St Margaret’s Academy
Livingston
West Lothian Council

22 April 2008

Contents

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 Performance in Scottish Qualifications Authority (SQA) National Qualifications
How can you contact us?

1. Background

St Margaret’s Academy was inspected in January 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. HM Inspectors focused particularly on English, mathematics, modern studies, 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 met the chairperson and representatives of the Parent Council, a group of parents and the school chaplaincy coordinator. They also met staff of the Community Learning and Development (CLD) service linked with the school and representatives from the local community.

St Margaret’s Academy is a denominational school serving Broxburn, Winchburgh, East Calder, Livingston and surrounding districts. At the time of the inspection, the roll was 1038. The percentage of pupils entitled to free school meals was in line with the national average. Pupils’ attendance was in line with the national average.

2. Key strengths

HM Inspectors identified the following key strengths.

• The very caring ethos of the school and the positive relationships between pupils and staff.
• Partnerships with parents and the wider community which enriched pupils’ experiences.
• Carefully planned and effective curricular pathways for pupils.
• Productive approaches to inclusion with additional high quality input from pupil support assistants.
• The leadership and drive for improvement modelled by the headteacher and his senior management team.

3. How well does the school raise achievement for all?

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 very good. The headteacher had a clearly articulated rationale for the development of the curriculum which met the principles of Curriculum for Excellence. He had implemented a significant number of changes to the design of the curriculum in the current session after consultation with staff and parents. Particular features of the curriculum included the following.

• A clear and coherent structure in S1 which offered breadth and balance. Additional time had been created for English and mathematics to help raise attainment and for information and communications technology (ICT) to develop pupils’ skills.
• At the end of S1, the school had introduced an element of choice for pupils in social studies, expressive arts and technology to help better meet their needs. The school was monitoring these changes to ensure continued educational gain as they progressed into S3.
• The school offered a range of vocational options and skill-based learning opportunities for pupils from S2 to S6. These involved productive links with West Lothian College, local businesses and the Blackburn Local Employment Scheme for construction activities.
• Enterprise activities contributed to the development of pupils’ confidence at all stages. Pupils choosing to study business education at S2 undertook a well-developed programme to raise their awareness of entrepreneurial skills.
• Aspects of healthy lifestyles were well developed within the curriculum at all stages. These were enhanced by positive links between the health and technology department and the school meals service.
• Coherent curricular pathways took very good account of pupils’ prior attainment on entering S5/S6.
• Curricular and vocational guidance was effective. Pupils were provided with helpful support when making course choices and preparing to leave school.
• Pupils at all stages benefited from the well-planned programme for religious and moral education.
• The school made appropriate provision for physical education at S3/S4 but needed to review arrangements at S5/S6.
• The school did not make sufficient use of national achievement awards to recognise pupils’ voluntary and community activities.

Teaching and meeting learning needs

Overall, the quality of teaching was good. Teachers gave clear explanations and instructions. Across the school, most teachers motivated pupils with well-chosen tasks and an appropriate variety of class, group and individual work. Many teachers used successfully a range of ICT, including electronic whiteboards, to consolidate and stimulate pupils’ interest and learning. They generally used questioning well to develop pupils’ knowledge and understanding. A few were particularly skilled in developing pupils’ reasoning and their ability to reflect and think for themselves. In most classes, homework was used well to support learning. The majority of teachers shared successfully the purpose of lessons with pupils and a few reviewed these at the end of lessons.

Overall, the quality of provision for meeting pupils’ learning needs was good. Teachers knew their pupils well and almost all worked hard to ensure that the needs of all pupils were met effectively. The librarian provided very good support in developing pupils’ research skills. In most lessons, the pace of learning was appropriately brisk and pupils responded positively. Most teachers used suitable approaches and resources to provide well-judged support for pupils and to motivate and challenge pupils. Across the school, teachers monitored pupils’ progress and attainment. However, a few did not build systematically enough on pupils’ earlier learning. Teachers with responsibility for pupil support and pupil support assistants (PSAs) helped with the early identification of specific needs and the close monitoring of pupils’ progress at all stages. Pupils who required additional targeted support, including those with emotional and behavioural needs, undertook tasks in the Learning Centre which involved them actively in their learning. Pupils with individualised educational programmes and those with additional support plans were making good progress towards their learning targets. In some cases these learning targets were not sufficiently clear and records did not always record the extent of progress made by pupils. Pupils for whom English was an additional language received well-judged support from the specialist teacher. Some teachers involved pupils effectively in assessing their own performance and in setting targets but there was a need for all pupils to be more involved in target setting.

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

The overall quality of learning was good. Across the school, the climate for learning was very positive and as a result pupils were enthusiastic and motivated. Most pupils were confident in asking questions for clarification and in sharing their views with others. They responded very well when they had some responsibility for their own learning. Most learning contexts were stimulating and engaged pupils’ interest. The library provision made a positive contribution to the quality of pupils’ learning, for example by developing pupils’ reading skills and encouraging their enthusiasm for reading for pleasure. Pupils were clear about their strengths in learning but they were not always sufficiently aware of what action they needed to take to improve. In the most successful learning experiences, pupils undertook activities which required them to think and work independently. This good practice was not consistent throughout the school.

Overall, the quality of pupils’ personal and social development was very good. The personal, social and health education (PSHE) programme covered an appropriate range of topics including careers education, health issues, study skills and relationships. A range of external speakers and presentations at assemblies enhanced the effectiveness of the overall programme and supported the development of positive values. Pupils showed respect for staff and each other, and involvement with aid agencies contributed to raising their awareness of cultural diversity. At all stages, they benefited from taking part in activities that helped them develop enterprise and teamworking skills. They participated enthusiastically in a wide range of charitable activities and contributed to the school and community through their participation in a wide range of musical, sporting and artistic events. Senior pupils developed important leadership skills through acting as peer tutors in classes and as buddies to younger pupils. Pupils extended their skills in citizenship through taking on positions of responsibility within the school, including health promoting activities. There were developing opportunities for pupils to influence the life of the school and CLD staff provided training for pupil councillors. The pupil council had a budget this session to promote and support its activities. The school had plans to monitor pupils’ personal and social development, including their out of school achievements, more effectively.

English

The overall quality of teaching, the approaches to meeting learning needs and learners’ experiences were good. Pupils’ performance was improving well.

Teachers explained new work clearly and increasingly shared the purposes of lessons with pupils. They varied their teaching approaches well to sustain pupils’ motivation. Effective use of questioning skilfully enhanced pupils’ understanding. Homework was not always provided regularly. Teachers met pupils’ learning needs well overall and the pace of learning was appropriate, especially from S3 onwards. The needs of vulnerable pupils at all stages were identified and addressed effectively. Learning support staff provided well-judged support. Some additional support plans did not have detailed learning targets. Higher achieving pupils, particularly at S1/S2, were not always sufficiently challenged. Pupils felt respected and treated fairly. They were actively involved in their learning, making good use of ICT to conduct researches and enhance oral presentations. They cooperated responsibly in groups. From S3, pupils knew what they needed to do to improve.

Pupils made steady progress from their prior levels of attainment. They developed responsible attitudes towards diversity issues through reading and discussion in English classes. At S1/S2, the majority achieved appropriate national levels of attainment in listening, talking, reading and writing. At S3/S4, the proportion of pupils attaining Credit awards at Standard Grade was above the national average. At S5/S6, the proportions of pupils achieving awards at A-C were in line with national averages at Higher and Intermediate 1 and above the national average at Intermediate 2. Performance at Intermediate 2 had improved.

Mathematics

The overall quality of teaching, the approaches to meeting pupils’ learning needs and pupils’ learning experiences in mathematics were good. Pupils’ performance was improving well.

Teachers explained new work clearly and used homework effectively to consolidate and develop pupils’ learning. They used a range of approaches to interest and motivate pupils. They did not consistently share with pupils the purposes of lessons. Activities were generally well chosen to provide support and challenge, in particular for pupils with additional needs. In most lessons, the pace of learning was appropriately brisk. However, on occasion it was too slow with the result that the level of pupils’ engagement in learning declined. At all stages, pupils responded well to teachers’ high expectations. Classes had a positive ethos and pupils worked purposefully individually and when working in groups. They were not always sufficiently clear about what they could do to improve.

At S1/S2, pupils generally had made sound progress in their coursework and the majority had attained appropriate national levels. At S4, the proportion of pupils attaining Credit awards at Standard Grade was in line with the national average. Girls’ attainment was better than that of boys. At S5/S6, pupils’ performance at Higher and Intermediate 2 had, overall, improved. The proportions of pupils gaining A-C awards at these levels were generally in line with the national averages. Most of the small numbers of pupils presented for Intermediate 1 attained A-C awards. At S6, the majority of pupils presented for Advanced Higher were successful.

Modern studies

The overall quality of teaching and of pupils’ learning experiences was very good. Approaches to meeting pupils’ learning needs were good. Improvement in pupils’ performance was strong.

Teachers used a variety of teaching approaches and resources to create a stimulating learning environment. They used ICT very effectively to engage pupils’ interest. Through clear explanations and skilful questioning, they developed pupils’ knowledge and abilities to think critically about relevant topics. The study of current affairs was a regular feature of lessons. Teachers shared the purpose of the lessons with pupils and selected tasks and activities which provided support and challenge for most pupils. They provided helpful feedback to pupils including advice on how to improve. Teachers did not plan sufficiently carefully to ensure appropriate progression in the development of pupils’ skills at S1/S2. Pupils enjoyed their learning and worked well independently and in group activities. They responded to the high expectations and very positive working relationships within classes by demonstrating high levels of achievement.

At S1/S2, pupils were making sound progress in their coursework. They had a good understanding of topics studied and were developing their evaluative and investigative skills well. At S4, pupils’ attainment was consistently high with the proportion of pupils achieving Credit awards well above the national average. At S5/S6, the proportion of pupils gaining A-C awards at Higher was well above the national average. At this level, pupils made very good progress in their attainment. Pupils from S4 to S6 performed better in modern studies than in their other subjects.

Physical education

The overall quality of teaching and pupils’ learning experiences was good. Approaches to meeting pupils’ learning needs were adequate. Pupils’ performance was not improving sufficiently.

Teachers made pupils aware of the purposes of lessons and gave clear instructions and explanations. Some teaching and use of demonstration was very effective. Overall, however, teachers’ expectations for learning, behaviour and achievement varied too much. Teachers used home-learning activities and ICT very effectively in certificate classes to consolidate pupils’ knowledge and understanding. The use of ICT to enhance learning and teaching was less well developed. In most lessons, learning was conducted at a brisk pace. In outdoor games, however, pupils found difficulty in working without close supervision. Teachers were improving the quality of their feedback on pupils’ strengths and areas for improvement.

At S1/S2 and S3/S4, the majority of pupils in core classes demonstrated appropriate levels of practical performance. At S3/S4, girls opting for dance units were making very good progress and working at a high standard and all pupils passed dance units at Intermediate 2. At Standard Grade, the proportion attaining Credit awards was in line with the national average. At Higher, the proportion attaining A-C awards at S5/S6 was consistently below the national average. Almost all of the small number of pupils presented for Intermediate 2 and Advanced Higher attained A-C awards. All pupils presented for Community Sports Leadership Awards achieved a pass.

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 Scottish Qualifications Authority (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.

• The standards being achieved by pupils and their progress in coursework across the school were sound overall. A few departments did not build effectively enough on pupils’ learning in primary school to ensure continuity in their learning.
• The majority of pupils attained appropriate national levels in listening, talking, reading and writing, and mathematics.

Particular features of achievement in examinations and other areas by the end of S4 included the following.

• The proportions of pupils attaining five or more awards were above the national averages at SCQF level 3 and level 5 and well above at SCQF level 4. School performance was better than that in schools with similar characteristics for SCQF levels 3 and 5 and much better for SCQF level 4.
• The proportions of pupils attaining Credit awards were well above the national averages in French and home economics and below in physics.
• Pupils performed better in French and notably less well in biology than in their other subjects.

Particular features of achievement in examinations and other areas by the end of S6 included the following.

• At S5 and at S6, the proportions of pupils attaining one or more, three or more or five or more awards at SCQF level 6 were overall above the national averages. Last session at S6, there had been a decline in performance at SCQF level 6.
• At S6, the proportion of pupils attaining one or more awards at SCQF level 7 was below the national average. Performance at this level was notably lower than that in schools with similar characteristics.

Overall, the school was successful in raising pupils’ achievement. Pupils’ performance by the end of S2 was improving in some respects. By the end of S4, there was slight improvement in the existing very strong performance of pupils. There had been a decline in pupils’ performance by the end of S6 in 2007. A wide range of activities to promote good citizenship and enterprise skills for all pupils contributed positively to their achievement.

4. How good is the environment for learning?

5. Leading and improving the school

St Margaret’s Academy was an effective school, committed to the care, welfare and achievement of all pupils. Relationships between pupils and staff were positive and the school ethos was very good. Good learning and teaching and the wide range of extra-curricular, citizenship and enterprise activities contributed effectively to raising pupils’ achievements. Overall, staff met learners’ needs well. The school placed a high priority on developing the leadership capacity across the school and community. It had strong links with parents and the wider community. Consultations with parents and staff had led to important changes to the curriculum aimed at improving attainment. There was scope to develop further community learning and development links.

The recently appointed headteacher had effectively shared his vision and ambitions for the school with staff, parents, pupils and the wider community. He had successfully implemented a brisk pace of change and introduced well-considered innovations. These included new approaches to course choice for pupils at S5. The headteacher modelled leadership qualities and had quickly gained the trust and support of almost all parents, pupils and staff. As part of his focus on developing leadership across the school, he had engaged all staff in effective collaboration in a range of initiatives to take forward school improvement priorities. The depute headteachers were well respected and provided a high quality of support for the headteacher. They were actively involved in planning for improvement and led and managed their areas of responsibility very confidently. The majority of PTCs carried out their roles well. The impact of their leadership for improvement, however, was too variable. Many staff contributed effectively to leading improvements through participation in working groups and departmental developments.

The school had recently begun to review the impact on improvement of its system for monitoring and evaluating the quality of its work. The new approaches had already led to greater effectiveness in identifying areas for improvement. The key role of PTCs in using self-evaluation to secure improvement was being strengthened. The acting depute headteacher with responsibility for raising attainment worked effectively with PTCs. For example, she collaborated with them in monitoring closely the impact of curricular changes on pupils’ progress, particularly at S1/S2. Senior promoted staff met PTCs to analyse SQA attainment data and agree a faculty action plan for improvement. However, they did not yet review progress and maintain challenge and support for the PTCs consistently throughout the session. As a result, there was variation in the effectiveness and impact of self-evaluation. The school had made clear progress in using the views of parents, pupils and staff to influence policy and direction. This had resulted in changes in the structure of the curriculum and the school’s approaches to healthy lifestyles.

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 improve achievement by:

• developing further the school’s arrangements for improvement through quality assurance, including the role of PTCs, to achieve a more consistently high quality of learning and teaching across the school; and
• providing a continuing element of physical education for pupils at S5/S6.

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.

Eleanor Harkness
HM Inspector

22 April 2008

Appendix 1 Indicators of quality

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.

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

Appendix 2 Summary of questionnaire responses

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.

Appendix 3 Performance in Scottish Qualifications Authority (SQA) National Qualifications

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

Percentage of relevant S4 roll gaining awards by end of S5

Percentage of relevant S4 roll gaining awards by end of S6

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 Education & Cultural 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, 1st Floor Endeavour House, 1 Greenmarket, Dundee DD1 4QB or by telephoning 01382 576700. Copies are also available on our website at www.hmie.gov.uk.

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.

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 email 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 Scottish Public Services Ombudsman, 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

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Footnotes

1. See Appendix 2
2. Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and carers who are relatives or friends.
3. 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
4. Comparator schools are the 20 schools statistically closest to the school being inspected in terms of the five socio-economic characteristics of the school population and surrounding areas.