Cleveden Secondary School
Glasgow City Council

1 May 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

Cleveden Secondary School was inspected in November and December 2006 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. HM Inspectors focused particularly on English, mathematics, physics and S1/S2 science, and art and design.

The inspection team also evaluated aspects of the school’s progress in implementing national recommendations related to improving aspects of school meal 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 representatives of the School Board and from the local community and a group of parents.

Cleveden Secondary School is a non-denominational school serving the north west area of Glasgow. At the time of the inspection, the roll was 1167. The percentage of pupils entitled to free school meals was well above the national average. Pupils’ attendance was generally in line with the national average although there had been a notable decline in session 2005-06. The headteacher of the school was also principal of the Cleveden Learning Community which comprised local nursery and primary schools. The formal depute headteacher acted as head of school for Cleveden Secondary School and worked closely with the headteacher in the management of the school. Staff absence had led to an extended unsettled period in session 2005-06.

2. Key strengths

HM Inspectors identified the following key strengths.

• Pastoral care, learning support and the productive links which the school had with an extensive range of support agencies.
• Promotion of inclusion, equality and fairness.
• Staff’s commitment to the school and its pupils and the wide range of extra-curricular learning available.
• Partnership with parents, the School Board and the local community.
• Contribution of pupils at S6 to the life of the school and the welfare of younger pupils.

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 quality of the curriculum was adequate. It provided a broad and appropriate range of subjects for most pupils. Based on sound rationale and with appropriate consultation, vocational aspects had been developed to promote achievement for a small number of S4 pupils with additional support needs. The school required to extend this provision for pupils at S3/S4. Particular features of the curriculum included the following.

• The school had recently introduced a course at S1 to ensure that all pupils had experience of enterprise and design.
• It had also introduced a course in information and communications technology (ICT) at S1 to develop pupils’ skills. However, pupils did not have sufficient opportunities to extend these skills systematically across the school.
• Curricular and vocational guidance was very effective. Pupils received very good support when making course choices and preparing to leave school. Careers Scotland staff and pastoral care teachers provided valuable advice to pupils.
• The school provided a considerable range of events and activities in the extended curriculum to promote pupils’ broader achievements in citizenship, sports and the arts.
• Overall, pupils at S3/S4 had a broad choice of subjects. A small number of pupils studied social and vocational studies (SVS) instead of French. Pupils achieved well in this course.
• The school did not yet provide sufficiently for physical education and religious education in the S5/S6 curriculum.
• All pupils at S5 had two study periods each week. These classes were not monitored appropriately.
• All pupils had a daily tutor period to support their personal and social development. However, the effectiveness of these classes varied considerably across the school.

Teaching and meeting pupils’ needs

Overall, the quality of teaching was good with clear explanations and a suitable variety of class, group and individual work. Most teachers shared learning outcomes clearly with pupils and established a purposeful environment for learning where pupils received due praise. Many were very skilled at using questioning and feedback to develop pupils’ ability to think through issues. However, these effective approaches were not applied consistently in some lessons. In recognition of this inconsistency, the school was developing sound arrangements to share good practice across the school.

Overall, the quality of provision for meeting pupils’ learning needs was adequate. Generally, teachers knew their pupils well and many used appropriate approaches and resources to address a range of learning needs. However, they did not build systematically enough on pupils’ earlier learning or provide suitable challenge for all pupils. In some lessons, pupils knew how to improve their work and were making good progress. Overall, however, many pupils were unclear about how to meet the targets teachers set for improvement. Support for learning staff provided well-targeted and effective support for pupils with additional support needs. Pupils with individualised educational programmes (IEPs) were making good progress towards their targets. Behaviour support staff used a range of appropriate methods to improve pupils’ social skills and their ability to learn in class. In some areas, staffing difficulties had reduced continuity in pupils’ learning experience. Pupils with English as an additional language (EAL) including asylum seeker pupils received very well-targeted support. Constructive praise and feedback helped them to have high expectations of success and make good progress. While the school had made a positive start to identifying their strengths and learning needs, it had still to put in place a sufficiently rigorous system for planning and tracking their progress.

Learning and personal development

The quality of pupils’ learning was adequate overall. The library provision made a productive contribution to their learning, for example in supporting informed choices when searching for information. Pupils learned and achieved most effectively when given well-designed tasks with high expectations of the quality they should produce, a brisk pace, and opportunities to be independent. Such activities included research work and enterprising activities. They had frequent and appropriate opportunities to work with others to improve their learning. Pupils generally cooperated well with their teachers. However on occasion, for example when the pace was too slow, the poor behaviour of a few pupils interrupted learning. Overall, pupils had too few opportunities to be independent in their learning or to use ICT to extend their learning.

The quality of pupils’ personal and social development was very good. A well-planned programme for personal, social and health education covered a broad range of relevant topics. Most pupils were developing as confident and caring individuals. The school had established a tutorial programme for pupils to develop their personal and social skills further. However, delivery of the programme was not yet sufficiently consistent. Pupils were developing citizenship and enterprise skills, including teamworking and decision-making skills, through their active participation in school committees. The values and citizenship committee, for example, organised a festival to promote the rich cultural diversity within the school. Pupils at S6 had taken on many additional responsibilities including mentoring roles, and successful buddying and peer support programmes with younger pupils to develop their citizenship and leadership skills. Large numbers of pupils were gaining confidence through their involvement in musical performances in the school and local community. Many pupils developed commitment and self-confidence through residential trips, competitions and a wide range of sporting activities. Pupils developed a sense of responsibility through successful fundraising events and involvement in the school council and Eco Schools group. Almost all younger pupils were motivated by the monthly focus of the merit system, which enabled teachers to acknowledge their achievements.

English

Overall, teachers gave clear explanations and used an appropriate range of teaching approaches. However, staffing difficulties and inconsistent practice in providing appropriate challenge slowed pupils’ progress and reduced the extent to which their needs were met. In a significant minority of classes where expectations were high and a brisk pace was set, pupils worked well with others, and independently. For example, they researched and wrote for displays and competitions successfully.

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

• At S1/S2, less than half of pupils attained appropriate national levels in reading and writing. The school had started to monitor progress in talking and listening but was not yet able to provide reliable evidence of pupils’ standards.
• At S3/S4, pupils performed less well in English than in their other subjects. The proportion of pupils attaining grades 1-4 at Standard Grade was below the national average.
• At S5/S6, the proportions of pupils attaining A-C grades were in line with the national average at Higher and Intermediate 2 but below at Intermediate 1. At Advanced Higher, most pupils were successful.

Mathematics

Teachers used questioning well to check pupils’ knowledge and, in the most effective lessons, to develop their understanding. Overall, most teachers explained work clearly. They had developed a wide range of resources to meet pupils’ needs well, particularly at S3/S4. However, some tasks did not challenge higher attaining pupils appropriately. The pace of learning was generally brisk and most pupils worked conscientiously on the activities set. Most teachers built effectively on pupils’ previous learning.

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

• At S1/S2, attainment had improved overall and the majority of pupils attained the appropriate national level. Most were making appropriate progress in coursework.
• At S3/S4, pupils’ attainment at Standard Grade was much better than in their other subjects.
• At S5/S6, the proportions of pupils attaining A-C grades had declined and, overall, were below the national average at Higher and Intermediate 1 and 2. At Advanced Higher, the majority of pupils were successful.

Physics and S1/S2 science

Teachers set appropriate homework for all classes. However, they used a limited range of teaching approaches for physics. The majority of teachers did not use questioning effectively to involve all pupils and to allow them to explain their ideas. At S1/S2 in science, pupils experienced a wider range of activities including investigative work which developed their enquiry skills effectively. In physics, pupils at S4 benefited from well-planned study support. Overall, tasks and activities were not sufficiently challenging, particularly for higher attaining pupils. Pupils at S2 and S4 benefited from opportunities to be responsible for their learning. The poor behaviour of a minority of pupils was not consistently well managed and interrupted learning.

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

• At S1/S2, pupils had acquired a good range of investigative skills.
• At S3/S4, the proportion of pupils who attained grades 1-4 in Standard Grade physics was consistently well below the national average.
• At S5/S6 the proportion of pupils attaining A-C grades in Higher physics was in line with the national average. Pupils’ results at Intermediate 2 were notably poorer than in their other subjects.

Art and design

Teachers prepared and presented the majority of lessons effectively and gave pupils clear instructions. The majority of teachers used questioning well to develop pupils’ thinking. However, lessons were not consistently challenging enough to meet the needs of all pupils. Most pupils remained on task but not all were actively involved in learning or encouraged to think independently. The pace of learning was slow in several classes. Opportunities to attend supported study classes and visit art galleries enhanced pupils’ learning experiences.

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

• At S1/S2, the majority of pupils were making progress in developing their understanding of the visual elements, and experiencing a range of media.
• At S3/S4, the proportion of pupils who attained grades 1-4 at Standard Grade was well below the national average.
• At S5/S6, the proportion of pupils attaining A-C grades at Higher had improved to be in line with the national average. For the past two years, all pupils presented at Intermediate 2 and Advanced Higher had attained A-C grades.

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 attainment was adequate. Particular features included the following.

• Overall, most pupils were making appropriate progress in their learning.
• The majority of pupils attained appropriate national levels in mathematics. In English, pupils made slow progress from the end of P7 to the end of S2. In most subjects, attainment was not being measured appropriately.

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

• The proportion of pupils attaining English and mathematics at SCQF level 3 had improved in session 2006 and was above the national average.
• The proportions of pupils gaining five or more awards at SCQF level 3 or level 5 were better or much better than in similar schools. At SCQF level 4, levels of attainment were similar to those in similar schools.
• The proportions of pupils gaining awards at SCQF level 5 were above the national average in German and Spanish and well below in computing studies, history and physical education.
• Pupils performed better in French and German, and less well in history than in their other subjects.

By the end of S6 attainment was good. Particular features included the following.

• The proportions of pupils gaining three or more and five or more awards at SCQF level 6 had improved and were better than in similar schools.
• At SCQF level 6, pupils performed better in chemistry in comparison to their other subjects.
• Boys’ attainment at SCQF level 6 was generally better than that of girls.

4. How good is the environment for learning?

5. Leading and improving the school

Cleveden Secondary School was successfully raising the achievement of pupils. Pupils’ wide-ranging achievements developed their confidence and citizenship skills. The school provided very good pastoral care for its pupils. Attainment from S3 to S6 was good and adequate at S1/S2. Overall, pupils and teachers identified strongly with the school. The School Board provided strong support. While the overall quality of learning and teaching had strengths, it varied across the school. Staff now needed to focus on improving pupils’ learning to ensure that all pupils made appropriate progress and developed more independent approaches to their learning.

Leadership of the school was good. The headteacher had recently taken up post and had set a clear direction for the school effectively, gaining the support and trust of staff. She had focussed on appropriate improvements in learning and teaching and the promotion of positive behaviour as key priorities. She had promoted leadership at various levels to involve a wide range of staff in decision making, based on sound consultation processes and responsive management. Although she had generally set an appropriate pace for change, the school’s quality assurance processes required more immediate focus and direction. The senior managers were hard working and committed to the school. Individually, they had successfully made contributions in leading and supporting school developments, for example in pupil support. However they required to work more consistently as a team and to adopt a more strategic role in school improvement. A number of principal teachers provided very effective leadership in departmental management, influencing whole-school developments, and sharing good practice effectively.

Overall self-evaluation was weak. The headteacher had introduced some useful approaches which had the potential to allow the school to monitor and evaluate the quality of its provision well. These included the strengthening of systems to standardise the work of the school and introduce more rigour to the analysis of pupils’ progress and examination results. However, the monitoring of the quality of learning and teaching by senior managers and principal teachers was inconsistent. Some principal teachers had established programmes of class visits which led to effective professional dialogue and the sharing of good practice but such programmes did not operate in all departments. Effective procedures were not in place for senior managers to monitor and evaluate systematically the consistent quality of learning experiences for all pupils and to identify actions for 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

• Improve the curriculum at all stages to meet the needs of pupils more effectively and ensure an element of RME in the personal and social development programme at S5/S6.
• Improve standards of attainment, particularly at S1/S2.
• Develop further the overall quality of learning and teaching, by improving pupils’ learning experiences and meeting their needs appropriately.
• Make learning and teaching the focus of self-evaluation and improve the rigour, effectiveness and impact of the school’s quality assurance processes.

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. HM Inspectors will continue to engage with the school and the education authority in monitoring progress, and will undertake a follow-through inspection. This will result in a report to parents, within two years of the publication of this report, on the extent of improvement that has been achieved.

Eleanor Harkness
HM Inspector

1 May 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

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 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

If you wish to comment about secondary inspections

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

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. 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.