St Ninian’s High School
Kirkintilloch
East Dunbartonshire Council

4 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

St Ninian’s High School, Kirkintilloch 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, modern foreign languages and history.

The inspection team also evaluated aspects of the school’s progress in implementing national recommendations related to improving aspects of school meals provision.

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 and the school chaplain.

St Ninian’s High School is a denominational school serving Kirkintilloch, Lenzie, Lennoxtown and the surrounding area. At the time of the inspection, the roll was 758. The percentage of pupils entitled to free school meals was above the national average. Pupils’ attendance was above the national average. The school included a language and communication resource, serving pupils from across East Dunbartonshire. Eleven months before the inspection, the school had been decanted to a school building in Bishopbriggs for a period of two and a half years, pending construction of a new school in Kirkintilloch under the council’s Public Private Partnership initiative.

2. Key strengths

HM Inspectors identified the following key strengths.

• The exceptionally positive climate and relationships within the school.
• Improving patterns of attainment.
• The effective implementation of the School of Ambition initiative, and the consequent effects on staff and pupils’ motivation.
• Strong links with parents and the wider community.
• The quality of pastoral care within the school.
• Effective leadership at all levels within 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 quality of the curriculum was very good. The school had adopted a well judged and measured approach to curriculum innovation within the context of the national initiative Curriculum for Excellence. Particular features of the curriculum included the following.

• At all stages, pupils followed a broad and balanced curriculum. The proportion of pupils following courses in modern foreign languages from S3 to S6 was exceptionally high.
• There was a good range of Standard Grade and National Qualification (NQ) courses available from S3 to S6, with effective steps taken to meet as many individual needs and aspirations as possible.
• There were strong links with associated primaries to ensure pupils built fully on prior learning.
• Pupils’ learning was enhanced by productive links between the language and communication resource and most subject departments, including art and design, history and science.
• There were well planned approaches to religious and moral education, physical education and personal and social education, including curricular and vocational guidance.
• A clear dimension of vocational education was offered in partnership with local colleges, with scope to extend this dimension of the curriculum further.
• There was proactive discussion among departments and teachers to improve the curriculum and to introduce well planned innovation. Initiatives included well designed inter-disciplinary and thematic activities, such as the encouragement of applied thinking skills across the curriculum and an enterprising and powerful approach to promoting anti-sectarianism.
• There were successful approaches to enterprise education, international education for global citizenship, health education and sustainable development education across the curriculum.
• The very good opportunities for learning outwith the classroom, including leadership training, provided valuable enhancements to the curriculum.

Teaching and meeting pupils’ needs

The overall quality of teaching was good. Lessons were consistently well prepared and structured. Time was used productively, with a good range of teaching approaches including whole class and group teaching. Most teachers were systematic in ensuring that pupils were fully aware of the content and aims of lessons and in reviewing what had been learned. Most used questioning well to probe pupils’ understanding, although some were less effective in providing opportunities for pupils to express their views and in responding constructively to pupils’ answers. Some lessons were exceptionally successful in engaging pupils with their learning, through stimulating teaching and imaginative pupil activities. There was effective use of information and communications technology (ICT) in many subjects to enhance teaching and learning. Homework was provided regularly in many subjects and well planned to extend pupils’ learning. The school recognised the need to increase the pace of lessons in some subjects and to share and extend the best practice to raise the quality of teaching overall.

There were major strengths in the way the school met pupils’ needs. Teaching materials were well matched to pupils’ different needs, including those of high attaining pupils. The "Intervention Days", led by the English department, were an excellent example of encouraging independent and creative thinking skills for all pupils across a wide range of subject areas. Courses at Access Levels 1 and 2 and Intermediate 2 had been developed for pupils with additional support needs in the language and communication resource and other departments. Individual pupils’ needs were well met by the joint efforts of learning support staff and mainstream teachers. Pupils were encouraged to review their on-going progress and were involved in setting their own learning targets. The deployment of subject teachers to teach pupils from the language and communication resource was very effective. Support for learning assistants provided very good support in class for individual pupils and worked collaboratively with class teachers. All staff were involved in the identification of pupils’ needs. Staff knew pupils very well and monitored progress consistently well through individual assessments and subject teachers’ reports. The provision of individualised educational programmes (IEPs) needed to be extended to provide a better focus for tracking and encouraging pupils’ progress in learning.

Learning and personal development

Pupils’ motivation and enthusiasm for learning was exceptionally high. Virtually all pupils were fully engaged with tasks and activities across the curriculum. They responded very well to the opportunities for collaborative learning, discussion and creative thinking which were prevalent in many subjects. The pace of learning was brisk overall, although in some cases pupils were too passive and needed to be more actively involved in lessons. Overall, pupils were given appropriate responsibility for their learning and were capable of productive investigative learning, peer assessment and teamwork. Pupils were confident in their use of ICT and demonstrated a high level of skills at all stages. Staff had worked very hard to create a stimulating environment for learning. The school was well placed to help pupils develop the capacities identified in the Curriculum for Excellence national initiative.

The quality of pupils’ personal and social development was very good. The school’s personal and social education programme was well structured to provide a clear and progressive focus on relationships, health education including drug and alcohol education, citizenship and careers. Pupils enjoyed the opportunity to discuss issues and demonstrated increasing ability to debate important topics. The positive inclusion of pupils with significant language and communication difficulties was actively supported by pupils’ desire to support their peers. Staff had been successful in maintaining extra-curricular activities and study support, by bussing pupils from the original catchment area. The forensic science lunch club run by S6 pupils for S1 and S2 pupils provided opportunities for all year groups to benefit from challenging activities in meaningful and motivational contexts. The school offered a wide range of additional learning experiences such as theatre visits, retreats, skiing trips and voluntary activities. These allowed pupils to develop their talents and personal capacities. "Reach for the Stars" and "Columba 1400" were used successfully to promote and recognise pupils’ achievements. Senior pupils were positive role models and carried out a range of responsibilities in the school, often engaging with younger year groups. Pupils’ citizenship skills were enhanced in a variety of ways such as through working in the community.

English

Teachers used a wide variety of teaching approaches, including ICT, to motivate pupils and encourage independent thinking. There were regular opportunities for pupils to present their work to their peers. Tasks and activities were very well matched to pupils’ learning styles, particularly in developing understanding of how writers achieve their effects. Pupils studied a range of appropriately demanding texts, including both classic and modern writers.

Overall, the quality of teaching and meeting pupils’ needs was very good. The quality of pupils’ learning experiences was excellent. The quality of pupils’ attainment was good overall. Particular features were as follows.

• The majority of pupils were attaining appropriate national levels of attainment in listening, talking, reading and writing by the end of S2.
• At S3/S4, the proportions of pupils gaining awards at Credit and General levels in Standard Grade were above the national average. In 2007 almost all candidates presented for Intermediate 2, and most at Intermediate 1, gained an award at A-C.
• At S5/S6, the proportions of pupils gaining A-C awards at Intermediate 2 and Higher were in line with the national average. The proportion gaining an A award at Higher was above the national average. At Intermediate 2, the proportion gaining awards at A-C was in line with the national average. The majority of candidates at Advanced Higher gained A-C awards.

Mathematics

Teachers gave clear explanations, often employed ICT very effectively to enhance lessons and made regular and systematic use of homework. Pupils demonstrated very positive attitudes to the subject and worked purposefully in class. Teachers were gradually extending the range of pupils’ learning experiences by engaging them in problem solving and collaborative work. They had begun to improve arrangements to accelerate the learning of higher attaining pupils and gave a high level of support to pupils experiencing learning difficulties.

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

• The majority of S2 pupils attained the appropriate national level, with an increasing proportion attaining beyond this level.
• The proportion of S4 pupils attaining awards at Credit level at Standard Grade was in line with the national average. However, the proportion attaining at General level or equivalent was below the national average.
• At Higher, the majority of S5/S6 pupils attained an A-C award, although in 2007 overall performance had declined to well below the national average and too many did not attain any award. At Intermediate 1 and Intermediate 2, performance had also been below national averages in 2007. At Advanced Higher, most pupils attained an A-C award, with a greater proportion gaining an A or B award than the national average.

Modern languages

The outstanding quality of the provision was underpinned by the energy and creativity of the teaching staff. Teachers planned their lessons carefully to provide varied and stimulating activities for pupils. Innovative methods ensured pupils were fully engaged in their learning. Pupils worked diligently and enthusiastically in lessons, often collaborating in pairs and in groups to develop their language skills. Pupils’ learning needs were very well met through a range of challenging and motivating activities, including very effective use of ICT and cooperative teaching in S1/S2. Innovative language learning activities, including regular opportunities to participate in trips to France and Spain, were organised through the school’s involvement in the School of Ambition initiative.

The quality of teaching and pupils’ learning experiences was excellent. Approaches to meeting pupils’ needs were very good. The overall quality of attainment was excellent. Particular features included the following.

• At S1/S2, pupils built effectively on their learning in primary school. They were able to use the language they had learned flexibly and creatively, particularly in extended speaking and writing.
• In S3/S4, the proportion of pupils attaining an award at Credit level in Standard Grade French was above the national average. Pupils’ performance in French was notably better than in their other subjects. Commendable numbers studied Spanish in addition to French and their performance was very strong.
• In S5/S6, a very high proportion of pupils had opted to continue their modern language studies. Most pupils presented for Higher or Advanced Higher French or Spanish, or Intermediate 2 Italian, had gained A-C awards.
• Advanced Higher French pupils demonstrated outstanding levels of proficiency in a DVD they had produced of a debate relating to membership of the European Union.

History

Lessons were well structured overall. They included some lively and interesting teaching which engaged pupils fully. The new staff team was working well to extend the range of teaching approaches and learning opportunities for pupils. There was consistent and effective use of ICT. In most classes, the pace of learning was brisk. Pupils were highly motivated and responded well to the good range of opportunities for collaborative learning, discussion and investigative work. Tasks and activities were appropriate overall in meeting the range of needs. Pupils with additional support needs were very well supported.

Overall, the quality of teaching and pupils’ learning experiences was good. Approaches to meeting pupils’ needs were good. Attainment was adequate. Particular features included the following.

• At S1/S2, most pupils were performing well in classwork. They needed more chances to express their views on historical issues.
• At S3/S4, the proportion of S4 pupils gaining a Credit award at Standard Grade was improving and was now just above the national average. The proportion gaining awards at General or better was consistently in line with national averages.
• At S5/S6, the proportions of pupils presented for Higher and gaining an award at A-C were below national averages. Performance at Intermediate 2 had been weak in 2006 and 2007, with the majority of pupils failing to gain an A-C award.

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 percentages of pupils attaining or exceeding appropriate national levels in mathematics, reading and writing had improved overall from 2005 to 2007.
• Most pupils were performing well in classwork at S1/S2.

By the end of S4 attainment was very good and standards were improving in a number of areas. Particular features included the following.

• The proportions of pupils attaining five or more SCQF awards at level 3 or better were improving and were above national averages. The school performed better than schools with similar characteristics.
• The proportions of pupils attaining five or more SCQF level 4 and level 5 awards were above the national averages and improving.
• The percentages of pupils attaining Credit awards at Standard Grade were above national averages in biology, computing studies, graphic communication, modern studies and physics, but below national averages in art and design, business management and physical education.

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

• The proportions of pupils attaining three or five awards at SCQF level 6 were above national averages. The school was performing better than schools with similar characteristics.
• Over the past three years, there had been a decline in the proportion of male candidates attaining three and more and five and more Higher awards at A-C.
• The percentages of S5 pupils attaining A-C awards at Higher Grade were well above the national averages in graphic communication and music, and above average in chemistry and geography. The percentages of pupils attaining those awards were well below national averages in art and design and physical education and below the national average in physics.
• At Advanced Higher, the proportions of pupils gaining one or more passes were in line with national averages and with schools of similar characteristics. Presentations for Advanced Higher physics were consistently well above the national average and in 2007 all candidates attained an A grade.

4. How good is the environment for learning?

5. Leading and improving the school

St Ninian’s High School provided for its pupils a very high quality of education, which was successfully raising achievement for all. The school ethos was exceptionally strong. Pupil and staff morale was high. Standards of attainment were improving, as was the quality of learning and teaching. Pupils responded very well to the school’s efforts to establish positive values and a sense of responsible citizenship. Those with additional support needs, including those in the language and communication resource, were included very well in the wider life of the school. There were very strong links with the wider community including the faith community.

The headteacher provided the school with very effective leadership. He had gained the respect of staff, parents and the wider community with his visible and accessible management style and his commitment to the school. He had established a very productive working atmosphere within the school and a sustained and collective commitment to school improvement. As a result, levels of attainment, and the quality of teaching were improving. The headteacher had been successful in promoting leadership at all levels throughout the school. Staff at all levels felt empowered and committed to improving the curriculum and teaching, and to encouraging pupils’ wider achievements. The headteacher was very well supported by the senior management team and principal teachers, who worked well individually and collectively. Teamwork, communication and consultation were particular strengths. The senior management team was seen as accessible and supportive. They all fulfilled their roles well and applied their breadth of experience and expertise for the wider benefit of the school. Principal teachers led their departments well and were responsible for a number of well judged innovations. In many departments, staff engaged in high quality debate about the curriculum and approaches to learning and teaching, arising partly from the school’s involvement in the School of Ambition initiative. Many were prepared to take initiatives for the benefit of pupils’ learning. Pupil leadership was an integral part of the school, encouraged progressively from S1 onwards through a range of opportunities and experiences.

Self evaluation was very good and contributed strongly to improvements in teaching and pupils’ learning experiences, attainment and broader achievement. Senior managers linked well with subject departments, focusing on learning, teaching and pupil attainment. Attainment information and other data were collected, recorded and analysed systematically and used to plan future improvement. A well structured annual calendar of evaluation activities assisted staff to review the work of the school continuously and to plan support for pupils’ learning systematically. Senior managers and principal teachers formally observed teaching in departments. The effectiveness of self-evaluation could be strengthened still further through involving more staff in lesson observation and through sharing good practice more systematically. The opinions of pupils, staff and parents were gathered regularly and used to inform future plans. Arrangements for continuous professional development were well planned and effective.

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

Main points for action

The school and education authority should continue to provide high quality and improving education. In doing so, they should take account of the need to:

• continue to implement well-considered curriculum innovation, particularly in relation to extending the range of vocational education opportunities;
• further improve standards of attainment and the quality of teaching, including by sharing good practice; and
• continue to evaluate pupils’ progress in relation to Curriculum for Excellence, through extending systems for monitoring pupils’ learning, and tracking their progress.

What happens next?

As a result of the high performance, the strong record of improvement and the very effective leadership of this school, HM Inspectors will make no further reports in connection with this inspection. The school and the education authority have been asked to prepare an action plan indicating how they will address the main findings of the report, and to share that plan with parents and carers. Within two years of the publication of this report the education authority, working with the school, will provide a progress report to parents and carers.

Lachlan MacCallum
HM Inspector

4 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 Corporate Director — Community, 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 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.