St Joan of Arc School
Glasgow City Council

11 March 2008

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
How can you contact us?

1. Background

St Joan of Arc School was inspected in November 2007 as part of a national sample of provision for additional support needs. 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 the school’s processes for self-evaluation and innovation, and its overall effectiveness and capacity for improvement. Inspectors focused particularly on English, mathematics, expressive arts, home economics and personal, social and vocational 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 the pupil council and eco committee, and staff. Members of the inspection team also met the chairperson and parents from the Parent Council and the school chaplain.

St Joan of Arc School is a denominational special school serving the north of Glasgow. It provides education for pupils aged 11 to 18. All pupils had additional support needs. There were a few pupils with autism spectrum disorder. At the time of the inspection, the roll was 58. There was enhanced staffing within the Iona Unit, a separate small group of pupils with more complex needs. Seven pupils had coordinated support plans. The percentage of pupils entitled to free school meals was well above the national average. Pupils’ attendance was below the national average.

2. Key strengths

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. The length of the school week was not yet in line with that of mainstream schools. The curriculum provided an appropriate range of subject areas based on the 5-14 national guidelines and the National Qualifications (NQs) framework. Pupils were undertaking Standard Grade courses in English and social and vocational studies. Overall, however, the range of certification available did not provide them with sufficient challenge. The school placed a strong emphasis on meeting pupils’ personal, social and vocational needs. The curriculum was not yet sufficiently adapted to meet the individual learning needs of each pupil effectively. Particular features of the curriculum included the following:

• Pupils across the school participated enthusiastically in a range of activities to develop their awareness of environmental education and global citizenship. The Forest Education Programme used the forest as a context for learning. Pupils taking part in the programme had greater knowledge and understanding of the natural environment and successfully engaged in activities such as recycling to conserve natural resources.
• Pupils participated actively and contributed effectively through working in the school bank, running enterprise events and undertaking challenges leading to accreditation through the Caledonian Award and ASDAN (Awards Scheme Development and Accreditation Network).
• Pupils benefited from the school’s promotion of health awareness across different subject areas. They actively applied their knowledge to their own lifestyles through healthy eating and could talk confidently about health issues.
• S1/S2 pupils were able to improve their personal fitness through the increase in time for physical education. In technical education, high quality and motivating experiences met pupils’ individual needs effectively.
• The school effectively developed pupils’ employability skills through vocational education programmes, opportunities for relevant work experience and the wide range of college courses on offer.

Teaching and meeting pupils’ needs

Overall the quality of teaching was good with some examples of very good practice. Teachers gave well-structured lessons and provided clear explanations. In most classes teachers used skilful questioning to support pupils’ understanding successfully. They shared learning intentions with pupils and reflected on their progress towards learning outcomes at the end of lessons. Teachers worked in partnership with other teachers in some classes. However, they did not always use cooperative teaching effectively to support pupils and encourage them to be independent learners. In all classes teachers maintained warm and positive relationships with pupils and most used praise and feedback effectively to motivate pupils. A few teachers used information and communications technology (ICT) effectively to support pupils’ learning but in most classes there was insufficient emphasis on using ICT as a teaching and learning aid. Some lessons were too teacher led and pupils did not have enough opportunities to work independently and take responsibility for their learning.

Approaches to meeting pupils’ needs were adequate overall. In most classes teachers planned tasks, activities and resources to take into account the needs of pupils. Pupils in the Iona Unit were making good progress in developing their communication and social skills.

Pupils’ needs were identified well in a range of learning plans. However, across the school targets set within pupils’ individualised educational programmes (IEPs) were not specific enough to meet their individual support needs or enable progress in learning and personal and social development to be monitored. Pupils and parents were not yet actively involved in setting targets within IEPs. Support assistants worked well with pupils and provided well-judged assistance in classes. Pupils received one to one support from a support for learning teacher to develop basic numeracy and literacy skills. Pupils in the Iona Unit had too few opportunities to work in classes alongside their peers.

Learning and personal development

There were important strengths in the quality of pupils’ learning. Almost all pupils were motivated and engaged in class and worked well with each other in pairs, groups or as a whole class. Almost all pupils behaved well in all their classes. Staff provided a wide range of motivating and practical learning activities for pupils. In a few classes pupils were not sufficiently challenged and the pace of learning varied from being brisk and stimulating in some classes to slow in others. Pupils were making very good progress towards developing their personal skills and positive attitudes to achievement. The school helped pupils develop these skills through a very wide range of approaches including a planned programme from S1 to S6 in PSE. In addition, pupils followed programmes such as health and careers education. The school promoted pupils’ confidence and citizenship through encouraging pupils to participate in an extensive set of wider activities. For example, pupils ran the school bank which operated as an active mini-branch and were involved in a wide range of charitable activities including raising funds for projects in a number of developing countries. Pupils were encouraged to consider fair trade issues and conserving the environment through the curriculum as well as through the eco-committee. Pupils were developing their own garden. One pupil had recently won a silver award when representing Great Britain at the Special Olympics basketball tournament in Beijing.

English

All staff shared learning intentions with pupils and some gave pupils good opportunities to be involved in identifying the class learning outcomes. Teachers interacted very positively with pupils and generally made good use of praise and feedback. The specialist support for learning teacher worked effectively with individual pupils to support literacy. However, there were insufficient opportunities for her to work with groups or in partnership with class teachers to meet the needs of pupils effectively. Subject teachers in a number of areas such as technical and home economics supported pupils’ literacy skills well. Pupils participated enthusiastically in class discussions and written work. Some were able to assess their own work and that of others in classes. Most pupils in S3 and S4 had produced good examples of personal writing which were on display in classes. Pupils with more complex needs were able to sequence and discuss visual stories competently. Most pupils showed good comprehension of characters and settings in their book studies. In a few classes tasks, activities and resources were not well matched to individual needs. Pupils did not have enough opportunities to develop their language skills through more practical and functional learning experiences. There were insufficient opportunities for more able pupils to undertake cluster awards.

Overall, approaches to teaching, learning and attainment in English were good. Approaches to meeting pupils’ needs were adequate. Features of pupils’ achievement included:

• At S1/S2 pupils had progressed well in relation to their prior attainment.
• At S3/S4 almost all pupils attained Access 2 Units.
• At S5/S6 all pupils had gained a number of Access units at SCQF levels 1-3 but were not yet sufficiently challenged to gain group or course awards in this subject.

Mathematics

Teachers interacted very well with pupils and used praise effectively to encourage them to complete their tasks. Overall, they gave clear explanations and checked pupils’ knowledge and understanding through suitable questioning. They shared the content of lessons with pupils but did not always summarise their learning. Pupils were very well motivated and readily engaged in classwork. In particular, they responded very positively to the range of practical opportunities to learn through everyday uses of mathematics. At all stages teachers and support staff met pupils’ needs effectively through well-directed individualised tuition and guidance. They matched tasks well to pupils’ different abilities.

The quality of attainment, learning and meeting needs was very good. The quality of teaching was good. Almost all pupils were making suitable progress in their classwork and overall learning targets. Particular features included the following:

• At S1/S2, pupils were acquiring a range of skills in aspects such as number work, the use of money and problem solving.
• At S3/S4, almost all pupils were making good progress towards achieving NQs in units at Access 2 level. At S4, most had achieved a course award at Access 2 in 2007.
• Almost all pupils in S5/S6 were making good progress towards achieving units at Access 3 and awards through ASDAN. By S6, the majority of pupils had achieved a course award at Access 3 in 2007.

Pupils across the school were gaining a range of skills in financial education through, for example, running the school bank and managing money collected to support aid initiatives in Africa.

Home Economics

The teacher set high expectations for pupils’ achievement, particularly for the development of practical skills. She had established very effective working relationships with pupils and made very good use of direct interactive teaching and practical demonstrations to promote pupils’ learning. Pupils were able to discuss their learning targets confidently and to assess their progress towards these. All pupils participated enthusiastically in practical cookery and were aware of the importance of a healthy diet. Through the very well-planned programmes of work they were acquiring skills in food preparation and cooking as well as related social and hospitality skills in serving meals.

Approaches to meeting pupils’ needs were good overall. The quality of teaching, learning and attainment and achievement was very good. Particular features of achievement included the following:

• At S1/S2 pupils were making very good progress towards targets related to safe use of equipment, dietary requirements and developing craft skills. Pupils in S2 successfully used menus from the dining hall to increase their confidence in sampling and preparing healthy meals.
• At S3/S4 pupils produced high quality work and attained NQ units at Access 3 in Introduction Cookery Processes and Introduction to Food Preparation Techniques.
• At S5/S6 pupils successfully ran a community café and completed food preparation programmes as part of ASDAN awards.

Expressive Arts

Teachers of expressive arts gave clear explanations to pupils and shared learning intentions in most lessons. In most lessons teachers used a range of teaching approaches to successfully motivate and involve all pupils. Pupils had good opportunities to express themselves through a range of appropriate activities in art and design, drama, music and physical education. In art, pupils in S1 and S2 were producing high quality line drawings and creating pictures using paint and stencils. Pupils’ designs had been selected for entry into the Glasgow 2007 calendar which the local authority had sent to all schools. In S3 and beyond pupils used a variety of materials to create models and develop their drawing skills. In drama, pupils were motivated by acting and improvisation routines. They were successfully developing skills in movement and use of expression and body language. Pupils had participated in drama workshops with a national theatre group on the life of St Columba and had worked with a professional film company on a number of short films. In music, pupils were developing listening skills using percussion instruments and could sing a number of songs. Pupils actively participated in the choir at lunchtime. In physical education pupils were improving their overall fitness through well planned activities. They participated in swimming on a rota basis and took part successfully in a range of sporting events including football, cross country running, athletics and the Glasgow Youth games.

In expressive arts teachers gave insufficient attention to adapting courses and programmes to effectively meet the needs of all pupils and to draw upon their experiences and interests. In drama, music and physical education a majority of pupils were not sufficiently challenged.

The overall quality of teaching and learning in expressive arts was good. The quality of attainment was adequate and approaches to meeting needs were weak overall. Particular features of achievement included the following:

• In art and design all pupils in S3 and beyond had attained units at Access 2.
• Pupils’ achievements in drama and music were not monitored with sufficient rigour to ensure progression was recognised. Pupils in S3 and beyond were not given sufficient opportunities to gain unit or course awards.
• In physical education almost all pupils had passed units at Access 2.

Personal, Social and Vocational Education

Teachers led interesting lessons which were well suited to the age and personal and social needs of pupils. They interacted well with and encouraged pupils. However, they were not always fully effective in giving specific individual feedback. Teachers made some good use of sharing learning outcomes and reviewed these at the end of lessons. In some classes, teacher input lasted too long. Teachers did not make enough use of open-ended questions to allow pupils better opportunities to think for themselves. Good use was made of ICT within personal, social and vocational education (PSVE). Pupils enjoyed their lessons and took part willingly in all tasks set for them. They worked well together in pairs and groups. Some pupils with more complex needs were developing good social skills in asking questions of visitors to the school. In the Iona Unit pupils were working in with the community police learning about people who help us. At S4 pupils were able to identify successfully three different substances harmful to pregnant mothers. Pupils at S6 were able to discuss the importance of differences between people during citizenship lessons. A few pupils were insufficiently challenged by tasks and activities.

The quality of teaching was good overall. The quality of learning, attainment and meeting needs was very good overall. Particular features of achievement included:

• Pupils were making good progress with their social and vocational skills in the SVS course at S3. Almost all pupils at S4 gained Caledonian awards at bronze and silver.
• By the end of S6 most pupils gained units in careers and most attained towards independence awards through ASDAN. Some attained ASDAN bronze awards. Almost all pupils at S6 attained Caledonian Awards at gold level.

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 2005-2007, are included below.

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

• Most pupils were making progress in the learning targets set within IEPs.
• Pupils were progressing well in coursework and in English and mathematics most pupils had made good progress from previous 5-14 levels of attainment.

By the end of S4 attainment was adequate overall. Particular features included the following:

• Almost all pupils were achieving units at Access 2 in most subjects.
• Almost all pupils were achieving units at Access 3 in home economics.
• Almost all pupils were achieving cluster Awards at Access 3 in mathematics.
• Almost all pupils gained Caledonian Awards at bronze and silver levels.

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

• Almost all pupils were achieving units at Access 3 in English, ICT and technical.
• Almost all pupils were achieving Scottish vocational qualifications at levels 1 and 2 and Skillstart awards through a range of college courses.
• Almost all pupils gained Caledonian Awards at gold level.
• Last year all school leavers gained places in further education, employment or training.

4. How good is the environment for learning?

5. Leading and improving the school

St Joan of Arc School provided its pupils with a good standard of education and very successfully encouraged their wider achievements. The school had begun to extend the range of opportunities for accreditation and achievement and equipped them well for the world of work. Teachers provided innovative approaches and motivating learning experiences for pupils. Staff showed high levels of care and commitment and the very welcoming ethos of the school encouraged the development of very strong and positive relationships among staff, pupils and partners. Pupils were insufficiently involved in their own learning.

The headteacher provided very good leadership and had had a significant impact on school improvement, successfully taking pupils, staff and parents with her. Since she took up post in January 2007 she had quickly gained the trust and confidence of staff, pupils and parents who held her in high regard. She provided a strong lead, was open and approachable and was a very skilled communicator. The headteacher had a clear view of the strengths of the school and areas for further development. She had successfully put in place opportunities for staff to develop their capacity to assume leadership roles. Staff were now more fully involved in taking on whole school responsibilities and contributing to decision making. Pupils had more opportunities to extend their wider achievement and attainment.

The newly extended management team of deputes and principal teachers supported the headteacher and were caring and committed to pupils. Staff valued their support. The deputes had made a significant contribution to pupils developing their skills for work. However, they had not yet fully developed approaches to track pupils’ attainment and achievement. Principal teachers were gradually defining their faculty roles and taking more strategic leadership responsibilities but were not yet fully effective as a team. They contributed effectively to pupils’ pastoral care. Very good work was being done within PSVE and ASDAN across the school. Promoted staff had started to evaluate current provision, undertaken classroom observations and provided helpful feedback to staff. Overall, the school’s approaches to monitoring and evaluating the quality of provision had not resulted in sufficient improvements in teaching, learning and meeting individual needs.

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 by extending the length of the school week and the accreditation of pupils’ achievement.
• Ensure safe access to the school.
• Ensure more specific short- and long-term targets in individualised educational programmes to better meet pupils’ learning needs.
• Promote the active involvement of pupils in their learning.
• Develop more effective approaches to self-evaluation and 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.

June Orr
HM Inspector

11 March 2008

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.

How can you contact us?

If you would like an additional copy of this report

Copies of this report have been sent to the headteacher and school staff, the Executive Director of Education and Social Work Services, local councillors and appropriate Members of the Scottish Parliament. Subject to availability, further copies may be obtained free of charge from HM Inspectorate of Education, Europa Building, 450 Argyle Street, Glasgow, G2 8LG or by telephoning 0141 242 0100. Copies are also available on our website at www.hmie.gov.uk.

HMIE Feedback and Complaints Procedure

Should you wish to comment on any aspect of provision for pupils with additional support needs, you should write in the first instance to Frank Crawford, HMCI, at the above address.

If you have a concern about this report, you should write in the first instance to our Complaints Manager, HMIE Business Management and Communications Team, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA. You can also 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 2008

HM Inspectorate of Education

This report may be reproduced in whole or in part, except for commercial purposes or in connection with a prospectus or advertisement, provided that the source and date thereof are stated.

Footnotes

1. 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