We published a report on St Crispin’s School in August 2009. 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 June 2010. It tells you about improvements since the original inspection in the quality of education which the school 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 parents1. 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 more confident and interact well with staff and each other. They enjoy their learning which is now delivered in more real life contexts. Children and young people are now using more symbols to support their communication. This is helping them to share their views with others, particularly their likes and dislikes. They also use ‘chat folders’ very successfully to interact with staff and their parents. Most children and young people are working well on a range of activities to support independence. A few staff are still over-supportive in their approaches to learning. Pupil learning plans set out young learners’ targets in a very appropriate way. Young people particularly, at the secondary stages, know their learning targets and are clearer in what they need to do to achieve them. Children and young people are now making better progress in their learning. Most achieve their learning targets in their individualised educational programmes. At the secondary stages, young people are now working on Scottish Qualification Authority access units across a few subject areas. This could be extended further. Young people are working well on their Award Scheme Development and Accreditation Network award in a number of areas. Staff are beginning to develop aspects of the school’s work in line with Curriculum for Excellence. For example, they are developing numeracy across the school in a more active way. This now needs to be extended to literacy, health, and wellbeing.
Staff are working well with other schools in their area to share and improve their practice. Parents continue to be very supportive of the work of the school. They are pleased with the use of symbols to support their children’s communication needs. A few parents would like more information to fully support their children at home. Links with colleges remain strong with a few new courses being introduced including yoga and art activities.
Staff are strongly committed to improving the work of the school. They are now involved in working groups to drive forward improvements and initiatives. Staff including support staff now share good practice and ideas at stage group meetings and ‘learning rounds’. For example, approaches to linking subject areas together are being developed. A good start has been made to the introduction of a pupil council. Senior managers now monitor learning and teaching in a more formal way and give staff guidance on how to improve their practice. Senior managers recognise they still need to track children and young people’s attainment more effectively.
Teamwork among all staff remains strong. Staff now have a more positive approach to developing children’s learning. Staff have very good relationships with children and young people. There has been a noticeable improvement in the expectations most staff have of children’s achievements. This still needs to be improved further. Tasks and activities are relevant and enjoyable. Staff use praise very effectively to let children and young people know when they are doing well and to move them onto the next activity. They recognise and celebrate learners’ achievements very well.
The headteacher is held in high regard and valued by staff, parents and pupils. She has ensured continued and effective teamwork through her positive approach to improving the school. Senior managers and staff have set out a clear and appropriate improvement plan and are working well to improve the school in many important areas. A growing number of staff are taking a leading role in improving the school. Senior managers and staff still need to monitor children and young people’s progress in their learning more effectively.
The school has improved some key areas of its work since the original inspection. More remains to be done to ensure consistency in children and young people’s learning and to track their progress. We will continue to engage with the school and the education authority in monitoring progress. We will carry out a further follow-through visit to the school within one year of the publication of this report and will report to parents on the extent of the improvement that has been achieved.
HM Inspector: Jane
Lopez
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 600 236. 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.