6 May 2008
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 Performance in Scottish Qualifications Authority (SQA) National Qualifications
Appendix 4 Good practice
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St Thomas Aquinas Secondary School was inspected in January 2008 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 analysed pupils’ achievement in national examinations (see Appendix 3) and other areas, the school’s processes for self-evaluation and innovation, and its overall effectiveness and capacity for improvement. Inspectors invited the school to identify good practice and have provided three examples in Appendix 4. HM Inspectors focused particularly on English, mathematics, biology and S1/S2 science, and business education. 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 the chairperson of the Parent Council, a group of parents, headteachers of associated primary schools, representatives of the wider community, and the school chaplain.
St Thomas Aquinas Secondary School is a denominational school serving a large catchment area of the north west of Glasgow. At the time of the inspection, the roll was 942, including 20 pupils in the Language Unit. The Language Unit provided support for pupils with specific language support needs. The percentage of pupils 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.
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 impact of the school on the learning and personal development of all pupils in lessons and in other, broader contexts. They also considered pupils’ achievement in examinations and other areas, and the school’s overall success in sustaining improvements in performance.
Curriculum
The overall quality of the curriculum was good. The school was implementing a 32 period timetable. This provided opportunities for pupils at S1 and S2 to be taught in groups of 20 for all their courses, and for all S1 to S6 pupils to meet in tutor groups for a short time each day. It also ensured that pupils were able to continue their studies in chosen subjects from S3 through to S6. Particular features of the curriculum included the following.
Teaching and meeting learning needs
The overall quality of teaching for effective learning was good. Most classrooms provided a stimulating, positive and purposeful learning environment. Across the school, most teachers planned lessons well, shared the aims of lessons with pupils appropriately and gave clear instructions and helpful explanations. In most lessons, teachers actively involved a few pupils in leading the learning and built effectively on pupils’ previous learning. They also sustained pupils’ attention and motivation successfully. Most teachers used questioning effectively to find out what pupils knew, and to clarify and consolidate key points of lessons. A minority of teachers overall developed pupils’ thinking by asking them to explain and extend their answers. A few lessons lacked stimulation and encouragement where pupils had insufficient opportunities to be effective contributors, to work independently and be responsible for their own learning. Across the school, only a few departments used ICT resources imaginatively and effectively, and ensured that pupils were actively involved.
The school’s approaches to meeting pupils’ learning needs were good. Most tasks and learning activities matched the needs of individual pupils. In a few departments, resources were well matched to pupils’ learning needs. Across the school, the pace of learning was appropriate for most pupils. A few subjects organised classes on the basis of pupils’ prior attainment to enable them to meet learning needs more effectively. The school was reviewing its range of courses and programmes to better meet the varying needs of all pupils. The school had sound systems in place to identify potential barriers to pupils’ learning. Most pupils with English as an additional language were making good progress. Most departments worked well with the associated primary schools, parents and other agencies in planning to meet pupils’ learning needs. The principal teacher of support for learning and pupil support assistants provided valuable support to staff and individual pupils. In particular, most S1/S2 pupils benefited from this support in improving their literacy and numeracy skills. Staffing provision was insufficient to meet the needs of a wider range of pupils from other year groups who would also have benefited from such support. The school had recently introduced a pupil support base to enhance existing arrangements for pupils with additional support needs. The school had recognised the need to review the use of the base and to determine if it was making a difference to individual pupils. In response to recent additional support for learning legislation and education authority guidance, staff had begun to develop additional support plans (ASPs). While these plans contained helpful long and short term targets, there was scope to provide more details in the plans. All parents were informed of their child’s targets.
Overall the quality of teaching and meeting the learning needs of most pupils in the Language Unit was good. Almost all pupils in the Language Unit were integrated very well in mainstream classes and socialised well with their peers with minimal support. They were taught effectively by both the Language Unit and school staff through a cooperative approach to teaching. They were assisted well in class by pupil support assistants and teachers. In the Language Unit, lessons did not always show a clear purpose and progression and only a few teachers shared learning intentions well with pupils and evaluated the outcomes of lessons. Teachers consistently acknowledged pupils’ contributions, praised them through active listening and provided helpful and specific feedback. They encouraged pupils to take responsibility for their own learning. A few pupils in the Language Unit had Individual Educational Programmes (IEPs) but their learning targets within these plans lacked clarity and progression. The learning targets had not yet been actively shared with the pupils. Two speech and language therapists visited the Language Unit on a weekly basis and contributed successfully to reviews and target setting. Teaching staff worked closely with speech and language therapists to address specific needs. However, forward planning and liaison for these joint sessions were not well planned and did not identify clear outcomes.
Impact on learners
This section provides an evaluation of the extent to which the school was successful in raising achievement for all pupils. It refers to pupils’ learning experiences, personal development and aspects of their achievement in examinations and other areas.
Learners’ experiences and personal development
The overall quality of learners’ experiences was good, with major strengths in a few departments. Most pupils were motivated to learn, worked well with their peers and were treated fairly and with respect by their teachers. In a majority of lessons, pupils were encouraged to be responsible for their own learning through self-evaluation and involvement in target setting. In a few departments, they received helpful feedback on how to improve their performance in class work and written assessments. However, these learning strategies were not a consistent feature across the school. Many pupils did not have sufficient opportunities to be independent thinkers, to lead learning and to challenge themselves to do better. In a few lessons, a few pupils disrupted the education of others. Almost all pupils contributed positively to the ethos of the school and community by participating in a broad variety of activities and events. They were actively encouraged to voice their opinions over a range of issues, for example through the pupil council.
The experience of pupils based in the Language Unit was generally positive, in both subject classes and in the Language Unit itself. Pupils felt safe and well cared for by staff and were very secure in their relationships with key staff. They concentrated on learning at all times and were confident in asking for help when required and were actively encouraged to voice their opinions over a range of issues. Almost all pupils who attended the Language Unit were withdrawn from the study of French. The school was reviewing these arrangements in the light of pupils’ interest in studying this aspect of the curriculum.
The school was helping pupils to develop their positive attitudes, personal and social skills, and extending their learning experiences in a variety of ways within and outwith the formal curriculum. These opportunities ranged from curriculum related visits to international exchange projects. The PSE programme provided a few well-planned opportunities for pupils to increase their knowledge and skills related to health and welfare issues, such as Heartstart. Pupils in the Language Unit spoke confidently about their courses and achievements. Many subject departments organised events and trips that enhanced pupils’ learning. For example, senior pupils studying religious education found the visit to the chaplaincy centre at Barlinnie Prison helpful as part of their research. A number of departments had invited external speakers to discuss particular aspects linked to their studies. These included an American astronaut and Member of the Scottish Parliament. S1 to S6 pupils were also involved in a number of cross-curricular projects where a number of departments worked collaboratively to provide learning materials. For example, the mathematics, geography, home economics and science departments successfully provided learning materials for the Determined to Succeed Clyde Challenger project. S6 pupils were taking on leadership roles in a number of areas including mentoring younger pupils in reading, and as part of the Fulcrum Challenge and the Mark Scott Leadership for Life Award Scheme. The school had been identified as Sports School of Glasgow for the session 2006-2007 as a result of the high number of pupils participating in sporting activities at the end of the school day and at weekends. A wide range of enterprising activities, involving pupils at all stages, had won the school a Diamond Award for Enterprise. Teachers organised a wide range of well-supported out-of-school hours activities such as football, debating, athletics and rowing. Most of the pupils involved in these events had achieved success in local, national and international competitions. These activities increased pupils’ confidence and self-esteem. Across the school, pupils participated in a wide range of fundraising and charity events, promoting active citizenship and Catholic faith in action. For example, the school sent backpacks and sweatshirts to Liberia as part of its support of Scottish International Relief. These activities were helping pupils to develop a sense of global citizenship and individual responsibility.
English
The overall quality of teaching, meeting learning needs and of learners’ experiences was adequate. Overall performance was not improving sufficiently.
A few lessons had an appropriate balance of challenging language activities where teachers used resources and homework flexibly. These lessons motivated pupils effectively, but this good practice was not consistent across the department. In most lessons, clear learning intentions helped pupils to focus on how to develop specific skills. Lively, wide-ranging discussions helped develop pupils’ thinking and confidence. Pupils had begun to assess their own and each other’s work systematically and to evaluate the impact of some coursework materials. This was helping them to know their strengths and how to improve. Teachers provided a wide range of courses and resources to meet pupils’ needs, including supported study and visiting speakers. In a few lessons, tasks did not provide pupils with sufficient opportunities for independent thinking and did not meet their needs well. Pupils responded very positively when asked to show initiative and take responsibility. In a few lessons, they had no opportunities to do so.
Overall, pupils had made variable progress from their prior levels of attainment and standards had declined. By the end of S2, less than half of pupils were attaining appropriate national levels of attainment in listening, talking, reading and writing. At S3, the proportion of pupils presented at Standard Grade attaining Credit awards was well above the national average overall. However, at S4 to S6, attainment was below or well below national averages at Standard Grade, Intermediate 2 and Higher. Recently improved aspects of courses and teaching were beginning to raise pupils’ attainment. Groups of pupils applied their language skills effectively to prepare a school newsletter, year book, bulletin for television broadcast and creative writing anthology. A few pupils had achieved success in local and national writing and debating competitions.
Mathematics
The overall quality of teaching, meeting pupils’ learning needs and of pupils’ learning experiences was very good. Pupils’ performance was improving well.
Teachers made very effective use of a variety of approaches to motivate pupils and stimulate their interest in mathematics. They gave clear explanations and reinforced effectively pupils’ prior learning at the start of lessons. Staff shared the purposes of lessons with pupils and helpfully reviewed what pupils had learnt at the end of most lessons. Skilful questioning and regular homework tasks allowed teachers to check on pupils’ understanding and encouraged pupils to think independently. Teachers made effective use of a range of resources including ICT. Most lessons were conducted at a brisk pace. However, in a few lessons, the introduction was too long and not fully effective. Pupils worked well in groups and were developing confidence in discussing and planning their work together. Pupils actively contributed to lessons and could confidently explain work to other pupils. A recent visit to a local college and an outdoor sailing activity had effectively encouraged pupils to develop mathematical skills in real-life contexts.
At S1/S2, most pupils were making good progress in their coursework and the majority reached appropriate levels of attainment by the end of S2. At S3/S4, the proportion of pupils attaining Credit awards in Standard Grade had steadily improved and was above the national average. At S5/S6, the proportions of pupils gaining A-C grades at Higher and Intermediate 1 were in line with the national averages. The proportion of pupils gaining A-C awards at Intermediate 2 was below the national average. Almost all pupils presented recently for Advanced Higher had gained A-C awards.
Biology and S1/S2 science
The overall quality of teaching, meeting learning needs and of learners’ experiences was adequate. Pupils’ performance was not improving sufficiently.
In a majority of lessons, teachers and pupils had created a settled and purposeful environment for learning and interactions were mostly positive. Most teachers gave clear instructions and helpful explanations and organised tasks to match the learning needs of most pupils. However, most lessons lacked stimulation and encouragement to pupils to be involved actively and to work independently. Teachers shared lesson aims with pupils but did not actively involve pupils in this aspect and in summarising the key points at the end of lessons. In most lessons, teachers used questioning effectively to find out what pupils knew. However, they did not provide sufficient opportunities for pupils to give extended answers and to develop their thinking skills. In the majority of lessons the pace was generally appropriate and pupils completed their tasks well. The department was using a limited range of differentiated materials. However, some S2 and S3 classes were organised by ability to better meet the needs of the pupils. Staff had started to track pupils’ performance and to discuss the outcome of this with pupils. In a few lessons pupils were actively involved in their own learning and received helpful feedback that helped them make progress. Pupils were not involved in setting targets as part of their next steps and needed more opportunities to discuss how they could improve their performance.
Most pupils at S1/S2 understood their coursework and were making suitable progress. Teachers were improving pupils’ analytical and investigative skills through their learning and teaching approaches. At S3/S4, the proportion of pupils attaining a Credit or General award at Standard Grade was well below the national average. At Intermediate 1, less than half of those presented attained A-C grades. Most of those presented for Access 3 gained success. At S5/S6, the proportion of pupils attaining A-C grades at Higher human biology was well below the national average. At Intermediate 2, the majority of those presented attained A-C grades.
Business education
The business education department had undergone significant temporary staffing changes. These changes had had an adverse effect upon the department.
The overall quality of teaching in business education was adequate. Arrangements for meeting pupils’ learning needs were good and the quality of pupils’ learning experiences was very good. Pupils’ performance was improving.
The department motivated pupils by using a wide variety of very effective teaching approaches. Whilst teaching within the department was variable, some teachers successfully engaged pupils and ensured they produced work of a high quality. Pupils used a range of very high quality support materials and stimulating tasks which helped to give learners a consistent approach to learning across the department. The department had involved pupils in a range of effective evaluation exercises and activities. Feedback from pupils had resulted in improvements and the development of an excellent variety of learning strategies within the department. Staff successfully encouraged pupils to adopt the learning strategy which best suited their individual needs. Almost all staff knew their pupils well. Pupils were aware of this and respected the highly individualised knowledge and support offered by staff.
Many pupils successfully enhanced their ICT skills through attendance at the departmental lunchtime club. Pupils consistently performed better in Standard Grade business management and administration than they did in their other subjects. Credit awards in both Standard Grade courses were well above the national average. In Higher business management, recent well-judged course changes had led to a significant improvement in attainment with numbers attaining A-C grades now well above the national average. At S5/S6, a majority of the small number presented for business management and administration received A-C grades. All pupils recently presented for Higher economics achieved A or B awards.
Achievement in national assessments, examinations and other areas
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 2005-2007, are included below.
Particular features of achievement in national assessments and other areas by the end of S2 included the following.
Particular features of achievement in examinations and other areas by the end of S4 included the following.
Particular features of achievement in examinations and other areas by the end of S6 included the following.
Overall, the school was having a good impact on pupils’ achievement across a broad range of aspects and was becoming increasingly successful in raising their achievement. Generally, pupils’ performance by the end of S2 had improved over the last three years. Improvement in performance by the end of S4 was good and by the end of S6, it was very good.
Aspect |
Comment |
Care, welfare and development |
The school had effective and significantly improving approaches for the care, welfare and development of pupils. All staff implemented child protection guidelines well. The school had recently improved arrangements for pastoral care. While these developments were beginning to make an impact they were not yet fully embedded in school procedures. Pupils felt that the school was good at dealing with bullies. The school had an effective integrated support team, which coordinated work with other agencies. Planning to meet pupils’ emotional, physical, health and social needs when they transferred from primary to secondary school was effective. Staff monitored the needs of looked-after children and pupils at risk of missing out sensitively through increasingly systematic approaches. The school had completed a review of healthy living and health promotion. However, this area of learning had not yet become established in the life of the school. The PSE programme covered appropriately key aspects of healthy lifestyle, careers, safety on the Internet and citizenship. Across the school, pupils’ experiences in PSE were too variable. Pupils had access to an effective careers adviser and up-to-date web-based careers information. The school was currently developing an initiative to train pupils as Peer Conciliators. Language Unit staff had direct pastoral responsibility for their pupils. Pupils based in the Language Unit accessed PSE with their year group peers. Currently there were limited opportunities for liaison between Language Unit and whole-school pastoral staff. |
Management and use of resources and space for learning |
Management and use of resources and space for learning was very good. Particular features included the following.
Staff reported that the lack of a common staffroom reduced communication. However, staff bases provided useful opportunities for teamwork and collegiate working on a faculty basis. Some pupil support assistants did not have a staff base in which to work. |
Equalities, expectations and engagement |
Most staff were actively involved in a variety of professional activities and developments. They felt that they were consulted appropriately about improvements and changes in the school. Across the school, most staff were successfully improving approaches to learning and teaching. Staff had regular discussions about the school’s priorities and sharing of good practice. This was evident, for example in the art and technical departments. Around a half of staff were members of the school’s improvement groups which were led by promoted and unpromoted staff. Links between the staff in the Language Unit and the rest of the school were beginning to be more effective. Following wide consultation with pupils, the catering manager worked jointly with the school to pilot and implement a new initiative ‘The Sub Zone’. Pupils and staff frequently chose this option and as a result the uptake of school lunches had increased. Most staff had high expectations for pupils to do well and discussed frequently with pupils the importance of attending school and good behaviour. Most pupils worked hard and took responsibility for their own learning and progress. However, occasionally the behaviour and poor attitude of a minority of pupils disrupted the learning of others. Staff recognised the need for a more consistent approach to promoting positive behaviour across the school. The school promoted pupils’ academic success and achievements effectively through the whole-school award system to motivate and encourage other pupils to do equally well. The majority of pupils had high expectations for themselves and encouraged others to do well. The school’s chaplaincy team supported the school successfully in providing pupils with appropriate opportunities for religious observance and worship. Pupils from the Language Unit were well integrated into the school community and felt welcomed and treated fairly. The very positive welcome and support which pupils received from staff and pupils to overcome language or other potential barriers to learning was embedded in the ethos of the school. The school had effective links with GASSP (Glasgow Asylum Seekers Project) to support asylum seekers and refugees. They were also developing strong links with representatives of other religious communities to serve the school’s diverse population. The school addressed issues of race, gender and disability successfully within the PSE programme and in many areas of the curriculum. The school promoted equality and fairness and celebrated the success of its diversity well. |
The school’s success in involving parents |
Most parents were very positive about the school. The school had strong working links with the Parent Council, parents and the local community and consulted parents effectively on a number of school improvements and developments. It successfully provided parents with relevant information through regular and informative newsletters and via the helpful school website. Pupils’ progress reports were helpful and relevant. However, parents stated that they wanted more opportunities to discuss what steps to take to improve their child’s performance. Many parents were actively involved in a number of out-of-school hours activities and school-community events. |
St Thomas Aquinas Secondary School was becoming increasingly successful at raising achievement for all pupils. As a result of the strong commitment of staff to improvement and the impact of the many working groups, the school was now developing a culture of improvement. Across the school, effective collegiate working was having a positive impact on the production of new curricular materials and the sharing of good practice related to learning and teaching. Most heads of department and depute headteachers were leading improvement initiatives skilfully and helped others in carrying out similar tasks. Many teachers were leading curriculum development effectively and senior pupils were also making significant contributions to improving the school’s ethos. The school needed to continue to ensure that all staff worked as a team in order to continue to raise achievement and attainment, to improve the quality of effective teaching and make learners’ experiences even more uplifting and positive.
The headteacher had been in post for 18 months and was very strongly committed to school improvement. He had successfully introduced and embedded well-judged strategies and approaches to improve the quality of teaching and learners’ experiences. Involving staff fully, he had ensured that they were consulted and that they helped to lead initiatives to drive forward school improvement. He had managed the pace of change strategically and effectively and had used approaches to self-evaluation successfully to identify, promote and celebrate the best practice in departments. He had increased the leadership capacity of many staff across the school and was well supported by promoted and unpromoted staff. Most heads of department and depute headteachers supported improvement and change effectively. Most staff were actively involved in improving the quality of teaching and pupils’ learning experiences. They supported each other effectively in developing and sharing new ideas and approaches to improve and enhance their teaching and pupils’ learning. They worked well together in a collegiate manner and successfully embedded improvements in the curriculum. Many staff had opportunities to be involved in the decision-making process in the school and to actively lead whole-school initiatives.
The headteacher had ensured a greater focus on participation and consultation with staff, parents and pupils to inform the school’s priorities. This enabled the school to take effective steps to achieve greater consistency in ensuring impact from self-evaluation. Most teachers evaluated effectively their approaches to learning and teaching. In some departments, the impact of improvement strategies was very high. Staff in these departments made very good use of the views of pupils to evaluate and modify their courses and teaching approaches. Teachers had increased opportunities to share effective practice in learning and teaching which benefited pupils’ learning. However, the impact of self-evaluation varied across the school. Staff were making increasingly effective use of nationally developed quality indicators to evaluate the work of subject departments and to enhance the overall effectiveness of the school. Senior managers and heads of department were working more directly with teachers to analyse pupils’ attainment in national examinations and address underachievement. They had yet to ensure that the Language Unit benefited from this increased focus on quality improvement to secure future improvements. The school now needed to maintain its improvements while ensuring that there was a consistent approach to providing high quality learning and teaching for all pupils across the school.
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
Continue to improve achievement by:
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.
Hakim Din
HM Inspector
6 May 2008
The following quality indicators have been used in the inspection process to contribute to the evaluation of the overall effectiveness of the school in raising achievement for all pupils.
Section 3. How well does the school raise achievement for all? |
|
The curriculum |
good |
Teaching for effective learning |
good |
Meeting learning needs |
good |
Learners’ experiences |
good |
Improvements in performance: S1/S2 |
adequate |
Improvements in performance: S3/S4 |
good |
Improvements in performance: S5/S6 |
very good |
Section 4. How good is the environment for learning? |
|
Care, welfare and development |
good |
Management and use of resources and space for learning |
very good |
The engagement of staff in the life and work of the school |
good |
Expectations and promoting achievement |
good |
Equality and fairness |
very good |
The school’s success in involving parents, carers and families |
good |
Section 5. Leading and improving the school |
|
Developing people and partnerships |
good |
Leadership of improvement and change (of the headteacher) |
very good |
Leadership of improvement and change (across the school) |
good |
Improvement through self-evaluation |
good |
This report uses the following word scale to make clear the 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 |
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.
What parents thought the school did well |
What parents think the school could do better |
Parents were positive about the school. Of those parents who responded to the questionnaire, almost all thought that:
|
|
What pupils thought the school did well |
What pupils think the school could do better |
Almost all pupils thought that:
Most pupils stated that:
|
|
What staff thought the school did well |
What staff think the school could do better |
All teachers and support staff who responded to the questionnaire thought that:
Almost all teachers and support staff thought that:
|
|
This data is used alongside evaluations of teaching for effective learning, meeting learning needs, expectations and promoting achievement, and the overall quality of learners’ achievement, to inform the overall evaluation of improvements in performance.
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
2005 |
2006 |
20074 |
||
English and Mathematics @ Level 3 |
St Thomas Aquinas SS |
80 |
92 |
87 |
Comparator schools5 |
87 |
88 |
85 |
|
National |
90 |
91 |
91 |
|
5+ @ Level 3 or better |
St Thomas Aquinas SS |
79 |
91 |
85 |
Comparator schools |
86 |
86 |
82 |
|
National |
90 |
91 |
91 |
|
5+ @ Level 4 or better |
St Thomas Aquinas SS |
71 |
82 |
63 |
Comparator schools |
59 |
63 |
60 |
|
National |
76 |
77 |
75 |
|
5+ @ Level 5 or better |
St Thomas Aquinas SS |
26 |
30 |
32 |
Comparator schools |
18 |
17 |
19 |
|
National |
34 |
35 |
32 |
Percentage of relevant S4 roll attaining by end of S5
2005 |
2006 |
20074 |
||
5+ @ Level 4 or better |
St Thomas Aquinas SS |
83 |
72 |
83 |
Comparator schools5 |
65 |
61 |
67 |
|
National |
78 |
78 |
79 |
|
5+ @ Level 5 or better |
St Thomas Aquinas SS |
44 |
39 |
41 |
Comparator schools |
31 |
26 |
27 |
|
National |
45 |
45 |
46 |
|
1+ @ Level 6 or better |
St Thomas Aquinas SS |
33 |
30 |
35 |
Comparator schools |
24 |
24 |
24 |
|
National |
39 |
38 |
38 |
|
3+ @ Level 6 or better |
St Thomas Aquinas SS |
17 |
16 |
18 |
Comparator schools |
10 |
9 |
8 |
|
National |
23 |
22 |
22 |
|
5+ @ Level 6 or better |
St Thomas Aquinas SS |
10 |
6 |
6 |
Comparator schools |
2 |
2 |
2 |
|
National |
10 |
10 |
9 |
Percentage of relevant S4 roll attaining by end of S6
2005 |
2006 |
20074 |
||
5+ @ Level 5 or better |
St Thomas Aquinas SS |
46 |
46 |
42 |
Comparator schools5 |
29 |
32 |
31 |
|
National |
47 |
48 |
47 |
|
1+ @ Level 6 or better |
St Thomas Aquinas SS |
38 |
39 |
34 |
Comparator schools |
27 |
28 |
26 |
|
National |
43 |
43 |
42 |
|
3+ @ Level 6 or better |
St Thomas Aquinas SS |
26 |
23 |
20 |
Comparator schools |
15 |
17 |
14 |
|
National |
30 |
30 |
29 |
|
5+ @ Level 6 or better |
St Thomas Aquinas SS |
12 |
15 |
14 |
Comparator schools |
9 |
7 |
6 |
|
National |
19 |
20 |
19 |
|
1+ @ Level 7 or better |
St Thomas Aquinas SS |
7 |
7 |
8 |
Comparator schools |
5 |
4 |
3 |
|
National |
12 |
13 |
12 |
In the course of the inspection, the following aspects of innovative and effective practice were evaluated as being worthy of wider dissemination.
Business education department
Resources and materials
One of the main aims of the department was to ensure that time spent by pupils in class was used to maximise learning. After consulting pupils about their learning experiences the department changed its teaching approaches and developed new and relevant resources. All teachers used more active learning approaches and ensured that pupils were responsible and independent learners.
The department developed the following resources.
(a) Powerpoint notes
Powerpoint notes had been developed at each level for business management and business administration. The materials were linked to the SQA arrangements documents for each course and all pupils were given them as part of their course notes.
(b) Mind maps
Pupils were taught how to construct mind maps by using ‘brainstorming’ techniques. These approaches were used alongside index cards to consolidate the main learning points.
(c) Index cards
Pupils also used index cards to write down key terms as they worked through the course units and filed these for future revision.
Pupils undertook four different projects in administration and business management throughout S3 and S4. They prepared powerpoint slides on their projects and presented them to their peers. They frequently used hyperlink sites and revision material to consolidate their learning. Pupils were given a computer disc which contained the department’s powerpoint notes, unit questions, homework questions, project materials and revision questions. It also contained National Examination questions on all aspects of the course they were studying to further consolidate their learning.
Design and technology department
Self-evaluation impact
Within the design and technology department, self-evaluation by pupils and teachers formed part of the daily learning and teaching approaches. Staff shared a vision for improvement and used self-evaluation very effectively which resulted in pupils learning better. At the forefront of these activities was the department’s drive to engage pupils in their own education and this aspect improved pupils’ performance. The department used peer evaluation by pupils and staff, course evaluation questionnaires completed by staff and pupils and peer observation to evaluate the department’s learning and teaching approaches. The staff integrated these self-evaluation approaches into their teaching and course materials and used them in every lesson. The impact of these approaches was that staff improved their teaching and pupils were motivated and enthusiastic in their learning. These self-evaluation approaches were reviewed annually by the department and staff redesigned course materials to ensure that pupils’ learning needs were being met appropriately. The principal teacher consulted parents successfully, using a variety of methods to ascertain their comments on the work of the department.
Art and design department
Developing pupil creativity
The art and design department was very effective in encouraging pupils to produce individual creative responses to stimulating but challenging learning activities. The department supported inclusion at all stages through encouraging all pupils to develop a sense of achievement through critical self-evaluation. Pupils achieved high quality solutions to their expressive and design activities through being encouraged to take responsibility through active learning opportunities. The department encouraged open-ended negotiated activities which motivated pupils to research and develop individual problem-solving approaches reflecting their personal interests. Teachers integrated a range of opportunities to engage with visiting artists and designers, visit galleries and participate in creative residential activities as part of a holistic approach which stimulated pupils’ interests. Pupils’ understanding and ownership of their learning was also supported through the department’s strong lead in cross-curricular activities within the school. This reflected the emphasis on pupils’ understanding of the context of their learning as well as their ability to provide individual solutions to their coursework. Creativity was further encouraged through peer and self-assessment exercises with all year groups. Pupils presented and discussed their work with their assigned partner in group and class activities and used evaluative praise when describing another person’s work. These learning approaches improved pupils’ confidence and self-esteem. They shared thoughts and opinions, asked questions, took risks and developed their own ideas. Their views were used to inform curricular planning, unit development and evaluation within the department, and pupils set their own learning targets.
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HM Inspectorate of Education
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