20 March 2007
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?
Tulliallan Primary School was inspected in December 2006 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. At the time of the inspection, five members of the teaching staff had been in post since August 2006.
HM Inspectors examined pupils’ work and interviewed groups of pupils, including the pupil council, and staff. Members of the inspection team also met representatives of the parent-teacher association (PTA) and a group of parents1. There was no School Board.
The school serves the village of Kincardine and the surrounding area. At the time of the inspection the roll was 247, including 37 children in the nursery class. The proportion of pupils who were entitled to free school meals was below the national average. Pupils’ attendance was in line with the national average.
The work of the nursery class was not included in this inspection.
HM Inspectors identified the following key strengths.
|
HM Inspectors analysed responses to questionnaires issued to a sample of parents, P4 to P7 pupils, and to all staff. Information about the responses to the questionnaires appears in Appendix 2.
Parents, teachers, staff and pupils were highly satisfied with all aspects of the school’s work. They agreed that the school was very well led and that it had a very good reputation in the community. Parents thought that there was mutual respect between staff and pupils. They enjoyed the many interesting opportunities they had to be involved in the life of the school. In particular, they liked school concerts and open days. Parents commended the use of an on screen presentation which was used to inform parents about school events and pupils’ achievements. Pupils were very proud of their school and enjoyed being there. They felt that teachers listened to their views. Pupils at all stages thought that they had good opportunities to make important decisions through for example, the school council and Eco committee. Pupils felt that staff explained things clearly and helped them when they were having difficulty. Staff enjoyed working in the school and they reported that they worked very well as a team. They valued the support they received from senior managers and the many opportunities they had to lead curriculum development.
Pupils’ learning experiences and achievements
The quality of the curriculum was very good. Teachers used curriculum flexibility time very effectively. As a result, pupils’ skills in literacy and numeracy were improving. Teachers had also improved learning experiences for boys by providing interesting reading materials and information packs covering a range of environmental studies topics. Pupils participated appropriately in two hours physical activity each week. Their learning experiences in physical education, music and drama were enhanced by visiting teachers. Across the school, teachers provided a variety of activities for pupils to learn through play, for example at P5, ‘soft start’ sessions were used well to promote sharing and teamwork. The quality of teaching was good and, although variable across the school, had many strengths. Teachers gave clear explanations and made very good use of praise to build pupils’ confidence and recognise their achievements. They planned their work carefully and most organised lessons well. In the most effective lessons, the quality of interaction and discussion between pupils was of a very high standard. In these lessons, teachers made skilful use of questioning to check and reinforce pupils’ understanding. Teachers made very good use of computers to support and extend pupils’ learning. They provided pupils with a broad range of homework activities. However, this practice was not consistent in all classes.
Pupils were hardworking and keen to learn. They responded very well when given opportunities to cooperate with others on a range of tasks, for example, at P7 in dance activities and P6 in practical mathematics tasks. Pupils’ skills in using information and communications technology were very well developed. By P7, they were skilled in the use of PowerPoint and confidently prepared and displayed an on-screen presentation which described the events for the coming week. At P4/5, pupils used the Internet successfully to find relevant information about Vikings. Pupils had positive attitudes to learning and almost all worked independently with the minimum of supervision. Pupils listened attentively, responded well during discussions and worked purposefully together. However, in some classes, pupils had too few opportunities to take responsibility for their learning and the pace of learning was slow.
The school had been very successful in helping pupils develop their wider achievements. As a result of the school’s innovative approaches to developing citizenship, pupils were very caring and supportive of each other. They demonstrated responsible attitudes and by P7, pupils were skilled in resolving minor playground disputes. Through the pupil council and Eco committee pupils had made some important decisions about many aspects of the life of the school. They were involved in selecting reading resources which boys and girls would enjoy. They had appropriately assisted in designing a playboat which was built in the playground and used by the school and community. Pupils were aware of the needs of others and organised fundraising for a number of charities, these included street children in Peru and Erskine House. Through sponsorship they supported a child in Malawi. Pupils used their enterprise skills effectively. They successfully organised a variety of activities to raise funds for the school’s Samba Band. Pupils in P7 had benefited from the annual residential experience to enhance their personal and social skills.
English language
The overall quality of attainment in English language was very good. Pupils’ levels of attainment had been increasing steadily in recent years. Almost all pupils had attained appropriate national levels in listening, talking, reading and writing. A few pupils had attained these levels earlier than might normally be expected. All pupils, including those with additional support needs, had made very good progress in their coursework. At almost all stages, pupils listened well to teachers and to one another. They talked effectively in groups and spoke competently about their thoughts and ideas. P4 pupils discussed texts and offered considered opinions on books which they had read. At P6 and P7, pupils extracted information from texts and demonstrated highly developed comprehension skills. Throughout the school, pupils regularly read for pleasure using class libraries. Pupils used ICT effectively to source information. They planned and produced written work for a broad range of purposes. However, a few pupils would benefit from further opportunities to write at length. Pupils’ skills in punctuation, spelling and grammar were well developed.
Mathematics
The overall quality of pupils’ attainment in mathematics was very good. In recent years, pupils’ attainment in mathematics had been consistently high. Almost all pupils were achieving appropriate national levels in mathematics. A significant number of pupils had achieved these levels earlier than might normally be expected. Pupils with additional support needs, including higher attaining pupils, were progressing well. Higher attaining pupils were making effective progress. Across the school, pupils used computers with confidence to handle information, create graphs and produce simple spreadsheets. By P7, pupils were knowledgeable when interpreting a range of graphs. Almost all were developing effective skills in written and mental calculations. At P7, pupils had a secure knowledge of fractions and decimals. At all stages, they had a very good knowledge of the properties of shape. At P4, pupils used practical equipment well to measure volume. At all stages, pupils knew a range of problem-solving strategies and applied them well to different situations.
Arrangements to support pupils were very good. In almost all classes, all pupils benefited from stimulating and challenging activities. Teachers provided highly effective learning experiences where pupils worked well together and learned from each other. Higher attaining pupils were very well supported by staff and were following individual programmes. The school had very effective approaches to identify and support pupils with additional support needs. Teachers made good use of personal learning planning to meet more specific targets for individual pupils. The support for learning teacher interacted very well with pupils and assessed their needs carefully. She worked closely with teachers to provide effective support for individuals and groups. The support for learning teacher provided very good professional advice to teachers and support staff. The school had established very good links with other support agencies, including the speech and language therapy service. Pupil support assistants provided very effective support for pupils who needed additional support with their learning. Across the school, pupils set their own learning targets. Parents were actively involved in this process and had regular opportunities to comment on their child’s progress in achieving their learning targets. The school had arranged well-planned induction programmes for pupils entering P1, and for P7 pupils transferring to secondary school.
Aspect |
Comment |
Pastoral care |
The quality of pastoral care in the school was excellent. At all levels, staff had an outstanding working relationship with pupils and they were sensitive to all aspects of pupils’ physical, social and emotional needs. The school implemented very successfully a detailed care and welfare policy, including clearly stated procedures for the protection of children. Staff had received an appropriate level of training in child protection. The buddy system, playground pals, and mediation arrangements resulted in pupils exercising highly responsible and very caring attitudes towards each other. Pupils demonstrated positive attitudes to their health and well-being through regular physical exercise and participation in the varied out of school hours clubs and activities. Staff successfully encouraged healthy eating and pupils enjoyed the regular fruit tuck shop. Pupils were well informed and knowledgeable about personal safety, relationships and substance misuse. |
Quality of accommodation and facilities |
The quality of accommodation was very good. Staff and pupils had created an attractive and stimulating environment for pupils’ learning. Displays of pupils’ work enhanced the learning environment. Pupils took great pride in showing their parents samples of their work during the regular school open days. Resources were in good supply and were very well organised. Pupils looked after their school and were actively involved in keeping the playground litter free and in maintaining the garden areas. They had access to a range of play spaces including an activity area for more energetic play. The school had appropriate security arrangements. Access throughout the school was suitable to all users. Storage facilities for physical education equipment were limited. |
Climate and relationships, expectations and promoting achievement and equality |
Relationships throughout the school were excellent and staff and pupil morale was exceptionally high. Pupils’ behaviour and manners were exemplary. The school used a highly effective system for managing pupils’ behaviour and pupils promoted and demonstrated respect and tolerance towards each other. Overall, staff had high expectations of achievement and behaviour and almost all used praise effectively to motivate pupils. The school organised regular assemblies which provided opportunities for religious observance and celebrating achievement. The headteacher carefully monitored the uptake of pupil participation in the extensive programme of out of hours activities provided for pupils. Staff had developed systematic approaches to promoting racial diversity and understanding of disability within the curriculum. These approaches were very successful in developing pupils’ knowledge and understanding of equality and fairness. The school effectively included all pupils. Pupils were developing a good understanding of global citizenship through their support for a particular community in Uganda and Malawi. |
Partnership with parents and the community |
The quality of partnership arrangements with parents and the community were very good. The school had extensive and effective links with parents, local businesses and the community. These included partnership working with the MSP, Kincardine Credit Union, Scottish Power and Community Education. The PTA worked closely with the school raising funds and assisting in school events and alongside staff in classes. Parents assisted staff with the popular out of hours activities which the school organised for pupils. The headteacher communicated very effectively with parents through the school handbook, newsletters, and an extensive variety of informal and formal meetings, open days and events. The pictorial timetable and the on-screen events board provided further information to parents about pupils’ achievements and school life. Parents attended concerts, musical performances and assemblies at various times throughout the year. Teachers met with parents and pupils twice each year to discuss pupils’ targets and progress. Parents’ meetings were always very well attended. Through the personal learning planning process, teachers provided parents with a detailed written report annually for each pupil. |
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Tulliallan Primary School delivered a very high standard of education for pupils. The school’s ethos was excellent. Staff and pupils had successfully created a stimulating and inclusive learning environment. The school provided excellent pastoral care and staff were very sensitive to pupils’ physical, social and emotional needs. The school’s partnership with parents was strong and effective. The quality of teaching and learning was good. Attainment in English language and mathematics was very good. Pupils were very well behaved and achieving in a broad range of areas such as information and communications technology and citizenship.
The experienced headteacher provided the school with excellent leadership. She was highly committed to the school and had a clear sense of vision. She was held in the highest regard by staff, pupils, parents and the education authority. She had taken very good account of staff strengths in building a strong team. The depute headteacher provided a very good level of support to the headteacher and staff. The headteacher and depute headteacher used a wide variety of approaches to effectively monitor and evaluate all aspects of the work of the school. Teachers and support staff were actively involved in reviewing their own practice. They identified areas for improvement and set these out appropriately in the school’s plan for improvement. Parents received a concise version of the school’s standards and quality report. The school had the clear capacity to build on its many strengths.
Main points for action The school and education authority should continue to provide high quality and improving education. In doing so, they should take account of the need to:
|
What happens next?
As a result of the high performance, the strong record of improvement and the very effective leadership of this school, HM Inspectors will make no further reports in connection with this inspection. 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 the education authority, working with the school, will provide a progress report to parents.
Marion Burns
HM Inspector
20 March 2007
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.
How good are learning, teaching and achievement? |
|
Structure of the curriculum |
very good |
The teaching process |
good |
Pupils’ learning experiences |
good |
Pupils’ attainment in English language |
very good |
Pupils’ attainment in mathematics |
very good |
How well are pupils’ learning needs met? |
|
Meeting pupils’ needs |
very good |
How good is the environment for learning? |
|
Pastoral care |
excellent |
Accommodation and facilities |
very good |
Climate and relationships |
excellent |
Expectations and promoting achievement |
very good |
Equality and fairness |
very good |
Partnership with parents and the community |
very good |
Leading and improving the school |
|
Leadership of the headteacher |
excellent |
Leadership across the school |
very good |
Self-evaluation |
very good |
This report uses the following word scale to make clear 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 |
Important features of responses from the various groups which received questionnaires are listed below. Where any one group had five or less respondees then, in order to maintain confidentiality, the analysis is not provided.
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 |
|
|
If you would like an additional copy of this report
Copies of this report have been sent to the headteacher and school staff, the Head of Education, 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, 1st Floor, Endeavour House, 1 Greenmarket, Dundee DD1 4QB or by telephoning 01382 576700. Copies are also available on our website www.hmie.gov.uk.
HMIE Feedback and Complaints Procedure
If you wish to comment about primary inspections
Should you wish to comment on any aspect of primary inspections, you should write in the first instance to Chris McIlroy, Acting 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 Hazel Dewart, Business Management Unit, HM Inspectorate of Education, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA. A copy of the HMIE Feedback and Complaints Procedure leaflet is available from this office or by telephoning 01506 600258 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 2007
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.
1. Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and carers who are relatives or friends.