19 December 2006
1. The inspection
2. Continuous improvement
3. Progress towards meeting the main points for action
4. Conclusion
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HM Inspectorate of Education (HMIE) published a report on the inspection of The Black Isle Education Centre in December 2004. 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 revisited the school in October 2006 to assess the extent to which the school was continuing to improve the quality of its work, and to evaluate progress made in responding to the main points for action in the initial report.
Staff in the centre had made considerable improvements to the breadth and balance of the curriculum. Young people had significantly better opportunities for accreditation through National Qualifications (NQs) and ASDAN1. The school leavers who left the centre in June 2006 now successfully attended further education colleges. Young people spoke highly of their achievements, comparing their successes to those in previous placements.
The centre continued to work effectively with parents2. The social care worker played a significant part in this valuable work. All teachers had visited families of pupils in the centre to discuss targets to promote the pupils’ personal and social development (PSD). Staff had undertaken a helpful review of approaches to homework.
The recently formed school liaison group ensured improved liaison with educational psychologists and agencies, including health and social work.
The initial inspection report published in December 2004 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 Attend to the health and safety issues identified in this report and as a matter of urgency, repair the dangerous fire escape.
The education authority had made unsatisfactory progress in meeting this main point for action.
The school handyman had effectively carried out several maintenance tasks, such as repairs to windows. The science room, considered unsuitable during the inspection, was no longer used. There had been insufficient attention to the metal fire escape which posed a serious threat to the safety and welfare of the pupils. The education authority had not yet taken effective action to make the fire escape stairs safe. The oil-fired boiler could no longer provide sufficient energy to heat the school. As a result, there was no reliable means to provide a sufficient degree of heating for pupils and staff.
3.2 Review the length of the school week for secondary pupils so that they can have maximum access to the curriculum.
The centre and education authority had made good progress in addressing this main point for action.
The head of centre had imaginatively reviewed the length of the school week and school year for each pupil. This included examining the additional activities which were provided beyond the formal school day, during weekdays and holidays, by centre staff. This review was still at an early stage and not all young people had yet received their full entitlement to attend school for the same number of hours as pupils in mainstream schools. Nevertheless, the head of centre was committed to ensuring that pupils in the centre had maximum access to the curriculum through having a suitable number of hours of planned instruction.
3.3 Develop the curriculum to include a greater number of subjects which can lead to pupils attaining a wider range of national qualifications.
The centre and education authority had made very good progress in meeting this main point for action.
Pupils now had much improved opportunities to attain NQs across a good range of subjects. The introduction of the ASDAN award at bronze level ensured that the wide range of very appropriate activities undertaken by pupils now had formal recognition. The school now intended to extend accreditation further, and to ensure pupils were always fully challenged through studying at appropriate levels of NQs.
3.4 Develop a homework policy to support pupils in improving their attainment and in becoming more independent learners.
The centre and education authority had made good progress in addressing this main point for action.
Staff had undertaken a thorough review of approaches to homework and had worked effectively with parents in reaching their conclusions. Staff had placed an appropriate emphasis on homework related to formal classroom-based work, particularly in relation to examinations and folio work. They recognised the need to place further emphasis on the promotion of personal and social development (PSD), including helping pupils to act responsibly. As a result, staff were re-writing the school policy to reflect the different concept of homework. This included the centre’s staff working in close partnership with families to support them to meet the PSD targets of their children. The centre was at an early stage in using paired reading to extend pupils’ literacy skills.
3.5 Introduce a cycle of improvement planning which clearly identifies the areas for improvement.
The centre and education authority had made adequate progress in meeting this main point for action.
The head of centre and his staff had effectively used the main points for action from the initial inspection report to take forward several recommendations. Staff were not yet fully confident in drawing up and implementing effective plans for improvement. There were clear plans in place for appropriate support and training from the education authority to improve the arrangements for improvement planning.
3.6 Establish arrangements to ensure the quality of provision is continuously monitored by the school and the authority.
The centre and education authority had made weak progress in addressing this main point for action.
Staff in the centre were committed to improving the quality of provision. They had improved curriculum opportunities for pupils and had made useful links with schools within and outwith the authority. The range of policies had improved and all staff, with the exception of the head of centre, had regular supervision. The head of centre monitored classroom practice and provided staff with good advice about learning and teaching. The range of staff development had increased. Staff did not yet evaluate their practice robustly. The line management arrangements for the head of centre had only recently been agreed and had yet to have significant impact.
The centre and education authority had made good or very good progress in meeting three of the main points for action. They had made adequate or weak progress in addressing two points for action. Unsatisfactory progress had been made in meeting one point for action. HM Inspectors will require a written report from the authority within 6 months of this report on the significant aspects of health and safety, particularly in relation to the fire escape and suitable heating arrangements. HM Inspectors will visit the school again within the next 12 months to assess the progress made in ensuring pupils’ safety, developing improvement planning, and in monitoring the quality of the centre’s provision. Parents will be informed of the progress made by the centre.
Lorna Walker HMI
19 December 2006
If you would like an additional copy of this report
Copies of this report have been sent to the headteacher and school staff, the Director of Education, Culture and Sport, 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, Longman House, 28 Longman Road, Inverness, IV1 1SF or by telephoning 01463 253115. Copies are also available on our website: www.hmie.gov.uk .
If you wish to comment about follow-through inspections
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.
Our complaints procedure
If you have a concern about this report, you should write in the first instance to Hazel Dewart, Business Management Unit, HM Inspectorate of Education, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA. A copy of our complaints procedure is available from this office or by telephoning 01506 600258 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. The Scottish Public Services Ombudsman is fully independent and has powers to investigate complaints about Government departments and agencies. You should write to The Scottish Public Services Ombudsman, 4-6 Melville Street, Edinburgh EH3 7NS. You can also telephone 0870 011 5378 or e-mail enquiries@scottishombudsman.org.uk. More information about the Ombudsman’s office can be obtained from the website: www.scottishombudsman.org.uk .
Crown Copyright 2006
HM Inspectorate of Education
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1. ASDAN: Award Scheme Development and Accreditation Network
2 .Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and carers who are relatives or friends.