St John’s Primary School
Ayr
South Ayrshire Council

13 March 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 John’s Primary School was inspected in November 2006 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, representatives of the parent-teacher association (PTA) 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 John’s Primary School is a denominational school serving the town of Ayr. At the time of the inspection the roll was 230. 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.

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 and carers, pupils and staff were very pleased with the work of the school. They responded positively about the significant changes made by the new headteacher. All thought that their children enjoyed being at school and that the school showed care and concern for them. They felt that their children were treated fairly. Parents felt that they could be more involved in their children’s learning. Pupils stated that they enjoyed being at school. They felt that they were treated fairly and that adults listened to them. They said that teachers told them when they were doing something well and helped them when they had difficulties. They felt that they had a good say through the pupil council in deciding how to make the school better. They thought the playground area could be improved. All staff were very positive about working in the school, felt they worked well together and thought that the school was very well led. They thought that they were encouraged to be creative in their teaching approaches. They felt that they had good opportunities to be involved in the decision-making process concerning school matters and that senior managers operated well as a team.

4. How good are learning, teaching and achievement?

Pupils’ learning experiences and achievements

The overall quality of the curriculum was good. Teachers provided all pupils with a suitably broad and balanced range of learning experiences. Staff at P1 used time very effectively to raise levels of attainment in English language and mathematics through high quality active learning experiences. Additional time allocated to physical education was used well to increase pupils’ levels of fitness. All pupils now benefited from a skills approach to environmental studies and science. They required regular opportunities to use information and communications technology (ICT) to support their learning across the curriculum. Overall, the school did not use sufficient strategies to promote healthy lifestyles. Approaches to personal and social development lacked continuity and progression. The overall quality of teaching was good. Teachers created a positive learning environment and used praise effectively. They planned well for lessons and gave clear explanations. All shared the purposes of lessons with pupils and most effectively helped pupils evaluate what they had learned. In the best lessons teachers established pupils’ prior knowledge through effective questioning. This very good practice should be developed consistently across the school. Pupils were not yet sufficiently involved in discussing what they had to do next in order to improve their learning. Teachers were developing more varied approaches to the regular homework tasks issued.

The quality of pupils’ learning experiences was good. Most pupils were enthusiastic learners who worked hard in school. They listened attentively to instructions and explanations. Most tasks were appropriate and challenging with a suitable pace of delivery. When given the opportunity, pupils worked well together in pairs and small groups. This approach was developing well throughout the school. For example, at all stages pupils worked effectively with a partner to check the accuracy of their spelling. At the early stages, pupils were active learners and benefited from very well planned play activities. They were enthusiastic and confidently worked very well as a group to investigate science challenges. This was particularly strong at P1 and should be developed through all stages of the school and involve pupils in taking more responsibility for their learning.

The school was developing good approaches to promote more effectively pupils’ wider achievements. P6 and P7 pupils had participated in worthwhile residential experiences which had helped them to develop their social skills and self-reliance. Older pupils had good opportunities to participate and achieve in a range of sporting activities including the netball club. Pupils were beginning to contribute effectively to the school’s decision-making processes through the recently formed pupil council. This included contributing ideas for improving the playground. Those at P7 willingly took on additional responsibilities acting as buddies for younger pupils. For example, reading together at intervals and supporting each other in the playground. Pupils developed an awareness of the needs of others by regularly raising funds for a wide range of charities. Pupils’ knowledge and awareness of enterprise education had developed through activities organised by the ethos group. Pupils in P1 to P3 and at P7 had developed their presentation skills, self-esteem and confidence by participating in school and class shows and public performances. This included a well organised talent show involving pupils at all stages.

English language

The overall quality of pupils’ attainment in English language was good. It had been improving over the past three years. Across the school, most pupils were achieving appropriate national levels of attainment in reading and in writing. A significant minority of higher attaining pupils reached appropriate national levels earlier than might normally be expected. Most pupils with additional support needs were making good progress in their language work. At all stages, most pupils listened well to their teachers and were keen to give their views. However, their listening and talking skills could be further developed. Pupils read fluently and most showed good understanding of what they had read. Across the school, a significant minority of pupils did not regularly read for pleasure and were unfamiliar with a wide range of authors and books. There were examples of a few pupils demonstrating very effective writing skills. Most pupils demonstrated a good awareness of correct use of language in their writing. They now needed further opportunities to write at greater length in a variety of styles. Standards of handwriting and presentation were variable.

Mathematics

The overall quality of attainment in mathematics was good with overall standards being maintained in recent years. Most pupils were achieving appropriate national levels and many were achieving these levels earlier than might normally be expected, particularly at P3 and P6. However, the pace and challenge of learning across stages was variable in key aspects of mathematics. Pupils, including those who experienced difficulties in their learning, were making suitable progress in their coursework. At all stages, pupils were making good progress in collecting, analysing and displaying information, including the use of ICT to create databases and produce a range of graphs. Oral, mental calculation strategies and those for written calculations were being developed and used with increased confidence at most stages. A few pupils at P7 found difficulty in working with fractions, decimals and percentages and rounding whole numbers. They were confident with angles, symmetry and coordinates. There were variations across stages in the range of experiences and confidence of pupils in using and applying problem-solving and enquiry strategies in a real context and in reporting their findings appropriately.

5. How well are pupils’ learning needs met?

The school’s approaches to supporting pupils’ learning were good. Most pupils with additional support needs were making good progress in their learning. The headteacher, depute headteacher and visiting teachers provided very good support to small groups and individuals. The depute headteacher managed well the provision for supporting pupils with additional learning needs. She had recently developed very effective procedures for identifying potentially vulnerable pupils. Effective individualised educational programmes helped pupils achieve success in their learning. Parents and pupils were fully involved in this process. Across the school, most tasks and activities were well matched to pupils needs. However, teachers did not always ensure appropriate challenge for higher-attaining pupils. A few support staff provided very well-judged assistance in classes.

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.

Over the past two years, St John’s Primary had significantly improved pupils’ learning experiences. The overall quality of teaching was good and improving. Staff worked very well together and were committed to securing further improvements. Most pupils’ learning needs were well met and there were increasing levels of attainment particularly in English language and mathematics. Pupils had positive attitudes, most acted responsibly and all were developing mutual respect for others. Staff needed to ensure that teaching and learning experiences challenged all pupils to maximise pupils’ learning potential.

In her short time in post the headteacher provided very good leadership and made a positive influence on the school’s development. She was very committed to the school, its staff and pupils and had a sound knowledge of the community the school served. She had developed positive team working among the staff. She had been successful in improving attainment, achievement and the quality of pupils’ experiences, particularly in developing active approaches to learning. Both the depute headteacher and principal teacher fulfilled their remits very well. They had successfully developed approaches to assist pupils with additional support needs and very good active learning in P1. Staff were fully involved in decision making and shared a positive approach to change and development. They clearly demonstrated a commitment to improving the experiences for all pupils. There were very effective processes for evaluating the work of the school and monitoring pupil progress. This had started to impact well on the school’s continuing improvement. This practice built on the self evaluation review previously undertaken by the local authority. Managers now needed to build on these positive processes. With continued support from the local authority the school was well placed to improve.

Main points for action

The school and education authority should take action to improve learning, teaching and meeting needs. In doing so they should take account of the need to:

• ensure that tasks and activities provide sufficient support and challenge to meet the needs of all learners;
• continue to improve provision for the promotion of healthy lifestyles and personal and social development; and
• improve the consistency of teaching and pupils’ independent learning across all classes and at all stages

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.

Elizabeth C Cole
HM Inspector

13 March 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, Culture and Lifelong Learning, 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, Europa Building, 450 Argyle Street, Glasgow G2 8LG or by telephoning 0141 242 0100. 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 Chris McIlroy, Acting HMCI, at HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.

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, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA. A copy of our complaints procedure is available from this office or by telephoning 01506 600258 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, 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.