Glenlivet Primary School
The Moray Council

2 September 2008

Contents

1. Background
2. Key strengths
3. What are the views of parents, pupils and staff?
4. How good are learning, teaching and achievement?
5. How well are pupils’ learning needs met?
6. How good is the environment for learning?
7. Leading and improving the school
Appendix 1 Indicators of quality
Appendix 2 Summary of questionnaire responses
How can you contact us?

1. Background

Glenlivet Primary School was inspected in May 2008 as part of a national sample of primary education. The inspection covered key aspects of the work of the school at all stages. It evaluated pupils’ achievements, the effectiveness of the school, the environment for learning, the school’s processes for self-evaluation and innovation, and its capacity for improvement. There was a particular focus on attainment in English language and mathematics.

HM Inspectors examined pupils' work and interviewed groups of pupils, including the pupil council, and staff. Members of the inspection team also met the chairperson of the Parent Council and a group of parents¹.

The inspection team also evaluated aspects of the school's progress in implementing national recommendations related to improving aspects of school meals provision.

The school serves the communities of Glenlivet and Glenrinnes and the surrounding rural area. At the time of the inspection the roll was 29. The proportion of pupils who were entitled to free school meals was in line with the national average. Pupils' attendance was in line with the national average. The headteacher had acting shared leadership responsibilities for Tomintoul Primary School.

2. Key strengths

3. What are the views of parents, pupils and staff?

HM Inspectors analysed responses to questionnaires issued to all parents, P4 to P7 pupils, and to all staff. Information about the responses to the questionnaires appears in Appendix 2.

Parents, pupils and staff were very positive about almost all aspects of the work of the school. Parents thought that their children enjoyed being at school and that staff demonstrated concern for their children’s care and welfare. They felt that school buildings were kept in good order and that the school had a good reputation in the community. Pupils thought that the school helped them to keep safe and healthy. They felt teachers praised them for doing well and gave them assistance when they were having difficulty with their school work. A few were concerned about the lack of variety in homework and thought that they were given too much at the upper stages. Staff liked working in the school which they felt had a happy, family atmosphere. They thought that the school was well led and that staff morale was high.

4. How good are learning, teaching and achievement?

Learners’ experiences

The overall quality of the curriculum was good. There was a strong focus on the development of pupils’ personal and social skills. Pupils’ citizenship and teambuilding skills were developing well through a stimulating range of whole-school enterprise activities. Visiting specialist teachers enhanced pupils’ experiences of music. The specialist teacher, Active Schools Coordinator and ‘Stay to Play’ after school club trainer ensured all pupils had sufficient access to high quality physical education. Recent improvements to the literacy programme had been successful in promoting pupils’ positive attitudes to reading and discussing texts. The planning and assessment of pupils’ curricular experiences was not always sufficiently consistent across the school to fully ensure progression in learning. The arrangements for children transferring from the nursery to P1 provided effective continuity in their learning. Pupils’ transition to secondary education was well supported through an effective programme involving staff from Speyside High School. The quality of teaching was good. Teachers interacted positively with pupils, gave clear explanations and made good use of praise to build pupils’ self-confidence and reward their achievements. Teaching approaches, particularly in reading, health and enterprise education, successfully encouraged pupils to be active in their learning. Teachers used effective questioning to check pupils’ understanding. In a few lessons, they did not make consistent use of questions to extend pupils’ responses. Staff shared with pupils what they were expected to learn from their lessons, especially in writing and mathematics. They set regular homework tasks but these were not sufficiently varied, and occasionally too lengthy for pupils at the upper stages.

The quality of learners’ experiences was good. Almost all pupils were well motivated, enthusiastic and able to work with the minimum of supervision. Pupils were safe, confident and responsible. Pupils applied themselves effectively in a range of learning situations, including when working in pairs and groups. They responded very well when cooperating with others on a range of practical activities, including physical education, problem solving and writing. At P4 to P7, pupils had made effective use of their computing and enterprise skills to organise, and produce a well attended Burns’ Supper for the community. The pace of learning was not always sufficiently challenging, particularly for higher achieving pupils. Teachers did not encourage pupils to take enough responsibility for their learning.

Improvements in performance

The school had successfully improved its performance in some important areas. Overall, this amounted to a satisfactory improvement in performance.

In English language, pupils achieved satisfactory standards and there were signs of improvement. Most pupils were achieving appropriate national levels of attainment in listening, talking, and reading. The majority were achieving these levels in writing. Many attained these levels earlier than might normally be expected. Pupils who had not yet attained national levels were making increasingly appropriate progress in their learning. Almost all pupils listened attentively to their teachers and were able to follow instructions. They were confident when speaking to adults and to one another, expressed their ideas clearly and were eager to give their opinions and views. Throughout the school, pupils demonstrated a positive approach to reading. Most read fluently and regularly for pleasure. At the early stages, most pupils read confidently and could extract information from texts well. Pupils were making very good progress in developing literacy skills. From P4 to P7, pupils did not write sufficiently at length for a wide enough variety of purposes. Pupils’ presentation of written work and spelling, from P4 to P7, was not of a consistently high standard.

Standards in mathematics were satisfactory. A majority of pupils were consistently attaining appropriate national levels. Pupils at P1 to P3 were making very good progress in their learning. These early gains were not always fully sustained across the school. A few pupils required more challenge in their learning. At all stages, pupils handled information effectively using an appropriate range of graphs, charts and diagrams. From P4 to P7, pupils’ skills in using information and communications technology to support their mathematical learning were not well developed. Most pupils were competent in mental and written calculation and worked practically and confidently with number, money and time. From P4 to P7, pupils’ skills in practical measurement of volume, weight and length required further improvement. Across the school, pupils could identify a range of shapes and describe their properties effectively. Their skills in problem-solving and enquiry were developing well. Pupils did not apply an appropriate range of strategies in practical mathematical tasks in other areas of the curriculum.

Across the school, pupils’ skills in physical education were good, particularly in team games. At P1 to P3, pupils demonstrated good understanding of pitch and rhythm in singing activities. Their skills in using musical instruments were not well developed. As part of their topic about France, pupils at P4 to P7 were knowledgeable about French lifestyles and occupations. Pupils at all stages had made good progress in aspects of health education and were able to discuss personal relationships well. Pupils demonstrated a good understanding of issues related to healthy lifestyles, though some were unsure of basic nutrition requirements and food groups.

The school placed a strong and effective emphasis on developing pupils’ wider achievements. Pupils were developing a sound awareness of environmental education issues through their Eco-Schools Scotland work. This involved regular recycling activities. Younger pupils were becoming confident gardeners. They grew and tended their own organic vegetables in the school greenhouse. The stimulating "What’s on Your Plate?" initiative with a local farmer had ensured pupils were clear about the role and responsibilities of the farmer in providing food. The pupil council were developing their citizenship skills well through making insightful decisions to improve the school playground. They had successfully engaged the help of a group of army engineers to clear the rear playground to create a quiet area for pupils to rest. At P4 to P7, pupils acted as helpful buddies to younger pupils. They motivated younger pupils to read more in a shared reading project. As a technology challenge, pupils successfully built and erected a sculpture at the top of the Lecht. Across the school, pupils were developing their social, physical and games skills well through their regular engagement in cultural and sporting activities. Those at P4 to P7 had contributed very effectively to an army training session. Throughout the school, pupils had successfully taken part in a stamina building sponsored walk from the Tomintoul estate to Glenlivet. They had achieved success in writing creative poems for a Moray Council competition. In collaboration with a local photographer, pupils at P4 to P7 had created imaginative pop art style portraits. Pupils and staff made valuable contributions to the community through enterprise activities, charity fundraising and school productions.

The school had made good progress in overtaking the priorities in its improvement plan. Teachers had successfully implemented new approaches to reading and providing feedback to pupils in writing and mathematics. This had motivated pupils to read more and improved their understanding of what they needed to do to improve their writing and mathematics. Homework was an area which had not been improved sufficiently.

5. How well are pupils’ learning needs met?

The school’s approaches to meeting learning needs were good. Most pupils were provided with appropriate tasks and resources. In some lessons, the pace of learning was too slow for some learners, particularly higher achieving pupils. The school had correctly identified those pupils who required additional assistance with their learning. The visiting support for learning teacher contributed effective guidance and support in assessing pupils’ needs. Support staff provided valuable support for pupils experiencing difficulties with their learning and ensured they were fully integrated and included in all curricular areas. Teaching staff prepared individualised educational programmes (IEPs) which they shared fully with parents. Learning targets within these IEPs were well focused on pupils’ needs. The school had good links with support services such as speech and language therapy and educational psychology, which provided effective individual support.

6. How good is the environment for learning?

7. Leading and improving the school

Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.

Glenlivet Primary School provided a caring and supportive learning environment. The local community valued the contribution the school made to the life of the community. Parents responded well to the steps taken by the headteacher and staff to ensure the shared leadership arrangements were effective. The committed staff were developing into an effective team and were promoting pupils’ skills in a number of areas. Pupils were well motivated and worked enthusiastically. The school was maintaining satisfactory standards of attainment in English language and mathematics but there was scope for further improvement.

The headteacher provided effective leadership. Her commitment to the school had earned her the respect of staff, children, parents and the local community. Her shared vision for the school was focused on the promotion of more active learning experiences for pupils. The headteacher ensured pupils with additional support needs were identified appropriately and supported effectively. She had successfully promoted recent positive changes to key aspects of learning, teaching and achievement. Pupils and staff recognised and responded well to these improvements and were becoming more actively engaged in their learning and teaching. The headteacher had successfully encouraged staff to take the lead in developing learners’ experiences. The acting principal teacher was developing pupils’ collaborative skills well through a range of stimulating enterprise activities. Staff were effectively involved in reviewing the performance of the school and setting effective priorities for improvement. The headteacher had well established arrangements to monitor learning and teaching and track pupils’ progress systematically. These included providing teachers with helpful feedback on their plans and lessons, and sampling and commenting on pupils’ work. More involvement of pupils and parents, and more challenge, in self-evaluation was needed to ensure further improvement in the quality of learning and teaching. With the continuing support of the education authority, the school had the capacity to improve further.

What happens next?

The school and the education authority have been asked to prepare an action plan indicating how they will address the main findings of the report, and to share that plan with parents. Within two years of the publication of this report parents will be informed about the progress made by the school.

June Graham
HM Inspector

2 September 2008

Appendix 1 Indicators of quality

The sections in the table below follow the order in this report. You can find the main comments made about each of the quality indicators in those sections. However, aspects of some quality indicators are relevant to other sections of the report and may also be mentioned in those other sections.

This report uses the following word scale to make clear judgements made by inspectors:

Appendix 2 Summary of questionnaire responses

Important features of responses from the various groups which received questionnaires are listed below.

How can you contact us?

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 Educational Services, 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.

HMIE Feedback and Complaints Procedure

Should you wish to comment on any aspect of primary inspections, you should write in the first instance to Chris McIlroy, HMCI, at HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.

If you have a concern about this report, you should write in the first instance to our Complaints Manager, HMIE Business Management and Communications Team, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.  You can also e-mail HMIEComplaints@hmie.gsi.gov.uk. A copy of our complaints procedure is available from this office, by telephoning 01506 600200 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 (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 2008

HM Inspectorate of Education

This report may be reproduced in whole or in part, except for commercial purposes or in connection with a prospectus or advertisement, provided that the source and date thereof are stated.

Footnote

1. Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and carers who are relatives or friends.