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 Standards and Quality in Cargilfield School in October 2002. Working with the Board of Governors the school prepared and made public an action plan in 2002, indicating how they would address the main points for action identified in the original HMIE inspection report published in October 2002.
An inspector revisited the school in November 2004 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.
Under the strong leadership of the new headteacher, the school had moved forward in a number of significant areas. The school had improved programmes of study across all areas of the curriculum. As a result, pupils’ learning experiences had improved throughout the school and there was better progression in pupils’ learning from stage to stage. Staff now gave more attention to monitoring pupils’ achievements. As a result, attainment in reading, writing and mathematics had improved. The commitment of all staff meant that the school was well placed for further improvement.
The initial inspection report published in October 2002 identified seven 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 The school should improve the quality of learning, teaching and attainment, particularly in the prep school.
The school had made very good progress in addressing this main point for action.
Teachers had reviewed their learning and teaching approaches. Forward plans had clear outlines of what pupils were expected to learn and how their progress would be assessed. Staff made effective use of information from assessment to plan the next steps in pupils’ learning. Pupils worked together in pairs and groups and direct interactive teaching was good. Teachers made good use of questioning to challenge pupils’ thinking and to extend their learning. Attainment had steadily improved over the last two years and most pupils had achieved appropriate national levels of attainment in reading, writing and mathematics. A few pupils had exceeded these levels and were receiving appropriate challenge in their course work. Attainment in Common Entrance examinations had improved in most curricular areas.
3.2 The school should ensure that its curriculum provides appropriate progression from stage to stage. It should also improve the quality of programmes to take account of issues raised in this report.
The school had made good progress in addressing this main point for action.
The headteacher and staff had reviewed the curriculum in the prep school and had introduced new programmes of study to take account of pupils’ learning needs across the school. Programmes for English language, mathematics, social subjects, science and ICT had been reviewed. Teachers had made effective use of national guidelines to ensure suitable progression, breadth and balance in pupils’ learning experiences. The school had now begun to review and develop programmes for religious and moral education, music and PE. Improved communication amongst staff, and regular staff development opportunities had improved arrangements for transition between the earlier stages and the prep school.
3.3 The headmaster should improve the processes for self-evaluation and development planning.
The school had made very good progress in addressing this main point for action.
The new headteacher had a clear vision for improving the school. He scrutinised teachers’ forward plans and provided them with helpful oral and written feedback. He observed the work of classes and monitored teaching across the school. Teachers regularly evaluated their forward planning and pupils’ progress. The school development plan set out the school’s priorities for improvement and stated clearly how they would be implemented. Progress in development projects was regularly reviewed by all staff and this had led to improvements in the quality of programmes of study and approaches to learning and teaching.
3.4 The headmaster should be given more appropriate control of the annual educational budget by the Board of Governors.
The school had made very good progress in addressing this main point for action.
The headteacher now had full access to all funds and managed the whole school budget. Teachers and pupils were benefiting from an improved range of textbooks, other resources to support learning and new furniture. Continuing improvements were being made to the accommodation.
3.5 Promoted staff remits should be reviewed to ensure that all have clearly defined responsibilities that are well matched to the needs of the school.
The school had made very good progress in addressing this main point for action.
All teaching staff had clearly defined responsibilities that were well matched to the needs of the school. Changes in staff had enabled the headteacher to review roles and responsibilities. The expertise and interests of staff had been well considered in delegating tasks and areas of responsibility. Subject teachers managed their specialist area of the curriculum and also had responsibilities for whole school issues, for example assessment and pastoral care. All staff were comfortable with their remits and worked well as a team.
3.6 In reviewing its care and welfare policies the school should develop a clearer policy on child protection which should be shared with staff and parents.
The school had made very good progress in addressing this main point for action.
Appropriate policies and procedures for child protection were now in place. Staff had undergone training in this area, were aware of their roles and responsibilities and knew where to seek further advice and information. The policy had been shared with parents and the Board of Governors.
3.7 The school should address the safety issues raised in this report.
The school had made good progress in addressing this main point for action.
A new science lab provided a stimulating and safe learning environment. Careful attention had been given to providing a range of work stations where pupils could be involved in active learning. Security at the main entrance had been improved. However, there was scope for further improvements and on-going review of arrangements for security throughout the school.
Since the inspection the school had made very good progress in meeting the points for action in the original report of October 2002. As a result, HMIE will make no further visits to the school in connection with this report.
Jane B Renton
Lead Inspector for Independent Schools
1 March 2005
Copies of this report have been sent to the headteacher and school staff, the Board of Governors and appropriate Members of the Scottish Parliament. Subject to availability, further copies may be obtained free of charge from HM Inspectorate of Education, T1 Spur, Saughton House, Broomhouse Drive, Edinburgh EH11 3XD or by telephoning 0131 244 8142. 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 or make a complaint about any aspect of the inspection or about this report, you should write in the first instance to Chris McIlroy, Acting HMCI at HM Inspectorate of Education, Second Floor, 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 600265 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 2005
HM Inspectorate of Education
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