3 June 2008
1. Background
2. Key strengths
3. How well does the school raise achievement for all?
4. How good is the environment for learning?
5. Leading and improving the school
Appendix 1 Indicators of quality
Appendix 2 Summary of questionnaire responses
Appendix 3 Attainment in Scottish Qualifications Authority (SQA) National Qualifications
Appendix 4 Good practice
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Kinross High School was inspected in January and February 2008 as part of a national sample of secondary education. The inspection covered key aspects of the school’s work at all stages. HM Inspectors evaluated how well the school was raising achievement for all pupils, taking into account the extent to which pupils’ learning needs were met by the curriculum and teaching. They analysed pupils’ achievement in national examinations (see Appendix 3) and other areas, the school’s processes for self-evaluation and innovation, and its overall effectiveness and capacity for improvement. Inspectors invited the school to identify examples of good practice and have provided examples of good practice in Appendix 4. HM Inspectors focused particularly on English, mathematics, modern languages, and physical education. The inspection team also evaluated aspects of the school’s progress in implementing national recommendations related to improving aspects of school meals provision.
HM Inspectors observed teaching, learning and achievement in lessons and other contexts and examined pupils’ work. They analysed responses to questionnaires1 issued to a sample of parents2 and pupils and to all staff. They interviewed groups of pupils, including representatives of pupil councils, and staff. Members of the inspection team also met the chairperson of the Parent Council, a group of parents, community education workers, and the school chaplains.
Kinross High School is a non-denominational school serving the town of Kinross and the surrounding area. At the time of the inspection, the roll was 922. The percentage of pupils entitled to free school meals was well below the national average. Pupils’ attendance was above the national average. The school had been successful in retaining its Charter Mark status, first gained in 2001. At the time of the inspection there were staffing difficulties in the modern languages, music and support for learning departments.
HM Inspectors identified the following key strengths.
To evaluate how well the school was raising achievement for all, HM Inspectors considered the extent to which the learning needs of all pupils were met through the curriculum and teaching. They evaluated the impact of the school on the learning and personal development of all pupils in lessons and in other, broader contexts. They also considered pupils’ achievement in examinations and other areas, and the school’s overall success in sustaining improvements in performance.
Curriculum
The quality of the curriculum was good. Overall the school provided pupils with a broad and balanced range of experiences at most stages.
Particular features of the curriculum included the following.
Teaching and meeting learning needs
The overall quality of teaching was good. Most teachers established a purposeful approach to learning, shared learning intentions well, gave clear explanations and used varied approaches to help pupils learn. There were examples of very effective practice where teachers skilfully used questioning, plenaries at the end of lessons, homework and feedback to develop pupils’ thinking skills and help them improve. There was particularly effective practice in departments such as design and technology and physics in using ICT to enrich learning. Across the school, teachers were not yet consistent enough in using such approaches. A few teachers had difficulty with class management.
The overall quality of provision for meeting learning needs was adequate. Class teachers often used assessment effectively to adapt learning approaches to meet pupils’ individual needs. Teachers organised study clubs and extra tutorials to help pupils make progress. Pupils with dyslexia were able to sit their Scottish Qualifications Authority (SQA) examinations in digital format and a small but increasing number of teachers were using this approach for subject assessments. Support for learning assistants provided productive help in class for a number of individual pupils with additional support needs. Support for learning teachers provided tutorials which helped these pupils make appropriate progress. Pupils with English as an additional language were also making effective progress. However, long-term staffing difficulties had slowed pupils’ progress in a minority of subjects and reduced the capacity of support for learning staff to work alongside teachers in the classroom. Often high-achieving pupils had sufficient challenge to make progress but, particularly at S3/S4, there were examples of insufficient support for lower-achieving pupils. Subject departments could bid for help from support for learning staff for adapting approaches to meet pupils’ needs but the school had still to put in place arrangements to allocate additional support where pupils most needed it. Although teachers received clear information on individual learning needs and a glossary of technical terms, these supports were not yet in consistent use in the classroom. Pupils with emotional and behavioural learning needs had a number of stimulating inputs but there was no coordinated approach to enable them to manage their behaviour in class and around the school. As a result, there was little evidence that they were making appropriate progress. Pupils with additional support needs had individualised educational programmes and support for learning staff were working towards making their learning targets specific enough to help pupils in planning and monitoring their own progress. Young people were well supported by the Community Learning and Development staff and the Community Link worker. Community staff worked closely with parents to support pupils following a more flexible curriculum.
Impact on learners
This section provides an evaluation of the extent to which the school was successful in raising achievement for all pupils. It refers to pupils’ learning experiences, personal development and aspects of their achievement in examinations and other areas.
Learners’ experiences and personal development
In most classrooms, pupils enjoyed learning and had motivating opportunities to be independent, for example, when doing research, and to be responsible when working with others. In subjects like physical education, home economics, drama, art and design, and design and technology, pupils could make choices and be creative as they developed their practical skills. A common approach across the school to issues such as healthy eating and projects involving subjects like science and music was beginning to offer pupils increasingly rich opportunities for enhancing their learning. Across the school, a start was being made to involving pupils in reflecting on their strengths and identifying targets for improvement. Several departments already had robust and supportive arrangements for doing this. However, the quality of pupils’ learning varied within and across departments. Pupils on occasion expressed their concerns about the effect of staffing difficulties on their ability to progress in line with their potential.
The school encouraged pupils’ personal and social development very well through offering considerable opportunity for achievement in sporting, cultural and community-based activity. Most pupils engaged in activities beyond the school day. Pupils appreciated the positive effects of participating in extensive sporting activities, sports leadership opportunities, enterprise events, trips abroad including very well subscribed annual exchange programmes, and public performances. A few pupils had represented Scotland nationally in sport. The wide range of musical activities including a number of bands, orchestras and choirs was popular with pupils. A significant number of pupils took an active part in Perth Youth Orchestra. The school developed citizenship skills through well-planned practical activities in both school and community contexts. Pupils put forward their views to the year group council and whole school council. These groups had contributed to providing improved playground seating arrangements for pupils and taken the lead on school recycling activities. Pupils were active and responsible contributors to the school’s approach to Fairtrade, which was enhancing their understanding of global citizenship issues. Senior pupils organised an annual social event for local elderly people. Senior pupils developed their leadership abilities by supporting younger pupils in class through a paired-reading initiative and out of class through acting as ‘buddies’ and prefects. A number of senior pupils were improving their ability to work in teams and be independent through involvement in the S6 residential weekend and the Duke of Edinburgh Award scheme.
English
Overall in English, the quality of teaching, provision for meeting learning needs, and learners’ experience was good. The quality of pupils’ performance was very good. High standards were either improving or being maintained.
Teachers shared lesson aims well and gave pupils clear explanations. Questioning was sometimes used skilfully to extend pupils’ reasoning. Teachers gave pupils constructive feedback on improving their writing, particularly at S1/S2, and were adapting written tasks to meet pupils’ differing learning needs. All pupils had a number of stimulating opportunities, such as debates and research using ICT, to take responsibility for their learning. On occasion, they needed more guidance and a brisker pace to help them make better progress. Pupils received regular beneficial homework.
Overall standards were consistently high, particularly in reading. By the end of S2, most pupils achieved appropriate national levels in reading and the majority did so in writing, listening and talking. Most pupils were making good progress. The majority achieved a Credit level award by the end of S4, well above national averages. By the end of S6, performance was above national averages at Higher. The majority of the small number presented for Advanced Higher achieved an A-C award. From S1 to S3, pupils read regularly for enjoyment. A significant number of pupils had achieved success as debaters in school and local competitions. Teachers were taking appropriate action which was beginning to improve pupils’ performance, for example in writing at S1/S2.
Mathematics
Overall in mathematics, the quality of teaching, arrangements for meeting learning needs, learners’ experiences and pupils’ performance was good. Standards of performance had improved at S1/S2, Standard Grade and Advanced Higher and declined slightly at Higher and Intermediate 2.
Teachers provided good explanations but sometimes teaching approaches did not provide pupils with sufficient opportunities to work together or think for themselves. Teachers were increasingly using ICT to help extend pupils’ learning. Almost all pupils worked purposefully, behaved well and cooperated with their teacher. Several teachers provided good feedback and opportunities for pupils to evaluate their progress. At S1/S2 teachers met pupils’ needs well on the whole by grouping pupils by prior attainment. A few of the tasks at all stages did not provide pupils with enough challenge.
At S1/S2 almost all pupils were making good progress in their coursework. At S3/S4 all pupils achieved a Foundation award or equivalent and an increasing proportion, well above the national average, attained a Credit level award. At S5/S6 the majority of pupils presented at Higher achieved an A-C award. The proportion achieving A-C awards was well above the national average at both Higher and Intermediate 2. Performance at Advanced Higher level had improved with almost all pupils achieving an A-C award.
Modern languages
Overall in modern languages, the quality of teaching, arrangements for meeting learning needs and learners’ experiences, were very good. The quality of pupils’ performance was very good, with aspects of excellence. Overall high standards of performance had been maintained.
Teachers planned lessons well to include a variety of tasks and teaching approaches to motivate and support pupils. They used questioning effectively to extend pupils’ learning. Teachers consistently built on pupils’ prior learning and encouraged them to reflect on their progress. Pupils responded to challenge and worked well, both independently and with their peers. Almost all pupils enjoyed learning.
Almost all pupils were making very good progress. At S1/S2, pupils used the target language confidently in class. There were very good examples of extended writing. At S3/S4, pupils had performed better in French, German and Spanish than in their other subjects. At S5/S6, the proportion of pupils who attained an A-B award at Higher was above the national average in all three languages. At Intermediate 2 French and German, and Advanced Higher German, all pupils attained A-C awards. Pupils broadened their learning about language and culture by taking part in experiences such as the very successful exchange programmes.
Physical education
Overall in physical education the quality of teaching was very good. The quality of arrangements for meeting learning needs was excellent. The quality of learners’ experiences and pupils’ performance was very good. Overall high standards of performance had been maintained.
Teachers shared the purpose of lessons well and explained new work clearly. Staff interacted with pupils very effectively to enhance their understanding. Teachers met pupils’ individual needs very well and overall the pace of learning was highly appropriate. Tasks were adapted well for pupils of differing abilities and almost all were making very good progress. At all stages, including at S5/S6, all pupils had a very good range of experiences and choices. Almost all pupils responded very positively and enjoyed improving their fitness, performance and skills as learners.
Almost all pupils were making good progress from their prior levels of attainment. Almost all pupils in S1/S2 were attaining well. At S3/S4, the proportion of pupils attaining a Credit award or equivalent had increased. Almost all who had studied at national qualifications (NQ) level in the last two years had attained an A-C award. At S5/S6, all those presented at Intermediate 2 had attained an A-B award and pupils performed notably better than in their other subjects. At Higher, almost all pupils in the last three years had attained an A-C award. Pupils widened their skills and interests by choosing from an extensive programme of sporting activities at lunchtime and after school.
Achievement in national assessments, examinations and other areas
Information about the subjects inspected has been given earlier in the report. Across the school, particular features of pupils’ progress, results in examinations and other qualifications, including those awarded by the SQA within the Scottish Credit and Qualifications Framework (SCQF)3 for the three year period 2005-2007, are included below.
Particular features of achievement in national assessments and other areas by the end of S2 included the following.
Particular features of achievement in examinations and other areas by the end of S4 included the following.
Particular features of achievement in examinations and other areas by the end of S6 included the following.
Attendance had increased and unauthorised absences had decreased. Levels of exclusions were low. The proportion of pupils staying on from S4 to S5 remained stable and compared very favourably with national averages. Rates from S5 to S6 had declined but were still above the national average. Increasingly, well-above average numbers of school leavers were entering higher education (HE) and further education (FE). The proportion of school leavers securing employment was in line with national average figures. At S3/S4, pupils who were following course options such as ASDAN, Skills for Work and Skills for Life were making good progress. Pupils had successfully competed in national competitions in debating and Learning for Life, a national initiative in religious and moral education, as well as in a number of different sporting activities. Several individuals and teams had successfully represented the school at both a local and national level. The school had a strong record in the national ‘Shares for Schools’ competition where they had been national winners on two recent occasions. Several pupils had been successful in achieving awards through the Youth Achievement programmes. Overall there were many very good examples of pupils achieving successfully within sports, the arts and music.
Aspect |
Comment |
Care, welfare and development |
Overall the school had appropriate arrangements for pupils’ care and welfare and for child protection. Almost all pupils felt that staff would deal effectively with their concerns and give them support when they needed it. However, some were unaware how to make a complaint. The school had very well-designed provision for meeting pupils’ emotional, physical and social needs when they transferred from primary school to S1. Older pupils provided younger pupils starting school with welcome and helpful additional support. Staff ensured that any new pupil at other stages had another pupil to help them settle and make friends. Staff also provided sensitive support for looked after children and other vulnerable pupils. Staff worked very well with support services, including educational psychologists, and voluntary groups to provide pupils with specialist help where appropriate. Planned provision for pupils’ personal and social development included education about personal safety as well as active promotion of healthy lifestyle choices from attractive fitness activities to healthy eating. School lunches were of good quality. School and catering staff had effectively consulted with pupils to make improvements to the service. In addition a lively programme of optional clubs helped pupils extend their interests and social skills. Pupils had access to well-informed advice when making course choices and preparing to leave school. Pupils could also access valuable guidance from Careers Scotland staff and up-to-date web-based information about careers. The majority of S4 pupils benefited from well-planned work experience and there were well-judged plans under way to extend this to S3. |
Management and use of resources and space for learning |
The management and use of resources and space for learning was adequate overall. Departments were well resourced and had access to a developing range of ICT resources. Some made very good use of display to motivate pupils. Off-site community facilities were well used to enhance the pupil experience in physical education. Classrooms in the newest part of the school were spacious and attractive. Improvements included a hairdressing salon and a refurbished home economics room. Internal and external social spaces for pupils were insufficient both in number and quality. Toilets were of poor quality. The dining area was too small. The building did not fully meet the requirements of the Disability Discrimination Act. A new school, on a new site, was being built and was scheduled to open in October 2009. |
Equalities, expectations and engagement |
The school welcomed parents and other visitors to the school. Relationships between staff and pupils were good. Most pupils enjoyed attending school. Most teachers had high expectations of what pupils could achieve. Overall, standards of behaviour were good. However, a small but significant minority of pupils showed little respect for themselves or others. Pupils at all stages responded well to opportunities to exercise responsibility. For example, they supported a range of charities, most notably the local Children’s Hospice, through fundraising events. The school had a number of approaches for recognising pupils’ achievements such as assemblies, newsletters and an annual awards ceremony. Pupils had opportunities to discuss racial equality and diversity in personal and social education (PSE) in a few other subject areas and at school events. The school had still to establish a systematic approach to promoting equality and fairness and to provide all staff with training in race equality. It had recognised the need to promote action against bullying more actively. The majority of pupils thought that they were treated fairly. The school was working towards UNICEF status as a Rights Respecting School. A team of chaplains helped provide regular appropriate opportunities for religious observance. Staff readily engaged in continuing professional development. Large numbers of staff gave of their time and expertise to provide pupils with clubs and supported study activities. Staff felt consulted and involved in school improvements. A significant proportion of staff were members of short term working groups taking forward specific aspects of school improvement. However, the aim and nature of such development groups was sometimes not outlined clearly enough for them to make appropriate progress. Morale among staff was high and they felt supported by the school’s management. They enjoyed working in the school. |
The school’s success in involving parents |
The school had productive links with parents and the Parent Council actively supported the school’s efforts to improve its provision in aspects such as staffing. Parents were supportive and meetings to discuss pupils’ progress and course choices were well attended. Staff responded to parents’ concerns by, for example, promptly alerting them to pupils’ absence from school. They used questionnaires to consult parents and used their views when planning important school developments, for example the relocating of staff to a centralised area for parents’ evenings. Communications with parents had improved and parents received regular information about the work of the school. Increasingly the school was making use of electronic means of communication and parents had especially appreciated the automated ‘group call’ which had been introduced. However, a significant minority of parents felt that the school did not give them enough information about their children’s strengths and weaknesses. The school had still to put in place appropriate arrangements for home-school learning to enable parents to support their children’s progress during long-term illness or absence. |
Kinross High School was a high-attaining school where almost all pupils were motivated, responsive and well behaved. Staff and pupil morale was high and had improved. Pupils benefited from a very wide range of sporting, cultural and citizenship activities. Large numbers of staff engaged fully in the life and work of the school. The school had established productive partnerships with parents. Learning and teaching were good overall. However, there was too much variation in the quality of provision for meeting learning needs. There had been long term difficulties in staffing in a number of departments and the education authority now needed to help the school to address these difficulties more effectively. Despite these difficulties the school had shown signs of improvement and had the capacity to improve further.
The headteacher, who had been in post for 15 months, had successfully improved school morale and staff relationships. He had started to make effective use of staff expertise. Several staff had taken on leadership roles through the successful sharing of good practice with colleagues, most recently as part of a planned programme of ICT workshops. Others were taking the lead on mentoring, thinking skills and formative assessment. The headteacher had begun to share his developing vision of the school with staff. He was working with senior managers to develop an ethos of teamwork which was encouraging staff at all levels to be involved in leading improvement and innovation. The depute headteachers were making a positive contribution to the school through their respective areas of responsibility. However, they were not yet consistently effective in linking with their departments and helping to implement school priorities. The business manager was also making a useful contribution, including through her role in providing support to the senior management team. While there were several very effective principal teachers, a few were having difficulty fulfilling their roles as leaders of learning. Overall the pace of change needed to be increased to secure further improvements.
Productive partnerships with a number of external agencies helped broaden pupils’ experiences. Local FE colleges were delivering Skills for Work courses, one on site, and pupils visited other colleges for similar vocational experiences. Through the Determined to Succeed initiative the school had successfully secured greater support from local businesses. The school used productive links with local community groups to support environmental education, for example, through the ‘Growing up with Loch Leven’ project. International links with schools in France, Germany and Africa, involving long-standing pupil exchanges had further extended pupils’ experiences.
Overall the quality of self-evaluation across the school was weak. Many departments had yet to implement evaluation processes fully. Although an annual review of attainment data provided each department with action points, there was insufficient evidence of how departments had successfully addressed these. Teachers had started to visit others’ classes to observe and share good practice. However, across the school, arrangements for tracking pupils’ progress across different stages were not sufficiently robust. Overall self-evaluation was not focused enough on improving the consistency with which pupils’ needs were met.
As well as building on the strengths and addressing the issues raised throughout this report, the school and the education authority should address the following main points for action.
Main points for action
Continue to raise achievement by:
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.
Donald Macleod
HM Inspector
3 June 2008
The following quality indicators have been used in the inspection process to contribute to the evaluation of the overall effectiveness of the school in raising achievement for all pupils.
Section 3. How well does the school raise achievement for all? |
||
The curriculum |
good |
|
Teaching for effective learning |
good |
|
Meeting learning needs |
adequate |
|
Learners’ experiences |
good |
|
Improvements in performance: S1/S2 |
very good |
|
Improvements in performance: S3/S4 |
very good |
|
Improvements in performance: S5/S6 |
very good |
|
Section 4. How good is the environment for learning? |
||
Care, welfare and development |
good |
|
Management and use of resources and space for learning |
adequate |
|
The engagement of staff in the life and work of the school |
very good |
|
Expectations and promoting achievement |
good |
|
Equality and fairness |
weak |
|
The school’s success in involving parents, carers and families |
good |
|
Section 5. Leading and improving the school |
||
Developing people and partnerships |
good |
|
Leadership of improvement and change (of the headteacher) |
adequate |
|
Leadership of improvement and change (across the school) |
adequate |
|
Improvement through self-evaluation |
weak |
|
This report uses the following word scale to make clear the judgements made by inspectors:
excellent |
outstanding, sector leading |
very good |
major strengths |
good |
important strengths with some areas for improvement |
adequate |
strengths just outweigh weaknesses |
weak |
important weaknesses |
unsatisfactory |
major weaknesses |
The following provides a summary of questionnaire responses. Key issues from the questionnaires have been considered in the inspection and comments are included as appropriate throughout the report.
What parents thought the school did well |
What parents think the school could do better |
|
|
What pupils thought the school did well |
What pupils think the school could do better |
|
|
What staff thought the school did well |
What staff think the school could do better |
|
|
This data is used alongside evaluations of teaching for effective learning, meeting learning needs, expectations and promoting achievement, and the overall quality of learners’ achievement, to inform the overall evaluation of improvements in performance.
Scottish Credit and Qualifications Framework (SCQF) levels:
7: Advanced Higher at A-C/CSYS at A-C
6: Higher at A-C
5: Intermediate 2 at A-C; Standard Grade at 1-2
4: Intermediate 1 at A-C; Standard Grade at 3-4
3: Access 3 Cluster; Standard Grade at 5-6
Percentage of relevant S4 roll gaining awards by end of S4
2005 |
2006 |
2007 |
||
English and Mathematics @ Level 3 |
Kinross High School |
98 |
98 |
99 |
Comparator schools4 |
96 |
96 |
96 |
|
National |
90 |
91 |
92 |
|
5+ @ Level 3 or better |
Kinross High School |
96 |
96 |
99 |
Comparator schools |
96 |
95 |
95 |
|
National |
90 |
91 |
91 |
|
5+ @ Level 4 or better |
Kinross High School |
93 |
90 |
96 |
Comparator schools |
90 |
89 |
88 |
|
National |
76 |
77 |
76 |
|
5+ @ Level 5 or better |
Kinross High School |
57 |
54 |
54 |
Comparator schools |
44 |
47 |
46 |
|
National |
34 |
35 |
33 |
Percentage of relevant S4 roll gaining awards by end of S5
2005 |
2006 |
2007 |
||
5+ @ Level 4 or better |
Kinross High School |
94 |
94 |
91 |
Comparator schools4 |
91 |
90 |
90 |
|
National |
78 |
78 |
79 |
|
5+ @ Level 5 or better |
Kinross High School |
71 |
68 |
66 |
Comparator schools |
61 |
58 |
59 |
|
National |
45 |
45 |
46 |
|
1+ @ Level 6 or better |
Kinross High School |
65 |
61 |
58 |
Comparator schools |
54 |
50 |
50 |
|
National |
39 |
38 |
39 |
|
3+ @ Level 6 or better |
Kinross High School |
40 |
45 |
35 |
Comparator schools |
34 |
32 |
34 |
|
National |
23 |
22 |
22 |
|
5+ @ Level 6 or better |
Kinross High School |
18 |
23 |
18 |
Comparator schools |
16 |
15 |
14 |
|
National |
10 |
10 |
10 |
Percentage of relevant S4 roll gaining awards by end of S6
2005 |
2006 |
2007 |
||
5+ @ Level 5 or better |
Kinross High School |
69 |
72 |
71 |
Comparator schools4 |
64 |
63 |
61 |
|
National |
47 |
48 |
47 |
|
1+ @ Level 6 or better |
Kinross High School |
67 |
68 |
65 |
Comparator schools |
60 |
59 |
54 |
|
National |
43 |
43 |
42 |
|
3+ @ Level 6 or better |
Kinross High School |
46 |
55 |
55 |
Comparator schools |
43 |
43 |
42 |
|
National |
30 |
30 |
29 |
|
5+ @ Level 6 or better |
Kinross High School |
32 |
38 |
41 |
Comparator schools |
31 |
30 |
31 |
|
National |
19 |
20 |
19 |
|
1+ @ Level 7 or better |
Kinross High School |
19 |
24 |
27 |
Comparator schools |
21 |
20 |
20 |
|
National |
12 |
13 |
12 |
In the course of the inspection, the following aspects of innovative and effective practice were evaluated as being worthy of wider dissemination.
4.1 Design and technology Design has become the focus of learning in design and technology across all courses from S1 through S6. As pupils enjoy this aspect of their learning the most, this has led to improved levels of motivation, ownership, and confidence, and communication, graphic and problem-solving skills. It has also helped staff meet pupils’ differing learning needs more effectively. The department team has actively encouraged pupils to seek advice and help with project work from all the teachers in the department. This has brought benefits to both teachers and pupils. Pupils have obtained the best possible advice, their project work has improved, and the best advice has become the department norm. The department also draws on learning support expertise. This has helped design and technology staff understand and apply strategies to meet additional support needs. Improved relationships between pupils and staff have led to improved learning and attainment. As a result, the department has been able to build on its collective strengths and overcome identified weaknesses. |
4.2 Community Sports Leadership Award (CSLA) The CSLA programme at S5/S6 has successfully developed pupils’ leadership skills and ability to take responsibility. During term one, pupils concentrated on team building and improving their organisational skills. Establishing mutual respect amongst participants has been essential in building pupils’ confidence in their own ability. Subsequent experiences have included coaching peers, demonstrating and acting as swimming support staff. They have had a positive influence on younger pupils who have seen CSLA pupils as assistant teachers. They have very successfully helped to coach a challenging S4 class. Out-with class, CSLA pupils have developed a sense of pride in promoting pupil achievements by maintaining notice boards and organising events, including an authority-wide basketball tournament. These pupils have also been successful organisers of a ceilidh and athletics event for associated primary schools. During an information evening for P7 parents, CSLA pupils helped staff organise a sports evening for pupils. Pupils have learned effective organisational skills and how to provide clear instructions. As a result, these pupils have made valuable contributions to the success of school triathlon, cross country, swimming activities, and the school sports day. |
4.3 Using learning journals in art and design Teachers have been innovative in using feedback to involve pupils in improving their learning. They devised a pro-forma which was used quickly and easily by pupils and retained by them for their own reference. The department created a learning journal which was simple to use and yet useful to pupils in helping them remember key processes and terms. Pupils were able to record their reactions to their work and indicate their level of understanding. This process also provided meaningful opportunities for regular constructive comment from teachers on individuals’ work. Teachers thereby motivated pupils to revisit areas of difficulty or aspects that required further consolidation. Pupils became more aware of the target language when describing their strengths and now use appropriate technical terms more often in class discussion. Pupils kept written records of their learning intentions and evaluated how well they felt they had met them. Pupils had a greater understanding of how to improve their work and were much more self aware and self critical of their work. Pupils shared more of their observations with their peers and were becoming more confident about their work as a result. Staff have found the pro-forma and learning journals very useful in quickly reminding them of the needs of each pupil and in helping them plan appropriate next steps in learning. |
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HMIE Feedback and Complaints Procedure
Should you wish to comment on any aspect of secondary inspections, you should write in the first instance to Frank Crawford, HMCI, at HM Inspectorate of Education, Europa Building, 450 Argyle Street, Glasgow G2 8LG.
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Crown Copyright 2008
HM Inspectorate of Education
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