Sandford Primary School
Strathaven
South Lanarkshire Council
20 June 2006
Contents
Page
1. Background
1
2. Key strengths
1
3. What are the views of parents, 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
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Appendix 2 Summary of questionnaire responses
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How can you contact us?
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1. Background
Sandford Primary School was inspected in March 2006 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, and a group of parents 1.
The school serves the village of Sandford and the surrounding area. At the time of the
inspection the roll was 54. 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.
•
Very good progress in developing pupils’ early literacy skills.
•
Polite courteous and well-behaved pupils.
•
Staff’s high levels of pastoral care for all pupils.
•
Strong partnerships with parents, the School Board and the local community.
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 were positive about most aspects of the school. Almost all thought the school
had a good local reputation, was well led, and that teachers set high standards for
pupils’ attainment. A few were not clear about the school’s priorities for the education
of their children. A number thought the school did not deal effectively with
inappropriate behaviour. Pupils were positive about their school and felt teachers
expected them to work hard. Almost all enjoy being at school. A few pupils thought
1
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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the behaviour of other pupils could be better. Teachers were very pleased with almost
all aspects of the school. They enjoyed working in the school and felt they had good
opportunities to be involved in the decision making process. Support staff were
positive about almost all aspects of the school. All felt the school was well led,
indiscipline was dealt with effectively and there was effective communication amongst
staff. They felt they could be more involved in the decision-making processes within
the school.
4. How good are learning, teaching and achievement?
Pupils’ learning experiences and achievements
The school provided a broad and balanced curriculum. Staff made use of flexibility in
the curriculum to provide additional time to improve pupils’ achievements in English
language, mathematics, environmental studies and thinking skills. They had yet to
fully evaluate the impact of this. The headteacher was in the process of reviewing and
improving programmes of study to ensure that pupils made good progress in their
learning. Teachers planned their lessons well and most used a range of teaching
approaches, explained tasks clearly and shared the aims of the lessons with pupils.
Staff made good use of information and communications technology (ICT) to support
some pupils having difficulties in mathematics and English language. The use of ICT
was not yet embedded in all areas of the curriculum. Effective approaches in P6/7
provided pupils with feedback on their work and to help them identify areas for
improvement. Overall, teachers provided a good range of homework tasks to
consolidate what pupils learned in class.
The quality of pupils learning was good. Almost all pupils were well motivated,
hardworking and well behaved. In most lessons, they listened attentively and worked
conscientiously on tasks they were set. Across the school the pace of some lessons was
too slow. In P1/2/3, pupils participated enthusiastically in a science investigation using
plants. In P4/5, pupils developed good organisational skills as they cooperated very
well in groups during a categorising task. In P6/7, pupils were able to use simple
French phrases about aspects of everyday life with appropriate accents. In most lessons
pupils did not have enough opportunities to develop responsibility for their own
learning or work together on tasks.
Almost all pupils were making good progress towards developing self-confidence and
self-esteem. Most pupils were developing their understanding of how to operate a simple
business by taking part in successful class enterprise activities. These included designing
and producing Christmas cards, a school newspaper and a puppet show. Pupils’
achievements in promoting global citizenship were recognised through their work as
Scotland’s first Fair Trade school. With the support of the local community, the school
council ran a popular weekly Fair Trade tuck shop and donated proceeds towards the
education of a teenager in Ethiopia. The school council organised a whole school pupil
talent show and pupils were developing their awareness of environmental issues through
recycling of computer ink cartridges. The well-attended biennial P6/7 residential visits
enabled pupils to experience a wide range of sports and activities. Senior pupils were
developing good citizenship skills by undertaking additional responsibilities, including
helping P1 pupils with their reading. Pupils participated successfully in many community
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competitions including, netball and football tournaments and the Strathaven Guy and Gala
Court. Senior pupils’ sporting achievements were enhanced through out-of-school
activities promoting athletics and fitness with other schools locally.
English language
The overall quality of pupils’ attainment in English language was good. From P3 to P7,
almost all pupils were achieving appropriate national levels in reading and most were
achieving these levels in listening, talking and writing. Pupils who had not attained
appropriate national levels were making suitable progress with their classwork. In all
classes, pupils listened well to instructions and directions. They contributed well to
discussions led by their teachers and most could listen and respond appropriately to the
views of others. At the early stages, pupils were making very good progress in developing
early literacy skills. Across the school, pupils read with fluency and expression. Most read
regularly for pleasure and could discuss their favourite authors and books with enthusiasm.
From P4 to P7, a significant minority of pupils had difficulty in finding information from an
unfamiliar reference text and discussing confidently what they had read. Throughout the
school, pupils were developing effective writing skills. They wrote for a variety of
purposes across the curriculum, using a range of styles. Some pupils presented their work
untidily. They did not always use accurate punctuation, sentence structures or write for
sufficient length.
Mathematics
The overall quality of pupils’ attainment in mathematics was good. Across the school,
most pupils were attaining appropriate national levels. A majority of pupils were now
achieving these levels earlier than might normally be expected. Almost all pupils who
had not attained appropriate national levels were making suitable progress in their
classwork. However, a few required more focused support to increase their pace of
learning. Pupils had a good knowledge of a range of graphs to display information but
older pupils had not yet used computers regularly to create graphs or use databases and
spreadsheets. Pupils were accurate in written calculations and most performed mental
calculations quickly and accurately. At all stages, pupils were developing good skills
in measurement. Almost all pupils had a good knowledge of two- and threedimensional shapes and could identify their properties. Most pupils had developed
skills in using a range of problem-solving strategies.
5. How well are pupils supported?
Staff provided a very good level of care for pupils. They knew their pupils well and
responded sensitively to their social, emotional and behavioural needs. All staff had a
clear understanding of school policies in relation to child protection, anti-bullying and
situations where pupils’ health might be at risk. All pupils praised the support they
received from staff and were confident about raising concerns. Pupils studied a range
of appropriate topics including personal relationships, safety and substance abuse.
Staff gave appropriate attention to the development of healthy lifestyles for example,
through lunchtime games and the outwith school hours athletics club. There were very
good arrangements for pupils to transfer from primary school to secondary.
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The school’s approaches to meeting pupils’ learning needs were good. The headteacher
had established effective early identification procedures for pupils who needed
additional support with their learning. A learning support teacher from the local
network support team gave very good additional help to pupils who were experiencing
difficulties in class. She worked closely with teachers to prepare individualised
educational programmes (IEPs) which had assisted pupils in making good progress in
their learning. The school ensured that all pupils with IEPs had useful formal annual
reviews of their progress. Programmes to help develop coordination, speech and
language difficulties and improve social interaction were delivered well by a range of
staff including a speech therapist, classroom and learning assistants. Staff had not yet
developed appropriately challenging activities to meet the needs of higher attaining
pupils. The school had identified the need to improve transfer arrangements for pupils
from nursery to P1.
6. How good is the environment for learning?
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Aspect
Comment
Quality of
accommodation
and facilities
The overall quality of accommodation was adequate. Staff
made effective use of the spacious classrooms and created a
bright environment by displaying pupils’ work attractively.
The school was well equipped with ICT resources and
internet access. There was a potential hazard as vehicles
accessed the playground at the same time as the children
were playing. Storage for resources and toilet facilities for
staff were limited. Access for users with disabilities was
restricted due to the location of the fire exit at the bottom of
a steep flight of stairs. The location of the school office
made it difficult to monitor the effectiveness of the secure
entry system.
Aspect
Comment
Climate and
relationships,
expectations
and promoting
achievement
and equality
The school had a very friendly and welcoming atmosphere.
Pupils strongly identified with their school. They were
courteous and all were well behaved. There was mutual
respect between staff and pupils and relationships were very
good. Staff, pupils and parents were very proud of the
school’s success and achievements. Staff made effective use
of praise, rewards and certificates to motivate pupils. They
had high expectations of pupils’ achievement, behaviour and
attendance. All pupils were treated fairly. Staff used
assemblies effectively to reinforce expectations of care,
tolerance and respect for others. Assemblies also provided
regular opportunities for celebrating success. Regular
opportunities for religious observance took place each term
and through daily class prayers. Racial equality and
anti-discrimination activities featured strongly through the
work of the school.
Partnership
with parents
and the
community
Partnerships with the local community were very good. The
School Board also undertook the role of PTA by organising
fundraising events. The members were very supportive of
the headteacher and staff. Parents received helpful
information through two meetings each year and two written
reports about their children’s progress. The headteacher
made good use of parents’ and children’s views about recent
changes to homework activities. Pupils now felt they had
the right amount. Parents were given information about
potentially sensitive aspects of the school’s health education
programme. The school had close productive links with the
local church. School events were well supported by the
local community. The school worked closely with
community police officers, who provided effective links
with the curriculum.
7. Improving the school
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Sandford Primary School provided a welcoming, calm and supportive learning
environment. All staff were hard working and committed to the school. The quality of
pupils’ attainment in English language and mathematics was good. Teachers worked
hard to provide pupils with a broad and balanced curriculum. Pupils responded well to
the good learning environment and were respectful to staff and each other. Community
support for the school was strong and staff had been successful in widening pupils’
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experiences through a range of links with the local community, visitors and successful
participation in competitions.
The headteacher provided good leadership and was well regarded by parents, pupils,
staff and the local community. He had created and maintained a climate where staff
supported each other well. Through the headteacher’s leadership the school
successfully supported pupils with additional support needs. He had worked with staff
and effectively raised boys’ attainment in English Language and mathematics. The
headteacher visited classrooms, sampled pupils’ work and tracked attainment on pupils’
learning. However, these approaches to monitoring the work of the school were at an
early stage of development and were not systematic or rigorous. The headteacher had
shown that working with the support of the education authority he was capable of
taking forward the improvements required.
Main points for action
The school and education authority should take action to ensure further
improvement in the work of the school and to raise achievement for its pupils. In
doing so they should take account of the need to:
•
improve the quality of pupils’ learning in all areas of the curriculum; and
•
improve approaches to evaluating the work of the school.
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.
Elizabeth Cole
HM Inspector
20 June 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
How well are pupils supported?
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
Improving the school
Leadership
Self-evaluation
good
good
good
good
good
very good
good
adequate
very good
good
very good
very good
good
adequate
This report uses the following word scale to make clear judgements made by
inspectors:
excellent
very good
good
adequate
weak
unsatisfactory
excellent
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
•
•
•
•
•
Explain its priorities for
improvement.
What pupils thought the school did
well
What pupils think the school could
do better
•
•
•
Teachers explained things clearly
and expected them to work hard.
Teachers checked their homework
and made them feel safe and well
looked after.
Some pupils’ behaviour could be
better.
What staff thought the school did
well
What staff think the school could
do better
•
•
•
•
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Staff showed concern for pupils’
care and welfare.
Staff made parents feel welcome
in school.
Their children enjoyed school.
The school had a good reputation
in the local community.
There were good relationships
with the local community.
There was mutual respect between
staff and pupils.
Staff set high standards for pupils’
attainment.
Improve aspects of the
accommodation.
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 Executive
Director (Education Resources), 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, Europa Building, 450 Argyle Street,
Glasgow G2 8LG or by telephoning 0141 242 0100. Copies are also available on our
website www.hmie.gov.uk.
Should you wish to comment on any aspect of primary inspections, you should write in
the first instance to Chris McIlroy, Acting HMCI, at HM Inspectorate of Education,
Denholm House, Almondvale Business Park, Almondvale Way, Livingston
EH54 6GA.
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
This report may be reproduced in whole or in part, except for commercial purposes or
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thereof are stated.
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