22 March 2005
1. Background
2. Key strengths
3. What are the views of parents and carers, pupils and staff?
4. How good are learning, teaching 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
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Shieldhill Primary School was inspected in December 2004 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 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, representatives of the parent-teacher association.
The school serves the village of Shieldhill and the surrounding area. At the time of the inspection the roll was 304, including 40 in the nursery class. The proportion of pupils who were entitled to free school meals was below the national average. Pupils’ attendance was in line with the national average.
An integrated inspection of pre-school provision was carried out at the same time by HMIE and the Care Commission and is the subject of a separate report, which will be published at the same time as the primary report.
HM Inspectors identified the following key strengths.
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HM Inspectors assessed the school’s processes for self evaluation. They analysed responses to questionnaires issued to all parents, P4 to P7 pupils, and to all staff. Information about the responses to the questionnaires appears in Appendix 2.
Parents, pupils and staff were very pleased with almost all aspects of the school. Parents thought that the school was very well led and that there was mutual respect between teachers and pupils. Some parents considered that the new report format to record pupils’ progress provided less individual information on their children than they had previously received. Pupils enjoyed being at school and thought that teachers explained things clearly. They thought that teachers provided encouragement and were good at letting them know how to improve their learning. Pupils felt safe and well looked after by the school. They considered that pupil mentors provided valuable support. Staff liked working in the school. They were very positive about the leadership of the headteacher and the support they received from senior managers. Teachers thought that they set high standards for pupils’ attainment and that they worked well as a team to improve pupils’ experiences.
Pupils’ learning experiences and achievements
The school provided a very good curriculum. Teachers allocated additional time to the development of pupils’ literacy and numeracy skills, including well planned approaches to setting in maths in the upper stages. While pupils at all stages had opportunities to use information and communications technology (ICT), there was room for further development in its use across the curriculum. The quality of teaching across the school was good. At most stages, teachers shared the aims of lessons well with pupils, provided clear instructions and explanations, and built well on previous lessons. Most were very skilful in using questioning to develop pupils’ understanding. In a few lessons the pace was sometimes too slow and did not result in sufficient challenge for more able pupils. Teachers made very good use of praise to motivate and challenge pupils. They set regular homework, but it did not always provide sufficient challenge for all pupils. Classrooms were well organised and pupils worked in a calm and purposeful atmosphere.
In the early years pupils benefited from very good opportunities to be active in their learning, for example through structured play. At the middle and upper stages pupils made good use of opportunities to discuss their ideas with others. At all stages, pupils worked well together in groups and pairs. Teachers had made very good use of ICT to establish links with a school in America to enrich pupils' learning experiences. In a few lessons pupils had insufficient opportunities to take responsibility for their own learning.
Across the P2 and P3 stages pupils were making very good progress in developing skills in craft and design. In P5/4 most pupils played percussion instruments skilfully to accompany songs. At P6 and P7, pupils were making good progress in French. Personal learning plans had been introduced for mathematics and each pupil had played a meaningful part in agreeing targets. The school recognised a broad range of personal and social achievements. Pupils at all stages were making very good progress in developing confidence, self-esteem and respect for others and for the environment. At all stages, pupils were developing a good understanding of how to keep themselves safe and healthy. Feedback to teachers from support staff resulted in pupils’ good manners being recognised and celebrated at assemblies. Pupils responded well to opportunities to take responsibility for aspects of the life of the school. Primary 7 pupils were effective in supporting younger pupils and were conscientious in carrying out their duties as playground mediators. At P6, monitors took responsibility for organising and encouraging participation in playtime games. Through participation in the pupils’ council and the development of the school wildlife garden, pupils were developing a sense of citizenship. They were becoming aware of the needs of others through fund raising for a range of local and national charities. Pupils keenly participated in a wide range of extra-curricular activities including residential visits and excursions abroad. They enjoyed participating in a number of stimulating after school activities, such as football, badminton, country dancing, carpet bowls and learning to play bellplates.
English language
The quality of pupils’ attainment in English language was good. Most pupils were achieving national levels of attainment in reading, writing, listening and talking. These levels had remained steady in recent years. At P6 and P7 a few pupils exceeded these levels in reading and writing. At the early stages, pupils were making a very good start to developing a range of literacy skills. At all stages most pupils read regularly for enjoyment making good use of the school library resources. However, in discussing texts at the upper stages, a few pupils did not have sufficient understanding of how writers use language for different purposes. Across the school, most pupils wrote well for different audiences and for a wide range of purposes, for example, when writing letters and in writing instructions for board games. Overall, pupils’ skills in punctuation, sentence structure and presentation of their work was good. Across the school they listened attentively and responded well to teachers’ explanations, instructions and questions. However, there were insufficient opportunities to develop talking and listening in a more structured way to ensure progression across the stages.
Mathematics
The overall quality of attainment in mathematics was good. Most pupils were achieving appropriate national levels of attainment and many in the early and some in the upper stages were attaining these levels earlier than would normally be expected. In recent years the school had made good progress in raising and maintaining attainment levels. Across the stages, pupils could interpret graphs and charts well. However, they did not use ICT sufficiently to organise and display data. Those at the early stages were making a very good start to their early number work and showed enthusiasm for their learning. Across the school, pupils were secure in working out money calculations. At all stages they were developing a range of skills in mental calculation. In the upper stages, some pupils were not confident when making more complex conversions between fractions, decimals and percentages. A few pupils’ knowledge and understanding of place value, fractions, simple algebra and the calculation of angles needed further development. Most had a good knowledge of the properties of two- and three-demiensional shapes. Pupils at all stages used a narrow range of strategies in problem-solving and enquiry. They had too little practice in applying these strategies actively in a wider variety of contexts in order to undertake work at an appropriate level.
Teachers and support staff were very alert to the emotional, physical and social needs of individual pupils. All staff gave due care and attention to the care and welfare of all pupils. Effective procedures to deal with child protection issues were in place. The well organised and commendable mediation training programme enabled pupils in P6 and P7 to develop responsible and positive attitudes to others through their work in helping pupils to resolve differences and to learn to get along with one another. Pupils’ personal and social education covered important aspects of healthy and safe living, including personal safety, relationships and substance misuse. Very good arrangements were in place to support the transition of pupils between nursery and primary P1 and for P7 pupils moving to secondary education.
Pupils’ learning needs were well met. Teachers took good account of prior learning in planning work for groups and individuals. Pupils performed well in tasks set by their teachers, but the work given to a few pupils was not consistently well matched to their learning needs. Teachers identified pupils in need of learning support at an early stage as part of of the school’s early intervention programme. The arrangements for meeting the needs of pupils with additional support needs were very good. Pupils received very good support from the learning support teacher, classroom assistants and special needs auxiliaries. Pupils with individualised educational programmes had clear learning targets and were making good progress in meeting these. In her role as behaviour coordinator, the depute headteacher had provided effective training and support for staff. This had enabled them to successfully implement a range of straegies to promote positive behaviour.
Aspect |
Comment |
Quality of accommodation and facilities |
Overall, the quality of accommodation and facilities was very good and buildings were well maintained. Security was appropriate. The school provided a welcoming and stimulating environment. Staff made effective use of an attractive, very well equipped library, hall, general purpose rooms and ICT suit. However, space in the dining room was cramped. The addition of a lift ensured accessibility for all users. Displays of pupils’ work were very attractively presented. Pupils had been involved in planning and developing the wild life garden. However, the use of grassed areas for sporting activities was limited due to poor drainage. |
Climate and relationships, expectations and promoting achievement and equality |
The atmosphere in the school was very friendly and welcoming. Pupils and staff identified strongly with the school and were proud to be associated with it. Relationships between staff and pupils were very good and they treated each other with respect. Pupils were courteous and responded well to the school’s high expectation of behaviour and work. There were well established arrangements to reward good behaviour and recognise achievements. Regular assemblies provided opportunities for the school to meet as a community and celebrate success. Pupils were involved in decision-making through their involvement in an audit of the citizenship curriculum and membership of the school council. The school successfully promoted a sense of equality and fairness. Regular assemblies provided appropriate opportunities for religious observance. |
Partnership with parents and the community |
The school had developed a strong partnership with its parents. They were provided with regular and good quality information about the work of the school through curriculum workshops and regular, informative newsletters. Parents had been given opportunities to comment on the school’s work including the content and format of curriculum workshops and the policy on developing citizenship. Parents in the upper school were offered the opportunity to view and discuss materials used in educating pupils about sensitive health issues. A range of parent helpers and members of the community supported aspects of the school’s work including managing the library facility and developing aspects of music. Partner agencies and members of the community assisted staff in providing a range of after school activities. Parents were kept very well informed about their children’s progress through written reports and regular information about their children’s classwork. |
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Shieldhill Primary School had many strengths. It provided a safe, caring and purposeful learning environment in which pupils achieved good standards. Staff were strongly committed to meeting pupils’ needs. Standards of pupils’ attainment in English language and mathematics were good. Pupils were confident and were developing good social and personal skills. They enjoyed the responsibility of being involved in decision making about the life of the school.
The headteacher provided very good leadership. She was committed to providing the highest quality of education and care and welfare for all pupils. During her time in post she had earned the confidence and respect of staff, pupils and parents. Her open and consultative style of leadership had established a strong sense of teamwork. She had successfully introduced a number of appropriate initiatives to develop aspects of the curriculum and further improve standards. In taking these developments forward, the headteacher had been very well supported by her depute headteacher and principal teacher. National assessment results were recorded and reviewed. Teachers analysed these and other assessment information in order to improve the pace of learning. Staff appreciated the level of support they received from the management team. The headteacher had established very sound arrangements to identify the school’s strengths and priorities for action. Priorities were suitably targeted at improving pupils’ learning experiences and attainment. She had introduced a wide range of very effective strategies for quality assurance involving staff, parents and pupils. Views of parents and pupils had been obtained through the use of questionnaires. Staff made systematic use of quality indicators developed nationally to assist in reviewing the work of the school. The work of teachers was monitored by senior managers through, for example, reviewing teaching plans and sampling pupils' work. Planned classroom visits to monitor aspects of learning and teaching were well established. Staff were given helpful oral and written feedback about the strengths of their work and any areas for improvement.
Main points for action The school and education authority should take action to improve learning and teaching. In doing so they should take account of the need to:
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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 and carers. Within two years of the publication of this report the education authority, working with the school, will provide a progress report to parents and carers.
Jacqueline Horsburgh
HM Inspector
22 March 2005
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 please parents and carers most |
What parents and carers would like to see improved |
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What pleased pupils most |
What pupils would like to see improved |
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What pleased staff most |
What staff would like to see improved |
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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, HM Inspectorate of Education, T1 Saughton House, Broomhouse Drive, Edinburgh EH11 3XD or by telephoning 0131 244 8437. Copies are also available on our website www.hmie.gov.uk.
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 Frank Crawford, HMCI, at HM Inspectorate of Education, Europa Building, 450 Argyle Street, Glasgow G2 8LG.
Our complaints procedure
If you have a concern about this report, you should write in the first instance to Hazel Dewart, Business Management Unit, HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA. A copy of our complaints procedure is available from this office or by telephoning 0131 244 8437 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. The Scottish Public Services Ombudsman is fully independent and has powers to investigate complaints about Government departments and agencies. You should write to The Scottish Public Services Ombudsman, 4-6 Melville Street,
Edinburgh EH3 7NS. You can also telephone 0870 011 5378 or 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 2005
HM Inspectorate of Education
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