We published a report on Pinewood School in June 2008. That report set out key strengths of the school and main points for action.
This follow-through report is based on an inspection visit which was carried out in May 2010. It tells you about improvements since the original inspection in the quality of education which the school1 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 parents2. Our report also describes developments in the ‘ethos’ of the school, by which we mean how well children and 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. The school
2. Particular strengths of the school
3. How well do children and young people learn and achieve?
4. How well do staff work with others to support children and young people's learning?
5. Are staff and children and young people actively involved in improving their school community?
6. Does the school have high expectations of all children and young people?
7. Does the school have a clear sense of direction?
8. What happens next?
Children and young people are now more engaged in their learning, as a result they are achieving better. Across the school, staff are using symbols and signs more consistently. Children and young people have a better understanding of what is happening throughout the school day. Most are now aware of their learning targets. Helpfully, these targets have been developed using symbols to aid understanding. Staff have benefited from high quality professional development which has led to improvements in learning and teaching. Teachers are now planning better, to meet learning needs more effectively.
Staff have developed the curriculum well. They are beginning to use national guidance to improve the curriculum further. Links are developing well with local secondary schools and colleges to provide more opportunities and experiences for young people. Children and young people now have more opportunities to make choices in their learning. They can now gain more national qualifications. Increasingly children and young people are gaining important lifelong skills, for example in using money and travelling independently. Senior young people run a healthy tuck shop which has increased their numeracy, and successfully developed skills in communication and teamwork. The school has worked effectively with local transport providers to increase the time for learning. All children and young people now benefit from two hours of high quality physical education each week.
The school continues to work very effectively with parents. The Parents and Staff Teacher Association raised money to build an outdoor playground and replace the school minibus. More children and young people are benefiting from split placements with mainstream school. The school is now working better with allied health professionals, who feel more involved in the school. Therapists have delivered high quality training to staff which helps them to meet the needs of children and young people better. Therapists are now involved in helping to plan the curriculum and they are contributing to learning targets.
Staff have identified key priorities for improvement. They are keen to improve learning and teaching and work more with partners. Each week, they think about questions to help them improve their practice. The headteacher and depute headteacher evaluate teachers’ planning and frequently visit classes to evaluate how children and young people are learning. Teachers visit each other’s classes to observe and share effective practice. The school is developing more systematic ways of gathering views of parents, staff and pupils.
Staff now have higher expectations of what children and young people can achieve in their learning. The school now has a more positive ethos. Across the school, strategies to manage behaviour are used more consistently. Children and young people are now given more opportunities to mix with others in mainstream and other special schools. As a result, they are developing greater social skills and independence. School staff work effectively to develop understanding of diversity and celebrate difference. The school is developing stronger links with St Kentigern’s Academy to allow young people to have opportunities to access a wider curriculum.
The headteacher is providing clear direction for the school. She shares her vision for the school very well. She is well supported by an able depute headteacher. Together, they form a very strong team. They are reflective and keen to further improve the school. Staff and partners work together better and there is a very strong sense of developing teamwork.
There is clear evidence of improvement since the original inspection. The curriculum, progress in mathematics and arrangements to meet children’s learning needs are now at a satisfactory level or better. We will make no further visits in connection with the inspection report of March 2008.
HM Inspector: Elizabeth Morrison
24 August 2010
When we write reports, we use the following word scale so that our readers can see clearly what our judgments mean.
| excellent | means | outstanding, sector leading |
| very good | means | major strengths |
| good | means | important strengths with some areas for improvement |
| satisfactory | means | strengths just outweigh weaknesses |
| weak | means | important weaknesses |
| unsatisfactory | means | 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 600236. 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 2010
HM Inspectorate of Education
1. Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and carers who are relatives or friends.