Saint Joseph’s Academy
Kilmarnock
East Ayrshire Council

18 December 2007

Contents

1. Background
2. Key strengths
3. How well does the school raise achievement for all?
4. How good is the environment for learning?
5. Leading and 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?

1. Background

Saint Joseph’s Academy was inspected in September 2007 as part of a national sample of secondary education. The inspection covered key aspects of the school’s work at all stages. HM Inspectors evaluated how well the school was raising achievement for all pupils, taking into account the extent to which pupils’ learning needs were met by the curriculum and teaching. They also analysed pupils’ attainment in national examinations (see Appendix 3), the school’s processes for self-evaluation and innovation, and its overall effectiveness and capacity for improvement. Inspectors focused particularly on English, mathematics, computing, and modern languages.

HM Inspectors observed teaching, learning and achievement in lessons and other contexts and examined pupils’ work. They analysed responses to questionnaires¹ issued to a sample of parents² and pupils and to all staff. They interviewed groups of pupils, including representatives of pupil councils, and staff. Members of the inspection team also met the chairperson of the Parent Council and a group of parents.

Saint Joseph’s Academy is a denominational school serving East Ayrshire. At the time of the inspection, the roll was 774. The percentage of pupils entitled to free school meals was above the national average. Pupils’ attendance was broadly in line with the national average. The school was planning to move to new premises in the near future.

2. Key strengths

HM Inspectors identified the following key strengths.

• The strong work ethic of the pupils.
• Pupils’ achievement in personal and social development.
• Strong results in examinations achieved by senior pupils.
• Care and concern showed for pupils by support and teaching staff.
• The contribution of the art, design and technology department to improving the environment of the school.
• The strategic vision of the headteacher and his impact on the ethos of the school.

3. How well does the school raise achievement for all?

To evaluate how well the school was raising achievement for all, HM Inspectors considered the extent to which the learning needs of all pupils were met through the curriculum and teaching. They evaluated the effectiveness of the school in promoting the learning and personal development of all pupils in lessons and in other, broader contexts. They also considered the standards attained in specific aspects of learning.

Curriculum

The overall quality of the curriculum was good. It was based on a clear rationale at all stages. A number of recent innovations in the curriculum were beginning to meet pupils’ different needs more effectively. The school had begun to look at ways of developing its curriculum further as a result of a national review of the curriculum. Staff took appropriate account of the views of pupils and parents when introducing new courses.

Particular features included the following.

• At S1/S2, pupils received a broad curriculum with a good range of courses. However, there was limited time allocated to modern languages at S1.
• The English department had established effective links with primary schools to allow work in S1/S2 to build on prior learning. Liaison was also good in drama, but needed to be developed by other subjects.
• Physical education was taken by all pupils in S1 to S4 and was optional for S5/S6. The school needed to review this provision to ensure pupils at all stages received sufficient good quality physical education.
• The school provided religious education and personal and social education (PSE) in S1 to S6. It was aware of the need to update the PSE programme.
• At S3/S4, pupils had a good choice of Standard Grade and other National Qualification (NQ) courses, with most following eight courses.
• The school had recently extended its provision in S3/S4 to cater for pupils with additional needs. A Prince’s Trust programme was now available as well as various skills for work courses at the local further education college. The school had adjusted timetabling arrangements this session to ensure that S3 pupils involved in these courses did not lose time in their other subjects.
• At S5/S6, pupils could choose from a very good range of Intermediate, Higher and Advanced Higher courses. These courses offered progression from prior learning in S4, although not all pupils chose appropriate courses to build on their earlier learning.
• The school provided worthwhile personal development courses in S5/S6 that included valuable community involvement opportunities for S6. Vocational college courses were also available at this stage.

Teaching and meeting pupils’ needs

Overall, the quality of teaching was good. Almost all teachers had developed very good relationships with their pupils. The majority of teachers shared the purpose of lessons and activities with pupils. Most planned their teaching well and used a range of effective approaches and styles to engage pupils in learning. Pupils responded positively to the care and concern shown by their teachers. Many teachers used questioning particularly well to develop pupils’ thinking and understanding. However, a number of lessons were over teacher-directed, and as a result pupils were passive learners. In a few classes, teachers’ expectations of pace and challenge were too low. A number of teachers included a very effective review at the end of each lesson.

To promote achievement for all, the school met pupils’ needs well. Most teachers worked hard to support individual pupils. Although most tasks and activities were well matched to pupils’ learning needs, activities were insufficiently varied and limited use was made of differentiated materials. Teachers used a variety of relevant contexts to meet pupils’ learning needs and develop life skills. For example, a few pupils took responsibility for running the school tuck shop to develop skills in arithmetic. A wide range of out-of-school study classes was available to support pupils and prepare them for examinations. Support for learning teachers had provided class teachers with information about individual pupils’ learning difficulties to help them to meet learning needs. This information required to be updated. Support for learning teachers and classroom assistants provided effective support to pupils in classes and in small groups. The small number of pupils receiving tutorial support worked productively on personalised programmes. A few pupils had individualised educational programmes (IEPs) which had appropriate targets. The school had Coordinated Support Plans in place for a few pupils. The school had extended support meetings, involving other agencies, which enabled it to ensure that effective integrated strategies for addressing pupils’ needs were developed and used.

Learning and personal development

Overall, the quality of pupils’ learning was good. Almost all pupils were highly motivated and hardworking. Pupils thrived on brisk and challenging lessons. However, in only a few classes were pupils fully aware of what they had to do to improve their learning. Pupils willingly took responsibility for their own learning when given sufficient opportunities. They worked well together in pairs and groups when given the opportunity to do so. Due to staffing difficulties, the school library was not being used effectively to support pupils’ learning.

Overall the quality of pupils’ personal and social development was very good. Almost all pupils were developing as confident individuals and responsible citizens who showed care and concern for others. The PSE programme covered an appropriate range of topics. However, pupils’ learning experiences within PSE were too variable. The school had recognised the need to improve the programme to ensure continuity and progression in pupils’ learning. A well-planned programme for assemblies was making an effective contribution to the development of pupils’ values. Senior pupils developed important leadership skills through acting as in-class supporters and buddies to younger pupils and taking on positions of responsibility within the school, including speaking at assemblies. A number of S3 pupils gained team-working skills through the well-established programmes which led to Duke of Edinburgh awards. The confidence of pupils was enhanced by their work with the school drama company, ‘redblack’, which had established a high-quality reputation for its performances. Pupils participated in a range of fundraising events which effectively developed their awareness of global citizenship and personal responsibility. For example, the school had established links with a community in Guyaquil, Ecuador and each year pupils raised significant sums of money for the Scottish Catholic International Aid Fund (SCIAF). A few pupils successfully participated in work experience placements in Europe, which enhanced their awareness of other cultures and language skills.

English

Teachers very effectively set clear and appropriate aims for lessons. They used texts and other media resources which required pupils to think for themselves about real issues in their own lives and wider society. Pupils used feedback on their work, from teachers and fellow pupils, to set future targets. Almost all knew what they had to do to improve. Pupils were very active participants in their own learning.

Overall, the quality of learning, teaching, and meeting needs was very good. The overall quality of attainment was very good. Particular features included the following.

• At S1/S2, a majority of pupils attained appropriate national levels in reading and writing. Pupils were making good progress in developing skills in talking and listening. There were signs of improving performance at this stage.
• At S3/S4, the proportion of pupils attaining grades 1-2 at Standard Grade was well above the national average. Pupils performed notably better in English than in their other Standard Grade subjects.
• At S5/S6, the proportion of pupils attaining A-C grades at Higher was above the national average. The majority of pupils attained A-C grades at Intermediate 1 and 2 and Advanced Higher.
• At S3 to S6 in media studies, all of the pupils presented at Intermediate 2, Higher, and Advanced Higher, attained A-C grades.

Mathematics

Teachers provided clear expectations and instructions to pupils. They did not use a sufficiently varied range of teaching approaches to actively involve pupils in their learning. Teachers provided too few opportunities for pupils to work together or apply their skills in different contexts. Teacher-pupil relationships were very positive. Pupils were enthusiastic about their learning and cooperated well with their teachers. Teachers had reviewed course provision for S1 to S4 to meet pupils’ needs better.

Overall, the quality of teaching and meeting pupils’ needs was good and the quality of learning was very good. The overall quality of attainment was very good. Particular features included the following.

• By the end of S2, the majority of pupils attained appropriate national levels and made good progress with their coursework.
• At S3/S4, most pupils attained grades 1-4 at Standard Grade.
• At S5/S6, the proportion of A grades at Higher was above the national average. Pupil attainment at Intermediate 2 was notably better than in their other subjects. Less than half of pupils presented at Intermediate 1 gained an A-C grade. Most of the pupils presented at Advanced Higher attained an A-C award.

Computing

At the beginning of each lesson teachers very effectively shared their aims and at the end they summarised learning well. Teachers explained new work clearly, often using a digital projector to enhance their explanations. They checked pupils’ understanding of computing concepts and their recall of knowledge through effective questioning. They regularly set homework and provided very helpful feedback to individual pupils. The good range of courses at S5/S6 met most pupils’ needs. The learning needs of a minority of pupils at S1/S2 were not being fully met. At all stages, pupils were actively engaged in lessons.

Overall, the quality of teaching and learning was very good. The overall quality of meeting pupils’ needs and of attainment was good. Particular features included the following.

• At S1/S2, pupils were developing a wide range of information and communications technology (ICT) skills.
• At S3/S4, the proportion of pupils gaining grades 1-2 at Standard Grade was consistently well above the national average.
• At S5/S6, most pupils attained A-C grades at Higher computing and the majority of the small number entered for information systems at Intermediate 2 and Higher attained A-C grades.

Modern languages

Teachers gave clear instructions, used praise effectively and supported pupils well in their learning. They regularly shared the purpose of lessons with pupils and helpfully reviewed learning with pupils. In a few lessons, stimulating, interactive teaching engaged pupils. Overall, however, lessons were too teacher-led and lacked variety of activity. Pupils were enthusiastic learners. They concentrated well on tasks, but had insufficient opportunities to develop independence in their learning.

Overall, the quality of teaching and learning was good. The overall quality of meeting pupils’ needs and of attainment was adequate. Particular features included the following.

• At S1/S2, most pupils were making good progress in their coursework. However, a number of pupils did not reach the levels of proficiency of which they were capable.
• At S3/S4, all pupils entered attained A-C grades at Intermediate 2 French. Around a quarter of candidates presented for Intermediate 1 French did not receive an award.
• At S5/S6, all pupils presented for Intermediate 1 and Intermediate 2 Spanish, and most in French, attained A-C grades. The majority of pupils presented for Higher Italian attained an A-C grade.

Attainment

Information about the subjects inspected has been given earlier in the report. Across the school, particular features of pupils’ progress, results in examinations and other qualifications, including those awarded by the Scottish Qualifications Authority (SQA) within the Scottish Credit and Qualifications Framework (SCQF)³ for the three year period 2005-2007, are included below.

By the end of S2, attainment was good. Particular features included the following.

• The majority of pupils were attaining appropriate national levels of attainment in mathematics, reading and writing. Good progress was being made in talking and listening. There were promising signs of improvement in English at this stage. Across the school, most pupils were making steady progress in coursework.

By the end of S4, attainment was good. Particular features included the following.

• The proportion of pupils gaining five or more SCQF awards at levels 4 and 5 was in line with national averages. This performance was better than similar schools.
• At level 3, the proportion of pupils gaining five or more awards was below the national average and these results were not as good as similar schools.
• The proportion of grades 1-2 was much higher than the national average in Standard Grade drama but much lower in Standard Grade biology.
• Pupils did not perform as well in Standard Grade history and geography in comparison with their other subjects. A relatively high number of pupils did not gain any award in Standard Grade craft and design or Standard Grade science.

By the end of S6, attainment was very good. Particular features included the following.

• The proportions of pupils at S6 attaining one or more, three or more or five or more awards at SCQF level 6 were generally above national averages, although results declined in 2007. Overall, however, these strong results remained much better than similar schools.
• The majority of pupils presented for NQ awards at Intermediate 1 and 2 gained A-C awards.
• By the end of S6 the proportion of pupils attaining one or more awards at SCQF level 7 was well above the national average. This performance was much better than similar schools.

4. How good is the environment for learning?

5. Leading and improving the school

Saint Joseph’s Academy was an effective school which provided a good standard of education for its pupils. Staff were hardworking and highly committed to pupils’ welfare and education. Pupils were well behaved and hardworking. Very good standards of teaching and learning were evident in some departments. However, these standards were not consistent across the school. Pupils attained high standards in a range of subjects.

The headteacher provided very good leadership for the school. He had a clear vision for its future development and provided a strong lead. He motivated and inspired staff and pupils and, in his two years in post, had had a major impact on further developing the ethos of the school. He was supported by a hardworking team of four deputy headteachers. They carried out their individual duties well and undertook a range of whole-school strategic matters. They led their year groups effectively, contributing to the positive ethos of the school. The senior manager responsible for pupil support had shown leadership in taking forward the integration of the pupil support team. Principal teachers with subject and pastoral remits varied in their effectiveness. Some were outstanding practitioners whereas others did not provide sufficient leadership for their staff. A few class teachers exercised leadership roles through chairing school committees. Overall, the quality of corporate leadership was adequate.

The headteacher had enhanced procedures to monitor and evaluate the work of the school. He had a programme of regular meetings with each principal subject teacher. At these meetings he reviewed SQA attainment and monitored department improvement plans. He also observed and evaluated aspects of learning and teaching. The deputy headteachers had a limited role in assuring the quality of the work of their link departments. The school sought the views of pupils and parents on various school issues. The combination of these processes enabled the school to produce a standards and quality report, but needed to have greater impact on improving learning and teaching across the school. The quality and effectiveness of self-evaluation varied in departments. Very good peer evaluation took place, for example, in art, design and technology, which helped staff to reflect on learning and teaching and share good practice, but the procedures in too many departments were informal and not systematic. Overall the quality of self-evaluation across the school was adequate. The school did not place sufficient emphasis on evaluating the quality of learning and teaching, and tracking the progress of pupils across the school. As a consequence, its self-evaluation procedures had not impacted sufficiently on the quality of pupils’ experiences or their standards of attainment.

The school had the capacity for further improvement. It had strong leadership, committed staff, supportive parents and it was aware of its strengths and development needs. As well as building on the strengths and addressing the issues raised throughout this report, to raise pupils’ achievement, the school and the education authority should address the following main points for action.

Main points for action

• Continue to draw on the good practice in the school to improve the quality and consistency of learning and teaching across the school.
• Improve the management of data on pupils to enable their attainment and achievements to be more accurately tracked.
• Improve the rigour and impact of self-evaluation by placing a greater focus on evaluating the quality of learning and teaching.
• Improve the effectiveness of leadership for learning at all levels across the school.

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.

Terry Carr
HM Inspector

18 December 2007

Appendix 1 Indicators of quality

The following quality indicators have been used in the inspection process to contribute to the evaluation of the overall effectiveness of the school in promoting learning and achievement for all pupils.

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

Appendix 2 Summary of questionnaire responses

The following provides a summary of questionnaire responses. Key issues from the questionnaires have been considered in the inspection and comments are included as appropriate throughout the report.

Appendix 3 Attainment in Scottish Qualifications Authority (SQA) 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 attaining by end of S4

Percentage of relevant S4 roll attaining by end of S5

Percentage of relevant S4 roll attaining by end of S6

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 Executive Director of Educational and Social 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, 1^st Floor, Endeavour House, 1 Greenmarket, Dundee DD1 4QB or by telephoning 01382 576700. Copies are also available on our website at www.hmie.gov.uk.

HMIE Feedback and Complaints Procedure

Should you wish to comment on any aspect of secondary 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.

If you have a concern about this report, you should write in the first instance to our Complaints Manager, HMIE Business Management and Communications Team, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA. You can also email 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 Scottish Public Services Ombudsman, 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. See Appendix 2
2. Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and carers who are relatives or friends.
3. 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
4. Pre Appeal
5. Comparator schools are the 20 schools statistically closest to the school being inspected in terms of the key characteristics of the school population.