4 September 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
How can you contact us?
St Maria Goretti Primary School was inspected in April 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 Maria Goretti Primary School is a denominational school serving an area of north-east Glasgow. The school is part of the St Andrew’s New Learning Community. At the time of the inspection the roll was 188. 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.
Parents were highly satisfied with almost all aspects of the school’s work. They felt the school had a very good reputation in the community. They agreed that parents’ evenings were very helpful and staff looked after their children very well. Parents were particularly pleased with the new school buildings. Pupils were proud of their school and enjoyed being there. They liked making decisions about how to make the school better, such as designing the new school uniform. Pupils felt that teachers explained things clearly. They thought that teachers helped them when they had difficulty and treated them fairly. Teachers and support staff enjoyed working in the school. They valued the support they had received from senior managers and the many opportunities to lead curriculum development.
Pupils’ learning experiences and achievements
The school provided pupils with a good curriculum which was broad and well balanced. The headteacher placed a strong emphasis on developing pupils’ skills and knowledge in enterprise and international education. Teachers had been very successful in improving pupils’ knowledge of global issues. The school’s programme for Spanish was particularly effective and was improving pupils’ skills and confidence in listening and talking. The school had made a good start to providing additional time for physical education in line with national advice. Teachers had recently introduced play activities at the early stages. The school was not yet matching additional time for teaching flexibly to better meet pupils’ learning needs. Teaching approaches had important strengths. Teachers organised their lessons well, gave clear instructions to pupils and interacted very well with pupils. They made good use of praise to motivate pupils. In the best lessons, teachers shared the purpose of the lesson and made effective use of questioning to extend pupils’ learning. They provided opportunities for pupils to work together and to learn from each other. However, this good practice was not yet consistent across the school. Teachers provided a varied range of homework activities for pupils.
The quality of pupils’ learning was good. Almost all pupils showed very positive attitudes to learning, were hardworking and very well behaved. The pace of learning varied across the school and in a few classes it was too slow. Pupils responded confidently when working collaboratively in pairs and small groups. At P7, pupils worked very well together in a religious and moral education lesson where they talked about the path of life. At P4, pupils responded very well to a stimulating range of talking and listening activities in a Spanish lesson. Pupils across the school were gaining confidence and skills in using information and communications technology (ICT). At P1, pupils enjoyed timetabled active learning experiences. However, the activities planned did not always provide pupils with sufficient independence or choice.
The school took very good steps to help pupils develop their wider achievements. At all stages, pupils were making very good progress in developing self-confidence and self-esteem. Almost all pupils demonstrated responsible attitudes and participated enthusiastically in a range of stimulating activities. A group of pupils had participated successfully in an international quiz hosted by the school on behalf of the education authority. Pupils expressed their views confidently on school issues through the active pupil council and eco committee. Senior pupils acted as buddies to help younger pupils settle into school. A significant number of pupils regularly took part in a range of out-of-school hours activities, including football, choir and aerobics. At all stages, pupils used their enterprise skills effectively to raise funds for local and international charities. The school was proud to achieve a diamond award for enterprise and International School status from the education authority.
English language
The overall quality of pupils’ attainment in English language was good. In recent years, the school had improved standards of attainment. Most pupils were attaining appropriate national levels in reading and a majority in writing, with a few attaining these levels earlier than might normally be expected. Pupils who required additional support in aspects of English language, and those for whom English was an additional language, were making steady progress towards their learning targets. Pupils listened well to each other and to adults. Pupils at P2/3 were preparing for a poetry recital and were able to identify areas for improvement for each other. At P6 and P7, pupils were preparing and delivering solo talks on a variety of subjects. Most pupils read fluently and with understanding. At P7, pupils talked enthusiastically about favourite authors and books they had read. Progress at all stages in writing was improving. Pupils wrote regularly and at length within different contexts. Standards of presentation, spelling and grammar were variable across the school.
Mathematics
The overall quality of pupils’ attainment in mathematics was good. In recent years, standards of attainment had improved. A few pupils from P4 to P7 were capable of achieving higher standards and learning at a faster pace. Pupils could collect, present and interpret data using a variety of charts and graphs. They had made some good use of ICT to organise and present information, but would benefit from further opportunities to use ICT to enhance their learning and to create databases and spreadsheets. Pupils’ skills in mental calculation were well developed and most were able to complete written calculations accurately. At most stages, pupils were able to select appropriate units for measuring weight and length. Pupils had a good knowledge of shapes and could confidently discuss their properties. Most pupils had developed skills in using a range of strategies to solve problems. However, they were not consistently applying these skills in real-life situations.
The school provided effective support for pupils’ learning. Teachers and support staff provided good support to individuals and groups. Pupils who were looked after by the education authority were very well supported and making good progress in their learning. However, teachers did not always provide appropriately challenging tasks and activities which met the needs of all pupils, particularly higher achieving pupils. The school had established effective systems for identifying pupils who required additional support with their learning. Strong and effective links with health personnel, social work and psychological services ensured good levels of support for pupils with additional support needs. Enhanced transition arrangements were used effectively to support identified pupils transferring to secondary school. Pupils who were learning English as an additional language were making good progress with their coursework. A number of pupils had well-planned individualised education plans (IEPs) which had assisted them in making steady progress in their learning. Parents were consulted about the pupils’ learning targets. Some parents were involved in setting these targets with staff. The school should develop this good practice further.
Aspect |
Comment |
Pastoral care |
The school’s arrangements for ensuring the care and welfare of pupils, including those from vulnerable groups, were very good. All staff were sensitive to the physical, social and emotional needs of pupils and fully understood their responsibilities for child protection. Staff were successful in developing and implementing procedures to promote anti-bullying. The headteacher and staff showed a very caring attitude towards pupils and they had introduced a range of effective initiatives to ensure positive relationships. As a result, pupils felt safe and secure in school. Across the school, health education and the promotion of healthy living were strong features. Pupils liked their school lunches when they could sit and eat with friends. A significant number of pupils also enjoyed a healthy breakfast at the breakfast club. There were effective arrangements in place to support pupils transferring from nursery to P1 and from P7 to St Andrew’s Secondary School. |
Quality of accommodation and facilities |
The quality of accommodation was excellent. The recently-built school campus provided an outstanding standard of accommodation and facilities. Pupils benefited from access to a media suite, gymnasium, changing rooms, and an astroturf pitch which was well used for a range of energetic physical activities. Staff used teaching areas very effectively. They displayed examples of pupils’ work attractively, improving further pupils’ self-esteem and pride in their school. Access for all users was very good and security arrangements were appropriate. |
Climate and relationships, expectations and promoting achievement and equality |
Staff provided a very welcoming, secure and inclusive environment. Staff, pupils and parents were very proud of their school. Staff worked very well together and their morale was high. They set high expectations for pupils’ attendance, behaviour and wider achievements. Staff continued to monitor and take steps to improve pupils’ attendance, and they recognised the need to raise further their expectations of pupils’ attainment. The school ensured an excellent sense of equality and fairness through a wide range of experiences for pupils. Staff used a number of well-planned learning experiences to promote race equality and to assist pupils in recognising and tackling discrimination, including sectarianism. Commendably, issues of equality were discussed regularly and openly and any barriers to involvement and inclusion were addressed very effectively. School assemblies provided regular opportunities for pupils to worship together and for celebrating pupils’ achievements. |
Partnership with parents and the community |
The school had very good partnerships with parents, support agencies and the local parishes. Parents received regular, helpful information about the work of the school. Staff provided parents with a very informative written report on their children’s progress. The school consulted parents appropriately on sensitive health issues such as personal relationships and sexual health. The recently-established School Board and PTA were very supportive of the school and were keen to be involved in fund raising and organising social events. The school had well-established links with the local community, including links with the St Andrew’s New Learning Community and local businesses who gave valued support for enterprise education. The local parish priest provided very good support to the school. He regularly worked with pupils in classes and provided valued support to parents and families. |
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
St Maria Goretti Primary School provided good quality education for its pupils within a very caring environment. The school’s approaches for ensuring equality and fairness and including pupils in all aspects of school life were excellent. Relationships were very positive and the school had a clear and important role in the community. The new school building provided pupils with an outstanding learning environment. The quality of teaching and support given to pupils was good. Attainment in English language and mathematics was good and improving. The school was well placed to improve further.
The headteacher’s leadership was very good. She had successfully managed the bringing together of two school communities and the transfer into the new building. She had a clear vision for the future development of the school and its community. She was very well supported by her depute headteacher and principal teacher. They regularly worked alongside teachers to support pupils and to bring about improvement in learning and teaching. Staff had led improvements in environmental education and ICT. The school’s approaches to monitoring the quality of its work were adequate. Senior managers monitored teachers’ plans, sampled pupils’ work and provided some oral and written feedback. There is evidence to show that improvements are planned for the new school year. The headteacher monitored pupils’ progress and had started to visit classes to monitor the quality of teaching. The school should continue to improve its monitoring procedures, including more effective feedback on classroom observations.
Main points for action The school and education authority should take action to improve the quality of education. In doing so they should take account of the need to:
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What happens next?
The school and the education authority have been asked to prepare an action plan indicating how they will address the main findings of the report, and to share that plan with parents. Within two years of the publication of this report parents will be informed about the progress made by the school.
Marion Burns
HM Inspector
4 September 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 |
good |
The teaching process |
good |
Pupils’ learning experiences |
good |
Pupils’ attainment in English language |
good |
Pupils’ attainment in mathematics |
good |
How well are pupils’ learning needs met? |
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Meeting pupils’ needs |
good |
How good is the environment for learning? |
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Pastoral care |
very good |
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 |
very good |
Leading and improving the school |
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Leadership of the headteacher |
very good |
Leadership across the school |
very good |
Self-evaluation |
adequate |
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 0100. 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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