to
improve the pace of lessons and pupils’ attainment.
The headteacher had only taken up post seven months prior to the inspection. She was
very committed to school improvement and to using strong staff teamwork to further
develop the curriculum. She had carefully reviewed and assessed what required to be
done as matters of priority to meet pupils’ needs more effectively. She had
successfully led staff in identifying a set of appropriate points for action and now
needed to harness the many strengths in the school staff team to deliver these
improvements. The two depute headteachers were similarly committed to the school
and each provided loyal support to their headteacher. Each had already helped develop
specific aspects of the curriculum. However, their very considerable class teaching
responsibilities and their stage related job remits restricted their ability to work
regularly alongside colleagues, to monitor regularly classroom practice and critically, to
assist in tracking pupils’ progress effectively from nursery through to P7. The results
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of classroom observations and assessments of pupils’ work needed to be used more
effectively to meet pupils’ needs more consistently.
Main points for action
The school and education authority should take action to improve the curriculum,
attainment and aspects of school leadership. In doing so they should take account
of the need to:
•
review the use of available teaching time to rectify shortcomings in the
curriculum and raise pupils’ attainment, particularly in mathematics;
•
meet pupils’ needs more effectively by improving the pace of lessons,
challenging able pupils more consistently and encouraging pupils to become
more independent learners;
•
improve self-evaluation, planning and assessment to enable pupils’ progress to
be monitored more effectively; and
• review the remits and deployment of promoted staff.
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. HM Inspectors will continue to engage with the school and the education
authority in monitoring progress, and will undertake a follow-through inspection. This
will result in a report to parents, within two years of the publication of this report, on
the extent of improvement that has been achieved.
Alistair F Marquis
HM Assistant Chief Inspector
17 January 2006
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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?
Structure of the curriculum
The teaching process
Pupils’ learning experiences
Pupils’ attainment in English language
Pupils’ attainment in mathematics
Adequate
Good
Good
Good
Weak
How well are pupils supported?
Very good
Good
Pastoral care
Meeting pupils’ needs
How good is the environment for learning?
Accommodation and facilities
Climate and relationships
Expectations and promoting achievement
Equality and fairness
Partnership with parents, the School
Board, and the community
Adequate
Very good
Adequate
Very good
Good
Improving the school
Leadership
Effectiveness and deployment of staff with
additional responsibilities
Self-evaluation
Good
Adequate
Adequate
This report uses the following word scale to make clear judgements made by
inspectors:
excellent
very good
good
adequate
weak
unsatisfactory
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excellent
major strengths
important strengths with some areas for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
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
•
•
•
•
•
•
They were made to feel welcome in
the school and their children found
school work stimulating and
challenging.
The school was well led and had a
good reputation in the community.
Staff showed concern for pupils’
care and welfare.
They found parent evenings and
pupil progress reports to be helpful.
Their children enjoyed being at
school and were treated fairly.
•
Three quarters felt that the
school buildings were not kept in
good order.
A significant minority thought
that they were not consulted
sufficiently about decisions
affecting their children, nor had
they a clear idea of the school’s
priorities for improvement.
What pupils thought the school did
well
What pupils think the school could
do better
•
Teachers explained things clearly,
helped them when they had
difficulties with school work,
checked their homework and told
them when they had done
something well.
• They were expected to work hard
and were helped to keep safe and
healthy.
•
What staff thought the school did
well
What staff think the school could
do better
•
•
Teachers and support staff were
very positive about almost all
aspects of the work of the school.
Around a third thought that the
behaviour of some pupils could
be better.
Support staff wanted more
involvement in decision-making
processes, and several wanted
more effective use of their
training time.
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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
Education and Recreation, 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, Denholm House, Almondvale Business Park,
Almondvale Way, Livingston EH54 6GA or by telephoning 01506 600383. Copies are
also available on our website www.hmie.gov.uk.
If you wish to comment about primary inspections
Should you wish to comment on any aspect of primary inspections, you should write in
the first instance to Chris McIlroy, Acting HMCI, at the above address.
Our complaints procedure
If you have a concern about this report, you should write in the first instance to
Hazel Dewart, Business Management Unit, HM Inspectorate of Education, Second
Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston
EH54 6GA. A copy of our complaints procedure is available from this office or by
telephoning 01506 600258 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.
The Scottish Public Services Ombudsman is fully independent and has powers to
investigate complaints about Government departments and agencies. You should
write to The Scottish Public Services Ombudsman, 4-6 Melville Street,
Edinburgh EH3 7NS. You can also telephone 0870 011 5378 or 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 2006
HM Inspectorate of Education
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thereof are stated.
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