St Ninian’s High School
Kirkintilloch
East Dunbartonshire Council
4 March 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?
8
5. Leading and improving the school
10
Appendix 1
Indicators of quality
13
Appendix 2
Summary of questionnaire responses
14
Appendix 3
Attainment in Scottish Qualifications
Authority (SQA) National Qualifications
16
How can you contact us?
18
1. Background
St Ninian’s High School, Kirkintilloch was inspected in November 2007 as part of a national
sample of secondary education. The inspection covered key aspects of the school’s work at
all stages. HM Inspectors evaluated how well the school was raising achievement for all
pupils, taking into account the extent to which pupils’ learning needs were met by the
curriculum and teaching. They also analysed pupils’ attainment in national examinations
(see Appendix 3), the school’s processes for self-evaluation and innovation, and its overall
effectiveness and capacity for improvement. Inspectors focused particularly on English,
mathematics, modern foreign languages and history.
The inspection team also evaluated aspects of the school’s progress in implementing national
recommendations related to improving aspects of school meals provision.
HM Inspectors observed teaching, learning and achievement in lessons and other contexts
and examined pupils’ work. They analysed responses to questionnaires 1 issued to a sample
of parents 2 and pupils and to all staff. They interviewed groups of pupils, including
representatives of pupil councils, and staff. Members of the inspection team also met the
chairperson of the Parent Council, a group of parents and the school chaplain.
St Ninian’s High School is a denominational school serving Kirkintilloch, Lenzie,
Lennoxtown and the surrounding area. At the time of the inspection, the roll was 758. The
percentage of pupils entitled to free school meals was above the national average. Pupils’
attendance was above the national average. The school included a language and
communication resource, serving pupils from across East Dunbartonshire. Eleven months
before the inspection, the school had been decanted to a school building in Bishopbriggs for
a period of two and a half years, pending construction of a new school in Kirkintilloch under
the council’s Public Private Partnership initiative.
1
See Appendix 2
Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and
carers who are relatives or friends.
2
1
2. Key strengths
HM Inspectors identified the following key strengths.
•
The exceptionally positive climate and relationships within the school.
•
Improving patterns of attainment.
•
The effective implementation of the School of Ambition initiative, and the consequent
effects on staff and pupils’ motivation.
•
Strong links with parents and the wider community.
•
The quality of pastoral care within the school.
•
Effective leadership at all levels within the school.
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. The school had adopted a well judged and
measured approach to curriculum innovation within the context of the national initiative
Curriculum for Excellence. Particular features of the curriculum included the following.
•
At all stages, pupils followed a broad and balanced curriculum. The proportion of pupils
following courses in modern foreign languages from S3 to S6 was exceptionally high.
•
There was a good range of Standard Grade and National Qualification (NQ) courses
available from S3 to S6, with effective steps taken to meet as many individual needs and
aspirations as possible.
•
There were strong links with associated primaries to ensure pupils built fully on prior
learning.
•
Pupils’ learning was enhanced by productive links between the language and
communication resource and most subject departments, including art and design, history
and science.
2
•
There were well planned approaches to religious and moral education, physical education
and personal and social education, including curricular and vocational guidance.
•
A clear dimension of vocational education was offered in partnership with local colleges,
with scope to extend this dimension of the curriculum further.
•
There was proactive discussion among departments and teachers to improve the
curriculum and to introduce well planned innovation. Initiatives included well designed
inter-disciplinary and thematic activities, such as the encouragement of applied thinking
skills across the curriculum and an enterprising and powerful approach to promoting
anti-sectarianism.
•
There were successful approaches to enterprise education, international education for
global citizenship, health education and sustainable development education across the
curriculum.
•
The very good opportunities for learning outwith the classroom, including leadership
training, provided valuable enhancements to the curriculum.
Teaching and meeting pupils’ needs
The overall quality of teaching was good. Lessons were consistently well prepared and
structured. Time was used productively, with a good range of teaching approaches including
whole class and group teaching. Most teachers were systematic in ensuring that pupils were
fully aware of the content and aims of lessons and in reviewing what had been learned. Most
used questioning well to probe pupils’ understanding, although some were less effective in
providing opportunities for pupils to express their views and in responding constructively to
pupils’ answers. Some lessons were exceptionally successful in engaging pupils with their
learning, through stimulating teaching and imaginative pupil activities. There was effective
use of information and communications technology (ICT) in many subjects to enhance
teaching and learning. Homework was provided regularly in many subjects and well planned
to extend pupils’ learning. The school recognised the need to increase the pace of lessons in
some subjects and to share and extend the best practice to raise the quality of teaching
overall.
There were major strengths in the way the school met pupils’ needs. Teaching materials
were well matched to pupils’ different needs, including those of high attaining pupils. The
“Intervention Days”, led by the English department, were an excellent example of
encouraging independent and creative thinking skills for all pupils across a wide range of
subject areas. Courses at Access Levels 1 and 2 and Intermediate 2 had been developed for
pupils with additional support needs in the language and communication resource and other
departments. Individual pupils’ needs were well met by the joint efforts of learning support
staff and mainstream teachers. Pupils were encouraged to review their on-going progress
and were involved in setting their own learning targets. The deployment of subject teachers
to teach pupils from the language and communication resource was very effective. Support
for learning assistants provided very good support in class for individual pupils and worked
collaboratively with class teachers. All staff were involved in the identification of pupils’
needs. Staff knew pupils very well and monitored progress consistently well through
individual assessments and subject teachers’ reports. The provision of individualised
3
educational programmes (IEPs) needed to be extended to provide a better focus for tracking
and encouraging pupils’ progress in learning.
Learning and personal development
Pupils’ motivation and enthusiasm for learning was exceptionally high. Virtually all pupils
were fully engaged with tasks and activities across the curriculum. They responded very
well to the opportunities for collaborative learning, discussion and creative thinking which
were prevalent in many subjects. The pace of learning was brisk overall, although in some
cases pupils were too passive and needed to be more actively involved in lessons. Overall,
pupils were given appropriate responsibility for their learning and were capable of
productive investigative learning, peer assessment and teamwork. Pupils were confident in
their use of ICT and demonstrated a high level of skills at all stages. Staff had worked very
hard to create a stimulating environment for learning. The school was well placed to help
pupils develop the capacities identified in the Curriculum for Excellence national initiative.
The quality of pupils’ personal and social development was very good. The school’s
personal and social education programme was well structured to provide a clear and
progressive focus on relationships, health education including drug and alcohol education,
citizenship and careers. Pupils enjoyed the opportunity to discuss issues and demonstrated
increasing ability to debate important topics. The positive inclusion of pupils with
significant language and communication difficulties was actively supported by pupils’ desire
to support their peers. Staff had been successful in maintaining extra-curricular activities
and study support, by bussing pupils from the original catchment area. The forensic science
lunch club run by S6 pupils for S1 and S2 pupils provided opportunities for all year groups
to benefit from challenging activities in meaningful and motivational contexts. The school
offered a wide range of additional learning experiences such as theatre visits, retreats, skiing
trips and voluntary activities. These allowed pupils to develop their talents and personal
capacities. “Reach for the Stars” and “Columba 1400” were used successfully to promote
and recognise pupils’ achievements. Senior pupils were positive role models and carried out
a range of responsibilities in the school, often engaging with younger year groups. Pupils’
citizenship skills were enhanced in a variety of ways such as through working in the
community.
English
Teachers used a wide variety of teaching approaches, including ICT, to motivate pupils and
encourage independent thinking. There were regular opportunities for pupils to present their
work to their peers. Tasks and activities were very well matched to pupils’ learning styles,
particularly in developing understanding of how writers achieve their effects. Pupils studied
a range of appropriately demanding texts, including both classic and modern writers.
Overall, the quality of teaching and meeting pupils’ needs was very good. The quality of
pupils’ learning experiences was excellent. The quality of pupils’ attainment was good
overall. Particular features were as follows.
•
4
The majority of pupils were attaining appropriate national levels of attainment in
listening, talking, reading and writing by the end of S2.
•
At S3/S4, the proportions of pupils gaining awards at Credit and General levels in
Standard Grade were above the national average. In 2007 almost all candidates
presented for Intermediate 2, and most at Intermediate 1, gained an award at A-C.
•
At S5/S6, the proportions of pupils gaining A-C awards at Intermediate 2 and Higher
were in line with the national average. The proportion gaining an A award at Higher was
above the national average. At Intermediate 2, the proportion gaining awards at A-C was
in line with the national average. The majority of candidates at Advanced Higher gained
A-C awards.
Mathematics
Teachers gave clear explanations, often employed ICT very effectively to enhance lessons
and made regular and systematic use of homework. Pupils demonstrated very positive
attitudes to the subject and worked purposefully in class. Teachers were gradually extending
the range of pupils’ learning experiences by engaging them in problem solving and
collaborative work. They had begun to improve arrangements to accelerate the learning of
higher attaining pupils and gave a high level of support to pupils experiencing learning
difficulties.
Overall, the quality of teaching, learning and meeting needs was good. The overall quality
of attainment was adequate. Particular features included the following.
•
The majority of S2 pupils attained the appropriate national level, with an increasing
proportion attaining beyond this level.
•
The proportion of S4 pupils attaining awards at Credit level at Standard Grade was in
line with the national average. However, the proportion attaining at General level or
equivalent was below the national average.
•
At Higher, the majority of S5/S6 pupils attained an A-C award, although in 2007 overall
performance had declined to well below the national average and too many did not attain
any award. At Intermediate 1 and Intermediate 2, performance had also been below
national averages in 2007. At Advanced Higher, most pupils attained an A-C award,
with a greater proportion gaining an A or B award than the national average.
Modern languages
The outstanding quality of the provision was underpinned by the energy and creativity of the
teaching staff. Teachers planned their lessons carefully to provide varied and stimulating
activities for pupils. Innovative methods ensured pupils were fully engaged in their learning.
Pupils worked diligently and enthusiastically in lessons, often collaborating in pairs and in
groups to develop their language skills. Pupils’ learning needs were very well met through a
range of challenging and motivating activities, including very effective use of ICT and
cooperative teaching in S1/S2. Innovative language learning activities, including regular
opportunities to participate in trips to France and Spain, were organised through the school’s
involvement in the School of Ambition initiative.
5
The quality of teaching and pupils’ learning experiences was excellent. Approaches to
meeting pupils’ needs were very good. The overall quality of attainment was excellent.
Particular features included the following.
•
At S1/S2, pupils built effectively on their learning in primary school. They were able to
use the language they had learned flexibly and creatively, particularly in extended
speaking and writing.
•
In S3/S4, the proportion of pupils attaining an award at Credit level in Standard Grade
French was above the national average. Pupils’ performance in French was notably
better than in their other subjects. Commendable numbers studied Spanish in addition to
French and their performance was very strong.
•
In S5/S6, a very high proportion of pupils had opted to continue their modern language
studies. Most pupils presented for Higher or Advanced Higher French or Spanish, or
Intermediate 2 Italian, had gained A-C awards.
•
Advanced Higher French pupils demonstrated outstanding levels of proficiency in a
DVD they had produced of a debate relating to membership of the European Union.
History
Lessons were well structured overall. They included some lively and interesting teaching
which engaged pupils fully. The new staff team was working well to extend the range of
teaching approaches and learning opportunities for pupils. There was consistent and
effective use of ICT. In most classes, the pace of learning was brisk. Pupils were highly
motivated and responded well to the good range of opportunities for collaborative learning,
discussion and investigative work. Tasks and activities were appropriate overall in meeting
the range of needs. Pupils with additional support needs were very well supported.
Overall, the quality of teaching and pupils’ learning experiences was good. Approaches to
meeting pupils’ needs were good. Attainment was adequate. Particular features included the
following.
•
At S1/S2, most pupils were performing well in classwork. They needed more chances to
express their views on historical issues.
•
At S3/S4, the proportion of S4 pupils gaining a Credit award at Standard Grade was
improving and was now just above the national average. The proportion gaining awards
at General or better was consistently in line with national averages.
•
At S5/S6, the proportions of pupils presented for Higher and gaining an award at A-C
were below national averages. Performance at Intermediate 2 had been weak in 2006
and 2007, with the majority of pupils failing to gain an A-C award.
Attainment
Information about the subjects inspected has been given earlier in the report. Across the
school, particular features of pupils’ progress, results in examinations and other
6
qualifications, including those awarded by the Scottish Qualifications Authority (SQA)
within the Scottish Credit and Qualifications Framework (SCQF) 3 for the three year period
2005-2007, are included below.
By the end of S2 attainment was good. Particular features included the following.
•
The percentages of pupils attaining or exceeding appropriate national levels in
mathematics, reading and writing had improved overall from 2005 to 2007.
•
Most pupils were performing well in classwork at S1/S2.
By the end of S4 attainment was very good and standards were improving in a number of
areas. Particular features included the following.
•
The proportions of pupils attaining five or more SCQF awards at level 3 or better were
improving and were above national averages. The school performed better than schools
with similar characteristics.
•
The proportions of pupils attaining five or more SCQF level 4 and level 5 awards were
above the national averages and improving.
•
The percentages of pupils attaining Credit awards at Standard Grade were above national
averages in biology, computing studies, graphic communication, modern studies and
physics, but below national averages in art and design, business management and
physical education.
By the end of S6 attainment was good. Particular features included the following.
•
The proportions of pupils attaining three or five awards at SCQF level 6 were above
national averages. The school was performing better than schools with similar
characteristics.
•
Over the past three years, there had been a decline in the proportion of male candidates
attaining three and more and five and more Higher awards at A-C.
•
The percentages of S5 pupils attaining A-C awards at Higher Grade were well above the
national averages in graphic communication and music, and above average in chemistry
and geography. The percentages of pupils attaining those awards were well below
national averages in art and design and physical education and below the national
average in physics.
3
Scottish Credit and Qualifications Framework (SCQF) levels:
7: Advanced Higher at A-C/CSYS at A-C
6: Higher at A-C
5: Intermediate 2 at A-C; Standard Grade at 1-2
4: Intermediate 1 at A-C; Standard Grade at 3-4
3: Access 3 cluster; Standard Grade at 5-6
7
•
At Advanced Higher, the proportions of pupils gaining one or more passes were in line
with national averages and with schools of similar characteristics. Presentations for
Advanced Higher physics were consistently well above the national average and in 2007
all candidates attained an A grade.
4. How good is the environment for learning?
Aspect
Comment
Pastoral care
Staff at all levels placed a high priority on pastoral care and ensuring
pupils’ welfare. Clear guidelines were in place to deal with child
protection, bullying, racial incidents and drugs misuse. These topics
were reinforced through the curriculum and were actively promoted
through the ethos and culture of the school. Pupils benefited from a
very effective transition programme from primary school. Pastoral
care staff were committed to their pupils, were responsive to
individual needs as they arose and maintained purposeful contact with
parents and outside agencies. They knew their pupils well and
monitored their progress very effectively. The high quality of
provision was having a significant positive impact on pupils’
attendance and behaviour. The school chaplain and the whole school
pastoral team played central roles in maintaining a strong community
of faith, within and outside school, and in promoting a positive ethos
throughout the school. The appointment of a principal teacher with
responsibility for the school’s ethos underlined the commitment of the
whole school to ensuring the best possible outcomes for the care and
welfare of all pupils. Links with external support agencies were
maintained well for the benefit of vulnerable groups of pupils.
8
Aspect
Comment
Quality of
accommodation and
facilities
Accommodation was adequate overall. Particular features included
the following.
•
The decant to temporary accommodation had been well managed.
The school and education authority had worked hard to establish
an appropriate learning environment.
•
Whole-school facilities and classrooms were, overall, appropriate.
•
There was an attractive learning environment, achieved through
displays of pupils’ work, school activities and re-inforcement of
the school identity.
A number of aspects were less positive. The school entrance security
required improvement, the quality of lighting and ventilation was
poor in some areas, corridors and stairs were narrow and outdoor
facilities for physical education were limited.
Climate and
relationships,
expectations and
promoting
achievement and
equality
The school had a very welcoming and positive atmosphere.
Relationships were very strong at all levels. Staff and pupils were
proud of the school and morale was very high. The high commitment
to the Roman Catholic faith influenced many aspects of the school’s
work. Religious observance and worship were effectively structured.
Behaviour in classes and in other areas was very good. Pupils
displayed high levels of responsibility and concern for one another.
Unacceptable behaviour was addressed promptly and consistently.
Teachers and pupils had high expectations, although there was scope
for greater challenge in some areas, particularly in S1/S2. Pupils’
opinions were surveyed regularly and they were consulted through
representative councils and membership of other committees.
Academic and other achievement was strongly promoted, recognised
and rewarded. Appropriate policies clearly set out the school’s
procedures for encouraging equality and fairness and dealing with
discrimination. However there was scope within the curriculum to
provide pupils with more opportunity to consider issues related to
equality and cultural diversity. Professional development
programmes for staff should include more systematic training on
equality and fairness. Staff were strongly committed to inclusion and
provided strong support for pupils from the language and
communication resource.
9
Aspect
Comment
Partnership with
parents and the
community
The quality of partnership with parents and the community was very
good. Particular features included the following.
•
There were good links with the Parent Council, which was very
supportive of the school.
•
The school communicated well about school activities through
well judged newsletters and its web site.
•
Progress reports were clear and helpful.
•
The school had worked very hard to establish good relationships
with its temporary local community in Bishopbriggs, including
local schools, churches, the community council and residents’
associations.
•
The school was very effective in maintaining its links with its
original communities through concerts and community activities.
•
There were very good links with local businesses.
•
The strong links with the wider faith community were a key
feature of the school’s success.
5. Leading and improving the school
St Ninian’s High School provided for its pupils a very high quality of education, which was
successfully raising achievement for all. The school ethos was exceptionally strong. Pupil
and staff morale was high. Standards of attainment were improving, as was the quality of
learning and teaching. Pupils responded very well to the school’s efforts to establish positive
values and a sense of responsible citizenship. Those with additional support needs, including
those in the language and communication resource, were included very well in the wider life
of the school. There were very strong links with the wider community including the faith
community.
The headteacher provided the school with very effective leadership. He had gained the
respect of staff, parents and the wider community with his visible and accessible
management style and his commitment to the school. He had established a very productive
working atmosphere within the school and a sustained and collective commitment to school
improvement. As a result, levels of attainment, and the quality of teaching were improving.
The headteacher had been successful in promoting leadership at all levels throughout the
school. Staff at all levels felt empowered and committed to improving the curriculum and
teaching, and to encouraging pupils’ wider achievements. The headteacher was very well
supported by the senior management team and principal teachers, who worked well
individually and collectively. Teamwork, communication and consultation were particular
strengths. The senior management team was seen as accessible and supportive. They all
10
fulfilled their roles well and applied their breadth of experience and expertise for the wider
benefit of the school. Principal teachers led their departments well and were responsible for
a number of well judged innovations. In many departments, staff engaged in high quality
debate about the curriculum and approaches to learning and teaching, arising partly from the
school’s involvement in the School of Ambition initiative. Many were prepared to take
initiatives for the benefit of pupils’ learning. Pupil leadership was an integral part of the
school, encouraged progressively from S1 onwards through a range of opportunities and
experiences.
Self evaluation was very good and contributed strongly to improvements in teaching and
pupils’ learning experiences, attainment and broader achievement. Senior managers linked
well with subject departments, focusing on learning, teaching and pupil attainment.
Attainment information and other data were collected, recorded and analysed systematically
and used to plan future improvement. A well structured annual calendar of evaluation
activities assisted staff to review the work of the school continuously and to plan support for
pupils’ learning systematically. Senior managers and principal teachers formally observed
teaching in departments. The effectiveness of self-evaluation could be strengthened still
further through involving more staff in lesson observation and through sharing good practice
more systematically. The opinions of pupils, staff and parents were gathered regularly and
used to inform future plans. Arrangements for continuous professional development were
well planned and effective.
As well as building on the strengths and addressing the issues raised throughout this report,
the school and the education authority should address the following main points for action.
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:
•
continue to implement well-considered curriculum innovation, particularly in relation to
extending the range of vocational education opportunities;
•
further improve standards of attainment and the quality of teaching, including by sharing
good practice; and
•
continue to evaluate pupils’ progress in relation to Curriculum for Excellence, through
extending systems for monitoring pupils’ learning, and tracking their progress.
11
What happens next?
As a result of the high performance, the strong record of improvement and the very effective
leadership of this school, HM Inspectors will make no further reports in connection with this
inspection. The school and the education authority have been asked to prepare an action plan
indicating how they will address the main findings of the report, and to share that plan with
parents and carers. Within two years of the publication of this report the education authority,
working with the school, will provide a progress report to parents and carers.
Lachlan MacCallum
HM Inspector
4 March 2008
12
Appendix 1 Indicators of quality
The following quality indicators have been used in the inspection process to contribute to the
evaluation of the overall effectiveness of the school in promoting learning and achievement
for all pupils.
Section 3. How well does the school raise achievement for all?
Structure of the curriculum
very good
The teaching process
good
Meeting pupils’ needs
very good
Pupils’ learning experiences
very good
Personal and social development
excellent
Overall quality of attainment: S1/S2
good
Overall quality of attainment: S3/S4
very good
Overall quality of attainment: S5/S6
good
Section 4. How good is the environment for learning?
Pastoral care
excellent
Accommodation and facilities
adequate
Climate and relationships
excellent
Expectations and promoting achievement
very good
Equality and fairness
very good
Partnership with parents, the Parent Council and
the community
very good
Section 5. Leading and improving the school
Leadership of the headteacher
very good
Leadership across the school
very good
Self-evaluation
very good
This report uses the following word scale to make clear the judgements made by inspectors:
excellent
very good
good
adequate
weak
unsatisfactory
outstanding, sector leading
major strengths
important strengths with areas for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
13
Appendix 2 Summary of questionnaire responses
The following provides a summary of questionnaire responses. Key issues from the
questionnaires have been considered in the inspection and comments are included as
appropriate throughout the report.
What parents thought the school did well
What parents think the school could do
better
•
Their children enjoyed the school.
•
•
Teachers set high standards and
encouraged pupils to work hard.
•
The school communicated well with
parents, particularly about progress in
learning.
•
Staff showed concern for the care and
welfare of pupils.
•
The school had a good reputation in the
community.
•
The school was well led.
Some parents expressed concerns about
the quality of accommodation and
facilities.
What pupils thought the school did well
What pupils think the school could do
better
•
They enjoyed being at school.
•
•
Teachers helped them and encouraged
them.
•
Teachers knew them well and listened to
them.
•
The school responded effectively to
worries or concerns.
•
The school helped them to keep safe and
healthy.
•
Pupils were treated fairly.
14
Some pupils expressed concerns about
the quality of accommodation and
facilities.
What staff thought the school did well
What staff think the school could do better
• The school was well led.
•
There were no significant issues.
• There was good communication between
senior managers and staff.
• Senior managers worked well as a team.
• There was effective communication
among staff.
• Continuous professional development
was stimulating and productive.
• There was mutual respect between staff
and pupils.
• They liked working in the school.
15
Appendix 3
Attainment in Scottish Qualifications Authority (SQA)
National Qualifications
Scottish Credit and Qualifications Framework (SCQF) levels:
7: Advanced Higher at A-C/CSYS at A-C
6: Higher at A-C
5: Intermediate 2 at A-C; Standard Grade at 1-2
4: Intermediate 1 at A-C; Standard Grade at 3-4
3: Access 3 Cluster; Standard Grade at 5-6
Percentage of relevant S4 roll attaining by end of S4
2006
95
94
91
20074
93
93
91
English and Mathematics
@ Level 3
St Ninian's High School
Comparator schools5
National
2005
95
94
90
5+ @ Level 3 or better
St Ninian's High School
Comparator schools
National
93
93
90
96
92
91
98
93
91
5+ @ Level 4 or better
St Ninian's High School
Comparator schools
National
79
81
76
86
82
77
84
79
75
5+ @ Level 5 or better
St Ninian's High School
Comparator schools
National
36
38
34
41
37
35
38
35
32
2006
80
82
78
20074
88
83
79
Percentage of relevant S4 roll attaining by end of S5
5+ @ Level 4 or better
St Ninian's High School
Comparator schools5
National
2005
85
82
78
5+ @ Level 5 or better
St Ninian's High School
Comparator schools
National
58
50
45
45
48
45
49
49
46
1+ @ Level 6 or better
St Ninian's High School
Comparator schools
National
44
43
39
36
41
38
39
41
38
3+ @ Level 6 or better
St Ninian's High School
Comparator schools
National
29
25
23
25
24
22
25
24
22
5+ @ Level 6 or better
St Ninian's High School
Comparator schools
National
15
12
10
11
11
10
12
9
9
16
Percentage of relevant S4 roll attaining by end of S6
2006
60
52
48
2007 4
46
51
47
5+ @ Level 5 or better
St Ninian's High School
Comparator schools 5
National
2005
56
48
47
1+ @ Level 6 or better
St Ninian's High School
Comparator schools
National
53
46
43
50
47
43
41
45
42
3+ @ Level 6 or better
St Ninian's High School
Comparator schools
National
36
30
30
36
35
30
33
32
29
5+ @ Level 6 or better
St Ninian's High School
Comparator schools
National
24
20
19
27
22
20
22
22
19
1+ @ Level 7 or better
St Ninian's High School
Comparator schools
National
16
15
12
14
14
13
14
14
12
4
Pre Appeal
Comparator schools are the 20 schools statistically closest to the school being inspected in terms of the key
characteristics of the school population.
5
17
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 – Community, local councillors and appropriate Members of the Scottish
Parliament. Subject to availability, further copies may be obtained free of charge from
HM Inspectorate of Education, 1st Floor, Endeavour House, 1 Greenmarket,
Dundee DD1 4QB or by telephoning 01382 576700. Copies are also available on our
website at www.hmie.gov.uk.
HMIE Feedback and Complaints Procedure
Should you wish to comment on any aspect of secondary inspections, you should write
in the first instance to Frank Crawford, HMCI, at HM Inspectorate of Education, Europa
Building, 450 Argyle Street, Glasgow G2 8LG.
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 email 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 Scottish Public
Services Ombudsman, Freepost EH641, Edinburgh EH3 0BR. You can also telephone
0800 377 7330 (fax 0800 377 7331) or e-mail: ask@spso.org.uk. More information
about the Ombudsman’s office can be obtained from the website: www.spso.org.uk.
Crown Copyright 2008
HM Inspectorate of Education
This report may be reproduced in whole or in part, except for commercial purposes or in
connection with a prospectus or advertisement, provided that the source and date thereof
are stated.
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