St Timothy’s Primary School and Nursery Class
Greenfield
Glasgow City Council

25 March 2008

Contents

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?

1. Background

St Timothy’s Primary School and Nursery Class were inspected in December 2007 as part of a national sample of primary and nursery education. The inspection covered key aspects of the work of the school at all stages. It evaluated nursery children’s and 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 the quality of the children’s experience in the nursery, pupils’ work and interviewed groups of pupils, including the pupil council, and staff. Members of the inspection team also met representatives of the Parent Council, representatives of the parent-teacher association (PTA) and a group of parents¹.

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

St Timothy’s Primary School is a denominational school serving the Greenfield area of Glasgow. At the time of the inspection the roll was 306, including 80 children in the nursery class. The proportion of pupils who were entitled to free school meals was well above the national average. Pupils’ attendance was below the national average. The school is part of the St Andrew’s New Learning Community.

2. Key strengths

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

HM Inspectors analysed responses to questionnaires issued to all parents, P4 to P7 pupils, and to all staff. Information about the responses to the questionnaires appears in Appendix 2.

Overall, parents expressed a very high level of satisfaction with all aspects of the school and nursery class. All parents felt that the school was well led and that the school was held in high esteem in the community. They felt that the school developed their children’s confidence and independence. Almost all thought their children were highly motivated to learn due to the variety of interesting and stimulating activities created by teachers. A few parents of children in the nursery class felt they were not fully informed about their child’s strengths and next steps in learning. Almost all pupils were satisfied with all areas of the school. They said that they supported one another well and enjoyed learning. They thought they behaved appropriately, were treated fairly and that teachers knew them well. A few commented on the rain water dripping from classroom ceilings onto their work. Staff were very positive about working in the school. They highlighted the very good level of staff teamwork, the mutual respect between adults and pupils and the school’s very positive ethos. All staff felt that the school was well led. Parents, teachers and pupils expressed concerns about aspects of the accommodation, in particular about the condition of the toilets, the unsuitable sports field and the lack of adequate provision for recreational activities in the playground.

4. How good are learning, teaching and achievement?

Pupils’ learning experiences and achievements

Overall, the curriculum was very good, with features of excellence. The nursery curriculum provided appropriate breadth and balance across the five key aspects of learning. Staff were responsive to children’s interests and had started to involve them in making decisions about nursery activities and areas of the playroom. Most children were engaged in a wide range of learning opportunities. However, some children were not sufficiently challenged in their learning. At the primary stages, pupils at P1 to P7 experienced a broad and well-balanced curriculum which included very good provision for their personal and social development (PSD). There was a strong and highly effective emphasis on health education and pupils responded positively to opportunities to adopt healthy lifestyles. The range of interesting and motivating activities across the curriculum was outstanding and helped ensure the development and progression of a wide range of appropriate skills. Pupils made commendable progress through well-developed cross-curricular links, for example, in environmental studies. All pupils demonstrated very positive attitudes to learning and were making very good progress in international and enterprise education. Staff allocated available additional time effectively for an appropriate range of purposes, including active approaches to learning across the curriculum. Good progress was being made towards all pupils receiving two hours each week of stimulating physical education, in line with national recommendations. Pupils’ skills in information and communications technology (ICT) were being developed progressively. The overall quality of teaching was very good, with a few examples of outstanding practice. Interactions with nursery children were good and staff made some effective use of questioning and dialogue to support and extend children’s thinking and learning. In the primary classes, most teachers made use of highly creative and innovative approaches in the tasks they set for pupils. All teachers were highly organised and their classrooms were bright and stimulating environments for learning. They made very good use of assessment strategies to direct pupils’ learning. They shared with pupils what they needed to do to achieve success and used praise very well. Teachers used questioning skilfully to check pupils’ understanding and to challenge their thinking. Most teachers made effective use of working with the whole class, small groups and individuals. They set pupils a wide variety of homework tasks to support the learning taking place in school.

The quality of pupils’ learning in the school was very good with features of excellence. Outstanding and innovative approaches to learning at P1 to P3 ensured all pupils were consistently and actively involved in a wide range of challenging learning activities. Children in the nursery class were making good progress in expressive and aesthetic development, knowledge and understanding of the world and physical development and movement. Almost all children used their senses to explore the properties of sand, clay and other natural materials. They were developing appropriate hand and finger control through involvement in a wide range of appropriate activities. At all primary stages, pupils were highly motivated to learn. They were independent in, and took responsibility for, their learning. All pupils worked very effectively with each other. Commendably, pupils regularly explained and demonstrated to others their thinking and ideas from aspects of their learning experiences. This encouraged and led pupils to think effectively for themselves. They consistently, and in imaginative ways, evaluated each other’s work and made suggestions for further improvements. At P6, pupils worked independently in small groups to find solutions to a range of practical measuring problems. At P6/7, pupils cooperated very well together and used ICT effectively when creating a presentation in groups about Fairtrade. At P7, pupils worked productively in groups to investigate and discuss the effects of authors’ writing techniques. Pupils were making very good progress learning Spanish. Across the school, most pupils learned at a brisk pace, responded well to the high level of challenge and had high expectations of themselves.

The school had been very successful in promoting pupils’ wider achievements. In emotional, personal and social development, children were making very good progress. Children in the nursery were happy and settled and were familiar with the nursery rules and routines. Almost all children were able to share and take turns. They were gaining independence in undertaking personal tasks. A few children concentrated on tasks for long periods of time. At all primary stages, pupils were developing a very good awareness of their responsibilities to themselves and one another. They were regularly given opportunities to make decisions when undertaking classroom tasks and activities. Across the school, they were developing a very good understanding of the world of work through a range of enterprising initiatives. The school was awarded national accreditation in several areas and had strong international links. For example, the Investors in People award and a diamond award for Enterprise in Education. Almost all pupils benefited from participating in a wide range of after-school clubs and achieved success in a range of competitions. This included success in the Glasgow City international quiz and a ‘most enterprising school’ award. The school’s positive approach to behaviour management had contributed to raising pupils’ self-esteem and their motivation to succeed. Pupils’ wider achievements were carefully tracked by class teachers.

English language

The overall quality of pupils’ attainment in English language was very good. Children in the nursery class were making good progress in communication and language. Almost all children were confident when talking to one another and with other adults. Most children enjoyed listening to stories. Many children could recognise their name in print. Some were experimenting with mark making and a few were beginning to form letters. In the primary classes, levels of attainment had risen over recent years. Almost all pupils achieved appropriate national levels of attainment in reading and most did so in writing. Across the school, a significant number of pupils were achieving these levels earlier than might normally be expected. Pupils not attaining the appropriate levels were very well supported through imaginative and challenging programmes of study and were making good progress. Across the school, almost all pupils had well-developed skills in listening and talking. At P3, pupils confidently recited poetry. Across the stages, pupils had developed positive attitudes towards a wide variety of genres of literature and could talk knowledgeably about authors and their styles of writing. Pupils at all stages were able to read, write and speak Scots language. They could identify characters and readily discuss the main ideas of a story. By P7, pupils wrote for a variety of purposes and most applied their writing skills well in other areas of the curriculum. At all stages, written work was of a high quality. Pupils in P7 produced a high standard of imaginative stories. In almost all classes, standards of punctuation, spelling and presentation were good.

Mathematics

The overall quality of pupils’ attainment in mathematics was very good. Children in the nursery were making good progress overall in early mathematics. Most children were able to sort and match objects by simple shape, size and colour. Many children could count with confidence. Most children were developing appropriate understanding of mathematical language. Children showed a good interest in mathematics and were developing well their knowledge of mathematical concepts. Across the school, pupils had sustained high levels of attainment for several years. At all stages, almost all pupils were achieving appropriate national levels of attainment. Pupils had recently made significant gains at the early stages. From P1 to P3, all pupils were suitably challenged in their mathematical thinking and were exceeding appropriate national levels. Overall, pupils were progressing very well in their course work. Pupils with additional support needs were making good progress at an appropriate level. By P7, pupils could confidently interpret information from a range of graphs and charts and were starting to develop appropriate skills in using computers to handle information. At all stages, most pupils carried out both written and mental calculations accurately. Pupils from P1 to P3 were able to measure and use money accurately and confidently. However, older pupils were less confident with estimating length and height. Pupils at all stages had a very good knowledge and understanding of two- and three-dimensional shapes. At all stages, most pupils could solve problems using an appropriate range of strategies.

5. How well are pupils’ learning needs met?

Overall, children’s learning needs in the nursery class were being well met. Staff in the nursery regularly observed children at play and noted their responses to activities. They did not yet use this information effectively to ensure each child’s learning needs were met. Staff were aware of their responsibilities and worked with a range of agencies to assist pupils with additional support needs. In the primary classes, pupils were supported very well. In classwork, teachers provided well-balanced support and challenge to meet pupils’ learning needs. Teachers assessed pupils’ learning very effectively and set appropriate learning targets. They ensured that tasks and activities provided appropriate challenge for all pupils. The school had recently developed coordinated procedures for identifying and supporting vulnerable pupils. Additional teaching staff provided effective support to small groups and individuals. These approaches ensured that pupils were well supported within their regular classes and in the Orchard room, a designated area used to support pupils’ PSD. A range of agencies took an appropriate role in supporting pupils’ personal and social development and providing guidance to staff. Teachers used additional support plans (ASPs) to help pupils achieve success in their learning. Short term learning targets in the ASPs were not clearly defined, but had been shared appropriately with parents and pupils Most staff tracked pupils’ progress very effectively. Hardworking and committed pupil support assistants were an integral part of the school support network and provided a very good level of assistance for pupils and teachers. The school had very good arrangements to support new pupils from home into nursery, at the start of P1 and at transfer from P7 to St Andrew’s Secondary School.

6. How good is the environment for learning?

7. Leading and improving the school

Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.

St Timothy’s Primary School provided education of a very high standard. It offered educational experiences that supported pupils’ academic and personal and social development very effectively. The school was held in high esteem in its community and had a climate that was highly supportive of pupils, parents and staff. Pupils’ learning was at the centre of developments and the school, particularly at P1 to P3 and at P6 and P7, had established a dynamic, innovative and creative learning environment. Overall, the school had a strong capacity to sustain high standards through its commitment to continuous improvement.

The headteacher provided excellent leadership. Her vision placed learners’ progress at the centre of continuous improvement. She empowered staff and pupils to develop new initiatives and to lead teams. This shared leadership helped promote independent, confident learners. She set high expectations and her highly developed interpersonal skills inspired confidence in pupils, parents, staff and the wider learning community. She was well supported by a very effective staff team who were strongly committed to the school. The two deputes fulfilled their remits well. They provided good support to the headteacher and well-received assistance and advice to staff. The principal teachers led important developments in learning and teaching which provided high quality learning experiences for pupils. The school’s approaches to self-evaluation were very good. Staff and pupils were directly involved in the use of self-evaluation for improvements. Staff monitored and evaluated the work of the school rigorously. Senior managers provided very clear and helpful feedback to teachers which ensured that consistently high standards were maintained. Teachers regularly observed each others’ practice and provided support and challenge to colleagues. This was less well developed within the nursery class. Staff were very committed and reflective, and placed a high priority on improving pupils’ learning.

Nursery staff were aware of the implications of the Scottish Social Services Council’s Codes of Practice.

At the last Care Commission inspection of the nursery class there were no recommendations and no requirements.

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.

Elizabeth C Cole
HM Inspector

25 March 2008

Appendix 1 Indicators of quality

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.

This report uses the following word scale to make clear judgements made by inspectors:

Appendix 2 Summary of questionnaire responses

Important features of responses from the various groups which received questionnaires are listed below.

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 Executive Director of Education and Social Work 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 and Communications Team, 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 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 Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and carers who are relatives or friends.