Auchmuty High School
Glenrothes
Interim follow-through
Fife Council
1 July 2008
Contents
Page
1.
The inspection
1
2.
Continuous improvement
1
3.
Progress towards meeting the main points for action
2
4.
Conclusion
4
How can you contact us?
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1. The inspection
HM Inspectorate of Education (HMIE) published a report on the inspection of Auchmuty
High School in June 2007. The report indicated that HM Inspectors would engage with the
school and the education authority in monitoring progress and would publish an interim
report within one year of the publication of the original report.
Working with the school, the education authority prepared an action plan indicating how they
would address the main points for action identified in the original HMIE inspection report.
HM Inspectors carried out an interim follow-through visit to the school in April 2008. The
team assessed the extent to which the school was continuing to improve the quality of its
work, and evaluated progress made in responding to the main points for action in the initial
report.
2. Continuous improvement
Since the inspection of January and February 2007, the senior management team of depute
headteachers and a business manager had been working with the headteacher to effectively
address the main points for action in the initial report. There had been a considerable change
in the school staffing. Around a third of staff, including ten principal teachers, had been
appointed within the previous year. While the staffing situation had stabilised in
mathematics, the school was continuing to experience difficulties in filling vacancies in the
English department. A campus police officer, shared with two other local secondary schools,
was now in post.
Most of the developments being put in place had not yet had time to demonstrate significant
positive impact. Pupils’ attainment had continued to decline in most key measures. There
had been some improvement in 2007 at Scottish Credit and Qualifications
Framework (SCQF) 1 level 5 for those pupils who attained five or more credit awards by the
end of S4, and the whole-school figure for this measure of attainment was the highest it had
been for three years. The school had introduced a greater number of initiatives for
recognising pupils’ success and continued to use assemblies effectively to celebrate and
promote pupils’ achievements and raise expectations. The range of extra-curricular activities
had increased and events including a number of whole-school concerts, a pantomime and a
career options fair had been very popular with pupils, staff and parents. The Parent Teacher
Association (PTA) had been involved in organising a range of fundraising events including a
successful well-attended quiz night. A reinvigorated house system, in which senior pupils
played a key leading role, had been put in place. Staff had responded positively to an inhouse continuing professional development programme that included a focus on good
practice. The school was making progress in developing pupils’ capacities as set out in the
national Curriculum for Excellence through the introduction of an integrated cross-curricular
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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
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approach during St Andrew’s week. Overall, the school’s ethos and staff morale had
improved and most teachers had raised their expectations of what pupils could achieve.
3. Progress towards meeting the main points for action
The initial inspection report published in June 2007 identified six main points for action.
This section evaluates the progress made with each of the action points and the resulting
improvements for pupils and other stakeholders.
3.1
Improve attainment at all stages.
The school had taken some appropriate steps to start to address this main point for action.
The school had developed a more rigorous approach to analysing departmental attainment,
identifying action points and ensuring an ongoing review of progress towards meeting these
points. Many departments had undertaken a more detailed scrutiny of pupils’ progress.
Several positive initiatives had been developed to support pupils’ attainment such as a
mentoring scheme which provided support for a targeted group of pupils at S4 to S6 and a
well-attended supported study programme, which had included additional study sessions
during the Easter break. Pupils’ progress was now being tracked more effectively. They
were participating more actively through negotiating with teachers’ individual targets for
their learning. Pupils valued the introduction of these initiatives but wanted more time to
enter into meaningful discussion with staff about their progress. The school had also
undertaken regular reviews of the progress of pupils in the supported classes in S1 and S2, to
ensure they were making appropriate progress. However, there was still considerable work
to do to raise attainment. In most measures, pupils’ attainment remained below or well below
national averages and only in a few measures had it shown any sign of improvement. The
school had still not yet addressed the under-achievement of girls in most of the key
attainment measures.
3.2
Improve the quality and consistency of pupils’ learning experiences.
Staff had taken some useful initial steps in addressing this main point for action.
Several departments had begun to provide a more consistent structure to pupils’ learning.
Some departments, including mathematics, technical, physics and modern languages, had
carried out reviews of courses in order to better meet pupils’ needs. Teaching staff had
participated in a programme of staff development activities which had focused appropriately
on improving the quality of, and developing more consistency in learning and teaching.
More engaging approaches which focused on the use of information and communications
technology (ICT) were more prominent in a few departments and included the supported
class at S2. However, there was little evidence of a consistent whole-school approach to the
sharing of learning intentions and outcomes with pupils. A few lessons were affected by
low-level disruption or inattentiveness and in other classes the needs of all pupils were not
well met. While learning and teaching was discussed at most departmental meetings, it was
not the case in all departments and a more consistent approach was required. Forums for
sharing best practice had been established and were being well received by staff. The school
had developed its thinking in line with the national Curriculum for Excellence with the
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introduction of integrated learning experiences for pupils through increased cross-curricular
working. Overall, there was still too much variation in the quality of pupils’ experience
between departments and the school was at an early stage of putting in place procedures that
would bring about improvement.
3.3
Raise expectations of pupils’ behaviour, achievement, punctuality and
attitude to learning.
The school had taken helpful steps in taking forward this main point for action, resulting in
early signs of progress.
The school continued to promote achievement and celebrate success to improve pupils’
behaviour. Working with the Education Service, the school had improved staffing
arrangements in order to provide consistency. Positive signs were emerging that some staff
had raised expectations resulting in early signs of improvements being made in departmental
practice. Some teachers were volunteering to mentor pupils to support their learning and
were having a positive impact. The school had developed helpful policies and procedures,
including Going for Gold to promote improved attendance and Better Behaviour, Better
Learning to support staff in managing pupils’ behaviour. Pupils’ behaviour and their attitude
towards their learning was improving, but more work was required, particularly in ensuring
consistency across the school. Variability of practice enabled a few pupils to affect others’
learning as a result of agreed sanctions and procedures not always being implemented by
staff. Not all pupils were punctual and some were often late for the start of lessons. Pupils
did not always concentrate on their coursework. Senior managers were working hard to
support staff. The school however had further work to do.
3.4
Implement arrangements for more consistent management of behaviour.
The school had undertaken some useful work in addressing this main point for action.
With staff, senior managers had undertaken a review of the school’s arrangements for
managing behaviour. They had linked this appropriately to the development of consistent
and quality learning and teaching in classes. These matters were regularly discussed at staff
and principal teacher meetings. The school was also developing the Council’s Restorative
Practice model with staff and pupils and this was having some success in the geography,
biology and art and design departments. The school was also encouraging better behaviour
from pupils through praise rewards and special assemblies which recognised their
achievements. Staff were beginning to work together to implement agreed arrangements for
more consistent management of behaviour through, for example monitoring and supervising
corridors at class and break times. Staff were becoming more involved in working groups
aimed at developing strategies to improve behaviour across the school. These included
looking at school awards and identifying ways in which the national Assessment is for
Learning Initiative could be taken forward across the school. Staff were able to access a
range of professional development opportunities. With staff, senior managers now needed to
ensure that agreed policies and procedures were implemented consistently across the school
and that departmental practice was monitored regularly. In addition, there was a need to
ensure that all staff were clear about their roles and responsibilities and those of senior
managers in managing pupils’ behaviour.
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3.5
Improve leadership across the school by ensuring staff, including those
with additional responsibilities, work together in a coordinated way to
improve the school.
Staff had begun to work to improve the quality of leadership at all levels.
The headteacher had communicated effectively his vision for the school. He had consulted
widely and had successfully identified and shared the priorities for improving the school. He
had consulted with senior managers to revise their remits and to focus their work more
directly on improving the quality of teaching and pupils’ learning experiences. He
consistently monitored and supported their work. Consequently, senior managers were
working more closely as a team to improve the school. Principal teachers, including those
new to the school, were contributing more strongly to improvements at departmental and
whole-school levels. Almost all staff were beginning to make helpful contributions to school
development through participation in working groups. The school was now well placed to
involve all staff more directly in leading improvements to teaching and to pupils’ learning
and achievement. Some pupils had opportunities to develop their leadership skills and the
school had plans to involve pupils more fully in taking the school forward.
3.6
Improve the impact of the school’s approaches to self-evaluation.
Staff had made a promising start to identifying the school’s strengths and areas where further
improvement was required.
The school had continued to develop ways in which it evaluated its work. The headteacher
had overseen the development of appropriate strategies to enable staff to reflect on the quality
of their teaching. However, not all staff had the opportunity to formally discuss their work
and professional development with line managers. Senior managers and principal teachers
were becoming more systematic in analysing pupils’ performance in examinations and in
sharing good practice. Working with the Education Service, the school had taken helpful
action to support departments that had performed weakly over a number of years. Senior
managers had started to visit classes. They now needed to involve more staff in the process
and to ensure that class visits focused more directly on pupils’ learning and achievement.
Senior managers and some departments had taken some promising steps to survey the
opinions of pupils, staff and parents. A few departments obtained helpful feedback from
pupils on their classroom experiences although this was not sufficiently widespread. The
school was at an early stage in agreeing learning targets with, and monitoring the progress of
senior pupils. The school now needed to build on its work to ensure that self-evaluation
contributed to continuing improvement at classroom and whole-school levels.
4. Conclusion
With support from the Education Service, the school had made a promising start to
addressing all of the main points for action in the original inspection report. Under the
leadership of the headteacher, senior managers were beginning to have a more positive
impact on the school’s work. Principal teachers were gradually taking more responsibility
for leading improvement activities, sharing best practice and ensuring more consistent
approaches to delivering pupils’ learning experiences. Almost all staff now recognised the
need for improvements in attainment and in the quality of learning and teaching. However,
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much still remained to be done to improve attainment and aspects of learning and teaching
and provide more consistent management of behaviour.
HM Inspectors will make a further visit to the school within one year of publication of this
report and will report to parents on the school’s progress in addressing the main points for
action.
Donald Macleod
HM Inspector
1 July 2008
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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 Head of
Education, 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: www.hmie.gov.uk.
HMIE Feedback and Complaints Procedure
Should you wish to comment on any aspect of follow-through inspections, you should write
in the first instance to Annette Bruton, HMCI, HM Inspectorate of Education, Denholm
House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.
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
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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