Glenburn School
Greenock
Inverclyde Council
29 January 2008
Contents
Page
1. Background
1
2. Key strengths
2
3. How well does the school raise achievement for all?
2
4. How good is the environment for learning?
5
5. Leading and improving the school
7
Appendix 1
Indicators of quality
9
Appendix 2
Summary of questionnaire responses
10
How can you contact us?
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1. Background
Glenburn School was inspected in October 2007 as part of a national sample of provision for
pupils with additional support needs. The inspection covered key aspects of the school’s work at
all stages. It evaluated the quality of the curriculum and pupils’ achievements, including their
performance in examinations and assessed the quality of pupils’ wider achievements. Inspectors
also evaluated the quality of learning and teaching and pupil support, the environment for
learning, the school’s processes for self-evaluation, and its overall effectiveness and capacity for
improvement. There was a particular focus on attainment in English language, mathematics,
physical education (PE) and science.
The school is a non-denominational special school serving all of Inverclyde. The school
provides education for pupils at primary and secondary stages with additional support needs
arising from learning difficulties and physical disabilities. A specialist communication and
language unit within the school caters for secondary-aged pupils with communication and
language difficulties including those with autistic spectrum disorders. At the time of the
inspection, the roll was 90, with 37 pupils at the primary stage. Sixteen pupils from mainstream
schools within the authority attended the unit on a part-time basis. At the time of the inspection,
no pupils had coordinated support plans. The percentage of pupils entitled to free school meals
was above the national average.
HM Inspectors examined pupils’ work and interviewed groups of pupils, including the pupil
council, and staff. Members of the inspection team also met the chairperson of the Parent
Council, representatives from the community and a group of parents. They analysed responses to
questionnaires issued to all parents 1 and pupils and to all staff. 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 was a runner-up in the national Scottish
Education Healthy Living Awards in June 2007. Evaluations in this report apply equally to both
primary and secondary stages.
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
2. Key strengths
HM Inspectors identified the following key strengths.
•
Active promotion of a healthy lifestyle which permeated the whole school.
•
Effective use of information and communications technology (ICT) at all stages to offer
challenge, choice and motivation to all learners, matched to individual needs.
•
Pupils’ personal and social development and the high quality of pupils’ broader
achievements.
•
Partnerships with parents, agencies, local college and the wider community.
•
Highly effective approaches to school improvement.
•
The leadership of the headteacher, senior managers and staff.
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 provided pupils with a broad, balanced and
relevant range of learning experiences adapted from the 5-14 national guidelines and the National
Qualifications (NQ) framework. The length of the school week at both primary and secondary
stages was in line with that of mainstream schools. Pupils’ programmes of study and coursework
were enjoyable, challenging and well tailored towards meeting their additional support needs.
Personal, social and health education (PSHE) was given an appropriately high priority at all
stages of the school. All pupils benefited from the high quality of the planned programme for
PSHE. Staff ensured that ICT permeated the curriculum effectively. There was a strong focus on
developing pupils’ knowledge, understanding and skills in literacy and numeracy across the
primary classes and at S1 and S2. All pupils from S3 to S6 participated in NQ Access level units,
usually at Access 2 or 3 level. The school offered Standard Grade in social and vocational skills
which enhanced pupils’ sense of communal responsibility and integrated very well with their
other curricular activities. Subject choice and levels of certification for pupils across S3 to S6
were limited. Senior pupils developed their independent living skills through a wide range of
learning opportunities, such as community involvement, work experiences and college
placements.
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Teaching and meeting pupils’ needs
Overall, the quality of teaching was good with some very good aspects. All staff had developed
very good relationships with their pupils. Teachers motivated pupils well and engaged them in
their learning. Almost all teachers shared the aims of the lessons and gave clear instructions and
explanations to pupils. At all stages, teachers made effective and creative use of ICT to promote
pupils’ learning and meet their needs. They worked hard and used questioning to develop pupils’
thinking skills. Teachers often included a helpful review of what pupils had learned at the end of
each lesson. However, across the school there was room to make such commendable practice
more widespread and consistent.
To promote achievement for all, the school met pupils’ learning needs effectively with aspects of
very good practice. At the secondary stages, the school provided a wide range of NQ units. Staff
worked hard to meet pupils’ very diverse learning needs. At times, a few higher attaining pupils
would have benefited from more challenging tasks. Teachers within the unit provided staff with
helpful information about individual secondary pupils to enable them to meet their
communication and language needs more effectively. Support staff gave very well-judged and
focused support to individual pupils. Staff, working with physiotherapists, delivered programmes
to improve pupils’ balance and coordination. Speech and language therapists made significant
contributions to the development of pupils’ communication skills. Almost all pupils were
confident and achieving the targets set within well-planned individualised educational
programmes (IEPs). These IEPs were shared effectively with parents. Putting coordinated
support plans in place would help to ensure that the school fully met the needs of all pupils.
Teachers used a variety of relevant contexts to develop pupils’ life skills. The school had very
good arrangements to develop pupils’ independence and support their transition to post-school
employment and training.
Learning and personal development
Overall, the quality of pupils’ learning was good. Most pupils responded well and were
motivated and hardworking. They responded well to staff. They were particularly enthusiastic
learners, when completing practical activities. In a few areas, pupils regularly worked well
together in teams, groups and pairs. At all stages, pupils used ICT effectively to support their
own learning. At times, pupils waited too long to engage in a task during group activities, with
the result that the pace of learning was too slow.
The quality of personal and social development was excellent. At all stages, pupils were
welcoming of visitors, showed care, respect and tolerance of others and were confident and
happy individuals. Health promotion was embedded within the school, through a wide range of
activities such as daily teeth brushing, exercise and the challenging life skills programme. The
school had an excellent range of opportunities for pupils to develop skills in enterprise and
citizenship. These had enabled pupils to achieve local and national awards. Successes included,
an Eco Silver Award, Caledonian Awards at gold and silver for games and sportsmanship and
Duke of Edinburgh’s Awards for first aid, map reading and expedition. S6 pupils had been
registered for a Millennium volunteer award. Pupils at S4 had created outstanding gift-wrap
designs in art based on their personal ideas and pupils in S1 had developed very effective
Edinburgh Fringe posters. The school had very positive links with the local community to
enhance their learning and extend their social skills. Pupils were well supported when attending
the nearby Inverclyde Academy for curricular and vocational educational programmes. Pupils in
3
the unit were very well supported through outreach programmes. Senior pupils took part in work
experience in local businesses matched to their interests and strengths. They offered peer support
for primary pupils and took responsibility in the planning and preparation for the Palm Tree Café
in school.
English language and communication
The overall quality of pupils’ achievements in English language and communication was good,
with some very good features. At the primary stages, pupils were acquiring good listening skills
and were able to follow directions. They were making steady progress in being able to talk about
their personal experiences. They responded well to opportunities to discuss current matters of
importance and to share their points of view. They were well engaged in developing their
understanding of phonics and reading and in improving their skills in letter formation and
writing. In the secondary stages, many pupils were supported in lessons by staff from the unit.
Pupils were becoming more confident in talking and reading and were learning to make good use
of ICT when writing. Across S3 to S6, they generally participated well in coursework for NQ
units at Access 2 level. In S3, they demonstrated good skills in commenting on and evaluating
posters which they had designed. In S5, pupils were able to talk knowledgeably about a novel
which they were studying. They demonstrated that they understood the mood and atmosphere in
passages from the novel. In S5 and S6, most showed good skills in communicating with others.
In the previous school year, all pupils had gained an NQ unit at Access 2 level by the end of S6.
Mathematics
In both the primary and secondary stages, the overall quality of attainment and achievement in
mathematics was good. Most pupils were making worthwhile progress in their coursework.
Some required significant support to ensure that they attained targets which had been set for them
and were receiving additional support from staff. At the primary stages, pupils were making a
good start and were acquiring useful skills in basic number work. From P1 to P7, they were
developing their knowledge and understanding in aspects of mathematics such as sequencing,
shape, measurement and coin recognition. At the secondary stages, most pupils were making
good progress in extending their skills in undertaking problem solving tasks. In S1 and S2, they
were improving their abilities in numerical operations and mathematical reasoning. They
displayed good skills in practical features of mathematics, such as telling the time and using
money. Across S3 to S6, all pupils were participating in NQ Access units at levels 1, 2 or 3.
They were continuing to improve their competencies in applying mathematics in everyday
situations. In the previous school year, all pupils had gained at least one NQ Access unit, by the
end of S6. Most pupils had attained unit awards at Access 2 or 3 levels.
Physical education
The quality of pupils’ attainment and achievements in PE was good with some very good
features. There was a wide and varied programme of experiences for pupils across the school in
which gymnastics and swimming were regular and appropriate aspects. Pupils enjoyed their
learning and levels of participation were high. Teachers explained tasks well and pupils
understood clearly what they were being asked to do. Some pupils demonstrated independence
when working on fitness training equipment. Almost all remained on task and all pupils
experienced some degree of success. Most tasks were well suited to pupils’ needs. Pupils
collaborated well with each other when given the opportunity and valued the time to talk to each
other about improving their performance. Almost all were making good progress. Beneficial
links had been established with local primary schools and their pupils participated in classes
4
along with those from Glenburn to further develop individual ideas and performances. The
school was using off-site facilities such as a local leisure centre well to enhance pupils’
experiences, particularly at the upper stages. Pupils who were wheelchair bound were very well
supported and involved in all physical education classes. Almost all pupils in S4 attained NQ
units in performance at Access 2 level through basketball and swimming.
Science
Across both primary and secondary stages, the overall quality of attainment and achievement in
science was good. Most pupils were making appropriate progress in their learning. Overall, they
were enthusiastic learners who enjoyed science. In particular, they liked doing experiments.
Pupils listened attentively and answered questions. Pupils had benefited from a range of trips,
for example to a local bay to look at different habitats for plants and animals. By the middle
stages, primary pupils were developing some understanding of carrying out scientific tests. They
were able to discuss which objects floated and which sank. With appropriate support, pupils
tested their ideas and recorded their results pictorially. Pupils at the upper stages of primary were
confident when making short presentations to describe the lifecycle of a butterfly. S1 pupils,
while learning about teeth, demonstrated their very good knowledge of healthy eating. They
could describe the reasons for brushing teeth regularly. Pupils in S2 had carried out research on
the Internet about endangered animals. They worked well together in pairs to create interesting
and colourful booklets about their chosen endangered animal. S3 pupils could carry out
experiments and describe in simple terms some variables which might affect the rate at which
sugar dissolves in water. By the end of S4, almost all pupils had achieved Access 2 units in
science.
4. How good is the environment for learning?
Aspect
Comment
Pastoral care
The quality of pastoral care was very good. The school gave an
appropriately high priority to the care and welfare of all pupils.
All staff had been trained in child protection. Pupils benefited
from the high quality support provided by all staff, including
staff from other agencies. They felt safe and secure in school.
Staff provided a high level of supervision in the playground. The
school nurse had provided helpful advice on intimate care
procedures and appropriate staff had been trained in manual
handling. Staff had completed risk assessments for the
evacuation of pupils in wheelchairs. A mobile Internet bus from
Inverclyde Council made a significant contribution towards
keeping secondary pupils safe on the Internet. The school
promoted a healthy lifestyle actively and very successfully. At
all stages, pupils were very knowledgeable about the benefits of
healthy eating and exercise.
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Aspect
Comment
Quality of
accommodation and
facilities
Overall the quality of accommodation was adequate. Particular
features included the following:
•
•
•
•
•
•
The large bright classrooms and corridors had very creative
and stimulating displays of pupils’ work.
Pupils benefited from an outdoor playground area which had
an attractive climbing frame.
Access for pupils with restricted mobility was appropriate.
Pupils had benefited from the upgrading of the disabled
toilet and shower facilities.
The outdoor paintwork and windows were in poor condition
and some internal areas had suffered from leaks. The gym
shower areas were in a very poor condition.
The only grassed area was too often waterlogged to be
suitable for pupils to use.
Some areas of the school, for example, the ICT room, were
too hot and too poorly ventilated for effective learning to
take place.
A number of other aspects relating to health and safety were
brought to the attention of the school and education authority.
Climate and relationships,
expectations and
promoting achievement
and equality
6
All staff worked hard to maintain a calm and purposeful working
environment. Almost all pupils were very well mannered and
respectful of their peers, staff and visitors. Pupils with more
complex needs were developing tolerance and acceptance of
others. Pupils were eager to gain good behaviour stickers. The
school had a very strong ethos of achievement. Regular whole
school assemblies were used very effectively to celebrate and
praise pupils’ successes. Pupils’ individual achievements were
recognised by outings, commendation awards and
communications with parents. There were very good
arrangements in place for religious observance. The pupil
council had initiated several changes. It had been instrumental in
having a different uniform for the primary and secondary stages.
Approaches to ensuring equality and fairness were very good.
The school had an inclusive atmosphere. The inclusion of pupils
in wheelchairs in PE was an example of best practice. All staff
had recently been trained in racial equality.
Aspect
Comment
Partnership with parents
and the community
The school had developed excellent partnerships with parents
and the wider community. Parents thought that, through reviews
and parents’ evenings, they had a very effective input into their
children’s education. They welcomed guest speakers at parents’
evenings. Parents were consulted about sensitive aspects of
health education. The weekly Palm Court Café welcomed
members of the local community and allowed pupils to take
responsibility. There was a positive partnership with James Watt
College which linked well to broader achievements. The school
had well developed links with Inverclyde Academy which
allowed pupils to access aspects of a mainstream secondary
curriculum and facilities. The school had developed and
sustained for many years very effective links with Ravenscraig
and St Gabriel’s Primary Schools. Pupils from all three schools
worked well together in music and in PE. A local employer had
completed a community challenge by working with the school to
improve the environment.
5. Leading and improving the school
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Overall, Glenburn School provided its pupils with a very high quality of education. Staff met
pupils’ learning needs well. They were committed to pupils’ health and well-being. Staff and
pupil morale was high and there was a strong sense of teamwork. Pupils’ broader achievements
were well promoted and celebrated. The school gave a very high priority to the development of
pupils’ life skills and preparedness for life after school. Highly effective partnerships were in
place to support pupils and their families.
The headteacher provided very good leadership. Throughout her many years in post, she had
provided a clear strategic direction for the school. She was highly respected by staff, pupils,
parents and the community. She was outward looking and highly effective at developing
partnerships which benefited pupils. Depute headteachers provided the headteacher with very
strong support and had led significant improvements within the school, for example,
developments in ICT and college links. The unit had been led for several years by an acting
principal teacher, who had been responsible for its improvement. At the time of the inspection,
the other acting principal teacher was absent. A classroom teacher with responsibility for health
had made a very positive impact on all aspects of school life. Teachers willingly took on
responsibility for the management and coordination of areas of the curriculum, for example
science. One of the support staff coordinated the role of pupil monitors.
The school had highly effective approaches to improvement. Staff placed a high priority on
evaluating all aspects of its work. Annually, staff used nationally developed quality indicators to
identify strengths and areas for further development. Senior managers monitored plans, visited
classes and provided staff with written feedback. At times, the feedback lacked sufficient focus
7
to lead to improvements in teaching and learning. Overall, the combined highly effective
leadership of the headteacher, the strongly supportive management team and the effective
procedures for self-evaluation gave the school a significant capacity for improvement.
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:
•
further improve pupils’ attainment, in particular that of higher attaining pupils, by
increasing the level of challenge and extending certification; and
•
continue to share best practice in learning and teaching to further improve the overall
quality and consistency of pupils’ classroom experiences.
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.
Elizabeth Morrison
HM Inspector
29 January 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 well does the school raise achievement for all?
Structure of the curriculum
very good
The teaching process
good
Meeting pupils’ needs
good
Pupils’ learning experiences
good
Personal and social development
excellent
Pupils’ attainment in English language and
communication
good
Pupils’ attainment in mathematics
good
Pupils’ attainment in physical education
good
Pupils’ attainment in science
good
How good is the environment for learning?
Pastoral care
very good
Accommodation and facilities
adequate
Climate and relationships
very good
Expectations and promoting achievement
very good
Equality and fairness
very good
Partnership with parents, the Parent
Counciland the community
excellent
Leading and improving the school
Leadership: headteacher
very good
Leadership across the school
very good
Self-evaluation
very good
This report uses the following word scale to make clear judgements made by inspectors:
excellent
very good
good
adequate
weak
unsatisfactory
outstanding, sector leading
major strengths
important strengths with some areas for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
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Appendix 2 Summary of questionnaire responses
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 think the school does well
•
All parents were positive about almost all •
aspects of the school.
What pupils think the school does well
•
10
Some parents did not think that the school
buildings were kept in good order.
What pupils think the school could do
better
All pupils thought the school helped them •
to keep safe and healthy.
What staff think the school does well
•
What parents think the school could do
better
Some pupils did not think that they got the
right amount of homework.
What staff think the school could do better
•
All staff were positive about almost all
aspects of the work and life of the school.
No significant issues were raised.
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 Corporate Director:
Education and Social Care, 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, 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.
HMIE Feedback and Complaints Procedure
Should you wish to comment on any aspect of provision for pupils with additional support needs,
you should write in the first instance to Frank Crawford, HMCI, at the above address.
If you have a concern about this report, you should write in the first instance to our Complaints
Manager, HMIE Business Management and Communications Team, Second Floor, Denholm
House, Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA. You can also
e-mail HMIEcomplaints@hmie.gsi.gov.uk. A copy of our complaints procedure is available from
this office, by telephoning 01506 600200 or from our website at www.hmie.gov.uk.
If you are not satisfied with the action we have taken at the end of our complaints procedure,
you can raise your complaint with the Scottish Public Services Ombudsman (SPSO). The
SPSO is fully independent and has powers to investigate complaints about Government
departments and agencies. You should write to the SPSO, Freepost 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 2008
HM Inspectorate of Education
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stated.
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