St Paul’s High School
Glasgow City Council

4 September 2007

Contents

1. Background
2. Key strengths
3. How well does the school raise achievement for all?
4. How good is the environment for learning?
5. Leading and improving the school
Appendix 1 Indicators of quality
Appendix 2 Summary of questionnaire responses
Appendix 3 Attainment in Scottish Qualifications Authority (SQA) National Qualifications
How can you contact us?

1. Background

St Paul’s High School was inspected in April 2007 as part of a national sample of secondary education. The inspection covered key aspects of the school’s work at all stages.

HM Inspectors evaluated how well the school was raising achievement for all pupils, taking into account the extent to which pupils’ learning needs were met by the curriculum and teaching. They also analysed pupils’ attainment in national examinations (see Appendix 3), the school’s processes for self-evaluation and innovation, and its overall effectiveness and capacity for improvement. Inspectors focused particularly on English, mathematics, business education and home economics. The inspection team also evaluated aspects of the school’s progress in implementing national recommendations related to improving aspects of school meals provision.

HM Inspectors observed teaching, learning and achievement in lessons and other contexts and examined pupils’ work. They analysed responses to questionnaires¹ issued to a sample of parents² and pupils and to all staff. They interviewed groups of pupils, including representatives of pupil councils, and staff. Members of the inspection team also met a group of parents.

St Paul’s High School is a denominational school serving the areas of Carnwadric, Craigbank Househillwood, Nitshill and Priesthill in the south west of Glasgow. At the time of the inspection, the roll was 686. The percentage of pupils entitled to free school meals was well above the national average. Pupils’ attendance was below the national average, but was improving. Since February 2006, the school had been involved in the Scottish Executive’s School of Ambition programme.

2. Key strengths

HM Inspectors identified the following key strengths.

• Leadership of the headteacher in establishing the school’s very positive reputation in its local and wider community.
• The high quality environment for learning, the commitment of staff and pupils’ pride in the school.
• An outstanding range of opportunities for pupils to learn beyond the classroom, which was having a positive impact on their personal development.
• The overall ethos, underpinned by Catholic values, and the quality of pastoral care.
• Partnerships with parents and a wide range of external bodies and agencies.

3. How well does the school raise achievement for all?

To evaluate how well the school was raising achievement for all, HM Inspectors considered the extent to which the learning needs of all pupils were met through the curriculum and teaching. They evaluated the effectiveness of the school in promoting the learning and personal development of all pupils in lessons and in other broader contexts. They also considered the standards attained in specific aspects of learning.

Curriculum

The overall quality of the curriculum was very good. To meet pupils’ needs more effectively the school had introduced National Qualifications courses at S3/S4 in a number of subjects. Based on a sound rationale, it also placed high priority on developing cross-curricular approaches and providing a wide range of opportunities for learning beyond the classroom. Particular features of the curriculum included the following.

• An innovative approach to involvement of subject specialists in planning for learning beyond the classroom helped pupils to make the connections between learning in school and the world of work and further education.
• At S3/S4, all pupils studied administration with the aim of increasing their employability. Links with college providers and the Prince’s Trust broadened the curriculum at this stage.
• At S5/S6, pupils could choose from a wide range of vocational, Intermediate and Higher courses which allowed them to progress effectively from their S4 subjects.
• Extensive provision for enterprise activities, such as the St Andrew’s Day programme, promoted pupils’ self-esteem and positive attitudes.
• The well-planned programme for personal, social and health education (PSHE) at S1 to S4 was enhanced by a range of visiting speakers. The structure of the S5/S6 PSHE programme required improvement.
• Curricular and vocational guidance was very good. Individual interviews by pastoral care staff helped all pupils, with their parents, to make considered choices.
• • The school was taking steps to ensure that all pupils would have enough experience of physical education, in line with national expectations. Provision for religious and moral education was very good.

Teaching and meeting pupils’ needs

The overall quality of teaching was good with several examples of very good practice. In most departments, teachers used a varied range of approaches and provided pupils with well-planned, motivating activities. Questioning was often used well to extend pupils’ thinking. In some lessons, teachers did not explain clearly enough to pupils what they were expected to learn. Sometimes they took too strong a lead and pupils did not have enough opportunities to develop ideas of their own. Most homework tasks were well designed and challenging, but this practice was not consistent across the school. Most departments made effective use of information and communications technology (ICT) to enrich lessons and to increase pupils’ motivation.

Overall, arrangements to meet pupils’ needs were good. Strengths included the school’s work with a range of agencies to develop pupils’ skills for life. The school’s approach to supporting pupils’ learning was to devolve much of the responsibility to individual teachers. Whilst many teachers worked hard to support the learning of individual pupils, not all had yet developed enough expertise in support for learning to provide consistent support for all pupils. Overall, the majority of tasks and resources were well matched to the range of pupils’ needs. Principal teachers of pastoral care and behaviour support helped with early identification of specific needs and the close monitoring of pupils’ progress. They gave pupils, who had been referred for additional, targeted support, appropriate work to involve them actively in their learning. The progress of these pupils was monitored closely. Pupils whose behaviour caused concern were well supported by behaviour support staff and those from external agencies. Most pupils with individualised educational programmes were making good progress towards their targets. However, not all targets were sufficiently detailed to inform teachers’ approaches when working with these pupils. Classroom assistants and auxiliaries provided pupils with very good support. Pupils for whom English was an additional language (EAL) received very good support from the specialist teacher. A strength of the school’s provision was the assistance and support given to children of asylum seekers. Pupils and their families benefited from a well-developed P6 to S2 transition programme and a wide range of activities arranged by the home-school partnership worker. Throughout the year, teachers visited associated primary schools and hosted lessons in secondary classrooms to prepare pupils better for secondary school.

Learning and personal development

The overall quality of learning was good. Most pupils worked well in lessons and showed good levels of motivation. The best lessons gained enthusiastic responses from pupils, who were actively involved in their learning. The pace of learning was good in the majority of classes, with examples of a well-judged brisk pace in a few lessons. In many lessons, there was good interaction and collaborative working among pupils. This was also a particular feature of the work departments were doing to extend pupils’ learning beyond the classroom. The librarians contributed effectively to pupils’ learning. In a few lessons, pupils were able to take responsibility for their learning and develop as independent learners. However, this practice was not consistent across the school. Where teachers did not use an appropriate range of approaches, pupils were passive for too much of the time.

Pupils’ personal and social development was very good. The outstanding range of opportunities for pupils to take part in activities beyond the classroom was having a positive impact on pupils’ personal development. Participation extended their experiences of life, helped them to develop a very good sense of citizenship, including at a global level, and improved their confidence and self-esteem. The environment week led by teachers of social subjects, for example, involved S2 pupils in leading assemblies to communicate key messages on environmental issues from their research in class. Many benefited from involvement in successful musical performances and the annual pantomime. Increasing numbers had represented the school at key events, or gained success in sports and other competitions. Pupils were very well supported to prepare them for the presentation and interview process related to selection for involvement in key events. The school activities organised for St Andrew’s Day, with S6 pupils taking a lead in the organisation, had been particularly memorable for pupils. Involvement in XL Princes Trust work had resulted in notable success for several pupils, including the nomination of one as Young Person of the Year. Increasing numbers of pupils were able to take part successfully in activities to develop their leadership skills. The school was beginning to develop approaches to monitoring the participation of pupils in learning beyond the classroom to ensure that all pupils, including the most vulnerable, achieved success.

English

Teachers used a good range of approaches and explained the content of lessons clearly. They were making increasing use of ICT to provide stimulating contexts for learning, for example in creative writing. Teachers’ questioning was beginning to develop pupils’ thinking skills. Pupils worked well on tasks set and the pace of learning was generally appropriate. They cooperated effectively when working in groups, but did not have enough opportunities to develop as independent learners. Overall, teachers were raising pupils’ achievement by giving good support for their learning. They did not always set sufficiently challenging tasks, or give clear enough indications of what pupils needed to do to improve their work.

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

• At S1/S2, most pupils were making good progress in their learning. Around half of pupils were attaining appropriate national levels of attainment in reading and less than half in writing.
• At S3/S4, the proportion of pupils attaining Credit awards at Standard Grade had increased and was in line with the national average. Pupils performed notably better in English than in their other subjects.
• At S5/S6, less than half of pupils presented for Higher or Intermediate 1 gained A-C grades. The majority presented for Intermediate 2 attained A-C grades. At S6, half of the few pupils presented for Advanced Higher gained an A-C grade.

Mathematics

Teaching had clear strengths with some examples of outstanding practice. Teachers used varied approaches and involved pupils actively in lessons. They shared the purposes of lessons and, in most cases, reinforced the main teaching points at the end of lessons. They were beginning to make effective use of ICT. Most pupils responded well to the range of teaching approaches. Some found it difficult to remain on task, but where the pace was brisk pupils engaged very well with their learning. Teachers were working hard to meet the needs of groups of pupils. However, they did not always provide an appropriate level of challenge for all pupils or build effectively on pupils’ prior learning experiences. Teachers were providing groups of pupils with a wide range of opportunities to apply mathematical skills in real-life contexts.

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

• At S1/S2, the majority of pupils were making good progress with their coursework.

Around half were attaining or exceeding appropriate national levels.

• At S3/S4, too few pupils overall were achieving their potential by the end of S4 because of weaknesses in the previous policy on presentation for examinations. At Standard Grade, pupils performed less well in mathematics than in their other subjects.

• At S5/S6, around half of those presented for Higher gained A-C grades. Less than half of those presented for Intermediate 1 and 2 attained A-C grades. Too many pupils did not achieve success.

Business education

Teachers prepared lessons very well and explained new work clearly. They questioned pupils very effectively to extend pupils’ knowledge and check on their understanding. They made very good use of homework and provided pupils with helpful feedback on how to improve. Pupils were well motivated and worked at a good pace. They had too few opportunities to work together and develop independent learning skills. Teachers matched the challenge of lessons and tasks well to the prior attainment of most pupils. The range of courses available provided opportunities for all pupils to make progress in their learning.

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

• At S1/S2, pupils successfully developed appropriate skills in ICT.
• At Standard Grade, the proportion of pupils attaining grade 1 in administration was above the national average. Pupils performed better in administration than in their other subjects. The proportion of pupils who gained grades 1-4 in business management was well below the national average.
• At S5/S6, the majority of pupils presented for Intermediate 2 courses gained A-C grades. The proportion of pupils gaining A-C grades at Higher had improved to above the national average. Around half of those presented for Higher business management gained A-C grades.

Home economics

Teachers were increasing their range of approaches, including use of ICT to enhance pupils’ learning. They shared the purposes of lessons with pupils and provided clear explanations. Most lessons involved pupils actively in their learning and ended with useful reviews of the main points learned. Teachers used questioning effectively to check pupils’ understanding and, in a few lessons, to extend pupils’ thinking. Pupils responded well to the encouragement and praise from teachers and most worked conscientiously, either independently or in groups, on tasks set. Their achievements were enhanced through participation in a range of vocational experiences and activities. Overall, teachers set a brisk pace of learning. Most tasks were well matched to pupils’ needs, although expectations at S1/S2 were not always high enough.

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

• At S1/S2, most pupils were making good progress with their coursework.
• At S3/S4, most pupils presented for Intermediate 1 hospitality attained A-C grades. Most pupils presented for Standard Grade attained grades 1-6. However, they had performed notably less well in home economics than in their other subjects
• At S5/S6, most pupils presented for Intermediate 2 creative cake production attained A or B grades. The proportion of pupils presented for Intermediate 2 hospitality who attained A or B grades had improved steadily.

Attainment

Information about the subjects inspected has been given earlier in the report. Across the school, particular features of pupils’ progress, results in examinations and other qualifications, including those awarded by the Scottish Qualifications Authority (SQA) within the Scottish Credit and Qualifications Framework (SCQF)³ for the three year period 2004-2006, are included below.

By the end of S2, the overall quality of attainment was good. Particular features included the following.

• Most pupils were making appropriate progress in their coursework, building on their prior learning.
• Most pupils were making good progress from their prior levels of attainment. Around half of pupils attained or exceeded appropriate national levels in mathematics and reading. Less than half of pupils attained appropriate national levels in writing.

By the end of S4, the overall quality of attainment was good. Particular features included the following.

• The proportion of pupils attaining five or more awards at SCQF level 3 was much better than similar schools. The proportion attaining five or more awards at SCQF level 4 was in line with similar schools. At SCQF level 3, this performance was below the national average, and at SCQF level 4, it was well below the national average.
• The proportion attaining five or more awards at SCQF level 5 was better than similar schools, but well below the national average.
• At Standard Grade, pupils performed notably better in music than in their other subjects. Pupils performed notably less well in drama and history and less well in geography than in their other subjects.
• Almost all of the large number of pupils presented for Standard Grade music at S3 gained 1-2 grades. Almost all of those presented for Higher music at S4 attained A-C grades.
• Most pupils in S3/S4 following vocational courses had achieved one or two units.

By the end of S6, the overall quality of attainment was adequate. Particular features included the following.

• The proportion of pupils attaining at least one award at SCQF level 6 by the end of S5 had improved in 2006. It was overall better than similar schools and below the national average. The proportion of pupils attaining at least one award at SCQF level 6 by the end of S6 had fallen, but remained in line with similar schools.
• The proportion of pupils attaining three or more awards at SCQF level 6 by the end of S5 was in line with similar schools and well below the national average. The proportion of pupils attaining three or more awards at SCQF level 6 by the end of S6 had fallen steadily. It was in line with similar schools and well below the national average.
• The proportion of pupils attaining five or more awards at SCQF level 6 by the end of S5 was better than similar schools and well below the national average. The proportion of pupils attaining five or more awards at SCQF level 6 by the end of S6 had fallen. It was in line with similar schools and well below the national average.
• The proportion of pupils attaining at least one award at SCQF level 7 was in line with similar schools and well below the national average.
• At Higher, the proportion of pupils who gained A-C grades in art and design had improved from well below the national average in 2004 to in line with the national average in 2006. Almost all pupils presented for Higher music attained A-C grades.

4. How good is the environment for learning?

5. Leading and improving the school

Overall, the school was broadly successful in raising achievement for many pupils, and was taking steps to address further the needs of particular groups. The school’s supportive environment was underpinned by the promotion of Catholic values and a sense of mutual respect among pupils and staff. Staff showed a high level of commitment and the overall quality of learning and teaching was good. Involvement in the School of Ambition programme was enabling staff to use innovative approaches to extend pupils’ learning beyond the classroom. These approaches were enhancing pupils’ personal development and raising their aspirations. Staff should build on the examples of very good practice to improve consistency in the quality of learning and teaching so that the needs of all pupils are met and pupils’ attainment is improved further.

The headteacher provided very good leadership. He had been particularly successful in achieving the school’s very positive reputation and in establishing strong partnerships with parents and a wide range of external agencies. He led his depute headteachers very effectively in creating an ordered and positive ethos throughout the school, where pupils and staff could feel valued. His commitment to extending pupils’ experiences and achievements beyond the classroom had resulted in high numbers of pupils participating in a wide range of initiatives. Leadership across the school was good. The headteacher had recently introduced a revised vision for the school, together with restructured remits for the deputes and a stronger focus on the role of middle managers in leadership for learning. The deputes, who were highly committed to the school and shared the revised vision, were adjusting to their changed remits. There were examples of emerging strengths in taking forward key priorities. Overall, middle managers were making effective contributions to school improvement, including through increased involvement in cross-curricular activities aimed at enhancing pupils’ learning and achievement. Leadership across the school, however, was not always consistently effective. Senior managers needed to build on existing strengths and examples of teamwork to ensure that middle managers are appropriately supported, and challenged, in working to achieve continuous improvement.

The school had recently altered its approach to reviewing the quality of its work, from one which had involved mainly senior managers in monitoring key aspects of provision such as learning and teaching. Revised arrangements now identified clear responsibilities for middle managers to work with teachers to evaluate and improve practice within departments. Activities included discussion of examination results and pupils’ progress, sampling pupils’ work, and observing learning and teaching. Effective arrangements were also in place to monitor pupils’ attendance and behaviour. Depute headteachers met regularly with their link departments to discuss the outcomes of self-evaluation activities, identify good practice and consider action to secure improvement. Lunchtime seminars enabled staff to share good practice. Further work was required to ensure more rigour and consistency in self-evaluation, at departmental and school levels. Senior managers did not always make strategic use of the information gathered to inform their view of the impact of initiatives and to identify areas for further improvement.

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

Main points for action

• Extend the good practice in learning and teaching more consistently across the school.
• Ensure that the learning needs of all pupils are being met effectively so that all are able to achieve their full potential.
• Improve the rigour and consistency of self-evaluation to provide a sound basis for identifying and sharing good practice and for addressing priorities for continuous improvement.

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. Within two years of the publication of this report parents and carers will be informed about the progress made by the school.

Marjory Robertson
HM Inspector

4 September 2007

Appendix 1 Indicators of quality

The following quality indicators have been used in the inspection process to contribute to the evaluation of the overall effectiveness of the school in promoting learning and achievement for all pupils.

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

Appendix 2 Summary of questionnaire responses

The following provides a summary of questionnaire responses. Key issues from the questionnaires have been considered in the inspection and comments are included as appropriate throughout the report.

Appendix 3 Attainment in Scottish Qualifications Authority (SQA) National Qualifications

Percentage of relevant S4 roll attaining by end of S4

Percentage of relevant S4 roll attaining by end of S5

Percentage of relevant S4 roll attaining by end of S6

How can you contact us?

If you would like an additional copy of this report

Copies of this report have been sent to the headteacher and school staff, the 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, 1^st Floor, Endeavour House, 1 Greenmarket, Dundee DD1 4QB or by telephoning 01382 576700. Copies are also available on our website at www.hmie.gov.uk.

HMIE Feedback and Complaints Procedure

Should you wish to comment on any aspect of secondary inspections, you should write in the first instance to Frank Crawford, HMCI, at HM Inspectorate of Education, Europa Building, 450 Argyle Street, Glasgow G2 8LG.

If you have a concern about this report, you should write in the first instance to our Complaints Manager, HMIE Business Management Unit, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA. You can also email HMIEcomplaints@hmie.gsi.gov.uk . A copy of our complaints procedure is available from this office, by telephoning 01506 600200 or from our website at www.hmie.gov.uk .

If you are not satisfied with the action we have taken at the end of our complaints procedure, you can raise your complaint with the Scottish Public Services Ombudsman (SPSO). The SPSO is fully independent and has powers to investigate complaints about Government departments and agencies. You should write to The Scottish Public Services Ombudsman, Freepost EH641, Edinburgh EH3 0BR. You can also telephone 0800 377 7330 (fax 0800 377 7331) or e-mail: ask@spso.org.uk . More information about the Ombudsman’s office can be obtained from the website: www.spso.org.uk .

Crown Copyright 2007
HM Inspectorate of Education

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Footnotes

1. See Appendix 2

2. Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and carers who are relatives or friends.

3. Scottish Credit and Qualifications Framework (SCQF) levels:
7: Advanced Higher at A-C/CSYS at A-C
6: Higher at A-C
5: Intermediate 2 at A-C; Standard Grade at 1-2
4: Intermediate 1 at A-C; Standard Grade at 3-4
3: Access 3 cluster; Standard Grade at 5-6

4. Comparator schools are the 20 schools statistically closest to the school being inspected in terms of the key characteristics of the school population.