21 December 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
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Kirkwall Grammar School was inspected in September 2004. Subjects included in the inspection were English, mathematics, geography and drama. The school is a non-denominational secondary school which serves the town of Kirkwall, the east mainland of Orkney and almost all of the Orkney Islands. At the time of the inspection the roll was 927. The percentage of pupils entitled to free school meals was in line with the national average. Pupils’ attendance was well above the national average.
Members of the inspection team analysed responses to questionnaires issued to samples of pupils, parents and carers, and to all staff. They also met the chairperson of the School Board and a group of parents. They interviewed groups of pupils and staff.
HM Inspectors identified the following key strengths.
The views of those parents and carers who responded to the questionnaire were mostly positive. They were pleased with the care and concern shown towards their children and appreciated the wide range of extra-curricular activities available to pupils. Almost all indicated that their child enjoyed being at the school and that the school was well led. Pupils felt safe and secure in the school. They thought that teachers expected them to work to the best of their ability and helped them to overcome difficulties. Some pupils had concerns about the behaviour of a few pupils and felt that the standards set for pupils’ behaviour and dress were not upheld consistently in the school. Teaching and ancillary staff liked working in the school. They felt that high standards were set for pupils’ attainment and that pupil success was regularly celebrated. Some expressed concerns about aspects of the accommodation and recent staffing and recruitment difficulties. Staff views were positive about recent improvements in the quality of communication between senior managers and staff. However, some indicated that this needed to improve further.
Further details about what most pleased parents and carers, staff and pupils, and what they would most 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
The overall quality of the curriculum was good. As part of its improvement plan, the school had begun to review the curriculum at all stages to ensure that pupils made better progress in their learning and that the needs of all pupils were being met. Staff shortages in a range of subjects had meant that some classes last session had not been taught by teachers qualified in these subjects. Through a range of commendable health-related projects, the school was working well towards achieving status as a health promoting school. A useful school-wide audit of education for citizenship had recently been carried out. The S1/S2 curriculum included an appropriate range of subjects. This included a well-designed information and communications technology (ICT) course delivered across a range of subjects and a very good course in library and research skills delivered by the librarian and English staff. However, pupils were taught by too many different teachers each week. Only a few departments had effective curriculum links with associated primary schools and some pupils did not continue with the same modern foreign language that they had studied in primary school. At S3/S4, most pupils studied eight subjects at Standard Grade. The school had broadened the choice of courses available by introducing new ones at Access and Intermediate levels. There were well-planned alternative curriculum arrangements for pupils with additional support needs, for example at the local training centre and through extended work experience. Commendably, plans were in place to offer all S3 pupils this session short-term vocational education taster courses in conjunction with Orkney College. In the current S3, too few pupils studied a modern foreign language. However, the school had recognised the need to clarify its expectations to pupils and parents to ensure this situation improved. At S5/S6, pupils chose from a wide range of courses at Intermediate, Higher and Advanced Higher which allowed them to progress well from S4. They were also able to take courses in care, construction and early years care at Orkney College. The use of distance learning arrangements extended the range of options available to senior pupils. For the first time this session, the school was offering the Level 1 certificate in Japanese from the Welsh Joint Education Committee.
Most teachers provided clear explanations and instructions, and used questioning well to enhance pupils’ understanding. Some made very effective use of practical activities, direct teaching and ICT to enhance pupils’ learning. However, teachers did not always share the content and aims of lessons clearly with pupils to help them make links in their learning. Pupils were encouraged to take responsibility for their own learning by using planners to record their homework. However, homework provision, especially in S1/S2, was inconsistent across departments. Most pupils responded well in class and worked conscientiously. The school gave pupils very good opportunities to develop learning skills and to attend well-organised supported study classes after school. The Easter study school, coordinated by the integrated community school staff, also provided helpful support to pupils. However, teachers sometimes had too low expectations of what pupils could achieve and set too low a level of challenge for them. Staff worked hard to support pupils on tasks but, at times, learning activities were not sufficiently adapted to meet their varying needs. From S1 to S6, teachers regularly marked pupils’ work but there was only limited written feedback on how pupils might improve.
Attainment and achievement
The overall quality of attainment at S1/S2 was good. Most pupils performed well in their coursework. Pupils’ attainment was above national averages in reading and writing. Pupils’ attainment was below the national average in mathematics but was improving.
The quality of attainment at S3/S4 was good. The school’s overall performance was consistently above national averages in the proportions of pupils achieving five or more awards at Foundation and General levels. Performance was in line with national figures and similar schools for the proportion achieving five or more Credit awards.
The quality of attainment at S5/S6 was good overall. The school’s overall performance was regularly above or well above national averages in all measures relating to performance at Higher by the end of both S5 and S6. In these measures, the school’s performance was in line with schools with similar characteristics. At Advanced Higher, the school performed much better than similar schools and performance was well above the national average.
Information on the subjects inspected is given later in the report. Significant features of attainment in the subjects not inspected were as follows.
Pupils at all stages took part in a wide range of extra-curricular activities and visits. These had developed their self-confidence and promoted their self-esteem. Many pupils successfully participated in musical, drama and other cultural activities in the school and in the local community. These supported the development of pupils’ personal and social skills and did much to enhance the reputation of the school in the local community. Pupils had been successful in the Young Enterprise Scotland competition and in the Duke of Edinburgh Award scheme. Senior pupils made a major contribution to the corporate life of the school and helped younger pupils through their involvement in various committees and peer support. They also carried out useful volunteer work in the local community which enhanced their citizenship skills. Pupils learned about other cultures through exchange visits and expeditions to countries including Italy, Germany, Canada, Norway, Morocco and Laos. Pupils at all stages were given opportunities to develop a sense of responsibility through participation in the pupil council. Pupils showed respect for their school and maintained an environment which was almost free from litter and grafitti.
English language
Learning and teaching
Teaching had many strengths. Teachers gave clear explanations and created motivating contexts for pupils to work together in groups, reflect responsibly on well-chosen texts and discuss relevant ideas and experiences. Across the department, teachers used an appropriate range of approaches including research and demonstration. ICT was well used to support pupils’ learning. Pupils received regular and constructive feedback on their progress. Coursework was generally well matched to pupils’ needs and pupils responded well to this. Some promising initiatives in reading and writing, undertaken in partnership with parents, were being introduced to raise attainment further. However, arrangements and approaches for providing consistent challenge and support at S1/S2 were not yet sufficiently in place. Staffing difficulties had slowed the progress of some pupils.
Attainment and achievement
The majority of pupils achieved appropriate national levels in talking, listening, reading and writing by the end of S2. Since 2001, performance had varied and as yet there was no evidence of sustained improvement. However, a cross-curricular project was under way to raise achievement in reading and writing in English and more widely across the school. At Standard Grade, the proportion of pupils achieving a Credit award had increased to above national averages. At S5/S6, the proportion of candidates achieving A-C grades at Higher had improved significantly to above the national average in 2004. At Intermediate 2, the proportion achieving A-C grades was generally in line with national averages. Most pupils doing Advanced Higher achieved an A-C grade and there was evidence of steady improvement since 2001.
Other features of pupils’ attainment and achievement included the following.
Mathematics
Learning and teaching
Teachers generally explained ideas and concepts very well to pupils. They questioned pupils regularly to check their knowledge, although they did not often use this questioning to prompt pupils to think deeply about their learning. In most lessons, there were positive relationships between teachers and pupils, and pupils worked hard and behaved well. However, pupils had few opportunities to take responsibility for their learning, to work together or to use relevant real-life materials. The department had worked hard to identify resources for the full range of pupil abilities, but teachers often did not match these resources effectively to the needs of pupils during lessons. As a result, the pace of lessons was sometimes too slow as pupils worked on routine tasks that did not allow them to make good progress from their prior learning, particularly in S1.
Attainment and achievement
The majority of S2 pupils were reaching national standards of attainment, and this proportion had increased in 2004. The proportion of S4 pupils gaining a Credit award had been static at around the national average. The proportion achieving grades 1-4 was above the national average and almost all S4 pupils gained grades 1-6. The number of entries for Intermediate 2 was well above the national average, and the performance of these candidates was also well above national averages. The performance of pupils at Higher was above national averages, but the number of candidates was below the national average. Pupils in S5 generally performed better than would have been expected from their Standard Grade performance. Around half of the pupils presented for Advanced Higher mathematics achieved an A-C grade.
Other features of pupils’ attainment and achievement included the following.
Geography
Learning and teaching
Teachers provided clear explanations and instructions, and used questioning effectively to help develop pupils’ understanding. They were beginning to use ICT very effectively to motivate pupils and enrich their learning experience. Homework was issued regularly from S3 onwards but was not always regular in S1/S2. Pupils responded well to lessons and worked well together, particularly on investigative activities and where they were encouraged to be involved in their learning. Teachers provided pupils with very good individual support. However, some tasks and activities at S1 to S4 did not always provide an appropriate level of challenge and support for all pupils. More account needed to be taken of pupils’ prior learning in primary school. Teachers were introducing new approaches aimed at meeting the needs of pupils more effectively. Feedback to pupils at all stages needed to focus more on how attainment might be improved.
Attainment and achievement
In S1/S2, pupils were developing a good knowledge and understanding of geographical topics and issues, and were acquiring good investigative skills. In spite of recent staffing difficulties, the proportion of pupils achieving Credit awards at Standard Grade was above the national average, and the proportion achieving grades 1-4 was well above the national average. The proportions of pupils achieving A and A-C grades at Intermediate 2 in travel and tourism were well above the national average. At Higher, the proportion of pupils achieving A grades was in line with the national average. Over the period 2001-2003, the proportion achieving grades A-C was below the national average but this had improved significantly in 2004.
Other features of pupils’ attainment and achievement included the following.
Drama
Learning and teaching
Teaching was very skilled and made effective use of approaches such as demonstrating different acting and directing techniques, to show pupils how to progress. Pupils had an enriching learning experience in drama well matched to their needs. This included stimulating and challenging involvement in creating, presenting and evaluating their own devised drama. Pupils were required to work as part of creative teams in order to put on successful performances. Senior classes had to manage their own budget for their production costs. Such approaches helped pupils to be both creative and enterprising in developing their ability to cooperate responsibly and meet work deadlines.
Attainment and achievement
At all stages, pupils performed very well and made very good progress in their coursework. At S1/S2, pupils were creative and responsive in producing their own scenarios and presenting their drama work to others. They were steadily developing skills in areas such as group work and evaluation. Some pupils demonstrated a particular talent for drama. At Standard Grade, the proportion of pupils achieving Credit awards had risen steadily to well above national average. The quality of these Credit awards had also improved. Pupils had been presented for Higher for the first time in 2003. The proportion of candidates achieving an A-C grade was in line with national averages in S5 and well above national averages in S5/S6 overall in 2003.
Other features of pupils’ attainment and achievement included the following.
Overall arrangements for the pastoral care and welfare of pupils were good. The school had sound procedures for child protection, including the prevention of bullying. It was actively promoting the development of a healthy lifestyle among pupils.
The school made very good provision for pupils’ personal and social development (PSD) within its formal programme of learning activities. Most pupils were making very good progress towards developing positive attitudes, personal and social skills and self-confidence. The personal and social education programme from S1 to S4 included key aspects of relationships, health education, decision-making, careers education, preparation for the world of work and citizenship. Effective use was made of a range of outside speakers. Staff were currently reviewing the programme. They were developing the S5/S6 programme to ensure that these pupils were able to access an appropriate range of opportunities in the area of PSD.
The school provided very good curriculum guidance for pupils. Primary 7 pupils visited the school to become more familiar with the secondary curriculum. At other key transition stages, the school gave pupils and their parents comprehensive information on course choices. It prepared pupils well for making careers choices, including the use of ICT to find out information. The school helped pupils to prepare for the world of work and provided them with a range of education for work opportunities. This included work experience, although only a quarter of the pupils undertook it. The school planned to introduce target-setting with S2 pupils. It should develop this further to monitor, track and support all pupils’ progress, using ICT where appropriate.
Support for learning staff were committed and hard working. They had at the heart of their work the welfare of the pupils and an ongoing commitment to improve pupils’ learning. The school had appropriate arrangements for the management and review of pupils with Records of Needs. Long-term targets in individualised educational programmes were well focused and well reviewed, but short-term targets were sometimes not sufficiently clearly defined. Staff provided direct assistance to individuals or groups of pupils with additional support needs through teaching alongside class teachers and by assisting some departments to develop strategies to better meet the range of pupils’ needs. However, there were important weaknesses in the provision of support for learning for pupils. Support staff were inconsistent in their approaches to planning clear learning objectives against which pupils’ progress could be assessed. Higher attaining pupils were not given additional support by the curriculum support department. In addition, there was no structured approach to liaison, joint planning, monitoring and evaluating pupils’ progress between curriculum support staff and subject departments. As a result, the present provision of support for learning was fair.
The behaviour support teacher, in liaison with the home-school link officer, was providing effective support for a few pupils in need of assistance to maintain their involvement in the education provision. The school had not yet used this provision to effectively deliver broader approaches to behaviour management. The home-school link officer offered a very good level of support in dealing with particular pupils who had social and behavioural problems.
This session, the school had established a newly integrated pupil support team which brought together learning support, guidance and behaviour support services. Staff in the team worked well together and responded effectively to a wide range of situations. Each person also fulfilled well a whole school responsibility. A depute headteacher had recently taken up responsibility for pupil support and had made a sound start to planning this area of the school’s work. However, the role of the pastoral care co-ordinator required further clarification. The pastoral care and curriculum support departments were beginning to work in a more integrated way with a wide range of external agencies to support jointly the needs of all pupils. All involved should develop more effective procedures for communication and record-keeping.
Quality of accommodation and facilities
The overall quality of accommodation was good. The fabric of the building was sound and janitorial and cleaning staff kept the school commendably clean. Most teaching areas were of a good size and pupil social areas were generally well provided. However, the music department had limited facilities for individual tuition and some science teaching labs were too small for modern approaches to teaching and learning. There were heating and ventilation problems in some teaching areas. Recent refurbishment had created a high quality dining hall which was also used as the main school hall, well-appointed curriculum support facilities and a fitness suite and indoor climbing facility in physical education. In addition, the school had an attractive swimming pool which was also used by the local community. The school library was spacious and very well organised. Attractive displays of artwork and pupils’ work improved the appearance of some corridors and departments. Commendably, a healthy tuck shop had been established to encourage healthy eating among pupils. The school had been adapted recently to meet the needs of pupils with physical disabilities. At the time of the inspection, work was being carried out to re-roof the school and replace the windows. The education authority had reviewed the provision for secure entry to the school and had firm plans to improve the security at all entrances on the school campus. Improvements to the school’s expressive arts facilities were also being considered as part of the local authority’s school estate management plan.
Ethos
The school had a friendly and very welcoming atmosphere. Staff and pupils identified strongly with the school and took pride in it. Relationships between staff and pupils were good. Non-teaching staff and the librarian made very good contributions to the school’s ethos and worked hard to support teachers and pupils. Pupils were polite, courteous and behaved well. However, some were frustrated by inconsistent expectations among staff of behaviour and dress code. In a few classes, there was low level disruption to learning, often caused by the use of learning materials and approaches unsuited to pupils’ ability levels. The morale of teaching staff had been adversely affected by recent staffing losses and difficulties, and by the changes brought about by introducing new management structures. However, staff felt that there had been significant recent improvements and that morale was now good. Throughout a period of significant change, they had demonstrated a strong commitment through their continued support of extra-curricular and other activities for pupils. Senior pupils contributed positively to the school’s ethos through their running of the pupil council and their participation in a number of school committees and community activities.
Staff had high expectations of pupils’ broad achievement and many supported pupils beyond the school day and through extra-curricular activities. These activities were well attended and were an important factor in raising and maintaining pupils’ confidence and self-esteem. Assemblies and awards ceremonies played an important role in celebrating these achievements and in sharing the school’s successes. However, staff did not have consistently high expectations of what pupils could attain, especially abler pupils and those in mixed attainment classes. There were also inconsistencies in the use of praise. Some pupils also needed to have higher expectations of what they might attain. Senior managers and guidance staff had begun to establish systems for monitoring pupils’ attainment. This needed to be extended at department level with more rigorous tracking of pupil progress in order to improve attainment and ensure that all pupils fulfil their potential.
Overall, staff effectively promoted an ethos of equality and fairness. Recent changes to the organisation and staffing of the pupil support services were aimed at providing all pupils, including those with additional learning and behavioural support needs, with improved opportunities for support and inclusion. Several departments made effective use of opportunities within the curriculum to make pupils aware of other races and cultures. However, further work was needed to ensure that all staff took account in their teaching of the diversity within society. Most pupils thought they had good opportunities to influence the work of the school through participating in the pupil council. Regular opportunities for religious observance were provided, which included very good support from school chaplains.
Partnership with parents and the community
The school had very well established and productive links with parents and the local community, and was well regarded well by them. It was strongly supported by the School Board. The school communicated regularly with parents through newsletters, the school website, a comprehensive handbook and informative course choice booklets. It provided parents with helpful information about their children’s progress through regular reports and parents’ evenings which were very well attended. These strong links with parents had been further enhanced through the work of the home-school link officer. The school had established good links with local businesses to support its work experience programme. Links with its associated primary schools included effective liaison by guidance staff and senior managers, and by some subject departments. It included a well-planned induction programme for P7 pupils transferring into S1 and very good arrangements for pupils transferring from junior high schools. There was a need to strengthen curricular links across all subjects. Pupils who transferred from other schools were very well supported.
Kirkwall Grammar School provided a good education for its pupils in a friendly and caring learning environment. The headteacher, staff, pupils and parents worked hard to ensure that pupils felt safe, secure and happy. Staff had responded well to recent staffing difficulties and to the restructuring of promoted posts by striving to maintain a high quality of provision. The very good range of extra-curricular activities and visits enabled pupils to achieve widely outwith the classroom. The quality of learning and teaching was good overall, and in some lessons was very effective. However, staff needed to have higher expectations of all pupils, notably higher attaining pupils, to improve attainment further. Whilst pupils enjoyed being at the school, they needed further encouragement to have higher aspirations in relation to what they might achieve in national examinations and in ongoing classwork.
The headteacher was strongly committed to the school and provided effective leadership. He had successfully overseen significant changes in the arrangements for managing the school and for supporting pupils’ learning through the introduction of an integrated support structure. In addition, he had introduced more rigorous approaches to evaluating and improving the work of the school. The senior management team had wide, varied and substantial remits. They too were strongly committed to the school and carried out their individual responsibilities well. The recent appointment of the hardworking, acting business manager had greatly assisted the school in taking forward its plans for improvement. As part of the new management structure, the headteacher now needed to work with his senior managers to improve their corporate teamworking and reinforce the benefits of the new management and support structures with all staff. The school had good procedures for monitoring and evaluating the quality of its work. Annual review meetings with principal teachers included discussion on examination results and progress with departmental and school priorities. Some members of senior management and other promoted staff had begun to visit classes to observe aspects of learning and teaching. They now needed to ensure greater consistency in the approaches they used to support and challenge teachers. The school and all departments produced useful reports on the standards and quality of education provided. To further strengthen the effectiveness of its approaches to ensuring quality, the school needed to involve all teachers in the more rigorous self-evaluation of their work. Most staff had taken advantage of the very good opportunities available to support their professional development. However, there was a need to disseminate good practice more effectively as a means of further improving learning, teaching and attainment.
The school and education authority should take appropriate action to continue to raise attainment and to meet the needs of all pupils more effectively. In doing so, it should take account of the need to:
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 and carers. Within two years of the publication of this report parents and carers will be informed about the progress made by the school.
Kenneth Muir
HM Inspector
21 December 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
|
What pleased parents and carers most |
What parents and carers would like to see improved |
|
Almost all thought that:
Most thought that:
|
Some parents and carers thought that:
|
|
What pleased pupils most |
What pupils would like to see improved |
|
Almost all thought that:
Most thought that:
|
Some thought that:
|
| What pleased staff most |
What staff would like to see improved |
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Almost all thought that:
|
Some thought that:
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National Qualifications
|
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 achieving by end of S4
|
2001 |
2002 |
2003 |
||
|
English and Mathematics |
Kirkwall Grammar |
97 |
96 |
96 |
|
@ Level 3 |
Comparator Schools1 |
96 |
95 |
96 |
|
National |
92 |
91 |
91 |
|
|
5+ @ Level 3 or Better |
Kirkwall Grammar |
95 |
95 |
94 |
|
Comparator Schools |
95 |
95 |
94 |
|
|
National |
91 |
91 |
91 |
|
|
5+ @ Level 4 or Better |
Kirkwall Grammar |
90 |
85 |
85 |
|
Comparator Schools |
83 |
84 |
83 |
|
|
National |
77 |
77 |
76 |
|
|
5+ @ Level 5 or Better |
Kirkwall Grammar |
38 |
42 |
37 |
|
Comparator Schools |
41 |
41 |
40 |
|
|
National |
34 |
34 |
34 |
Percentage of relevant S4 roll achieving by end of S5
|
2001 |
2002 |
2003 |
||
|
5+ @ Level 4 or better |
Kirkwall Grammar |
89 |
92 |
87 |
|
Comparator schools1 |
84 |
87 |
86 |
|
|
National |
78 |
79 |
79 |
|
|
5+ @ Level 5 or better |
Kirkwall Grammar |
58 |
61 |
59 |
|
Comparator schools |
53 |
58 |
53 |
|
|
National |
44 |
45 |
46 |
|
|
1+ @ Level 6 or better |
Kirkwall Grammar |
46 |
48 |
50 |
|
Comparator schools |
46 |
47 |
46 |
|
|
National |
40 |
39 |
39 |
|
|
3+ @ Level 6 or better |
Kirkwall Grammar |
31 |
26 |
27 |
|
Comparator schools |
28 |
27 |
28 |
|
|
National |
23 |
23 |
23 |
|
|
5+ @ Level 6 or better |
Kirkwall Grammar |
12 |
8 |
10 |
|
Comparator schools |
11 |
10 |
10 |
|
|
National |
9 |
9 |
10 |
Percentage of relevant S4 roll achieving by end of S6
|
2001 |
2002 |
2003 |
||
|
5+ @ Level 5 or better |
Kirkwall Grammar |
63 |
61 |
68 |
|
Comparator schools |
51 |
58 |
59 |
|
|
National |
44 |
47 |
48 |
|
|
1+ @ Level 6 or better |
Kirkwall Grammar |
60 |
52 |
57 |
|
Comparator schools |
53 |
52 |
52 |
|
|
National |
46 |
44 |
44 |
|
|
3+ @ Level 6 or better |
Kirkwall Grammar |
42 |
37 |
39 |
|
Comparator schools |
38 |
38 |
37 |
|
|
National |
32 |
31 |
31 |
|
|
5+ @ Level 6 or better |
Kirkwall Grammar |
23 |
24 |
23 |
|
Comparator schools |
25 |
23 |
24 |
|
|
National |
20 |
20 |
20 |
|
|
1+ @ Level 7 or better |
Kirkwall Grammar |
20 |
19 |
20 |
|
Comparator schools |
12 |
13 |
14 |
|
|
National |
11 |
12 |
12 |
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 & Recreational 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, Longman House, 28 Longman Road, Inverness, IV1 1SF or by telephoning 01463 253115. Copies are also available on our website at www.hmie.gov.uk.
If you wish to comment about secondary inspections
Should you wish to comment on any aspect of secondary inspections, you should write in the first instance to Dr Bill Maxwell, HMCI, at HM Inspectorate of Education, Room 14, Stadium House, Alderstone Road, Livingston EH54 7DN.
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, T1 Spur, Saughton House, Broomhouse Drive, Edinburgh EH11 3XD. A copy of our complaints procedure is available from this office or by telephoning 0131 244 8468 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 2004
HM Inspectorate of Education
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