St Francis Xavier’s RC Primary School
Falkirk Council

29 May 2007

Contents

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?

1. Background

St Francis Xavier’s RC Primary School was inspected in February 2007 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.

HM Inspectors examined pupils’ work and interviewed groups of pupils, including the pupil council, and staff. Members of the inspection team also met the chairperson of the School Board and a group of parents¹.

The inspection team also evaluated aspects of the school’s progress in implementing national recommendations related to improving aspects of school meals provision.

St Francis Xavier’s RC Primary School is a denominational school serving west Falkirk. At the time of the inspection the roll was 502, including 60 children in the nursery class. The proportion of pupils who were entitled to free school meals was well below the national average. Pupils’ attendance was above the national average.

The work of the nursery class was not included in this inspection.

2. Key strengths

3. What are the views of parents, pupils and staff?  

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 were happy with almost all aspects of the school. Almost all parents were very proud of the school and regarded it as having a good reputation. They felt that teachers set high standards for pupils’ learning and the school was well led. Pupils were happy about almost all aspects of school life. Almost all enjoyed being at the school and thought that they got on well with other pupils. A small number wanted better systems to ensure that all pupils were treated fairly. Teachers liked working in the school and were happy with all aspects of its provision. All staff thought that they gave very good care and attention to pupils’ welfare. A few support staff wanted more opportunities to contribute to discussions about how to improve the school.

4. How good are learning, teaching and achievement?

Pupils’ learning experiences and achievements

The overall quality of the curriculum was good. The school gave a high priority to developing pupils’ skills in English language and mathematics. This had led to improvements in pupils’ attainment, particularly in mathematics. Staff promoted healthy lifestyles and diet through a very well-organised health week and through the school’s active health group. The Active Schools Coordinator provided further opportunities to improve pupils’ fitness through a varied and stimulating programme of physical activities. The time allocated to some physical education (PE) classes at the early stages was too short. Pupils in P1 to P3 had some opportunities to take part in play activities but these did not build well on their earlier nursery experiences and provided insufficient challenge for pupils. All classes were timetabled for information and communications technology (ICT) lessons. Further attention needed to be given to ensuring ICT activities developed pupils’ skills across the curriculum. The overall quality and consistency of approaches to teaching were very good. Teachers set high expectations for the amount and quality of work pupils should produce. Strong and respectful relationships between staff and pupils created a positive environment for learning. All teachers used questions well to check pupils’ recall of information. In most classes, they questioned further to develop pupils’ thinking. In almost all lessons, teachers shared clearly with pupils what they were expected to learn. Teachers skilfully promoted pupils’ learning through effective use of discussions which encouraged and valued their contributions.

Pupils were highly motivated to work conscientiously. Most were able to explain what and how they were learning. However, a few were unclear about what they had to do to improve. In most classes, pupils were actively involved in class activities and had opportunities to reflect on their learning and ask questions. Pupils responded positively when asked to share ideas and give feedback on each other’s work. Tasks and activities were well structured in most classes to promote learning. However, in a few classes, pupils did not have sufficient opportunities to learn independently or take responsibility for their own learning.

Staff were developing well, the arrangements to build upon pupils’ wider achievements.

All pupils participated in the annual Christmas Nativity play and Carol concert. A large number regularly performed in very well-attended school drama productions.

An activity week provided opportunities for children to represent and support their house through individual and team sports, a quiz, the poster competition, fancy dress and composing raps and jingles. Pupils were improving their knowledge of global citizenship through successful fundraising events to support SCIAF and LEPRA. The headteacher’s award scheme celebrated pupils’ success and a special display area recognised and celebrated notable pupil successes. Pupils in P7 had recently participated in a week’s residential sporting experience.

English language

The overall quality of pupils’ attainment in English language was good. Attainment had improved consistently over the last few years. Most pupils were achieving appropriate national levels of attainment in listening, talking, reading and writing. At the early stages, many were achieving these levels earlier than might normally be expected. The school had recognised the need to review the programme of study in English language to ensure that it more effectively met the needs of able children and those with additional support needs. Pupils at all stages listened well for information and to instructions. They were articulate and were able to participate in discussions, convey information accurately and express their opinions clearly. Throughout the school, pupils were responding very well to the school’s initiatives to encourage wider reading. They were interested in books and able to talk with enthusiasm about their favourite authors. Most read accurately and with comprehension. In reading, pupils were developing a good understanding of the author’s craft. At all stages, they wrote well and at length for a range of purposes. Pupils responded well to very good feedback on how to improve their writing.

Mathematics

The overall quality of mathematics was very good. Attainment had improved steadily over the past three years and almost all were achieving appropriate national attainment levels by the end of P7. Throughout the school, pupils had carried out simple surveys. At P6 and P7, they were able to interpret accurately a range of graphs. They could use spreadsheets and databases effectively to organise information. At all stages, almost all pupils were proficient in mental calculation and could apply these skills in a familiar context. At P4, pupils had counted and sorted Christmas mail and pupils in P6 had organised and counted votes during class elections. At P7, pupils organised and banked the money that they raised for SCIAF confidently and accurately. At P5 to P7, pupils confidently recognised 2D and 3D shapes and showed a very good knowledge of the properties of shapes at an appropriate level. Pupils in P5 were able to use their knowledge of area to design a school badge. At P1, pupils were learning useful problem solving strategies in an every day context through role play. For example, they matched sets of gloves in the cloakroom. By the upper stages, pupils could work together skilfully and enthusiastically to solve mathematical problems.

5. How well are pupils’ learning needs met?

Within classes, most tasks and activities were appropriate to pupils’ needs. However, in a few classes, teachers needed to employ more support strategies to meet the needs of individual learners. The school had clear and effective procedures to identify the needs of pupils who required additional support in their learning. Pupils with a coordinated support plan and those with an individualised educational programme were making very good progress towards their agreed learning targets. Parents and pupils were appropriately involved in agreeing these targets. The school provided additional support for more able pupils through individualised programmes which challenged them appropriately. The effective support for learning teacher provided a range of group and individual programmes to support pupils with specific learning difficulties. Support for learning auxiliaries provided well-targeted support. The school had effective links with external agencies including the authority’s psychological services and a family support worker. The school nurse provided helpful advice and support on the administration of medication.

6. How good is the environment for learning?

7. Leading and improving the school

Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.

The headteacher and staff of St Francis Xavier’s RC Primary School provided a caring, inclusive and supportive learning environment in which pupils felt safe, happy and valued. Staff worked very well as a team. Almost all teaching was very well organised and of high quality. Arrangements for pastoral care were strong. Pupils with additional support needs were well supported. Teachers had yet to ensure that the needs of all pupils were successfully met. Attainment in English language was good and steadily improving and in mathematics was very good.

The headteacher provided strong, visible leadership. He was highly committed to the school and its pupils. He had a detailed knowledge of the school, pride in its strengths and a clear view of its priorities for improvement. He had been successful in generating very good staff teamwork and a common sense of purpose. He was very well supported by a depute headteacher and principal teacher who fulfilled their roles effectively and with a high degree of commitment. Senior managers were accessible and supportive of staff, parents and pupils. Their collective impact was reflected in the improving attainment trends, the overall consistency of approaches to teaching and the very positive environment for learning. A suitable range of strategies was in place for monitoring whole school developments and pupil progress. This included direct monitoring of teachers’ planning, observation of teaching and sampling the quality of pupils’ work. Staff were provided with constructive feedback on teaching and learning. Senior managers worked in classes on a regular, systematic basis to offer support and leadership for learning. The depute headteacher was developing an appropriate system for tracking the progress of pupils in relation to national assessments in English language and mathematics. The school standards and quality report was accurate and clear and staff were actively involved in the process of self-evaluation. Arrangements for self-evaluation were having a clear and beneficial impact on improving teaching and classroom organisation across the school. To maintain the momentum for improvement, staff had recognised the need to focus more directly on challenging learning for higher attaining pupils and on the encouragement of pupils’ creativity and independence. Overall, through the commitment of senior managers and staff, the school was well placed to continue to improve.

What happens next?

The school and the education authority have been asked to prepare an action plan indicating how they will address the main findings of the report, and to share that plan with parents. Within two years of the publication of this report parents will be informed about the progress made by the school.

Kate Hannah
HM Inspector

29 May 2007

Appendix 1 Indicators of quality

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.

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

Appendix 2 Summary of questionnaire responses

Important features of responses from the various groups which received questionnaires are listed below.

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, 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 our Complaints Manager, HMIE Business Management Unit, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA. You can also e-mail 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 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.

Footnotes

1. Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and carers who are relatives or friends.