St Margaret Mary’s Secondary School
Glasgow City Council

3 February 2004

Contents

1. Background
2. Key strengths
3. What are the views of parents and carers, pupils and staff?
4. How good are learning, teaching, attainment and achievement?
5. How well are pupils supported?
6. How good is the environment for learning?
7. Improving the school
Appendix 1 Indicators of quality
Appendix 2 Summary of questionnaire responses
Appendix 3 Whole school attainment
How can you contact us?

1. Background

St Margaret Mary’s Secondary School was inspected in September 2003. Subjects included in the inspection were English, mathematics, physics, science in S1/S2, home economics, and personal and social education. The school is a denominational secondary school which serves the Castlemilk area of Glasgow. At the time of the inspection the roll was 602, including six pupils who had a Record of Needs. The percentage of pupils entitled to free school meals was well above the national average. Pupils’ attendance had shown a small but steady improvement in recent years but was still below the national average.

Members of the inspection team analysed responses to questionnaires issued to samples of parents and pupils, and to all staff. They also met the chair of the School Board and a group of parents. They interviewed groups of pupils and staff.

2. Key strengths

HM Inspectors identified the following key strengths.

• The high level of commitment which staff showed to their pupils.
• The very good attention given to the care and welfare of pupils.
• The very effective partnerships which the school had developed with the local community and other agencies.
• The wide range of extra-curricular activities available to pupils.
• The high quality of leadership provided by the headteacher.

3. What are the views of parents and carers, pupils and staff?

The team found that parents were very positive about the school. Parents were particularly pleased with the concern shown for the welfare of their children and the welcoming atmosphere of the school. They also appreciated the helpful information they received about the work of the school and the progress of their children. Pupils were also positive about most aspects. They felt safe in the school and got on well with other pupils. They thought that teachers expected them to work to the best of their ability and helped them to overcome difficulties. Some thought there was too much homework. Almost all staff liked working in the school although over half did not think pupils were enthusiastic about learning. Some staff felt there should be more consistency in the way the school dealt with instances of poor behaviour and that there should be better information about action taken when incidents were referred to senior staff. Further details about what most pleased parents, carers, staff and pupils, and what they would most like to see improved, can be found in Appendix 2 of this report.

4. How good are learning, teaching, attainment and achievement?

In evaluating the overall quality of learning, teaching, attainment and achievement, HM Inspectors observed aspects of learning across the school in addition to the inspected subjects. They also reviewed the extent to which the structure of the curriculum addressed pupils’ needs, and analysed pupils’ performance in examinations [see Appendix 3].

The curriculum, learning and teaching

The curriculum was broad and balanced and took good account of the varying needs of pupils. It included a good range of subjects for each year group. Staff had developed some good links with primary schools in developing courses which helped pupils in S1 and S2 build on their earlier attainments, for example in speaking Spanish. Some other courses in S1 and S2, however, did not take enough account of pupils’ experiences in primary. The school had extended the provision of courses to allow more suitable choices for pupils with differing interests and levels of attainment. In S3/S4, for example, pupils could follow pre-vocational courses in hospitality and construction. The school should, however, adjust the curriculum in S3/S4 to ensure that all pupils had sufficient time for English, mathematics and personal and social education. The groupings of subjects available in S5/S6 had been developed following consultation with pupils. The curriculum for senior pupils included courses such as motor vehicle maintenance, health and beauty, sociology and psychology. Staff had taken effective steps to ensure that pupils in the pupil support base had a suitably balanced experience.

Across the school, teachers planned a range of whole class, group and individual activities to which most pupils responded well. There were examples of very good direct teaching which communicated clear objectives and purposes to pupils. In some departments, teachers were making increasingly effective use of computers and other information and communications technology (ICT) to enhance pupils’ learning. Teachers generally explained work clearly and often made effective use of questioning to involve pupils and check their understanding. However, there was a need for teachers to be more consistent in reviewing pupils’ progress and helping them to understand what they needed to do to improve. Pupils were able to participate in a good range of activites. They were generally well motivated and worked steadily, but many were not confident in discussion. The school needed to provide more opportunities for pupils to develop self-reliance and to take more responsibility for their learning. Teachers gave some good support to pupils experiencing difficulties. In some classes they planned a range of tasks to take account of the different abilities of pupils. However, the level of challenge and the pace of learning varied too widely. Teachers needed to help pupils to identify and achieve appropriate targets within the tasks they were set.

Attainment and achievement

The overall quality of attainment at S1/S2 was good. Pupils performed well in their coursework in most classes. Pupils’ attainment in reading, writing and mathematics varied to a considerable degree, but had improved substantially over the last three years. Most pupils were making good progress from the levels of attainment which they had achieved at the end of primary school.

The quality of attainment at S3/S4 was good. Pupils performed much better than those in schools with similar characteristics. At Standard Grade, the proportions of pupils achieving five or more awards at grades 1-6, 1-4 and 1-2 were well above those in similar schools. The school had successfully introduced a number of initiatives to raise attainment. The proportion of pupils achieving Standard grade awards had increased, particularly at grades 1-2. Recent results also showed that the proportion of pupils not achieving an award at Standard Grade was beginning to decrease. However, Standard Grade performance overall was still well below the national average. For a number of pupils, poor attendance was having a marked effect on their performance in coursework and national examinations.

The quality of attainment at S5/S6 was good. Pupils performed better than those in schools with similar characteristics. While the number of pupils staying to take examinations in S5, and the overall performance, was well below the national average, the proportions of pupils achieving Intermediate awards or equivalent and Higher awards were better than in similar schools. The proportion achieving at least 5 Intermediate 1 awards or equivalent and the proportion achieving three or more Highers were much better than in similar schools. Pupils’ performance in examinations by the end of S6 was also better than or much better than in similar schools.

Information on the subjects inspected is given later in the report. Significant features of attainment in the subjects not inspected were as follows.

• At S3/S4, all those presented for the pre-vocational course in hospitality at Intermediate 1 had successfully completed two units and had achieved a certificate in elementary food hygiene.
• At Standard Grade, pupils performed notably better in art and design and drama than in their other subjects. They performed notably less well in craft and design and history.
• The majority of those presented at college for units in hairdressing and beauty therapy or motor vehicle maintenance achieved success.
• At S5/S6, all of those presented for units in sports and recreation achieved success.
• All of those presented for administration at Intermediate 1 or 2 achieved A-C grades. All of those presented for drama at Intermediate 2 achieved A-C grades.
• Most pupils presented for Higher art and design achieved A-C grades.

Pupils at all stages participated in a wide range of extra-curricular activities aimed at developing their self-confidence and promoting their self-esteem. These included the school musical, other musical and drama performances, and sporting events. Pupils spoke positively about the benefits of taking part in these activities, but many still lacked confidence in their own ability. Pupils were also developing skill in working with others through activities in class such as practical investigations in science. In the senior school, many pupils were encouraged to develop a sense of citizenship. A wide range of additional responsibilities were taken up by senior pupils who benefited in terms of personal and social development. In addition to the active pupil council, the school was represented on the Glasgow City student forum. Some senior pupils took part in a buddying scheme, where they helped vulnerable younger pupils. Others had the opportunity to work in a paired reading scheme.

Overall, standards of attainment and broader achievements were good. Pupils’ good performance in classwork, and their attainments in examinations in comparison with those in similar schools, reflected the good learning and teaching and the effective steps taken by staff to meet pupils’ varying needs. The school had succeeded in raising attainment in a number of areas in recent years. Staff should continue to strive for continuing improvements in examination performance. They should also aim to further develop pupils’ personal and social skills, especially their self-confidence in relation to what they could achieve in school.

English language

Learning and teaching

Teachers generally provided clear explanations and instructions and used questioning effectively to help develop pupils’ understanding. Although the quality of pupils’ learning experiences varied within the department, in most lessons teachers built pupils’ confidence well by discussing their work with them. They should, however, set clearer objectives for their pupils and review the degree to which these had been met. Pupils applied themselves well to their work but should challenge themselves more in reading and discussion. Teachers were good at including all pupils in classroom activities but needed to ensure that the activities were well matched to pupils’ language needs.

Attainment and achievement

By the end of S2, the majority of pupils were achieving appropriate national levels in reading and writing in 2002. Overall, performance had improved and was better than in similar schools, but still varied from year to year. At Standard Grade, pupils performed significantly better in English than in their other subjects. The proportion of pupils attaining grades 1-4 at Standard Grade was in line with national averages. At S5/S6, pupils performed better at Intermediate 2 than in their other subjects. However, the proportion of pupils achieving A-C grades at Higher and Intermediate levels was below or well below the national average.

Other notable features of pupils’ attainment and achievement included the following.

• Pupils were developing discussion skills but needed to have more confidence and higher expectations of themselves in this area.
• Many pupils read with good levels of understanding.
• The presentation of written work varied and was better when high expectations were successfully conveyed to pupils.

Mathematics

Learning and teaching

Teachers generally provided clear explanations and made regular and effective use of homework. Most teachers made good use of praise to motivate and encourage pupils. The majority of pupils worked well in class. However, a significant minority took too long to settle to their classwork. In some classes, the pace of learning was too slow. The grouping of pupils in line with their prior attainment helped meet pupils’ needs. However, to raise attainment, teachers needed to review their teaching approaches and programmes of work to improve the continuity of pupils’ learning and provide an appropriate level of challenge.

Attainment and achievement

By the end of S2, less than half of pupils were achieving appropriate national levels of attainment. An increasing number were exceeding these levels, but improvement in S1/S2 had not yet resulted in increased attainment at Standard Grade. At S4, more able pupils performed notably less well in mathematics than in their other subjects. The proportion of pupils achieving grades 1-2 was well below the national average. Around half of the small number of pupils presented for Higher or Intermediate 2 achieved A-C grades. At Intermediate 1, the proportion of pupils achieving A-C grades was above the national average.

Physics and S1/S2 science

Learning and teaching

Pupils participated well in a range of learning activities, including practical tasks, investigations and class discussion. Sometimes they spent too long copying information and did not have enough time to think for themselves. Teachers explained work clearly and made good use of questioning to involve pupils. They were increasingly making effective use of ICT to enhance pupils’ learning. In some lessons they made helpful references to relevant applications of science and physics but often needed to make the purpose of activities clearer to pupils. Teachers gave some good help to pupils experiencing difficulty but should do more to match tasks to pupils’ differing learning needs.

Attainment and achievement

Most pupils performed well in their coursework in S1/S2 science. In Standard Grade physics, pupils performed less well than in their other subjects. However, the proportion gaining grades 1-2 had increased significantly over the last three years. Very few pupils had been presented for Higher physics recently. Some had achieved well, but half had failed to gain an A-C grade. There was a big increase in the number studying Higher physics this session.

Other notable features of pupils’ achievements included the following.

• Pupils co-operated well in working with others on practical tasks.
• Some pupils in S2 showed a good understanding of demanding aspects of coursework such as chemical elements and compounds.
• In Intermediate/Access physics classes, most were developing appropriate levels of knowledge and understanding but some were unsure of key points in current topics.
• In Standard Grade physics classes, most displayed a good level knowledge and understanding of topics they were studying.

Home economics

Learning and teaching

Overall, teachers used a good variety of approaches. They showed care and concern for their pupils, and interacted well with them with to establish a positive environment for learning. They explained things clearly, and, in some lessons, made effective use of questioning to check pupils’ understanding. Teachers encouraged and valued pupils’ contributions. Most pupils were well behaved and concentrated well during lessons. Teachers did not always set high enough expectations for pupils. They should continue to review and extend the range of teaching approaches to meet pupils’ differing needs and styles of learning more effectively.

Attainment and achievement

The proportion of S4 pupils achieving grades 1 to 6 at Standard Grade was below national averages, and well below for Credit awards. Almost all pupils presented for Intermediate 1 had attained A-C grades. All pupils presented for an enterprise activity unit at Intermediate 1 and an Intermediate 2 unit in food preparation for healthy eating had achieved awards.

Other notable features of pupils’ attainment and achievement included the following.

• At S1/S2, most pupils in classes seen were making good progress with their coursework.
• S5/S6 pupils following an enterprise course worked enthusiastically and were developing confidence in working with others and using initiative.

Personal and social education

Learning and teaching

Most staff planned and presented lessons effectively especially in S1/S2 where the course was provided by the drama department and group teaching and practical activities motivated pupils well. At S1/S2, teachers gave clear explanations and pupils took responsibility for their learning. The pace of work at this stage was good and pupils participated well. At S3/S4, however, there was inconsistency in teaching approaches. There was too much use of worksheets and not enough active learning. At S6, pupils’ learning was enhanced through the contributions of a good range of external speakers. At all stages, teachers did not make enough systematic use of assessment when planning next stages in learning.

Attainment and achievement

At S1/S2, almost all pupils were performing well in their coursework. Almost all pupils attained an Intermediate unit in Work Experience in their fourth year. However pupils’ progress in other coursework in S3/S4 was weak. Pupils had a limited understanding of the concepts and skills that they were studying. They had few opportunities to gain certification for their achievements in personal and social education from S3 to S6.

Other notable features of pupils’ attainment and achievement included the following.

• Pupils in S1/ S2 were developing confidence and skills in discussing and tackling difficult issues.
• Pupils in S1/S2 were setting personal targets effectively and were making very good progress in their self-evaluation skills.

5. How well are pupils supported?

The school gave very good attention to the care and welfare of pupils. Pastoral care staff and the senior management team were accessible to pupils who required help and support. The pupils support team, consisting of staff from the school and a range of other agencies, provided effective additional support for care and welfare to pupils and their families. Individual mentors gave further support to pupils experiencing social or emotional difficulties. The school addressed health and welfare effectively through personal and social education and a school nurse provided a useful weekly drop-in service for pupils. The school also had sound arrangements for combating bullying and racism. Staff took effective action to minimise bullying and to deal with any incidents that arose.

Pastoral care staff had taken steps to improve their monitoring of the progress and attainment of individual pupils. This monitoring was not yet systematic enough, however, to ensure that pupils’ targets were clear and being achieved. Pastoral care staff provided very effective curricular and vocational guidance. Pupils at S2 and S4 received sound advice to allow them to make curricular choices. Pupils in the senior school had access to very good support from the careers adviser who worked very closely with school staff. Senior pupils had very good opportunities to attend careers conventions and college and university open days.

The school had a very good range of strategies to support pupils’ learning. The learning support service gave good help to pupils. Those requiring additional support in mathematics were taught effectively in small groups. In some classes, learning support staff provided further help which was improving the learning of the pupils concerned. The needs of pupils with Records of Needs were generally well met. However, pupils’ learning plans, linked to Records of Needs, were not sufficiently detailed to ensure that this was consistently the case in all classes. Staff in the pupil support base provided very good support to pupils both in their learning and in their social and emotional development. They kept all pupils’ programmes under review to ensure that they were making good progress and could be reintegrated into classes as soon as was appropriate.

6. How good is the environment for learning?

Quality of accommodation and facilities

The recently built school gave pupils a very good physical environment for learning. The building was well maintained. It was well cared for by pupils. Teaching areas were well furnished and attractive, though some had limited space for display. Some areas of the school became too warm at times. Further work was needed to improve the outdoor facilities, including the surface of the sports field.

Ethos

The school had a very welcoming atmosphere. Senior managers strongly promoted the identity of the school as a Christain community, placing an appropriate emphasis on Catholic values. Pupils had suitable opportunities for religious observance and to attend worship. Parents and visitors appreciated the attention they received. Pupils were proud of their school. Relationships between staff and pupils were often very good. In most classes pupils behaved well and co-operated with teachers and with each other. Staff enjoyed working in the school. They wanted their pupils to do well and encouraged and supported them. They treated them fairly and were developing strategies to promote and ensure equality of opportunity. They were also taking steps to address issues relating to discrimination. For example, pupils had participated in anti-sectarian initiatives. The school had taken various steps to develop pupils’ confidence and self-esteem, for example through participation in drama, sports and musical activities. Many pupils, however, were not confident of their abilities in classwork. Some teachers needed to set and encourage higher expectations. The school had taken some effective steps to improve attendance and reduce the number of exclusions from school. However, absence and exclusion rates were still too high.

Partnership with parents and the community

The school had very good partnerships with parents, the School Board and the wider community. It had an excellent range of procedures for communicating with parents. These included newsletters, the school magazine, clear and informative reports and a well-organised school handbook. The school welcomed parents’ enquiries and their involvement in masses, concerts and out of school events. Parents attended course choice interviews for their children and various meetings to inform them about the work of the school.

The school had strong links with the local community as part of the Castlemilk Partnership. It had the support of local businesses, community organisations and associated primary schools in providing work experience opportunities for pupils. The school’s contribution to the development of some aspects of the local environment had helped it to maintain a high profile in the community.

7. Improving the school

The headteacher had very recently been appointed principal of St Margaret Mary’s New Learning Community which comprised the secondary school and its associated primary schools. As headteacher, he had led the school very effectively and contributed strongly to developing its positive atmosphere. He had established a range of very positive partnerships with agencies and the wider community to the benefit of pupils. He had also developed strong teamwork within senior management and good procedures for consulting with and involving staff on areas such as policy development and planning for improvement. The former depute headteacher had now been appointed head of school. He had a clear vision for his developing role. As depute, he had already made significant contributions to school improvement, such as his work in relation to positive behaviour and pupil support. Senior staff worked very well together and provided good support to the headteacher. They had appropriate remits which they carried out conscientiously, making a particularly strong contribution to the pastoral care of pupils. The management of subjects had recently been reviewed and a number of principal teachers were adjusting to the change in their remits. While many were effective, some needed to develop further certain aspects of their role, such as leading improvements in learning, teaching and achievement.

The school had good and improving procedures for monitoring and evaluating the quality of its work. Senior staff discussed performance with departments. They visited classes to observe aspects of pupils’ work. Departments were making increasing use of quality indicators to judge their effectiveness. A quality calendar helped staff to monitor progress with the school’s plans for improvement. Staff had successfully implemented most priorities in previous plans. The school had prepared an accurate statement of its performance in a standards and quality report. The school recognised the need to do more to disseminate good practice as a means of improving further the quality of learning and teaching.

Overall, St Margaret Mary’s Secondary School provided a very high level of care for its pupils and a broad curriculum designed to meet pupils’ differing needs. Staff showed concern for pupils’ welfare and wanted them to be successful in their schoolwork. Teaching was of good quality and some lessons were very effective. The school had a very good range of strategies to support pupils’ learning and social development, but the level of pace and challenge in lessons was not always well matched to pupils’ needs. The overall quality of attainment was good, although there was too much variation between performance in different subjects. The headteacher and head of school shared a very clear and well-judged view of what was needed to bring about further improvement. They recognised the need to focus more on the quality of learning and teaching and had taken appropriate steps to bring this about, such as setting up a learning and teaching committee. This clarity of vision and the commitment of staff to their pupils made the school well placed to build on its earlier successes.

The school and education authority should take action to bring about further improvement in the quality of pupils’ achievements. In doing so, they should take account of the need to:

• develop a fuller and more systematic approach to evaluating the effectiveness of learning and teaching and identifying and spreading good practice;
• track the progress and attainment of individual pupils more thoroughly in order to provide more help in overcoming difficulties in learning;
• reduce further the number of absences and reduce exclusions through meeting the needs of the pupils concerned more effectively; and
• address weaknesses in learning and teaching in the mathematics department to improve attainment.

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 engage with the school, particularly in relation to monitoring progress in the mathematics department. Within two years of the publication of this report parents and carers will be informed about the progress made by the school.

Ian Rowley
HM Inspector
3 February 2004

Appendix 1 Indicators of quality

We judged the following to be very good

• Pastoral care
• Partnership with parents, the School Board and the community
• Curricular and vocational guidance
• Accommodation and facilities
• Leadership

We judged the following to be good

• Expectations and promoting achievement
• Climate and relationships
• Equality and fairness
• Personal and social development
• Structure of the curriculum
• Overall quality of attainment S1/S2
• Overall quality of attainment S3/S4
• Overall quality of attainment S5/S6
• The teaching process
• Pupils’ learning experiences
• Meeting pupils’ needs
• Learning support
• Self-evaluation
• Effectiveness and deployment of staff with additional responsibilities

We judged the following to be fair

• No aspects were found to be in this category

We judged the following to be unsatisfactory

• No aspects were found to be in this category

Appendix 2 Summary of questionnaire responses

Appendix 3 Whole school attainment

Results 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 achieving

By end of S4

By end of S5

By end of S6

How can you contact us?

Copies of this report have been sent to the headteacher and school staff, the Director of Education, 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).

Should you wish to comment on or make a complaint about any aspect of the inspection or about this report, you should write in the first instance to Bill Maxwell, HMCI at HM Inspectorate of Education, H spur, Room H1-11, Saughton House, Broomhouse Drive, Edinburgh EH11 3XD. A copy of our complaints procedure is available from that office and on our website.

If you are still dissatisfied, you can contact the Scottish Public Services Ombudsman directly or through your member of the Scottish Parliament. The Scottish Public Services Ombudsman is fully independent and has powers to investigate complaints about Government Departments and Agencies. She will not normally consider your complaint before the HMIE complaints procedure has been used. Instead, she will usually ask you to give us the chance to put matters right if we can.

Complaints to the Scottish Public Services Ombudsman must be submitted within 12 months of the date of publication of this report.

The Ombudsman can be contacted at:

Professor Alice Brown
The Scottish Public Services Ombudsman
23 Walker Street
Edinburgh
EH3 7HX
Telephone number: 0870 011 5378
e-mail: enquiries@scottishombudsman.org.uk
More information about the Ombudsman’s office can be obtained from the website: www.scottishombudsman.org.uk

Crown Copyright 2004
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.

Footnote

¹ Comparator schools average is the median performance of the twenty most similar schools in terms of their FME