4 May 2004
1. Background
2. Key strengths
3. What are the views of parents and carers,
pupils and staff?
4. How good are learning, teaching,
attainment and achievement?
5. How well are pupils supported?
6. How good is the environment for learning?
7. Improving the school
Appendix 1 Indicators of quality
Appendix 2 Summary of questionnaire
responses
Appendix 3 Attainment in Scottish
Qualifications Authority (SQA) National Qualifications
How can you contact us?
Ross High School was inspected in January 2004. Subjects included in the inspection included English, mathematics, chemistry and history. The school is a non-denominational, integrated community school which serves Tranent and the surrounding area. At the time of the inspection, the roll was 871. The percentage of pupils entitled to school meals was above the national average. Pupils’ attendance was above the national average.
During the inspection, the school was in the middle of a major building programme to upgrade school facilities. Construction had stopped unexpectedly in October 2003. (After the inspection, a contract for re-starting work had been signed in March 2004.)
HM Inspectors identified the following key strengths.
Members of the inspection team analysed responses to questionnaires issued to all staff and to a sample of parents and of pupils. They met representatives of the School Board and the Parent Teacher Association. They also interviewed groups of pupils, parents and staff.
Overall, responses showed a high level of satisfaction with provision at the school. In discussion, all drew attention to the way that the school was improving under the headteacher’s leadership. Concerns were often expressed about health and safety aspects of the accommodation, despite the best efforts of the school’s managers. Parents liked the effective communications and in particular being kept informed of pupils’ ongoing progress. Pupils appreciated the friendliness among pupils and staff. Staff felt that the school was a stimulating and rewarding place to work. Further details of what pleased parents, pupils and staff, and what they would like to see improved can be found in Appendix 2 of this report.
In evaluating the overall quality of learning, teaching, attainment and achievement, HM Inspectors observed aspects of learning in the inspected departments and more widely across the school. They also reviewed the extent to which the structure of the curriculum addressed pupils’ needs and they analysed pupils’ performance in examinations (see Appendix 3).
The curriculum, learning and teaching
Overall, the curriculum was broad and balanced and provided pupils with some very good opportunities to make progress in their learning. Very well-planned action was under way to continue to raise achievement and improve pupils’ experiences in line with their needs. There were well-structured opportunities for developing pupils’ skills in areas such as working with others and information and communications technology (ICT). As a result, all pupils could achieve the full range of core skills at an appropriate level by the end of S5. The S1/S2 curriculum included an appropriate range of subjects and pupils were able to build on prior learning in subjects such as science. Most pupils studied two modern languages and all studied one. Almost all S3 and most S4 pupils studied nine subjects for Standard Grade or National Qualification awards. After appropriate consultation, a small number of pupils chose to study five award bearing courses. These pupils received well-targeted additional support and vocational education. At S5/S6, all pupils studied five subjects from a wide range of courses at Intermediate, Higher and Advanced Higher. S6 candidates for Advanced Higher chemistry were able to do their specialist practical work in local universities. However, access to provision at local further education colleges had contracted and the school was preparing to introduce more vocational courses on site. At the time of the inspection, there was no continuing provision of religious education in S5/S6.
The quality of teaching was effective overall and often very skilled with a well-chosen range of approaches. These included appropriate use of ICT and purposeful homework. Teachers were well organised and clear in their explanations, questioning and feedback with regular, due praise. The pace of learning was generally brisk. Pupils were co-operative, responsive and hardworking. Sometimes they lacked the confidence and skill to take responsibility for independent learning and extending their thinking. Provision for meeting pupils’ needs was very good overall with very well-designed arrangements to identify learning needs and intervene early to provide support. Additional help, including adapted work, smaller class sizes and mentoring from older pupils and university students, was very well targeted and kept under review.
Attainment and achievement
The overall quality of attainment was good at all stages. Pupils performed well in classwork and there were signs that the range of approaches which the school had taken to improve attainment in national examinations was beginning to have an impact. The proportion of S4 pupils who stayed on into S5/S6 was lower than in similar schools and this impacted adversely on aspects of attainment at these stages. There was still a need for teachers to continue with efforts to extend pupils’ confidence and ability for independent thinking and taking responsibility for their learning.
At S1/S2, attainment in reading and mathematics had risen from below to in line with the national average. The level of attainment in writing was consistently well below national average but was improving.
Overall performance at Standard Grade in S4, including the proportion of pupils achieving five or more Credit awards, was in line with the national average and with the performance of pupils in similar schools. However, in 2003 the proportion of pupils achieving five or more General awards fell to below the national average.
By the end of S5, the proportion of pupils achieving five or more A-C grades at Intermediate 1 was below national averages. However, the corresponding proportion for Intermediate 2 was in line with national averages and in 2003 had improved to a level better than in similar schools. By the end of S5 and S6, the proportions of pupils achieving one, three and five or more Higher awards at A-C were below national averages and lower than in similar schools. However, in 2003 the proportion of S5 pupls achieving five Higher awards at A-C had improved to a level slightly above the average for similar schools. The proportions achieving Advanced Higher (AH) awards at A-C by the end of S6 were in line with national averages and those of similar schools.
Information on the subjects inspected is given later in the report. Significant features of attainment in examinations in the subjects not inspected were as follows.
Pupils also achieved well in a variety of personal and social contexts. Senior pupils showed considerable initiative and maturity across an extensive range of voluntary work in the school. They led assemblies, organised social events and helped younger pupils in class. By so doing, they set an example of responsible behaviour and cooperation which younger pupils followed. Across the school, pupils actively supported fund-raising initiatives, including sponsoring farming communities in Ethiopia to help them become self-sufficient. The quality of fieldwork of AH students in subjects such as geography demonstrated the independence and commitment needed for successful lifelong learning. At all stages, pupils showed their citizenship skills, for example through participation in regular surveys aimed at improving the work of the school. Pupils studying music were developing the skills and confidence to perform well at regular musical events, including popular recitals and end-of-term shows. Pupils were proud of their sporting achievements, particularly in rugby, hockey and basketball.
English language
Learning and teaching
Teaching was generally very effective with a well-chosen range of approaches including appropriate use of ICT and homework, clear explanations, questioning and feedback on pupils’ progress. Care was taken to match tasks and texts to pupils’ needs. Pupils generally responded positively to well-designed opportunities to learn at a brisk pace and to reflect on challenging issues. However, they sometimes struggled to contribute effectively in group discussion and improve the quality of their written work. Despite the best efforts of the school, the progress of several classes had been slowed by some extended staff absence.
Attainment and achievement
By the end of S2, the majority of pupils achieved appropriate national levels of attainment in reading and more than a third did so in writing, talking and listening. Attainment levels had risen from a low base as a result of concerted action to improve reading skills in particular. At Standard Grade, the proportion of pupils achieving Credit awards had risen and was in line with the national average in 2003. Almost all pupils achieved a General or Credit award. At S5/S6, the proportion of pupils achieving A-C grades at Higher and Intermediate was generally well above the national average. At S6, all of the small number of candidates presented for the Certificate of Sixth Year Studies had achieved an A-C grade in 2001.
Other features of pupils’ attainment and achievement included the following.
Mathematics
Learning and teaching
Teachers had established very good working relationships with pupils at all stages. They explained concepts clearly and used questioning effectively to monitor pupils’ understanding and encourage them to think for themselves. They provided some problem-solving tasks which required pupils to make decisions and work independently. Teachers had made very good arrangements to give pupils regular homework and helpful feedback on their performance. Pupils coped well with coursework, responded well in class and were getting good opportunities to consolidate understanding through revising work. At all stages, the setting of classes by prior attainment helped teachers match the level of work very well to pupils’ learning needs.
Attainment and achievement
The proportion of S2 pupils reaching the appropriate national level of attainment by the end of S2 had increased over the last three years. In 2003, a majority of S2 pupils achieved this level and this proportion was slightly above the national average. The proportion of S4 pupils gaining a Credit award was below national averages but in 2003 the proportion gaining a General award or better had risen to about the national average. The proportion of pupils taking Higher mathematics was below national averages. However, the proportion of S5/S6 pupils presented for the subject achieving an A-C grade was above national averages and well above in 2003. For S5/S6, the proportion of pupils achieving an A-C grade had increased over the last three years to a level above national averages for Intermediate 2 and well above for Intermediate 1. The majority of pupils presented for CSYS or Advanced Higher had obtained an A-C grade, and in 2003 all those presented had done so.
Other features of pupils’ attainment and achievement included the following.
Chemistry
Learning and teaching
Teachers delivered lessons well and took good opportunities to give due praise and rewards for classes and individuals. They shared the purpose of lessons effectively with pupils, and used well-judged questions and homework to revise work or focus pupils’ attention. They provided clear explanations for individuals, groups or the whole class. Pupils displayed a high level of interest in chemistry and were motivated to work well throughout lessons. They wrote their own notes and engaged readily in class discussions. Learning was organised to meet agreed timelines which ensured a brisk pace. Pupils’ needs were well met through appropriate teacher support, use of classes organised by ability, and the provision of learning materials at different levels of difficulty.
Attainment and achievement
At S1/S2, most pupils were performing well in their course work. The proportion of S3/S4 pupils achieving Credit awards had improved over the last three years to a level above the national average. In 2003, all candidates entered for Access 3 gained the award and about half of those presented for Intermediate 1 achieved an A-C grade. At S5/S6, the proportion of pupils achieving grade A-C at Higher was above the national averages and the proportion achieving A was well above. In 2003, all candidates for Advanced Higher gained an A-C grade.
Other features of pupils’ attainment and achievement included the following.
History
Learning and teaching
Teaching was well organised and effective. Teachers used a wide range of teaching approaches, including the good use of visual source material. Homework was regular and relevant. Pupils responded well to lessons and were encouraged to take responsibility for their learning. Lower attaining pupils were well supported. Sometimes at S1/S2, pupils could have achieved more with course tasks providing them with additional challenge.
Attainment and achievement
At S1/S2, most pupils were performing well in class work. Pupils at S5/S6 sometimes lacked the confidence to participate well in discussing and presenting historical ideas as part of their coursework. The percentage of S4 pupils achieving Credit at Standard Grade was above the national average. The percentage of S5/S6 pupils achieving an A-C grade at Higher was above the national average.
Other features of pupils’ attainment and achievement included the following.
The school gave high priority to pupils’ care and welfare. Its systems of pupil support were increasingly well integrated, providing a coherent and skilfully managed range of services for pupils, parents and carers. Teachers and ancillary staff were caring, sensitive and effective in addressing pupils’ social, emotional and physical needs. The school was making good progress in developing the roles of staff as "key workers" who were carefully matched with pupils to meet specific needs. Effective school approaches ensured that bullying was actively discouraged and any occasional incidents were appropriately dealt with. Pupils were given good opportunities to develop knowledge and skills to help them deal with aspects of personal safety. Productive links with a range of support agencies provided staff with important specialist help, ensuring appropriate pastoral care for pupils whose needs were particularly challenging.
The programme in personal and social development (PSD) was good and some aspects were very effective. At S5/S6, much of the programme led to national awards at Intermediate 2 and Higher. It was based on pupils working together in small groups and researching important social topics such as homelessness and mental health. Teaching was good overall and in some cases very skilful. At all stages, pupils responded well to opportunities to develop awareness of citizenship and the requirements of work and enterprise. Pupils made an important contribution to the school community, for example by acting as "buddies" for younger pupils and supporting pupils in the paired reading programme. The pupil and student councils enabled pupils to influence aspects of school life. Pupils’ experience was enhanced through a range of clubs and activities held at lunchtimes and after school.
Pupils received very good curricular and vocational guidance. Arrangements to support pupil choice at key stages were very thorough and effective. The school involved parents appropriately and invited their participation in well-focused interviews. Careers Scotland staff provided important contributions which complemented aspects of the PSD programme and helped pupils consider subject and career options. The school used well-designed approaches to track pupils’ progress. Pupils were regularly interviewed by guidance staff and senior managers. Frequent summary reports were issued on pupils’ progress in all areas of the curriculum. Staff consulted appropriately when planning curricular and vocational programmes for pupils with additional support needs. They were very skilful in identifying adjustments to the curriculum to meet pupils’ specific needs.
Pupils with additional support needs received good support. The school used sound approaches to the early identification of pupils with additional needs, including through close liaison with the associated primary schools. Programmes were carefully planned for pupils with Records of Needs or specific learning difficulties, for example through very effective individualised educational programmes (IEPs). Learning support teachers and auxiliaries operated very well as a team, bringing together a range of complementary skills and insights. However, deployment of support teachers did not always take sufficient account of how best to meet pupils’ needs. Learning support staff worked with pupils who had identified learning needs but did not yet provide sufficient support for higher achieving pupils.
The pupil support base exemplified commendably high standards of practice. It achieved notable success in helping pupils with a challenging range of additional support needs As a result, they were able to continue to benefit from mainstream education. Pupils worked conscientiously and took pride in their work, making impressive progress towards targets identified in their IEPs. Teachers and ancillary staff worked very skilfully and successfully as a team, enabling pupils to address their difficulties and achieve high standards of attainment and achievement. Staff were highly committed and resourceful, identifying and implementing a range of innovative and effective strategies carefully matched to pupils’ individual needs.
Quality of accommodation and facilities
The school had an unsatisfactory campus. At the time of the inspection, construction work to redevelop the accommodation had stopped with work incomplete. Facilities had been reduced, for example in music and physical education. Arrangements for entry to the school were not secure. Standards of cleaning, toilets and heating were less than acceptable. As a result, school managers had had to exercise vigilance to ensure health and safety. In the main, they had done this very effectively, helped by very good co-operation from staff and pupils. Some aspects, in particular the temporary fencing, were unsafe during the inspection. The school had maintained as positive a learning environment as possible for pupils. The good-sized, refurbished rooms in the main building generally provided attractive spaces for learning and teaching. To compensate for the loss of social space, pupils had access to a range of rooms at intervals and lunchtimes. The school had a suitable supply of equipment and up-to-date resources, including materials for homework and ICT. Support staff such as the librarian, office staff and special needs team all made valued contributions. The school was well staffed overall but at the time of the inspection had not been able to find qualified teachers of English and religious education to replace two teachers on extended leave of absence.
Ethos
Staff and pupils displayed high morale, supported by friendly, purposeful relationships and mutual respect. They took pride in being part of the school community. The school had effective mechanisms for gathering pupils’ views and involving pupils in decision- making, for example through the student council. The warm welcome received by parents and other visitors owed much to senior managers’ positive influence on all aspects of the life and work of the school. Pupils behaved well in class and in social areas. Well-organised discipline arrangements ensured that incidents of inappropriate behaviour were dealt with effectively.
The school had an effective range of strategies for sharing appropriately high expectations of pupils’ achievements, attendance and behaviour with parents, pupils and staff. Rigorous tracking of pupils’ progress, regular homework and awards were some of the effective strategies very well used for this purpose. Pupils responded positively. They worked purposefully and there was evidence that, by the end of S6, pupils were increasingly aiming at higher education and careers requiring qualifications. In S1/S2, well-judged praise in class and celebration of pupils’ successes through an award system made pupils feel valued. Together such strategies were helping to raise pupils’ aspirations. Effective mechanisms enabled staff to monitor pupils’ progress, particularly rigorously from S3 to S6, and to provide constructive support for underachievers. Senior students displayed maturity in undertaking responsibilities, including helping younger pupils. Involvement in homework, and study support after-school and at lunchtime, were helping to create a business-like approach to learning and to raise pupils’ confidence and attainments. Extra-curricular activities allowed pupils to extend their knowledge, develop interests and widen their social and leisure skills. Good practice events for staff maintained and enhanced a whole-school ethos of achievement.
The school had worked with some success to promote the personal development and growth of all members of its community, including pupils with significant additional support needs. It had addressed issues surrounding tolerance and respect at the student council, assemblies, in lessons and with staff groups. A whole-school audit of how well pupils were prepared for their future lives in society had led to proposals for further developments across all departments. Staff had had appropriate training and professional support to help pupils understand and value equality and fairness in their own relationships. The school consulted all of its stakeholders on its practices, welcoming their involvement and advice and inviting them to suggest ideas for improvement. This open approach meant that pupils, parents and staff felt valued. Regular assemblies and contributions from a team of chaplains provided some very appropriate religious observance. There were sufficient opportunities for religious observance for S1 pupils and the school was steadily extending provision to all stages.
Partnership with parents and the community
The school worked closely with parents and the wider local community. It surveyed parents’ views regularly and involved parent representatives in planning for improvement. Very good arrangements for communicating with parents included a useful handbook, interesting newsletters, and regular informative reports and meetings on children’s progress or course choices. Parents’ meetings were well attended. Parents were encouraged to take a close interest in homework and the school was very responsive to enquiries from individual parents. Effective procedures eased pupils’ transition from P7 to S1. For example, staff met parents before a P7 residential camp and S6 students visited primary schools. The school received good support and co-operation from its School Board and Parent Teacher Association. It had strong links with associated primary schools and very good support from the local business community to develop enterprise skills. Workers from support services such as the Social Inclusion Partnership and community development did valued work, particularly with pupils who had additional needs. Social work services provided useful advice. However, they had still to provide the school with appropriate access to the care plans of pupils looked after by the council.
Ross High School was clearly an effective school which had demonstrated its capacity for continuing to improve across the range of its work. Learning and teaching was purposeful and pupils’ progress was closely monitored. There was evidence at all stages that attainment was improving. A particular strength of the school was its active promotion of citizenship and its inclusive approach to pupils with significant additional learning needs. The headteacher gave leadership of very high quality. In her five years in post, she had moved the school forward very significantly. Her strategic and consultative style of leadership had given very effective direction while empowering staff teamwork and giving pupils a voice in decisions affecting their daily lives. An extensive range of temporary and permanent staff, including senior promoted staff and principal teachers of curriculum, had additional responsibilities. Collectively and individually, they made valuable contributions to important aspects of the school’s work. Through such promoted posts and involvement in a variety of productive policy-making groups, staff had exemplary opportunities for professional development.
Staff worked within a professional culture of self-evaluation where the school used regular surveys to seek and act upon the views of pupils, staff and parents in making improvements to pupils’ experience. Promoted staff involved teaching teams in rigorous review and constructive support. Following some low examination results, courses in accounting and finance were being discontinued and staff had improved programmes in art and design and physics. Teachers received appropriate feedback on their work and had commendable opportunities to observe colleagues and to share good practice.
Overall, this effective school was very well placed to keep improving provision. The headteacher, staff and pupils were clearly committed to working together to achieve more. In moving forward, the school and education authority should take account of the need to:
What happens next?
The school and 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 and carers. Within six months of publication of this report, the education authority has been asked to provide HM Inspectors with a progress on action on the accommodation to include matters of health and safety. Within two years of publication of this report, parents and carers will be informed about the progress made by the school and education authority.
Frances Corcoran
HM Inspector
4 May 2004
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
Important features of responses from the various groups which received questionnaires are listed below.
|
What pleased parents and carers most |
What parents and carers would like to see improved |
|
|
|
What pleased pupils most |
What pupils would like to see improved |
|
|
|
What pleased staff most |
What staff would like to see improved |
|
|
|
Scottish Credit and Qualifications Framework (SCQF) levels: 7: Advanced Higher at A-C/CSYS at A-C |
Percentage of relevant S4 roll achieving by end of S4
|
2001 |
2002 |
20031 |
2001-3 |
||
|
English and Mathematics @ Level 3 |
Ross High School |
94.1 |
97.1 |
97.3 |
96.2 |
|
Comparator schools2 |
92.2 |
92.7 |
92.0 |
92.3 |
|
|
National |
92.0 |
91.1 |
91.0 |
91.4 |
|
|
5+ @ Level 3 or Better |
Ross High School |
88.2 |
92.0 |
90.9 |
90.3 |
|
Comparator schools |
90.4 |
90.8 |
91.4 |
90.7 |
|
|
National |
90.7 |
90.8 |
90.6 |
90.7 |
|
|
5+ @ Level 4 or Better |
Ross High School |
69.4 |
81.1 |
74.3 |
74.8 |
|
Comparator schools |
77.0 |
75.7 |
75.0 |
74.8 |
|
|
National |
76.8 |
76.7 |
76.0 |
76.5 |
|
|
5+ @ Level 5 or Better |
Ross High School |
29.6 |
32.0 |
30.5 |
30.7 |
|
Comparator schools |
29.8 |
30.0 |
30.5 |
30.7 |
|
|
National |
33.8 |
33.9 |
33.4 |
33.7 |
|
Percentage of relevant S4 roll achieving by end of S5
|
2001 |
2002 |
20031 |
2001-3 |
||
|
5+ @ Level 4 or better |
Ross High School |
76.4 |
71.0 |
82.3 |
76.4 |
|
Comparator schools2 |
77.6 |
77.4 |
77.8 |
76.3 |
|
|
National |
78.2 |
78.5 |
78.5 |
78.4 |
|
|
5+ @ Level 5 or better |
Ross High School |
31.3 |
41.9 |
44.0 |
39.0 |
|
Comparator schools |
38.4 |
41.9 |
42.6 |
41.5 |
|
|
National |
44.1 |
45.5 |
45.3 |
44.9 |
|
|
1+ @ Level 6 or better |
Ross High School |
28.6 |
37.6 |
33.1 |
33.1 |
|
Comparator schools |
34.2 |
37.7 |
34.5 |
35.9 |
|
|
National |
39.6 |
39.5 |
38.8 |
39.3 |
|
|
3+ @ Level 6 or better |
Ross High School |
12.6 |
18.3 |
17.1 |
16.0 |
|
Comparator schools |
17.8 |
19.0 |
18.6 |
17.4 |
|
|
National |
23.0 |
22.8 |
21.8 |
22.5 |
|
|
5+ @ Level 6 or better |
Ross High School |
4.4 |
5.4 |
8.0 |
5.9 |
|
Comparator schools |
7.3 |
6.1 |
7.3 |
6.8 |
|
|
National |
9.3 |
9.2 |
9.0 |
9.2 |
|
Percentage of relevant S4 roll achieving by end of S6
|
2001 |
2002 |
20031 |
2001-3 |
||
|
5+ @ Level 5 or better |
Ross High School |
38.9 |
33.5 |
44.1 |
38.9 |
|
Comparator schools2 |
38.9 |
40.6 |
43.7 |
40.8 |
|
|
National |
44.5 |
46.7 |
47.7 |
46.3 |
|
|
1+ @ Level 6 or better |
Ross High School |
43.8 |
31.3 |
40.3 |
38.1 |
|
Comparator schools |
42.2 |
40.0 |
41.8 |
40.3 |
|
|
National |
45.7 |
44.1 |
43.8 |
44.5 |
|
|
3+ @ Level 6 or better |
Ross High School |
31.9 |
19.8 |
25.3 |
25.2 |
|
Comparator schools |
29.3 |
25.9 |
27.0 |
26.0 |
|
|
National |
31.7 |
31.0 |
30.4 |
31.0 |
|
|
5+ @ Level 6 or better |
Ross High School |
18.8 |
11.0 |
15.1 |
14.6 |
|
Comparator schools |
15.2 |
16.8 |
18.0 |
16.1 |
|
|
National |
19.9 |
19.8 |
19.3 |
19.7 |
|
|
1+ @ Level 7 or better |
Ross High School |
10.4 |
4.9 |
13.4 |
9.6 |
|
Comparator schools |
9.8 |
10.0 |
10.1 |
9.6 |
|
|
National |
11.2 |
11.6 |
11.6 |
11.5 |
|
Copies of this report have been sent to the headteacher and school staff, the Director of Education and Children’s 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, G1 Spur, Saughton House, Broomhouse Drive, Edinburgh EH11 3XD or by telephoning 0131 244 8142. Copies are also available on our website: (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 Bill Maxwell, HMCI at HM Inspectorate of Education, H Spur, Room H1-11, Saughton House, Broomhouse Drive, Edinburgh EH11 3XD. 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.scottishombudsman.org.uk
Crown Copyright 2004
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 Pre-appeal.
2 Comparator schools are the ten schools immediately above and the ten schools
immediately below the school being inspected in terms of the percentage of pupils
entitled to free meals (FME).