12 June 2007
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
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St Benedict’s Primary School was inspected in March 2007 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.
St Benedict’s Primary School is a denominational school serving the Easterhouse area of Glasgow. The school formed part of the St Andrew’s New Learning Community. At the time of the inspection the roll was 281. The school was the subject of the amalgamation of three former schools in 2002 and was relocated to a new building in 2004. The proportion of pupils who were entitled to free school meals was well above the national average. Pupils’ attendance was below the national average.
HM Inspectors identified the following key strengths.
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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.
Overall, parents expressed a high level of satisfaction with almost all aspects of the school. They thought the school was held in high esteem in the community and their children enjoyed being there. All parents thought the school set high standards of achievement and attainment. They felt that the headteacher maintained a high profile in the school. Pupils spoke with pride about their school and felt safe and well looked after. They thought that the school helped them to develop healthy lifestyles. Pupils appreciated the opportunities to be involved in designing and organising the wide range of playground activities. Staff liked working in the school and considered they worked well as a team to improve pupils’ learning experiences. They were very positive about the leadership of the headteacher and the support they received from the management team.
Pupils’ learning experiences and achievements
The curriculum provided a broad and balanced experience for all pupils. Teachers allocated additional time to English language, mathematics and personal and social development. This had been very effective in helping to raise pupils’ attainment. The school was making good progress towards providing two hours of quality physical education a week. The programme for personal and social development paid very good attention to issues of equality and fairness, including religious and ethnic diversity. Pupils’ skills in information and communications technology (ICT) were being developed effectively across the curriculum. At the early stages, opportunities for pupils to be active in their learning, for example through play, were not yet well developed. Pupils, with the support of a visiting teacher, benefited from high quality learning experiences in music. There were well-planned opportunities for pupils to develop a range of skills through enterprise activities. The overall quality of teaching was very good. Teachers were well organised and their classrooms were bright and stimulating environments for learning. They made very good use of questioning and consistently shared learning targets with pupils. They provided good opportunities for pupils to reflect on and review their learning. There were examples of very good and, in a few instances, excellent interactive teaching. Teachers provided appropriately varied homework tasks.
The quality of learning was good. The majority of pupils had positive attitudes to learning and responded well to teachers’ questioning. However, in a few lessons, some pupils did not listen carefully to instructions or engage keenly in tasks set for them. At the upper stages, pupils had developed good skills in discussing ideas in groups and working collaboratively. For example, pupils interacted with each other well in P6/7 when investigating facts about Japan. Pupils were aware of their learning targets in English language and mathematics and were very clear about what they had to do to improve their learning. In a few lessons, the pace of learning was too slow and did not result in sufficient challenge.
The school had taken very good steps to help pupils develop their wider achievements. Across the school, pupils were making very good progress in developing their confidence and self-esteem. They were developing a very good awareness of their responsibilities to themselves and one another. They were given good opportunities to make decisions within the pupil council and eco committee. Pupils had worked very effectively with the Land and Building Services in the development of the attractive playground. Senior pupils took responsibility for organising equipment and encouraging pupils to play in their respective areas. Pupils had a very good understanding of the need for healthy eating and exercise through a whole-school focus on keeping healthy. Many pupils had developed very good skills in playing the guitar and singing, both during music lessons and in after-school activities. The school choir had performed successfully in the Glasgow Music Festival. Pupils were developing skills in enterprise across the school. At P7, pupils assisted Santa each year by setting up his grotto and helping to organise gifts for younger pupils. Pupils regularly organised events for their parents and members of the community, and at Christmas distributed gifts to housebound senior citizens. Pupils at P7 had developed very good citizenship skills through their anti-racism and anti-sectarianism campaigns which they had presented to the European Parliament. Commendably, they had received a diamond Enterprise in Education Award for this work. Pupils were developing an understanding of the needs of others through raising generous funds for a range of charities. Pupils participated enthusiastically in a wide range of activities outwith school hours, including football, guitar, hip hop, and enterprise activities.
English language
The overall quality of pupils’ attainment in English language was very good. There had been significant improvements in attainment in reading and writing over the last few years. Most pupils were attaining appropriate national levels in reading and writing. Pupils at the early stages were making very good progress in the early stages of literacy. Those who were experiencing difficulty were very well supported by teachers and support staff and were making good progress. Most pupils listened attentively to teachers. However, their skills in listening and talking in groups were not yet well developed. Across the school, most pupils read confidently and fluently. At the upper stages, pupils were skilled in reading for information and were able to talk knowledgably about books that they had read. At all stages, pupils were developing their writing skills well and could write at length for a variety of purposes. Pupils had worked well together to produce pieces of imaginative writing of a high standard. Pupils’ standard of punctuation and presentation of written work was high.
Mathematics
Overall, the quality of attainment in mathematics was very good. There had been significant improvements in attainment over recent years. Almost all pupils were achieving appropriate national levels of attainment. At the early stages, a significant number were attaining these standards earlier than might normally be expected. Those pupils who had not attained appropriate national levels were making suitable progress in their classwork. Pupils at P1 had made a good start to the development of their mathematical skills. Across the school, pupils were developing skills in information handling. By P7, they could handle information very effectively and interpret a broad range of data. Pupils made very good use of computers to create databases and display mathematical information, for example, at P5 when presenting information on healthy life styles. At all stages, pupils carried out written and mental calculations accurately. At P4, pupils were able to estimate and measure length accurately. By P7, pupils had developed very good skills in mental agility, for example, when calculating periods of time. Pupils had very good knowledge of two- and three-dimensional shapes. By P7, pupils were able to solve a variety of challenging problems using a good range of strategies.
Arrangements to support pupils in their learning were very good. Teachers provided well-balanced support and challenge in most lessons. The support for learning teacher and network support teacher interacted very well with pupils and assessed their needs carefully. They worked closely with class teachers to provide appropriate support for individuals and groups. They prepared additional support plans for pupils in consultation with teachers. These plans contained clear criteria for success which were shared with parents and pupils. The support for learning teacher and network support teacher provided high quality professional advice to staff. Links with other support agencies, such as speech and language therapist services, were very good. The educational psychologist provided effective professional support to staff, pupils and parents. Hardworking classroom support assistants worked very effectively with teachers to provide a very good level of support for pupils.
Aspect |
Comment |
Pastoral care |
The school provided pupils with high quality pastoral support. Pupils felt safe and well looked after and thought that staff listened to any concerns they might have. All staff placed a high priority on pupils’ care and welfare and were fully aware of child protection procedures. Priests of the Parishes provided well-judged and effective support for pupils and their parents. Staff dealt very effectively with incidents concerning pupils’ behaviour. There was a range of appropriate strategies in place to improve pupils’ attendance. However, as yet, these had not made a significant impact. The school had taken very good steps to promote a healthy lifestyle, for example by providing a range of after-school activities and holding health promotion weeks. There were very good arrangements in place to support the transition of pupils between nursery and P1 and for pupils at P7 moving to St Andrew’s Secondary School. An enhanced transition programme provided very effective additional support for potentially vulnerable pupils transferring to secondary school. The school’s approaches to supporting pupils’ social and emotional development were very effective. In particular, the rainbow group provided support for those who had suffered loss or bereavement. The school had appropriate procedures in place for the storage and administration of medication. |
Quality of accommodation and facilities |
The school’s accommodation and facilities were excellent. The new school building provided an attractive and stimulating environment for learning. Classrooms were bright and furnished to a high standard. Staff made good use of the gymnasium for physical education and drama lessons. The bright dining room was used by the breakfast and after-school clubs and for a variety of events involving parents and members of the community. All classes made regular use of the well-equipped ICT suite. Pupils’ work was displayed to a high standard. All areas of the school were maintained to a high standard. Pupils made very good use of the imaginatively designed play areas and equipment for energetic outdoor play. Building security arrangements were appropriate. The wide corridors and lift enabled all users to access all areas of the building. |
Climate and relationships, expectations and promoting achievement and equality |
Pupils, staff and parents were very proud of the school and identified strongly with it. Relationships throughout the school were excellent and staff and pupil morale was high. The presence of promoted staff in the playground during breaks was very effective in encouraging appropriate behaviour and providing pastoral support. Staff had high expectations of pupils’ achievement and behaviour and used praise effectively to motivate pupils. Pupils were courteous and very polite. There were well-established and very effective arrangements to promote good behaviour and recognise achievements, including pupils’ successes in out-of-school activities. The school promoted a strong sense of equality and fairness through the programmes for religious and moral and personal and social education. This had helped pupils to develop positive attitudes to other cultures, races and religions. The school organised regular assemblies which provided opportunities for religious observance, worship and celebrating achievement. Pupils had developed an understanding of global citizenship and they demonstrated a clear understanding of the needs of others. |
Partnership with parents and the community |
The school’s partnerships with parents and the local community were excellent. Teachers communicated very well with parents through informative written reports, newsletters, curriculum workshops, and parents’ evenings. Monthly reports provided parents with opportunities to discuss learning targets with their children. They had been appropriately consulted on the revised programme for the sensitive aspects of health education which was about to be implemented. Priests and Sisters from the parishes of St Clare’s and St Benedict’s provided valued support and made regular visits to the school. The School Board was very supportive of the school and took an active interest in its work. The PTA regularly raised funds and actively supported social activities and events. The school choir regularly entertained various community groups. The school worked effectively with others in the learning community. The school had established several useful links with local businesses in support of enterprise projects. |
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
St Benedict’s Primary School provided a happy and purposeful environment within which standards of attainment were improving considerably. Staff were strongly committed to meeting pupils’ needs and provided them with a broad curriculum. Pupils were making very good progress in their personal and social development and, overall, were confident and enthusiastic learners. The strong sense of community and encouragement to learn were contributing significantly to the success of the school and its continuing capacity to improve.
The headteacher’s leadership was excellent. She had shared her vision for the school very effectively with parents, staff and pupils. She had successfully promoted effective teamwork amongst staff. The headteacher ensured consistency across all areas of the school. This had underpinned the earlier very successful amalgamation and relocation of three schools and continued to play an important role in the ongoing work of the school. The headteacher set high expectations for all staff and pupils and demonstrated commitment to continuous improvement. She planned strategically and had a sound professional knowledge of current national developments in education. The headteacher was very well supported by the depute headteacher and principal teacher. They had led improvements in ICT, drama, enterprise and links with the community. They were highly committed to the school. Despite staffing shortages, teachers had made good progress in developing aspects of learning and teaching. Staff were fully involved in developing aspects of the curriculum. The school’s approaches to self-evaluation were well established. The standards and quality report was evaluative and based on a range of evidence, including from the views of pupils, parents and staff. Senior managers monitored the work of teachers systematically and rigorously through, for example, reviewing teaching plans, sampling pupils’ work and visiting classes. Their planned classroom visits had resulted in improvements in learning and teaching. Staff received helpful feedback about the strengths of their work and any areas for improvement.
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:
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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. Within two years of the publication of this report the education authority, working with the school, will provide a progress report to parents.
Jacqueline Horsburgh
HM Inspector
12 June 2007
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.
How good are learning, teaching and achievement? |
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Structure of the curriculum |
very good |
The teaching process |
very good |
Pupils’ learning experiences |
good |
Pupils’ attainment in English language |
very good |
Pupils’ attainment in mathematics |
very good |
How well are pupils’ learning needs met? |
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Meeting pupils’ needs |
very good |
How good is the environment for learning? |
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Pastoral care |
excellent |
Accommodation and facilities |
excellent |
Climate and relationships |
very good |
Expectations and promoting achievement |
very good |
Equality and fairness |
excellent |
Partnership with parents, the School Board, and the community |
excellent |
Leading and improving the school |
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Leadership of the headteacher |
excellent |
Leadership across the school |
very good |
Self-evaluation |
very good |
This report uses the following word scale to make clear judgements made by inspectors:
excellent |
outstanding, sector leading |
very good |
major strengths |
good |
important strengths with some areas for improvement |
adequate |
strengths just outweigh weaknesses |
weak |
important weaknesses |
unsatisfactory |
major weaknesses |
Important features of responses from the various groups which received questionnaires are listed below.
What parents thought the school did well |
What parents think the school could do better |
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What pupils thought the school did well |
What pupils think the school could do better |
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What staff thought the school did well |
What staff think the school could do better |
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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 Education 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, Europa Building, 450 Argyle Street, Glasgow G2 8LG or by telephoning 0141 242 0154. Copies are also available on our website www.hmie.gov.uk.
HMIE Feedback and Complaints Procedure
Should you wish to comment on any aspect of primary inspections, you should write in the first instance to Chris McIlroy, HMCI, at HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.
If you have a concern about this report, you should write in the first instance to our Complaints Manager, HMIE Business Management Unit, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA. You can also e-mail 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 SPSO, 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
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