24 June 2003
1. Introduction
2. The school
3. How well are pupils achieving?
4. How good is the curriculum?
5. How good is learning and teaching?
6. How well are pupils supported?
7. How well is the school managed?
8. How well does the school perform
overall?
Key strengths
Main points for action
Appendix
Indicators of quality
Quality of lessons observed
How can you contact us?
Rowanfield School was inspected in March 2003 as part of a national sample of special education.
The inspection covered key aspects of the work of the school at all stages including the quality of outreach support provided by the inclusion service. It evaluated how well pupils were performing, the effectiveness of the school and how well the school was managed.
HM Inspectors evaluated learning, teaching and attainment, examined pupils’ work and interviewed staff and pupils. They assessed the school’s processes for
self-evaluation and development planning. There was a particular focus on attainment in English language, mathematics, and social subjects within enviromental studies.
Members of the inspection team analysed responses to questionnaires issued to all parents, and to samples of staff and pupils. A member of the inspection team also met some parents.
Rowanfield School is a multi-agency service which provides education for primary age pupils with social, emotional and behavioural diffculties (SEBD). The school was opened in November 2002 and was the result of an amalgamation of two smaller schools, Piershill and Drylaw. This had involved major change for the staff, pupils and parents. The school provides full-time education for up to 60 pupils. A family support team, funded through the authority’s arrangements for
inter-agency working, offers additional support for pupils and their families. An inclusion service provides outreach support for pupils in their local mainstream school. At the time of the inspection the family support team had been appointed but were not yet in post.
Pupils came to the school from across the city of Edinburgh and were transported by taxi and minibus. Thirty eight pupils had a Record of Needs. A small number of pupils had been placed at the school by West Lothian Council.
Parents’ and guardians’ views
Parents who responded to the questionnaire were very satisfied with the work of the school.
Almost all thought that:
A small number of parents felt that they did not receive sufficient advice from support services such as educational psychologists and speech and language therapists.
Ethos
The school, which had only been opened for five months at the time of the inspection, had established a caring and positive atmosphere for learning. Staff were developing good relationships with pupils. They were generally supportive of each other within their teams, but roles and responsibilities of different members of staff were not always clear. Despite having to cope with some very challenging behaviour, the school had developed systems to manage pupils well and prevent disruption to learning in classes. Staff expected pupils to learn to understand and control their own behaviour. Their expectations of pupils’ achievements and their ability to concentrate in class were not sufficiently demanding or consistent. Regular assemblies were held in the teaching areas. Links with the chaplain were being developed with the intention of providing regular opportunities for religious observance.
School and the community
The school had established good links with parents, other primary schools and local community groups.
Key features included the following:
The school was aware of the need to involve parents in discussion about their children’s work in class, and in agreeing appropriate targets for progress. Plans were in place to develop more effective links with a pupil’s previous primary school or an alternative primary school to ensure better planning for a return to mainstream.
Accommodation
The quality of accommodation was very good. The new purpose built school had been completed shortly before the inspection. The headteacher and staff had been closely involved in the development of the design. The building was well-planned to meet the needs of the pupils, with good-sized classrooms, general purpose and art rooms, and a behaviour support area. The three separate teaching areas each had an open area for dining and other activities and their own fenced playground. There was very good office space for the school management team, and accommodation for the family support team, which was an integral part of the service. The overall effect was of a bright, welcoming building with a calm and orderly atmosphere.
Staffing and resources
The overall provision of staffing was good. There was a good teacher pupil ratio in the school and an appropriate level of support staff, although a number were on
short-term contracts. The staff group had a range of experience but major changes in staffing over two years had resulted in a lack of continuity for pupils. Visiting specialists in art and physical education made important contributions to supporting pupils’ learning. A senior social worker and two family workers had been appointed to provide additional support to pupils and their families. All staff had participated in recent staff training related to the needs of pupils, but only a very small number of teachers had qualifications in special educational needs. A wide range of support staff provided very good support to the pupils and the smooth running of the school.
The amalgamation of the two schools had resulted in a very good supply of resources for most areas of the curriculum. There was a good range of materials for environmental studies although those for science needed to be extended. English language and mathematics were very well resourced. These resources had yet to be organised appropriately for easy access by staff. Computers were in good supply. The personal and social development rooms in each area were well-supplied with a range of materials to encourage the development of play and social interaction. The management team had plans in place to monitor these resources for
age-appropriateness. The headteacher managed the devolved finances very effectively.
English language
The overall quality of attainment in English language was fair. A few pupils were making good progress and achieving their individual targets within aspects of reading and writing. In listening and talking, some pupils were able to listen attentively to directions and instructions and could express themselves with some confidence. However, progress in many areas of English language was slow. Pupils lacked skills in functional and creative writing. Some pupils were working well in handwriting and spelling but opportunities to use these skills effectively were limited. In listening, most pupils could concentrate for short periods of time and respond to direct questioning. They had more difficulty listening and responding in group situations.
Mathematics
The overall quality of attainment in mathematics was fair. Most pupils were achieving their individual targets but many were capable of achieving more by being challenged more consistently. Most pupils experienced difficulties in aspects of number, money and measurement. The majority of pupils could add and subtract numbers but many had considerable difficulty in accurately recalling number and multiplication facts. Most could recognise coins accurately but they had difficulty in giving the correct change in shopping activities. The majority could use non-standard units to measure length, weight and volume. In shape, position and movement, most could recognise and name basic two and three-dimensional shapes. In information handling, the majority of pupils could collect and organise information effectively and some could construct bar graphs and interpret these well. Pupils’ problem-solving and enquiry skills were under-developed.
Social subjects
In social subjects, the overall quality of attainment was good. Pupils at P1 to P3 were learning useful skills about food and shopping. At P6 and P7, they had a good grasp of aspects of Viking history and mythology. Most pupils demonstrated a good knowledge and understanding of the topics they had studied, particularly in history and geography. Pupils’ skills in investigating and evaluating evidence were developing appropriately in some topics.
Pupils had opportunities to experience most elements of the primary curriculum, although timetables for each class were not sufficiently detailed to ensure that they received a suitably balanced programme. In a number of areas there was a need to specify more clearly how the school’s broad curricular aims were translated into detailed teaching programmes. The school had plans to review the overall balance of the curriculum.
The time pupils spent in class was shorter than in mainstream primary schools. Recreational breaks and lunchtimes were used for the development of interpersonal and social skills. However, these activities did not provide focused learning and teaching opportunities. Overall, pupils were receiving fewer hours of teaching time than their mainstream peers.
English language
The quality of the English language programme was fair. The school had identified the need to further develop this aspect of the curriculum. Reading programmes were established and working well in most classes. Some good work in structured writing activities was also evident. More opportunities were needed for pupils to develop their skills in functional and creative writing. Listening and talking needed a clearer focus within the curriculum. Pupils would benefit from a range of experiences in group activities to extend turn-taking and discussion skills. Some use was made of computers to support reading and writing, but this was not yet consistent throughout the school.
Mathematics
The programme for mathematics was fair. Teachers encouraged pupils to develop their mathematical skills but the targets set out in individualised educational programmes (IEPs) frequently did not inform pupils’ classroom mathematical experiences. Pupils required more opportunity to engage in mental calculations and practical activities to consolidate learning. Greater emphasis needed to be given to developing pupils’ problem-solving skills and the use of computers to support learning in mathematics. The school had plans in place to review the mathematics programme to improve progression through the school.
Social subjects
The social subjects programme was fair overall. It provided generally well balanced coverage of aspects of history. Further attention was required to clarify the specific focus of social subjects topics to ensure appropriate progression in learning. Some topics gave good attention to the development of pupils’ skills in planning, collecting and evaluating evidence but this required to be developed more systematically.
Environmental studies
The environmental studies programme was fair overall. The programme at P6 and P7 provided good coverage of social subjects, science and technology through a wide and well considered range of topics. Some helpful steps were being taken by teachers in all classes to relate pupils’ studies to the local and wider environment. Further attention required to be given to improving the balance and sequencing of topics and progression in pupils’ learning. The school had identified the need to review the environmental studies programme in the light of revised national guidelines.
Teachers worked hard to provide appropriate learning activities for pupils. There were good examples of pupils being well-motivated and participating enthusiastically. Sometimes pupils’ behaviour resulted in them being out of class, which affected their progress in learning. Better planning and assessment were required to support pupils’ learning and progress.
Features of learning and teaching included the following.
Care and welfare
Staff provided good support for the care and welfare of pupils. All staff were aware of procedures to deal with incidents where pupils’ health and safety might be at risk. In particular, there were very effective arrangements for minimising risk to staff and pupils from unpredictable behaviour. Appropriate risk assessments were in place for out-of-school activities. Staff knew individual pupils well and offered good support for their social and emotional needs. The headteacher worked very closely with staff, parents and other agencies to provide additional support for individual pupils and their families. Plans were in place for further support through the family support team. Staff were aware of the Child Protection Policy, and there was regular training available. Aspects of the policy required review.
Personal and social development
Appropriately the school placed a high value on the importance of developing pupils’ personal and social development. Clear programmes were in place to help pupils address issues of anger management and to raise self-esteem. The school was introducing a new programme to further develop pupils’ personal skills. This programme was to be delivered jointly with health colleagues from the department of child and family mental health. Health education was suitably addressed and covered important topics such as healthy eating, substance misuse and healthy relationships.
Support for learning
A principal teacher had responsibility for support for learning, including the co-ordination of inter-agency involvement. Teachers, nursery nurses and auxiliaries worked hard to provide good support for pupils. In some classes the roles and remits of individual staff required to be clarified in order to make best use of their skills. Records of Needs had been opened for 38 pupils. Each pupil had an IEP with long and short term learning targets. The quality of IEPs varied considerably. Therapy provision was not always well integrated into IEPs but plans were in place to address this known shortcoming. Staff needed to make better use of pupils’ targets to help them plan learning and teaching and to help pupils understand the purpose of learning activities. Arrangements for meeting the statutory requirements in relation to pupils’ special educational needs were good. Review meetings were held annually and included appropriate participation of parents and external agencies.
The inclusion team was managed by a principal teacher. It provided a service to pupils from across the authority who had been referred for additional support to maintain their placements in mainstream schools. The needs of pupils referred were carefully assessed, and a package of support measures was agreed between the mainstream school and the service. Pupils supported by the service were making good progress, and mainstream schools were very positive about the impact of the service on pupils’ behaviour and learning.
Overall management and leadership
The headteacher had been appointed HT designate of the new school two and a half years prior to the inspection. She had been seconded to the building project team for six months and had made a significant contribution to the design of the new building. The headteacher had a very clear vision for the school which had been developed in partnership with staff, parent representatives and partner agencies. She had managed the amalgamation of two staff teams and the appointment of a large proportion of new staff very well. Staff were beginning to work together as a strong team for the benefit of pupils and their families.
The headteacher should build on these strengths and initiate planned improvements to the curriculum and to learning and teaching across the school. These should be monitored closely to ensure that the good progress pupils were making in managing their behaviour was matched by improved levels of achievement.
The headteacher was well supported by a management team consisting of the depute head and two principal teachers. They had appropriate remits although some elements of their responsibilities, including monitoring of classroom practice, had still to be fully implemented. The senior teacher made an effective contribution to whole school issues through her management of Information and Communications Technology (ICT).
Staff review and development
Arrangements for staff review and development were good. A systematic approach had been developed in consultation with staff. The headteacher had been reviewed, and a timetable was in place to take the programme forward. Recent staff development had focused on the needs of the pupils and the new school and had had a positive impact on how behaviour was managed. Teaching staff needed to keep abreast of good classroom practice in mainstream schools and were being encouraged to acquire qualifications relevant to teaching pupils with special educational needs.
Planning for improvement
The management team, staff and partner agencies had worked together to produce shared values and an appropriate set of aims for the new service. The headteacher and staff had also used national quality indicators to identify priority areas for development prior to the opening of the new service. This had formed the basis of planning for the development of the new school. A major focus had been the development of a culture which would address pupils’ social, emotional and behavioural needs in a positive and supportive way. The focus on maintaining pupils in local schools through the inclusion team had been developed very effectively.
Approaches to improving quality
Arrangements for self-evaluation were fair. The headteacher and management team were carefully monitoring the implementation of the behaviour management and positive discipline policies. The proposed structure for monitoring pupils’ progress and the quality of their experience in classes had yet to be effectively implemented. Teachers received general feedback on their approaches to working with pupils but, as yet, there were no opportunities for structured oral or written feedback.
Rowanfield School, as a newly established facility, was beginning to have a positive effect on pupils based in school and those who were being supported through outreach work. The headteacher and her staff were working in challenging circumstances and provided a good quality of care, welfare and support for individual pupils. The staff were working well with their partner agencies to take forward the service. They were well placed to build on their strengths and develop a clearer focus on the quality of learning in the classes and on raising pupils’ levels of achievement.
The school and the education authority should act on the following recommendations.
Christine Knight
HM Inspector on behalf of HM Chief Inspector
Eastern Division
24 June 2003
See Performance Indicator data below.
Appendix
We judged the following to be very good
We judged the following to be good
We judged the following to be fair
We judged the following to be unsatisfactory
No aspects were to be found in this category
HMI also evaluated the quality of the lessons observed. The overall quality of lessons was very good in 33% of cases, good in 38%, and fair in 29%. (There were no unsatisfactory lessons.)
Copies of this report have been sent to the headteacher and school staff, the Director of Education, local councillors and appropriate Members of the Scottish Parliament. Subject to availability, further copies may be obtained free of charge from HMIE Office, Saughton House, Broomhouse Drive, Edinburgh, EH11 3XD or by telephoning 0131 244 8178. Copies are also available on our web site: www.hmie.gov.uk
Should you wish to comment on or make a complaint about any aspect of the inspection or about this report, you should write in the first instance to Dr Gill Robinson, HMCI at the above address. A copy of our complaints procedure is available from that office and on our website.
If you are still dissatisfied, you can contact the Scottish Public Services Ombudsman directly or through your member of the Scottish Parliament. The Scottish Public Services Ombudsman is fully independent and has powers to investigate complaints about Government Departments and Agencies. She will not normally consider your complaint before the HMIE complaints procedure has been used. Instead, she will usually ask you to give us the chance to put matters right if we can.
Complaints to the Scottish Public Services Ombudsman must be submitted within 12 months of the date of publication of this report.
The Ombudsman can be contacted at:
Professor Alice Brown
The Scottish Public Services Ombudsman
23 Walker Street
Edinburgh
EH3 7HX
Telephone number: 0870 011 5378
e-mail: enquiries@scottishombudsman.org.uk
More information about the Ombudsman’s office can be obtained from the website: www.ombudsmanscotland.org.uk
Crown Copyright 2003
HM Inspectorate of Education
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