St Ninian’s Primary School
and Nursery Class
Stirling
Stirling Council
17 June 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?
5
6. How good is the environment for learning?
6
7. Leading and improving the school
9
Appendix 1 Indicators of quality
12
Appendix 2 Summary of questionnaire responses
13
Appendix 3 Good Practice
14
How can you contact us?
16
1. Background
St Ninian’s Primary School and Nursery Class were inspected in February 2008 as part
of a national sample of primary and nursery education. The inspection covered key
aspects of the work of the school at all stages. It evaluated nursery children’s and
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 the quality of children’s experience in the nursery, 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 areas of Torbrex and Cultenholve near to the centre of Stirling.
At the time of the inspection the roll was 442, including 60 children in the nursery
class. The proportion of pupils who were entitled to free school meals was in line with
the national average. Pupils’ attendance was slightly below the national average.
2. Key strengths
HM Inspectors identified the following key strengths.
•
The innovative curriculum and sector leading practice in the development of
writing and pupils’ learning experiences in environmental studies.
•
Pupils’ achievements across the curriculum.
•
The level of engagement of staff in the life and work of the school.
•
The schools’ success in involving parents as partners in their child’s learning.
•
Highly motivated nursery children and enthusiastic and well behaved primary
pupils who were responsible for, and actively involved in their own learning.
•
The quality of leadership across the school and of the headteacher.
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 a sample of parents, P4
to P7 pupils, and to all staff. Information about the responses to the questionnaires
appears in Appendix 2.
Pupils, parents and staff were very positive about the work of the school. Parents were
very pleased with all aspects of the nursery, and primary classes. They thought that the
school had a positive climate and staff had a good rapport with pupils. A few were
concerned about the lack of homework and wanted more regular updates on their
child’s progress. A few had some concerns over the state of cleanliness of the nursery
floor and cloakroom. Pupils were very pleased with school lunches and the school’s
approaches to keeping them healthy. They highly valued the after school clubs and
activities, educational outings, residential experiences and environmental topic work.
A few were concerned about the condition of the yet to be upgraded toilets. Staff
praised the leadership team within the school for their approachability and support.
They valued the opportunities that they were given to be involved in decision making
and to share good practice with colleagues. They were positive about the supportive
teamwork amongst staff and the good relationships. A few staff wanted more
consistent handling of indiscipline, including more support in class for pupils who
required it.
4. How good are learning, teaching and achievement?
Pupils’ learning experiences and achievements
The overall quality of the curriculum was very good with features of excellence. It was
broad and balanced and programmes of study provided appropriate continuity and
progression in pupils’ learning. Personal and social development permeated the
curriculum well. Visiting specialists made important contributions to developing
pupils’ skills in art and design and in physical education. All pupils were not yet
benefiting from two hours of good quality physical education each week, in line with
national expectations. Teachers planned very effectively by linking areas of the
curriculum through a theme. Teachers and pupils planned learning experiences
together to explore the themes through research, reading, writing and discussion.
Information and communication technology (ICT) was well embedded at all stages and
younger pupils made very effective use of their skills in making presentations and in
digital animation. Commendably, pupils were increasing their knowledge of a modern
European language from P1 to P7 through learning French. Enterprise education was a
strong feature at every stage enhancing pupils understanding of the world of work.
Pupils enjoyed planning and running a whole school display of their work for parents in
an end-of-session event. Health promotion work was well developed and there were a
number of opportunities for pupils to develop citizenship skills through the health
promoting schools group and the green team which promoted awareness of eco issues.
Programmes in science and technology were well planned and resourced, and provided
stimulating challenges for pupils. The quality of teaching was very good overall.
Almost all children in the nursery responded well to the experiences offered and
showed high levels of engagement for lengthy periods of time. Staff interactions with
children in the nursery were very skilled and effectively involved children in their
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learning. Nursery staff used sensitive and appropriate questioning which helped
children to sustain listening and talking, persevere in depth with their chosen activity
and develop new ideas. There were a few excellent lessons. Lessons were well
planned and organised and purposes were shared clearly with pupils. Teachers
interacted very positively with pupils and valued their contributions. Praise was used
well to encourage and motivate pupils. Teachers encouraged pupils to be creative and
curious learners and to think critically about their learning. Pupils’ learning was
enriched very effectively through the use of ICT. In most classes, teachers set an
interesting range of home learning activities.
Children in the nursery class were making very good progress. They were developing
an understanding of the natural world through planting, observing and exploring the
interesting outdoor area. In their expressive and aesthetic development their paintings
and drawings were very detailed and expressed their own ideas and observations. They
were developing very good hand control when preparing snacks, cutting and using ICT
resources. In the primary classes, the quality of pupils’ learning was very good. Pupils
responded very well to opportunities to take responsibility for their learning. In almost
all classes, pupils were actively involved in their learning. Learners’ views about the
school were sought and acted upon. They were consulted by staff about their learning
and could jointly discuss with staff their next steps. Pupils carried out investigations
and conducted enquiries to find answers to their own key questions in science and topic
work. They engaged productively with each other on collaborative tasks. They
respected and valued the input and opinion of others. Real life contexts were used well
by staff to make pupils’ learning more meaningful and more clearly understood.
The school had taken very good steps to promote pupils wider achievements. A
comprehensive range of displays celebrated and promoted pupils’ successes. Children
in the nursery class were independent, confident, secure in their nursery and able to ask
adults for appropriate help. They were developing organisational skills, an
understanding of social rules and beginning to work with others. They were making
very good progress in their emotional, personal and social development. Nursery
children were being well supported in their personal and social development by P6
pupils who wrote to them before their transfer to primary one. Most children behaved
well and were considerate towards each other. Pupils’ knowledge of the environment
had increased through a range of outdoor learning activities based in the school
grounds. The active eco green team successfully led on recycling, planting and
composting activities. Pupils had been involved in a very successful litter initiative.
The school had achieved silver Eco Schools Scotland status. They had established very
good links with the community through whole school events such as a Harry Potter
evening, an environmental studies initiative entitled ‘Lost in Time’ and a School of
Science. A group of pupils delivered a presentation to Stirling Astronomy Society
following their project work in science. Pupils benefited from a number of after school
clubs including football, cross-country running and dance. Many had successfully
represented the school in authority events and competitions. Pupils were developing
good citizenship skills through their work on the pupil council and as playground
monitors. They were increasing their knowledge of Scottish culture through their
participation in a Burns’ supper and the creation of an innovative Scot’s language
dictionary, which had attracted interest from a number of publishers. A project which
had extended pupils’ understanding of their heritage and increased their level of interest
3
in language. Senior pupils had further developed improved team working skills
through their residential outdoor centre experience.
English language
Children in the nursery class were making good progress in communication and language.
They listened very well to each other and to staff and most took part in extended and
detailed discussions. Most enjoyed listening to stories at group times and could recognise
their own name. Staff did not provide enough encouragement for children to play at being
writers. At the primary stages, the overall quality of attainment in English language was
excellent. In recent years the school had consistently improved standards of attainment in
listening, talking reading and writing. Almost all pupils were attaining appropriate national
levels and a significant minority were achieving these earlier than might normally be
expected. Pupils who had additional support needs were making very good progress in
their learning. Higher achieving pupils were well challenged in their course work. Pupils
at all stages listened very well to one another and to adults and expressed their views
clearly and confidently. Pupils at the upper stages could talk at length about their topic
work on the Titanic and gave informative presentations to their peers. The recently
introduced initiative in reading was having a very positive impact on pupils learning.
Pupils in P1 and P2 had made very good progress in developing early literacy skills. Those
in P3 read fluently with expression. Pupils in the middle and upper stages were actively
involved in their reading and took responsibility for setting their own learning targets and
tasks. They could read with confidence and very good expression. Almost all pupils were
knowledgeable about language. The innovative writing programme was well embedded
across the school providing pupils with rich opportunities within which to demonstrate their
abilities to write for a wide variety of purposes. Pupils at P6 and P7 produced detailed
diaries linked to their study of the Titanic. Their skills in punctuation, spelling and
grammar were highly developed. The quality and quantity of written work across the
school was outstanding.
Mathematics
Children in the nursery class were making very good progress in early mathematical
learning. They were enthusiastic when talking about numbers and enjoyed challenging
number games. Children were very skilled when counting and recognising numbers.
Some children were able to weigh, measure and make comparisons when baking and
making snacks. The overall quality of attainment in mathematics in the primary classes
was good. Most pupils were achieving appropriate national levels of attainment. A
few pupils at each stage were attaining these levels earlier than might normally be
expected. Pupils were making good progress from their prior levels of attainment.
Standards of attainment had remained consistently high and stable over the last three
sessions and showed signs of improvement. At all stages pupils were developing a
very good knowledge of presenting and interpreting information from a range of
graphs. The majority of pupils in P6 and P7 were not yet clear about how to use
computers to create simple databases and spreadsheets. At all stages most pupils were
confident in mental calculations. In P6 and P7, pupils were confident in using long
division and multiplication and in working with fractions. A minority were less secure
in carrying out calculations using decimals. Pupils in P4 were not so confident with
calculations involving time and those at P6 and P7 lacked confidence in calculations
involving measurement. By P7 most pupils had a very good understanding of angles,
coordinates and bearings. Almost all pupils could identify and discuss the properties of
4
a range of two- and three-dimensional shapes at an appropriate level for their stage.
While some pupils were making good progress, the majority of pupils did not yet have
a secure knowledge about a range of problem solving strategies or of how to apply
these effectively in practice.
5. How well are pupils’ learning needs met?
Overall, the arrangements for supporting children’s development and learning were very
good. In the nursery staff knew children very well and made sound observations of
children’s learning but did not consistently use this information to demonstrate children’s
progress or involve parents. In primary classes, teachers took good account of the range of
pupils’ needs in planning learning activities. They were skilled at ensuring all pupils,
including the most able, were engaged in challenging learning activities. The support for
learning teacher, in partnership with class teachers, planned appropriate support for those
pupils with additional support needs. Support focused on developing pupils’ skills in
reading and writing to ensure that they could participate more fully in learning in class
lessons. Pupils benefited from well-planned intensive programmes with a clear purpose,
skilfully delivered in small group settings. A principal teacher who had expertise and
training in identifying and addressing specific difficulties in mathematics provided very
good support to pupils. Pupils who were using computer-based skills programme for
reading, spelling and numeracy were improving literacy and numeracy skills but the impact
of these improvements were not yet evident in class work. Learning assistants made a
helpful contribution towards meeting pupils’ needs through support in classes and
delivering specialised programmes for individual pupils. Pupils with individualised
educational programmes were making good progress towards their learning targets.
Teachers, parents and pupils worked well together to agree and review these learning
targets. The format used ensured that pupils’ views about their learning were consistently
included. The school, along with other agencies such as outreach teaching services and
psychological services, provided a range of effective supports for pupils.
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6. How good is the environment for learning?
6
Aspect
Comment
Care, welfare
and
development
The quality of the care and attention to pupils’ physical, social
and emotional needs was very good. In the nursery, children
were developing positive attitudes to each other. They showed
care for others when helping prepare the snack and were
developing more independence in dressing and in personal
hygiene. Staff had clear guidance and effective training for
child protection. They had responded appropriately to concerns
about individual children. The school had worked effectively
with other agencies to ensure pupils were safe and their care
needs met. The school community worked well together to plan
for improving pupils’ health, for example through the promotion
of healthy choices at lunch times, Fruity Fridays Tuck Shop, and
daily physical activities. All pupils from P4 to P7 participated in
an interactive development programme which helped them to
make informed decisions about lifestyle choices. Pupils who
required additional support for their social and emotional
development participated in an enhanced programme to further
develop their confidence. Staff worked closely in partnership
with Stirling High School to ensure smooth transitions for
pupils, with particular attention given to potentially vulnerable
pupils. Appropriate transitions were in place for children in
nursery to P1 through a joint ‘Jack in the Beanstalk’ initiative.
Good links were also established for pupils coming from home
and play group into nursery through shared information in
‘starting points’ profiles. The school was monitoring attendance
levels closely and making appropriate contact with parents in an
effort to bring about improvement.
Aspect
Comment
Management
and use of
resources and
space for
learning
The management and use of resources and space for
learning was good. Almost all classrooms were of a good
size with plentiful natural light. An open reception area
welcomed visitors to the school and provided attractive
displays of pupils’ work and achievements. Entrances were
appropriately secure with enhanced security through CCTV
coverage. There was good access and a disabled toilet for
those with restricted mobility. The parking area was
suitably fenced off from the playground. A large stage and
assembly hall, computer suite, dining hall, medical room
and general practice room further enhanced accommodation
and were very well used. The grounds were attractive and
well developed providing good outdoor play space and a
wildlife garden. However some areas of the school building
were in need of refurbishment. The space in the infant area
was too cramped. Décor in the nursery required to be
refreshed. There were several areas across the school
suffering from water penetration damage and some of the
pupils’ toilets had yet to be upgraded. The outdoor grass
area was poorly drained. There were no changing rooms for
physical education. Appropriate space for pupils to eat their
packed lunches and areas for teaching small groups were
limited.
7
8
Aspect
Comment
Climate and
relationships,
expectations
and promoting
achievement
and equality
and fairness
Staff were very supportive of each other and had been involved
in sharing good practice. They had responded positively to
continuous professional development opportunities in reading,
assessment, thinking skills, environmental studies, mathematics
and writing. They were keen to continue to develop their work
in line with the national initiative ‘curriculum for excellence’
and to further embrace change. They worked very effectively
with outside agencies to support vulnerable pupils. All staff had
exceptionally good relationships with their pupils, and the high
level of teamwork was evident throughout the school. All staff
set very high standards for pupils’ behaviour. Teachers had very
high expectations of pupils’ attainment and standards of
presentation of work. Throughout the school pupils felt valued
and treated fairly. They worked well together and had a good
awareness of the needs of others. Through the school’s thematic
approach to learning, pupils had very good opportunities to
consider issues of fairness and equality. For example, all pupils
involved in the Titanic project addressed discrimination through
discussions about how to decide who was saved in a life boat.
The school had not yet fully developed its approaches to
systematically addressing and positively promoting equality
issues throughout the curriculum. Opportunities for religious
observance were effectively supported by a chaplain but
required to be extended.
Aspect
Comment
The school’s
success in
involving
parents, carers
and families
The school had developed excellent partnerships with
parents, the new Parent Council, PTA and the wider
community. The degree of satisfaction amongst parents
about the work of the school was very high. Several classes
benefited from a number of parental volunteers, particularly
at the early stages. The school consulted parents on
sensitive health issues to be included within programmes of
study. Parents of pupils with additional support needs were
fully included in discussing their child’s learning. Pupils
interacted with pupils from other schools across the
authority through their residential experience and
participation in sporting activities. The school was
effectively developing links with local businesses and
through these partnerships had successfully gained
additional funding. Very large numbers of parents had
attended whole school events and had commented very
positively on their visits. A number of parents had been
trained by Active Stirling to lead playground physical
activities and effectively supported active play in the
playground. Parents were successfully involved in a variety
of innovative home learning activities such as reading
circles, storywriting and model making linked to
environmental studies projects.
7. Leading and improving the school
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
St. Ninian’s Primary School and Nursery Class provided pupils with high quality
education. It was an improving school and staff were committed to ongoing
development. Pupils were well behaved, courteous and proud of their achievements
and their school. Almost all pupils thrived through their involvement in innovative
active learning approaches and collaborative work. Learning was effectively organised
in a cross-curricular and integrated way. All staff were committed to extending and
supporting pupils’ wider achievements. Pupils were developing well as confident and
responsible citizens. Most were making effective contributions to the work of the
school within and beyond the classroom. Pupils’ skills in health, ICT and enterprise
education were being systematically and effectively developed at all stages.
Attainment in English language was excellent and in mathematics it was good and
improving. The quality of teaching and learning was very good overall. Pupils’ needs
were being met very well and overall, pupils with additional support needs were
making good progress in their learning.
The headteacher provided excellent leadership. She was very caring and highly
committed to both pupils and staff. She had taken the lead in a number of
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developments which had impacted positively on the quality of pupils’ learning
experiences, most noticeably in writing. She was held in high regard by staff. She was
strongly committed to developing and supporting staff to deliver the best possible
learning experiences for pupils. She had ensured that all staff were focussed on
improving the quality of learning and teaching. She had sought out and secured several
high quality development activities for the whole staff. Staff found her to be
inspirational. The depute head teachers provided an excellent level of support to staff
and pupils in line with their skills and expertise. They both supported the headteacher
and staff very effectively and had a considerable teaching commitment. They were
well respected by all staff. The three principal teachers each made very effective
contributions in their own areas of music and citizenship, mathematics recovery
programmes and eco school developments and science and technology. Another
unprompted member of staff led the development of mathematics very effectively. A
support assistant played a key role in supervising the arrangements for additional
support using ICT. The school’s arrangements for self-evaluation were very good.
There were a range of effective processes in place. The senior management team
monitored pupils’ work and teachers’ plans and regularly carried out classroom
observations. Feedback to staff was focussed on improving pupils’ learning
experiences and provided staff with appropriate support and challenge. Staff observed
each other in class, promoting the sharing of good practice and helping to bring about
more consistency in the quality of pupils’ learning experiences. Assessment jotters
followed the pupils through the school and were useful for staff and pupils in gauging
progress and setting appropriate twice yearly learning targets. In mathematics, all staff
had made improvements in tracking pupils’ progress more closely. Staff had
introduced innovative approaches to encourage pupils to evaluate their own work on a
regular basis. The views of parents, pupils and staff were gathered as part of the cycle
of improvement and staff regularly participated in discussions related to the outcomes
of self-evaluation processes. The school clearly demonstrated that it had a well
developed capacity for improvement.
Nursery staff were aware of the implications of the Scottish Social Services Council’s
Codes of Practice. At the last Care Commission inspection of the nursery class there
were no requirements and three recommendations which had been addressed.
Main points for action
The school and education authority should continue to provide high quality and
improving education. In doing so, they should take account of the need to:
•
10
continue to develop and implement approaches to further raise pupils’
achievements in mathematics.
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. Within two years of the publication of
this report the education authority, working with the school, will provide a progress
report to parents.
Donald Macleod
HM Inspector
17 June 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
Improvement in performance: English language
Improvement in performance: mathematics
very good
very good
very good
excellent
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
good
excellent
very good
very good
excellent
excellent
excellent
excellent
very good
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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outstanding, sector leading
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
•
All thought the school made them
feel welcome and that staff showed
care and concern for their child.
• Almost all were positive about
almost all other aspects of school
life.
•
What pupils thought the school did
well
What pupils think the school could
do better
•
•
Pupils were very pleased with
almost all aspects of school life.
A minority want better
information about their child’s
strengths and weaknesses and
about the standard of work the
school expects.
A minority think pupils need to
be treated more fairly and
equally and that they did not get
the right amount of homework.
What staff thought the school did
well
What staff think the school could
do better
•
•
All staff were very positive about
all aspects of school life.
There were no significant issues.
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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.
Environmental Studies
The school’s objective was to embed its engaging, coherent and relevant
cross-curricular approach to environmental studies across the whole school. In this
approach, which culminated in children organising a themed festival of learning for
their parents at an open event, the children generated their own Big Questions.
Finding the answers to these became their learning intentions. The questions were
published in the classrooms and shared with parents in advance. Children organised
activities, workshops and guided tours at an open event to answer the questions with
their parents.
The approach was piloted very successfully in several classrooms and a collegiate
decision was taken to plan a whole school ‘People in the Past’ event called “Lost in
Time”. Child pleasing topics were chosen, and the Depute Headteachers and Class
Teachers worked together to plan high quality, worksheet free, core work across the
curriculum, embedding active learning by utilising collaborative and independent
learning approaches.
Nine hundred adults attended ‘Lost in Time’. Families shared learning experiences
and confident children basked in the glow of their success. Evaluations from
children, parents and staff were very positive. Management and staff continue to plan
together, active learning is evident across the curriculum and staff are skilled in using
the newly developed approaches. Staff took the approach forward with Science and
Maths events in the years that followed with similar success.
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Improving Writing
In 1999, the school had very low attainment in writing and there was little
motivation or interest from pupils in the writing process. The objective was to
create a community of writers, in which teachers would be confident and skilled
in teaching writing and clear about the characteristics of different writing genre.
It was hoped that children would understand and be able to talk about the writing
process and be enthusiastic about and take pride in their writing. The school
intended parents would understand the writing process and grasp the importance
of and believe in supporting their children as partners in writing.
As a school community it has ensured that all management staff are confident and
skilled in teaching writing. The school arranged and negotiated the content of
high quality in-service training tailored to the specific needs of the school.
Teachers fed back at staff meetings about their difficulties and successes and had
saved model exemplars of high quality work in a variety of genre, some of it
published, to share among staff, children and parents. The school ensured that
real purpose and audience were built into all writing tasks. It had successfully
planned to make children’s writing a main feature of the work of the school and
deliver annual workshops for parents on partnership writing. Pupils’ writing was
moderated twice a year when the management team and teachers worked together
to evaluate class work.
School attainment in reading was raised from 48% in 1999 to 85% in 2007 and
was anticipated to rise further to 90% in 2008. The school has created a
community of writers who can talk confidently and articulately about their
writing. Many children choose to write and have developed a love for writing.
Many boys have also demonstrated success in writing.
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HM Inspectorate of Education
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