18 March 2009
1. The inspection
2. Continuous improvement across care and education
3. Progress towards the requirements and main points for action from the inspection of June 2006.
4. Conclusion
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HM Inspectorate of Education (HMIE) and Care Commission (CC) published a report on the inspection of Seamab School in November 2006. The school prepared an action plan indicating how they would address the main points for action identified in the original HMIE/CC integrated inspection report.
HM Inspectors and Care Commission officers made integrated interim visits incorporating the Care Commission’s announced inspection of the service in November 2007 and a final follow-through visit in November 2008. During the final follow-through visit, they evaluated the extent to which the service was continuing to improve the quality of its work. HM Inspectors and Care Commission officers also evaluated progress made in responding to the main points for action in the initial report and the additional specified National Care Standards.
The initial inspection report published in November 2006 identified six main points for action and two requirements. This section evaluates the progress made with each of the action points and requirements and the resulting improvements for pupils and other stakeholders.
Senior managers and the Board of Governors continued to build very well on the school’s initial progress, to take forward the main points for action. Care staff were increasingly supporting curriculum activities and continued to work more closely with teachers in key teams. The school had established a curriculum framework. Staff had made a good start to planning learning opportunities within the national initiative, Curriculum for Excellence. They had successfully organised the curriculum more flexibly to allow children to be more active in their learning. Teachers’ planning of pupils’ learning had improved notably. Children were welcoming and most now demonstrated very positive behaviour within and outwith classrooms. All staff were clearer about the schools aims and operational plans. Young people continued to focus on their learning leading to further improvements in attainment. The Board of Governors was supporting the school very well to develop its own more robust quality assurance systems based on the main points for action.
The initial inspection report identified two requirements and six main points for action. This section evaluates the progress made with the requirements, the main points for action and the resulting improvements for pupils and other stakeholders.
3.1 Requirements
Requirement 1. The school is required to request from new employees a declaration of their physical and mental fitness or otherwise, in verbal or written form. Scottish Statutory Instrument 2002 Number 114 Regulation 19(3)(d).
Progress: From 2006, written declarations by applicants formed one part of a more robust system, including referral of new staff to occupational health specialists, to ensure the physical and mental fitness of employees. Processes were in line with recent national guidance for safer recruitment.
Requirement 2. The school is required to record all incidents involving pupils. Scottish Statutory Instrument 2002 Number 114 Regulation 19(3)(d).
Progress: The use of the recording format recommended by Holding Safely, national guidance on restraint, including its electronic database, was now well established across the school. This facilitated improved monitoring of triggers in relation to individual children, and contributed to the school’s strategic approach to promoting positive behaviour. Staff routinely analysed logs of consequences and bullying incidents to identify helpful strategies for children to improve their behaviour. Joint training and close collaborative work between care and education staff had contributed to a shared understanding of the impact of external factors on children’s behaviour and how best to support them.
3.1.1 Build on the positive approaches used in the bungalows and promote greater consistency among staff in managing behaviour within the school.
The school had made very good progress towards building on the positive approaches used in the bungalows and promote greater consistency among staff in managing behaviour within the school.
Significantly improved learning and teaching, supported by well-planned learning activities, motivated children and engaged them in learning. These approaches had minimised opportunities to misbehave. Care and education staff worked very closely to ensure consistent approaches to managing children’s behaviour. The school’s policy and arrangements for promoting positive behaviour were well established in the school and bungalows. Regular, systematic discussions and training on appropriate strategies for rewarding and promoting good behaviour had notably reduced instances of safe holding. Care and education staff provided effective and consistent additional support to maintain the sense of order in classrooms and ensure children’s good behaviour. Almost all children settled quickly and focused on their learning. Positive behaviour management strategies including using the same rewards systems across education and care had reinforced appropriate behaviours in the corridors and bungalows. Stronger links between key worker and key teacher for each child had maintained consistent approaches to managing behaviour and learning.
3.1.2 Provide pupils with Individualised Educational Programmes (IEPs) linked to care planning.
The school had made very good progress in providing pupils with individualised educational programmes IEPs linked to care planning.
The school had recently combined IEPs with pupils’ personal learning profile (PLP) to develop more child friendly approaches and improve the quality of personal and social development (PSD) targets. Placing authorities commented positively on the quality of IEPs for each pupil. Care staff supported children to achieve their PSD targets and were increasingly supporting children in the bungalows with targets set in language and mathematics. PLPs clearly identified pupils’ strengths and next steps for learning. Learning targets were now shared with children and they now knew what they had to do to improve in their learning. Staff took time to assess children both prior to and during their placement at Seamab. Teaching and care staff met regularly to share pupils’ progress and plan the way ahead. This sharing of knowledge continued to ensure pupils’ individual learning and care needs were being addressed. Staff had received recent professional development in approaches to further support integrated planning related to ‘Getting it Right for Every Child’.
3.1.3 Improve the quality of the curriculum by providing structured programmes of study which take full account of the range of pupils’ learning needs.
The school had made very good progress in improving the quality of the curriculum by providing structured programmes of study which take full account of the range of pupils’ learning needs.
Structured programmes of study in English, mathematics, environmental studies and health and wellbeing were now in place. Supported by the head of education, the enthusiastic teaching team had made a good start to planning learning opportunities within the national initiative, Curriculum for Excellence. They now provided a stimulating range of topics linked to learning activities and which were very well supported by Information Communcation Technology (ICT). However, there was scope to make greater use of the rich learning environment of the school to further support children’s learning. The curriculum took very good account of children’s health and wellbeing. This was often linked to opportunities to promote enterprise and citizenship skills including a proposed Christmas Fayre. Teachers planned opportunities for children to be more active in their learning. The school had well-established assessments which took account of children’s personal, social and educational needs. All pupils were working at a level appropriate to their ability. Pupils’ learning activities were stimulating, practical and linked to relevant and engaging themes. Teachers challenged more able pupils and many spoke enthusiastically about activities and were able to focus on learning for long periods. Pupils continued to develop important life skills through visits to places of interest. Pupils learned skills in pottery and art and design lessons and benefited from opportunities to use the school swimming pool. The school had recognised the need to ensure that the personal and social education (PSE) programme took sufficient account of key areas including race, gender and disability.
3.1.4 Improve pupils’ attainment, particularly in English language and mathematics by introducing more consistent approaches to learning and teaching which ensure an appropriate pace of learning and strengthen planning and tracking of pupils’ progress.
The school had made very good progress in improving pupils’ attainment, particularly in English language and mathematics by introducing more consistent approaches to learning and teaching which ensure an appropriate pace of learning and strengthen planning and tracking of pupils’ progress.
Most children were attaining national levels in reading, mathematics at an appropriate level and many were developing their writing skills well. Many were keen to show off their skills in reading and writing and showed a good knowledge of their class reader and graphs and mapping skills. Many children have exceeded expectations. The school was now recording pupils’ progress in listening and talking. Teachers had introduced the national initiative, Assessment is for Learning to ensure that pupils were attaining in English and mathematics at a pace suited to their ability. Teachers reported on children’s progress and attainment in English language and mathematics within detailed reports to authorities, shared with parents and other professionals. The relationships between staff and pupils was very positive and the pace of learning and challenge for pupils continued to improve. Staff were now extending opportunities to challenge more able pupils and many of these children were able to learn independently. Teachers used consistent approaches to learning and teaching including sharing learning intentions and recapping on prior learning. The school had extended the range of resources to support English and mathematics and programmes of study. These were very well implemented through well organised and user friendly planners and individualised programmes of learning.
3.1.5 Provide written guidelines for eating, drinking, food and nutrition. Menus for teas should continue to be reviewed to ensure they meet individual children’s nutritional requirements.
The school and Board of Governors, in liaison with HMI Inspectors and Care Commission should take action to seek improvement in the following.
The school had put in place appropriate systems to ensure children benefited from a nutritious, healthy diet. They had made very good use of professional advisers in nutrition to review menus, and produce written policy on food and nutrition, including the recommended five food groups. Children spoke knowledgeably about healthy eating and how their improved eating habits included a special enthusiasm for vegetables. They had very good opportunities to plan and prepare food in class and in the bungalows and had started to grow their own produce. The school systematically took good account of children’s preferences and allergies on admission. Care plans clearly identified and addressed children’s other health and support needs relating to nutrition and eating. Some staff had undertaken additional nationally recognised training in the links between food and behaviour, in recognition of the positive impact of good nutrition on children’s learning and development. The school had also taken steps, including an audit of its current provision for health and wellbeing, to develop these approaches as part of its plan to become a health-promoting school.
3.1.6 Developing more robust approaches to quality assurance by external and senior managers which improve the quality of leadership for learning by providing a clearer sense of direction and ensuring that improvement plan targets are fully implemented.
The school had made very good progress with this main point for action.
The school had put in place a quality assurance calendar and a comprehensive Standards and Quality report with an executive summary for parents and authorities based on more wide-ranging self-evaluation. Senior managers monitored the implementation of the improvement plan regularly. Staff were familiar with the national Quality Indicators and Quality Standards and were now involved in determining priorities for improvement. Board of Governors provided strong support to the school drawing on its expertise across construction health and safety, care and self-evaluation. They also used a consultant with extensive experience in self-evaluation. Communication of information is systematic. Use of ICT and networking has further improved communication. Leadership for learning is well established. Monitoring of learning and teaching was now implemented systematically and managers had developed a supportive, collaborative culture. Relationships across school and care including with management were strengthened significantly. Teachers felt well informed at key team reviews which provide opportunities for self-evaluation between care and education. Care staff have an annual appraisal and education staff have an annual review and development interview. Senior managers were well placed to engage other staff in taking greater responsibility in leading developments in education. Although formal supervision had not yet taken place at senior management level, good working relationships and informal feedback took place.
Children at Seamab School were happy, safe and enjoying their learning. The school knew itself well and had developed the ability to build on and sustain its current progress. It was very well supported in doing so by senior managers and the Board of governors. Staff morale was high and there was enthusiasm and commitment from all staff. Professional relationships across all areas of the service had improved significantly. All children were receiving appropriate support. They were frequently motivated by stimulating learning experiences. The service was now well placed to continue with its good planning and implement its developments more fully so that outcomes for children are further improved.
Due to the school’s progress made in meeting the main points for action and requirements, HM Inspectors and Care Commission Officers will make no further visits to the school in connection with the inspection of June 2006. The Care Commission will continue its programme of announced and unannounced inspections.
Kate Hannah |
Rachel Gillespie |
18 March 2009
If you would like an additional copy of this report
Copies of this report have been sent to parents, the director of education, head of establishment, school staff, and appropriate Members of the Scottish Parliament. Subject to availability, further copies may be obtained free of charge from HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA or by telephoning 01506 600389. Copies are also available on our website: www.hmie.gov.uk.
If you wish to comment about integrated follow-through inspections
Should you wish to comment on any aspect of provision for pupils in residential special school follow-through inspections, you should write in the first instance to Neil McKechnie, HMCI, HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.
Our complaints procedure
If you wish to comment about any of our inspections, contact us at HMIEenquiries@hmie.gsi.gov.uk or alternatively you should write to BMCT, HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA.
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 2009
HM Inspectorate of Education
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