Queen Margaret Academy
Ayr
South Ayrshire Council

18 March 2008

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

Queen Margaret Academy was inspected in November 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, biology and S1/S2 science, and business education. The inspection team also evaluated aspects of the school’s progress in implementing national recommendations related to improving aspects of school meals provision, and the quality of the school’s links with community learning and development.

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, a group of parents, representatives of associated primary schools, representatives of the local community, and the school chaplain.

Queen Margaret Academy is a denominational school serving South Ayrshire and part of East Ayrshire. At the time of the inspection, the roll was 689. The percentage of pupils entitled to free school meals was below the national average. Pupils’ attendance had improved and was now in line with the national average. The Extended Support for Learning (ESFL) department provided support for around 36 pupils with additional support needs. The ESFL department had been relocated within Queen Margaret Academy following the closure of Mainholm Academy.

2. Key strengths

HM Inspectors identified the following key strengths.

• Courteous pupils who welcomed visitors and displayed strong support for each other.
• Inclusion of pupils with additional support needs in the school community and the support provided by pupils and staff, in particular for those receiving support from the ESFL department.
• Partnership of the school with the school chaplain and chaplaincy team and their contribution to promoting a Christian ethos.

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 weak. The school had plans to review the curriculum, in particular for S3 to S6. Particular features of the curriculum included the following.

• The school had suitable pastoral links with associated primary schools. A few departments, such as mathematics, had established effective links with primary schools. Community learning and development (CLD) staff and active schools staff had developed an effective range of transition programmes which enabled pupils to build positive relationships. However, overall, curricular links were weak and most teachers were not building effectively on pupils’ prior learning experiences.
• At S1/S2, pupils were able to develop their skills in information and communications technology (ICT) through courses provided by business education and computing. They were not able to learn about people in society within social studies. There was no provision for drama.
• With the support of CLD staff, the school had recently introduced the Duke of Edinburgh award for pupils at S3. Around 70 pupils were working towards their bronze and silver awards.
• At S3/S4, Prince’s Trust XL was offered to a small group of identified pupils. A few of these pupils were also able to undertake vocational programmes at college. More pupils needed to be given the opportunity to undertake vocational programmes as preparation for the world of work.
• At S1 to S6, the personal, social and health education (PSHE) programme was delivered through religious and moral and education (RME). The PSHE programme covered an appropriate range of topics and was effectively enhanced through contributions from visiting speakers and events. However, the delivery and planning for PSHE did not meet the needs of all pupils.
• Pupils had a good understanding of healthy lifestyle choices through the programmes in RME, home economics, biology and the contribution of the school nurse. However, there was a need to take a more coherent and planned approach to health promotion across the school.
• Pupils were able to develop their health and fitness through quality physical education twice weekly at S1 to S4. However, not all S5/S6 pupils were able to experience sufficient good quality physical education.
• Pupils received helpful curricular and vocational guidance from the careers adviser.
• At S3/S4, pupils were able to choose from a range of subjects which generally met their needs. At S5/S6, they were not always able to build effectively on their attainment at S4. Subject choice had restricted options for a number of S5 and S6 pupils.
• Pupils in the ESFL department experienced a broad curriculum which had an appropriate focus on developing their literacy, numeracy and life skills. They were able to join their peers in mainstream classes and, at S3 to S6, were able to achieve SQA qualifications. At S4 to S6, their curriculum was effectively enhanced through links with Ayr College. However, they were not able to exercise sufficient choice in their curriculum.
• The role and impact of CLD activities within pupils’ learning were yet to be fully considered.

Teaching and meeting pupils’ needs

The overall quality of teaching was good. Most teachers gave helpful explanations and clear instructions. They used questioning well to check what pupils knew and to consolidate new ideas. In many lessons, teachers shared lesson aims with pupils, summarised the key points and used a variety of teaching styles. However, these approaches were not yet consistently applied across the school. Pupils did not always fully understand what they were expected to achieve. In a few departments, teachers used ICT effectively to motivate pupils, make lessons more stimulating and to involve pupils more actively in their learning. Most teachers used praise successfully to encourage pupils to learn. They used homework effectively to reinforce pupils’ learning but occasionally it was not sufficiently varied.

The school’s approaches to meeting pupils’ needs were adequate. Teachers chose tasks and activities which were generally well matched to pupils’ learning needs. Pupil support assistants and support for learning teachers provided well-judged support to pupils in classes. However, the deployment of pupil support assistants was not sufficiently matched to pupils’ learning needs and, as a result, the impact of their support was less positive. The outcome of a recent review of the deployment of support for learning teachers enabled them to provide more effective support to pupils with identified learning needs. Teachers had been provided with helpful information on pupils’ learning needs. However, only a few made effective use of this information. The behaviour support teacher used a variety of approaches successfully to support pupils experiencing difficulties with their behaviour. Overall, the school’s approaches to identifying pupils’ learning needs was not yet systematic or rigorous. Not all staff involved with pupils with additional support needs were able to contribute to the planning and review of their support. Senior managers were not providing sufficiently strong leadership to ensure that all those involved in providing support for pupils worked together to meet pupils’ needs.

Most pupils in the ESFL Department were making good progress towards the learning targets set in their individualised educational programmes (IEPs). Currently not all staff were sufficiently involved in identifying and planning targets in IEPs. Pupils were not actively involved enough in their learning. Almost all pupils behaved well and welcomed visitors. They were able to develop their personal and social skills by taking part in residential trips and social evenings. The Garden Café allowed senior ESFL pupils to take responsibility and contribute purposefully to the school community. All pupils were able to develop their confidence and communication skills through attending the Garden Café with staff from across the school. Younger pupils did not have sufficient experience of working with different groups and in different settings. The school had plans to include ESFL pupils more effectively into the school community.

Learning and personal development

The overall quality of pupils’ learning was adequate. Almost all pupils were well behaved and most had a positive attitude towards learning. In most lessons, they listened attentively and answered questions confidently. In a few departments, pupils were able to interact effectively with each other and work collaboratively. Across the school, the pace of lessons was generally appropriate. However, too often pupils were passive learners and did not have enough opportunities to take responsibility for their progress or to influence their own learning. Across the school, pupils had limited experiences of using ICT to enhance their learning. The library was being improved and was beginning to make a positive contribution to pupils’ learning. Pupils had limited access to ICT in the library.

The school had taken some steps to promote pupils’ wider achievements. Pupils, including those receiving support in the ESFL department, were making good progress in developing their personal and social skills. The PSHE programme did not provide sufficiently well-planned opportunities for pupils to develop positive attitudes and knowledge of a range of topics related to their health and welfare. Senior pupils had very good opportunities to lead and support other pupils’ learning through being buddies and working alongside teachers in classes and in primary schools. However, the school had not yet ensured that pupils received accreditation for these leadership opportunities. At S3/S4, pupils who were involved in the XL Club were developing confidence and self-esteem through their course achievements. Most pupils participated in a range of school trips which enabled them to widen their experiences. Pupils were making very good progress in understanding the needs of others through the Badagry project. This project was a major focus for the schools’ charity fundraising and pupils were enthusiastic about the benefits they provided to those in need. In partnership with the school, community learning staff had effectively promoted the benefits of participating in the Duke of Edinburgh award scheme. Senior pupils mentored S3 pupils who had recently started to undertake this award. Many pupils felt that they did not have enough opportunities to influence the life of the school. Most pupils participated in a range of sporting activities and were supported well by Active Schools Coordinators and school staff, in school and in other centres.

English

Most teachers used questioning effectively to develop pupils’ understanding. They responded positively to pupils’ answers and ideas. They gave clear explanations and instructions and fostered a positive atmosphere in most classes. In a few lessons, teachers shared learning aims with pupils at the start of lessons. Pupils were clear about what they needed to do to improve and showed good awareness of next steps in their learning. Pupils worked conscientiously in most classes. However, pupils’ motivation and the extent to which they engaged in sustained learning varied considerably. In most classes, tasks were well matched to pupils’ needs, in particular at Higher.

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

• By the end of S2, most pupils were attaining appropriate national levels of attainment in reading. Less than half of pupils attained these levels in writing and this was declining.
• At S3/S4, pupils performed notably better in Standard Grade English than in their other subjects. The proportion of pupils attaining grades 1-2 was well above the national average.
• At S5/S6, the proportion of pupils attaining A-C grades at Intermediate 2 was well below the national average, although it was improving. At Higher, the proportion of pupils attaining A-C grades was, overall, below the national average. Too many pupils did not attain an award.

Mathematics

Teachers were beginning to extend the range of teaching approaches including the use of ICT. They questioned pupils effectively to check their understanding. At times, their use of questioning could have been more challenging. They made good use of homework to support pupils’ learning. The majority of pupils worked purposefully in class. Teachers did not provide sufficient opportunities for pupils to work together. They matched work well to pupils’ prior learning experiences. The department had started to improve courses and programmes to increase the pace of learning and the level of challenge for all pupils. Pupils were responding well to this initiative.

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

• At S1/S2, the majority of pupils were attaining appropriate national levels of attainment. Around a quarter were exceeding these levels.
• At S3/S4, the proportion of pupils attaining Credit awards was above the national average.
• At S5/S6, pupils performed notably less well at Higher than in their other subjects. The proportion of pupils attaining A-C grades was below the national average at Higher and Intermediate 2. The proportion at Higher was declining.
• At Advanced Higher, the majority of those presented attained A-C grades.

Biology and S1/S2 science

All teachers used a variety of teaching approaches to ensure that lessons were stimulating and interesting. They gave helpful explanations and clear instructions. They informed pupils of the aims of lessons and used questioning well to clarify the key points of lessons. However, teachers did not always revise the key points at the end of lessons. The overall pace in lessons was appropriate and pupils worked well in groups and individually. At times, pupils were passive learners and needed to be more actively challenged. Pupils carried out experimental and written tasks well. Teachers met pupils’ needs well through the use of a wide range of resources and well-targeted support.

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

• Most pupils at S1/S2 understood their coursework and were progressing well. Teachers developed pupils’ thinking skills through well-organised investigative experiments.
• At S3/S4, the proportion of pupils attaining a Credit or General award in Standard Grade biology was in line with the national average. At Intermediate 1, most of those presented attained A-C grades. All of those presented for Access 3 gained success.
• At S5/S6, the proportion of pupils attaining A-C grades at Higher Biology was below the national average. At Intermediate 2, the majority of those presented attained A-C grades.

Business education

Teachers provided clear explanations and varied their approaches well to engage pupils in their learning. They questioned pupils skilfully to check and enhance their understanding. Teachers shared the aims and purposes of lessons with pupils and reinforced new learning or skills at the end of lessons. Homework was issued regularly and was appropriately challenging. Almost all pupils worked conscientiously and responded well to a brisk pace of learning. Pupils used ICT effectively within all subject areas. Arrangements for assessing and monitoring pupils’ progress from S3 to S6 were very effective. Teachers provided pupils with very good feedback on work completed and advice on how they could improve.

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

• At S1, pupils successfully developed appropriate skills in ICT.
• At S3/S4, the proportion of pupils attaining a Credit award in Standard Grade administration had been consistently well above the national average. The proportion of pupils attaining a Credit award in business management had improved and was now in line with the national average.
• At S5/S6, the proportions of pupils attaining A and A-C grades in both subjects were well above the national averages.

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 adequate. Particular features included the following.

• The majority of pupils were attaining appropriate national levels of attainment in reading and mathematics. An increasing proportion were exceeding these levels. In writing, pupils’ attainment was declining with less than half attaining appropriate national levels of attainment. Across the rest of the curriculum, overall progress was variable.

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

• The proportion of pupils attaining five or more awards at SCQF level 3 or better was in line with the national average. Overall, the proportion of pupils attaining five or more awards at SCQF level 4 or better was above the national average. The school performed in line with schools with similar characteristics.
• The proportion of pupils attaining five or more awards at SCQF level 5 or better was well above the national average, but had declined in 2007. Pupils performed much better than in schools with similar characteristics.
• At S4, the proportion of pupils achieving Credit awards was well above the national average in geography and music.

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

• By the end of S5, the proportion of pupils attaining three or more and five or more awards at SCQF level 6 or better was above the national average. The proportion attaining three or more awards had declined significantly in 2007. Overall, the school performed better than schools with similar characteristics.
• By the end of S6, the proportion of pupils attaining three or more awards at SCQF level 6 or better and one or more award at SCQF level 7 was above the national average.
• For three or more awards at SCQF level 6, pupils performed much better than in schools with similar characteristics. For one or more award at SCQF level 7, the school performed in line with schools with similar characteristics.
• The proportion of pupils attaining A-C grades in Higher modern studies was well above the national average. It was below the national average in Higher physics.
• Most of those presented for Higher physical education, Higher Spanish and Advanced Higher music attained A-C grades.

4. How good is the environment for learning?

5. Leading and improving the school

Following recent improvements, Queen Margaret Academy was becoming more successful in raising achievement for pupils. It provided a welcoming and supportive environment for all members of the school community. Staff morale was improving. Pupils with additional support needs were included very effectively in the school community. The support provided by pupils and staff across the school for pupils receiving support in the ESFL department was a strength. Pupils’ attainment at S3 to S6 was good. Teaching, learning and meeting needs had strengths. However, there was scope for improvement in pupils’ learning and meeting needs, in particular in the management of pupil support.

The leadership of the headteacher was good. In her short time in post, she had gained the confidence and trust of parents, pupils and staff. Teachers were positive about the improvements which had taken place. The headteacher had identified key priorities for the school and was working hard with staff to build the school’s capacity for improvement. She was supported by two depute headteachers and an acting depute headteacher. Their remits had recently been reviewed. They were not providing sufficiently strong leadership for learning, and they needed to build staff confidence in their ability to lead improvements. Their links with subject departments needed to be strengthened. Most principal teachers provided effective leadership, with a few examples of very effective leadership. There were increasing opportunities for staff to take on leadership roles through the various working groups.

Despite some recent improvements, the school’s arrangements for self-evaluation were still weak. With the support of the headteacher, departments had started to improve their approaches to planning for improvement. Principal teachers were beginning to take more effective approaches to analyse pupils’ attainment to identify strengths and areas for improvement. Senior managers had observed classes and had provided teachers with helpful feedback and suggestions to improve their teaching. A few principal teachers observed learning and teaching and were beginning to share good practice. The school had recently started to gather the views of pupils and parents to inform future action. However, improvements were recent and had yet to impact on the quality of learning, teaching and pupils’ attainment. A few departments reviewed systematically the quality and effectiveness of their work but this good practice was not sufficiently widespread. Senior managers had gathered information on pupils’ progress and had recently identified groups of pupils at S3 to S6 who were not making appropriate progress. Staff had volunteered to mentor these pupils. Guidance teachers and senior managers were not monitoring and tracking pupils’ achievements effectively. Senior managers now needed to work more consistently and directly with all staff to ensure that self-evaluation was used consistently to bring about improvements.

As well as building on the strengths and addressing the issues raised throughout this report, the school, with strong support from the education authority, should address the following main points for action.

Main points for action

• Improve the quality of the curriculum to meet pupils’ needs more effectively.
• Continue to improve the quality of learning and teaching, building on existing good practice.
• Improve the organisation and effectiveness of pupil support.
• Promote more opportunities for pupils to discuss equality issues, including further promotion of racial equality.
• Improve the school’s approaches to self-evaluation.

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. HM Inspectors will continue to engage with the school and the education authority in monitoring progress, and will undertake a follow-through inspection. This will result in a report to parents and carers, within two years of the publication of this report, on the extent of improvement that has been achieved.

Maureen McKenna
HM Inspector

18 March 2008

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 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, 1st 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 2008

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.