Girvan Academy
South Ayrshire Council
30 August 2011
We published a report on Girvan Academy in June 2009. That
report set out key strengths of the school and areas for
improvement. We carried out a follow-through inspection in
May 2010 and published a report on that visit in August 2010.
This follow-through report is based on an inspection visit which
was carried out in April 2011. It tells you about improvements
since the original inspection in the quality of education which the
school provides. It also comments on how the school is getting
on with the main points for action. First we focus on changes in
the core work of the school. We explain how the school has got
better at helping children to learn and benefit from being at the
school. Next we look at the key processes which enable this to
happen, including the involvement of parents1. Our report also
describes developments in the ‘ethos’ of the school, by which we
mean how well young people are cared for and how much is
expected of them in all aspects of school life. Finally we
comment on improvements in leadership to help the school
achieve its aims.
A copy of this report has been placed on the HMIE website
www.hmie.gov.uk. Where applicable, you will also find analyses
of questionnaire returns.
1
Throughout this report, the term ‘parents’ should be taken to
include foster carers, residential care staff and carers who are
relatives or friends.
Contents
1. The school
2. Particular strengths of the school
3. How well do young people learn and achieve?
4. How well do staff work with others to support young people’s
learning?
5. Are staff and young people actively involved in improving their
school community?
6. Does the school have high expectations of all young people?
7. Does the school have a clear sense of direction?
8. What happens next?
1. The school
Girvan Academy serves the town of Girvan and surrounding areas.
Since the follow through visit of May 2010, a new depute headteacher
has been appointed.
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2. Particular strengths of the school
•
The range of positive partnerships which enhance learners’
experiences.
•
Success in raising young people’s aspirations.
•
Strong leadership of the headteacher in securing improvement.
3. How well do young people learn and achieve?
Most young people are developing confidence in themselves as
learners. They now engage well in lessons and work effectively in
groups. They experience a more consistent approach to learning
across the school. Young people value the opportunities they have in
a number of classes to have a say in how they learn. In increasing
numbers of classes, teachers listen to young people’s views and use
them to make learning better. Learning is enhanced well across the
school through the use of information and communications technology.
Young people, including those with individualised educational
programmes, are regularly involved in discussion with pupil support
staff and other teachers about their progress. This is helping them
know themselves better as learners and involving them in planning
their next steps. Staff work hard to equip young people with skills to
lead successful lives beyond school. Young people are developing
well personally and socially. Their achievements are recognised
through gaining a range of awards, such as, Youth Achievement
Awards. The range of approaches introduced to raise attainment is
having an impact. In the last year, young people achieved better at
S2, S4 and S6. In the last year, almost all young people progressed
well on leaving school, with higher numbers of young people entering
higher education. The curriculum is developing well and taking good
account of Curriculum for Excellence. Increasingly, staff across the
school are planning together to make sure that young people can
make links in their learning. The school has recently developed an
2
approach to making sure that all young people currently in S1 will
experience a broad general education by the end of S3.
4. How well do staff work with others to support young people’s
learning?
The Parent Council continues to support the school and is now more
involved in whole-school life. Pupil council members have developed
citizenship skills by representing the views of their peers at community
planning meetings to discuss the Girvan Regeneration Project. Links
with various local businesses continue to enrich young people’s
learning. This includes a recent partnership project which provides
outdoor learning opportunities.
5. Are staff and young people actively involved in improving
their school community?
The pupil council continues to hold lunchtime seminar meetings to
consult with peers. It has secured plasma screens and outdoor
benches to improve the learning environment. Young people at S6
have supported the delivery of the S1 personal and social
development programme in partnership with teachers and outside
agencies. Teachers have participated in ‘Project Teams’ such as
literacy, numeracy, heath and wellbeing and outdoor learning groups.
This has enabled focused improvement in areas, such as, the
curriculum. Teachers continue to share good practice by visiting each
other’s classes. They reflect well on their own learning and teaching
and identify next steps for their development. The school now uses a
wider range of approaches to seek the views of young people and
parents on a variety of aspects of school life.
6. Does the school have high expectations of all young people?
Most young people behave well in and out of classrooms. The ‘Go for
Gold’ system motivates young people to try their best. The school
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continues to celebrate success well, including using displays,
newsletters, the school website and awards ceremonies. Young
people feel that teachers are approachable. They feel that the school
is encouraging and helping them to be more ambitious and to achieve
their maximum potential.
7. Does the school have a clear sense of direction?
The headteacher has provided strong leadership and clear direction to
enable improvement. He has shared his vision for the school. He is
highly committed to the school and local community. Depute
headteachers are hardworking and support the headteacher very well.
They carry out their remits effectively and have played a significant
part in school improvement. Principal teachers work well together and
provide a consistent approach to improvement across the school.
Staff and young people are increasingly taking on leadership roles.
Staff across the school, work well as a team. Staff morale has
improved. There is an improved culture of achievement. Staff feel
that they can contribute their ideas and will be supported in taking
initiatives forward. The school shows a strong capacity for
improvement.
8. What happens next?
There are clear signs of significant improvement since the initial
inspection of April 2009. The school now performs much better
overall. Improvements in performance and improvement through
self-evaluation are now at a satisfactory level or better. We will make
no further visits in connection with the inspection report of June 2009.
Our District Inspector will remain in contact with the school and
education authority to monitor progress.
HM Inspector: Marie McAdam
30 August 2011
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When we write reports, we use the following word scale so that our
readers can see clearly what our judgments mean.
excellent
very good
good
means
means
means
satisfactory
weak
unsatisfactory
means
means
means
outstanding, sector leading
major strengths
important strengths with some areas
for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
If you would like to find out more about our inspections or get an
electronic copy of this report, please go to www.hmie.gov.uk.
Please contact us if you want to know how to get the report in a
different format, for example, in a translation, or if you wish to
comment about any aspect of our inspections. You can contact us
at HMIEenquiries@hmie.gsi.gov.uk or write to us at BMCT,
HM Inspectorate of Education, Denholm House, Almondvale Business
Park, Almondvale Way, Livingston EH54 6GA.
Text phone users can contact us on 01506 600 236. This is a service
for deaf users. Please do not use this number for voice calls as the
line will not connect you to a member of staff.
You can find our complaints procedure on our website
www.hmie.gov.uk or alternatively you can contact our Complaints
Manager, at the address above or by telephoning 01506 600259.
Crown Copyright 2011
HM Inspectorate of Education