30 August 2005
1. Background
2. Key strengths
3. What are the views of parents and carers, pupils and staff?
4. How good are learning, teaching and achievement?
5. How well are pupils supported?
6. How good is the environment for learning?
7. Improving the school
Appendix 1 Indicators of quality
Appendix 2 Summary of questionnaire responses
Appendix 3 Attainment in Scottish Qualifications Authority (SQA) National Qualifications
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St Margaret’s High School was inspected in April 2005 as part of a national sample of secondary education. The inspection covered key aspects of the school’s work at all stages. It evaluated the structure of the curriculum, analysed pupils’ performance in examinations (see Appendix 3) and assessed the quality of pupils’ broader achievement. It also evaluated the quality of learning and teaching and pupil support, the environment for learning, the school’s processes for self-evaluation, and its overall effectiveness and capacity for improvement. There was a particular focus on the work of English, mathematics, history and physical education departments.
HM Inspectors observed learning and teaching and examined pupils’ work. They analysed responses to questionnaires issued to a sample of parents and pupils and to all staff. They interviewed groups of pupils, including the pupil council, and staff. Members of the inspection team also met the chairperson of the School Board, a representative of the parent-teacher association (PTA) and a group of parents.
St Margaret’s High School is a denominational school serving Airdrie and the surrounding district. At the time of the inspection, the roll was 1227. The percentage of pupils entitled to free school meals was above the national average. Pupils’ attendance was below the national average. The school was one of North Lanarkshire’s Sports Comprehensive schools and a major building programme was currently underway to upgrade and extend the facilities for physical education and sport.
HM Inspectors identified the following key strengths.
Parents, carers, pupils and staff were positive about most aspects of the school. Parents and carers thought the school had a good reputation in the community and was well led. They had confidence that staff set high standards for pupils’ attainment and showed concern for pupils’ care and welfare. They also found the school responsive to any concerns raised. Pupils enjoyed their school experience, were positive about their teachers and appreciated the school’s wide range of sporting and extra-curricular activities. Most staff thought the school was well led and found senior staff approachable. Some felt that whole school systems for communication could be improved. A significant number of teaching staff felt that in recent years the extent of low level disruption in class had increased. Some would have welcomed speedier feedback from senior management on steps taken in dealing with the less frequent but more serious discipline incidents. However, almost all staff liked working in the school.
Further details about what most pleased parents and carers, staff and pupils, and what they would most like to see improved, can be found in Appendix 2 of this report.
The curriculum, learning and teaching
The quality of the curriculum was very good. At all stages, pupils received a broad and balanced experience. Very good curricular links had been established in several subjects with associated primary schools to ensure that teachers built effectively on pupils’ prior experiences. At S1/S2, the school had reduced the number of teachers with whom pupils had contact by introducing rotas of subjects. However, due to staff absence this session some classes were being taught by too many different teachers each week. At S3/S4, most pupils studied eight courses leading to national qualifications. A number of subjects were offering courses at Access and Intermediate levels to provide more appropriate learning for some groups of pupils. Very good steps had been taken to meet pupils’ needs by introducing a vocationally-based option which provided valuable input from staff from Coatbridge and Motherwell colleges of further education. The school offered a wide range of options at S5/S6, which built very well on pupils’ achievements in S3/S4. Pupils could choose from courses at Intermediate, Higher and Advanced Higher. Some pupils followed vocationally-based courses appropriate to their needs. At all stages, pupils studied a very good school-based programme of religious and moral education. The curriculum was further enhanced through a wide range of health-related projects.
The quality of learning and teaching was good with some very good features. Teachers gave clear explanations, used praise well and set homework tasks which were effective in reinforcing pupils’ learning. Teachers often related learning tasks well to pupils’ wider experiences. Most teachers skilfully combined direct teaching with group work and frequently encouraged pupils to collaborate actively in their learning. In many classes, pupils cooperated effectively on shared tasks and were able to contribute well to class and group discussions. Teachers used questioning well to monitor understanding but did not use questioning sufficiently often to encourage them to think for themselves. Almost all pupils worked steadily, often at a brisk pace, and responded well in class. However, teachers provided them with too few challenging learning experiences, including the use of information and communications technology (ICT), to promote independent thinking. Overall, pupils’ needs were well met. Teachers knew their pupils well and planned learning experiences to build on prior attainment. However, in a few subjects, teachers did not give pupils enough feedback on how to improve. In some subjects, teachers did not take sufficient account of the range of attainment in their classes, particularly in S3/S4 and in preparing for the transition from S4 to S5. Teachers and support staff gave very good support to pupils experiencing difficulties. They identified needs at an early stage and planned a range of appropriate tasks to build on prior experience and attainment.
Achievement
In S1/S2, the overall quality of attainment was good. A majority of pupils attained appropriate national levels of attainment in reading, writing and mathematics. The proportions attaining these levels were in line with national averages. Pupils were making good progress in other areas of the curriculum with teachers taking good account of previous learning and levels of attainment.
The following comments are based on Scottish Qualifications Authority (SQA) data, using the Scottish Credit and Qualifications Framework (SCQF)1for the three year period (2002-2004).
At S3/S4, the overall quality of attainment was good. The proportion of pupils achieving five or more awards at SCQF level 3 or better was in line with the national average. The proportions of pupils achieving five or more awards at SCQF level 4 and level 5 or better were below national averages but in line with or better than the performance of similar schools.
At S5/S6, the overall quality of attainment was good. By the end of S5, the proportions of pupils achieving one, three and five or more awards at SCQF level 6 or better were overall in line with or, in some years, slightly below national averages. By the end of S6, the proportion of pupils achieving one or more award at SCQF level 7 was below the national average. Overall, the school performed in line with similar schools at S5 and better than similar schools by the end of S6.
Information on the subjects inspected is given later in the report. Significant features of attainment in the subjects not inspected were as follows.
A high proportion of pupils at all stages participated, often with enthusiasm, in activities beyond the timetabled school day. Pupils had achieved success and had developed skills, including creativity and working with others, in a wide range of contexts such as sport, music and drama. Over a quarter of pupils took part in school sports, including football, netball, badminton, American flag football, tennis, basketball, athletics and golf. Many competed successfully with pupils from other schools. Almost 100 pupils were acquiring leadership skills through voluntary participation in Community Sports Leader courses. Pupils participated in school games clubs and had competed successfully in chess at local and national levels. Over 200 pupils had taken part in the school show and Christmas concerts. Well over 100 pupils regularly performed in school music groups such as the choir, wind band, and brass and pop ensembles. Over 40 pupils receiving instrumental instruction had gained places in North Lanarkshire music groups. Pupils at all stages took an active part in planning and organising fund-raising for a wide range of charities. Pupils were developing their awareness of business through a variety of enterprise activites. At the time of the inspection, for example, S2 pupils were involved with a local firm in devising recipes and producing marketing strategies. Three quarters of S6 pupils acted as buddies to S1 pupils and all S5 and S6 pupils actively contributed to the running of the school by undertaking a variety of agreed duties. Almost a third of school leavers entered higher or further education.
English language
Learning and teaching
Teachers shared the purpose of lessons with pupils well and explained tasks clearly. Interactions between teachers and pupils were consistently very positive. Teachers used a good variety of teaching approaches and provided pupils with regular and well-judged opportunities to work collaboratively. Pupils were hardworking, on task and well behaved. Teachers marked pupils’ work regularly but the feedback they gave did not always provide pupils with a clear idea of what they needed to do to improve. There were significant weaknesses in meeting pupils’ needs as tasks set as part of coursework did not consistently enable continuity and progression in pupils’ learning, particularly at S3/S4.
Achievement
By the end of S2, the majority of pupils achieved appropriate national levels of attainment in reading and writing. Around a fifth consistently achieved beyond these levels. The school assessed pupils’ attainment in listening and talking but did not track or monitor pupils’ progress. At S4, the proportion of pupils achieving a Credit award was slightly below the national average. At Higher, the proportion achieving A-C grades was consistently in line with the national average. At Intermediate 2, the proportion of pupils achieving A-C grades was consistently well below the national average. At Intermediate 1, around a third of those presented achieved an A-C grade. Most of those presented for Advanced Higher achieved A-C grades.
Other features of pupils’ achievement included the following.
Mathematics
Learning and teaching
Teachers gave clear explanations and used questioning well to involve and motivate pupils. Homework was very well used to monitor pupils’ understanding and give them feedback on their progress. Almost all pupils were well motivated and had very good relationships with staff. However, pupils lacked sufficient experience of problem solving tasks that made them think for themselves and of using ICT to enhance their learning. Teachers made use of an appropriate range of methods to match the level of difficulty of work to pupils’ prior understanding. To improve success rates, they were encouraging S5/S6 pupils to choose courses better matched to their prior attainment. Despite teachers’ best efforts, the progress of some groups of pupils had been slowed due to discontinuities in staffing.
Achievement
A majority of S2 pupils had reached appropriate national levels of attainment. The proportion of S4 pupils gaining a Credit award was below the national average. However, in 2004 the department presented higher-attaining S3 pupils at Intermediate 1 and almost all achieved an A-C grade. Over recent years, a high proportion of S5/S6 pupils had been presented for mathematics at Higher and Intermediate 2. However, the proportions of pupils achieving A-C grades at these levels were well below national averages. Overall, pupils performed less well in mathematics than in their other subjects. At Intermediate 1, the proportion of pupils achieving A-C grades was also low. Only half the pupils presented for Advanced Higher achieved A-C grades.
Other features of pupils’ achievement included the following.
History
Learning and teaching
Teaching was of good quality. Teachers gave clear explanations, set regular homework and used questioning well to motivate pupils. They had established effective working relations with pupils who responded well in lessons. However, the level of pace and challenge in lessons was sometimes insufficient, particularly at S1 and S2. Teachers’ planning did not focus sufficiently on ensuring a suitably wide variety of teaching and learning approaches, including the use of ICT. The level of work did not always match pupils’ attainments well and did not meet fully pupils’ needs across courses from S1 to S4. Recent disruptions to staffing had resulted in a number of classes being shared between teachers and a lack of continuity, further reducing the department’s ability to meet pupil needs.
Achievement
At S1/S2, most pupils performed well in classwork. The proportions of the S4 roll presented at Standard Grade and achieving a Credit award had been consistently below the national averages, but were now increasing. At S5/S6, the proportion of pupils presented at Higher had been in line with or above national averages but attainment was variable overall. The proportion of pupils who achieved A-C grades at Higher had been in line with or just below national averages. The percentage gaining an A grade in 2004 was above the national average but, in the same year, a quarter of candidates did not gain an award or complete the course.
Other features of pupils’ achievement included the following.
Physical education
Learning and teaching
Teachers gave clear instructions and explanations and made effective use of whole class direct teaching. They had developed positive relationships with pupils and used praise appropriately. In almost all classes, pupils were well behaved and on task. They interacted and collaborated effectively in pairs and small groups when given the opportunity. In a few classes, particularly at S3/S4, there was insufficient pace and challenge and not enough use of ICT to enrich learning. Teachers knew their pupils well and had made some successful attempts to meet needs by extending the range of courses and activities that were available. However, learning tasks were not always well matched to pupils’ prior attainment and individual feedback did not specifically focus on what pupils needed to do to improve their performance. At the time of the inspection, the on-going building work to improve facilities for physical education was temporarily affecting pupils’ learning experiences and slowing progress.
Achievement
Most pupils at S1/S2 and the majority at S3 and beyond performed well in their coursework. At Standard Grade, the proportion of S4 pupils gaining a Credit award was below or well below the national average. At S5/S6, in two of the last three years including 2004, attainment at Higher had been in line with national averages. At Intermediate 2, the proportions achieving A-C grades were well below national averages in both 2003 and 2004.
Other features of pupils’ achievement included the following.
The school very successfully gave a high priority to ensuring that pupils’ care and welfare needs were met. There was a clear and appropriate policy on child protection and all staff had been made aware of the procedures contained within the policy. Staff discouraged bullying and dealt well with any incidents which arose. Pupils appreciated the level of care and support they received and felt safe and secure. The house system within the school contributed significantly to the development of a caring environment for pupils. Principal teachers of pupil support knew pupils in their houses well. Pupils were confident that they could approach these teachers, or their house tutors, if they had any worries or concerns. Senior pupils played a very effective role as ‘buddies’ in helping younger pupils settle into the school.
Most pupils were making very good progress towards developing positive attitudes, personal and social skills and self-confidence. The school provided pupils with good opportunities to be involved in a range of extra-curricular activities and encouraged them, particularly those in S5/S6, to become involved in community and charity work. A programme of personal and social education (PSE) was taught at all stages although too little time was allocated to this aspect for S3 pupils. At all stages, the programme contained a range of appropriate and relevant topics including personal safety and healthy living. In addition, pupils were taught about healthy relationships through the religious and moral education programme. Teachers did not yet systematically assess or report on the development of pupils’ knowledge, skills and attitudes within PSE. The school was reviewing and updating the PSE programme appropriately.
The school provided pupils with very good curricular and vocational guidance. Pupils, and their parents, were given clear advice to help them choose subjects for study in S3 and S5/S6. Careers advisers and principal teachers provided pupils with information about careers and higher and further education opportunities. They also helped pupils to access information within the school library or online via the Careers Scotland website. The school had successfully involved almost all pupils in S4 in participating in a work experience week. Senior pupils had appropriate opportunities to attend careers conventions and college and university open days. Pupil support staff made good use of regular interviews, and referrals from subject teachers, to monitor pupils’ overall progress. Commendably, the school was developing arrangements for pupils from S4 to S6 to review their progress in each subject and set personal targets for attainment.
The quality of support for learning was very good. Although operating with a very small team of teachers and classroom assistants, the principal teacher of support for learning appropriately prioritised support for those pupils who had the greatest needs. She worked with principal teachers of pupil support and depute headteachers to ensure that pupils made a smooth transition from primary to secondary school. She assessed individual pupils’ learning needs and shared these fully with subject teachers. The principal teacher had developed individualised educational programmes (IEPs) for a small number of pupils with special educational needs or significant learning difficulties. She worked with subject teachers to set appropriately challenging targets for individuals. Pupils were making good, and sometimes very good, progress towards achieving their long-term targets. Pupils received high quality in-class support in a range of subjects from support for learning teachers and classroom assistants. Effective whole school approaches to promoting positive behaviour were in place.
The school had made very good progress in developing effective co-ordination of the diverse aspects of support for pupils. The senior depute headteacher had overall responsibility for integrating pupil support services within the school and overseeing links with external support agencies. The school was well placed to continue the developments of the pupil support team.
Aspect |
Comment |
Quality of accommodation and facilities |
The overall quality of accommodation was good. The building had been well maintained, some areas had recently been refurbished and it was kept in a clean and tidy condition. Staff made effective and attractive use of display in almost all areas of the school. There was an inviting oratory at the entrance to the building which was well used for prayer, mass and quiet reflection. Teaching accommodation was generally of good quality. However, the accommodation had several weaknesses including:
|
Climate and relationships, expectations and promoting achievement and equality |
The school had a friendly and lively atmosphere. Pupils demonstrated pride in the school, behaved very well and had good relationships with staff. Almost all pupils wore school uniform. Staff showed high levels of concern for pupils’ welfare and many contributed voluntarily to a range of extra-curricular activities and to supported study sessions. A range of ancillary staff played an important part in maintaining the building’s cleanliness and dealing well with visitors and enquiries. Staff used an appropriate range of methods to motivate and reward pupils. These included encouraging pupils in lessons, making use of departmental reward systems and celebrating pupil success. Annual awards ceremonies gave appropriate recognition to a wide range of pupil achievement. The school took good account of pupils’ opinions which they expressed through house and school councils and in organised surveys. Regular assemblies and religious observance helped promote a strong sense of community. There was a strong sense of fairness within a Christian ethos. Aspects of the curriculum and learning and teaching successfully promoted equality and fairness. Through charity work and the school’s religious education programme, the school successfully promoted pupils’ understanding of equal opportunity issues, including racial equality. |
Partnership with parents and the community |
Partnerships with parents and the community were very strong. The school had a range of effective procedures for communicating with parents, including newsletters and clear and informative reports on pupils’ progress. The school responded promptly to parental enquiries and communicated effectively with parents in cases where staff had concerns about an individual’s progress or behaviour. Parents had been consulted on a number of aspects of the work of the school and were welcome participants in masses, concerts and out-of-school events. The school had very good working relations with the School Board and PTA which both provided valuable support. Very good links with associated primary schools ensured pupils had a smooth transition from P7 to S1. Well-developed and valuable links had been established with the Church and local priests. Pupils and staff strongly supported several local community institutions, including a local hospice and weekly senior citizens’ group. The school collaborated very well with other secondary schools and Coatbridge and Motherwell colleges to enhance course provision. A number of local businesses contributed well to school life through providing opportunities for work experience placements, supporting enterprise projects and providing the school with additional funds. |
St Margaret’s High School was an effective school with major strengths. Pupils showed positive attitudes to learning and benefited from a wide range of choice within the curriculum and in extra-curricular activities and sports. Staff put a high priority on ensuring pupils’ care and welfare and individual needs were well met through arrangements for subject choice and support for pupils with additional needs. The overall level of pupil achievement was good and levels of attainment were generally in line with or better than in similar schools.
The headteacher gave a very strong lead to the staff. He had a determined hands-on approach and led by example. His clear vision for the school was based on inclusive aims which valued all forms of achievement. He had been successful in putting in place robust systems of self-evaluation which had encouraged staff to adopt an analytical approach to their work and had led to improvements in provision. The six depute headteachers worked together closely and, with the headteacher, formed a very effective senior management team. Senior staff had a high degree of visibility around the school and individually exercised management skills very effectively in their specific areas of responsibility. Principal teachers made an effective contribution overall in subject departments. The school put a high priority on self-evaluation and, in collaboration with associated primary schools, was currently applying for Charter Mark recognition. All staff were appropriately involved in systematic reflection on their performance. They employed a very wide range of effective methods, including direct observation of lessons by staff at all levels, sampling pupils’ written work, systematic use of quality indicators and the production of school and departmental improvement plans and evaluative standards and quality reports. Areas for improvement were also identified through a thorough annual analysis of examination results and comprehensive subject department reviews conducted on a three-year cycle. As part of the school’s on-going process of quality assurance, pupils’ and parents’ views were regularly sought in surveys on specific issues. The school’s capacity for continued improvement was high.
Main points for action
The school should continue to provide high quality and improving education. In doing so, it should take account of the need to:
What happens next?
As a result of the high performance, the strong record of improvement and the very effective leadership of this school, HM Inspectors will make no further reports in connection with this inspection. The school and the education authority have been asked to prepare an action plan indicating how they will address the main findings of the report, and to share that plan with parents and carers. Within two years of the publication of this report the education authority, working with the school, will provide a progress report to parents and carers.
Grant Mathison
HM Inspector
30 August 2005
We judged the following to be very good
We judged the following to be good
We judged the following to be fair
We judged the following to be unsatisfactory
What pleased parents and carers most |
What parents and carers would like to see improved |
Almost all thought that:
|
Parents had no significant concerns. |
What pleased pupils most |
What pupils would like to see improved |
Almost all thought that:
|
Pupils had no significant concerns. |
What pleased staff most |
What staff would like to see improved |
All or almost all thought that:
|
A minority of staff wanted more effective communication with senior managers. A significant number of teachers would have liked indiscipline to be dealt with more effectively. |
Scottish Credit and Qualifications Framework (SCQF) levels: 7: Advanced Higher at A-C/CSYS at A-C |
2002 |
2003 |
2004 |
||
English and Mathematics @ Level 3 |
St Margaret’s High School |
82 |
92 |
90 |
Comparator Schools2 |
92 |
91 |
91 |
|
National |
91 |
91 |
91 |
|
5+ @ Level 3 or Better |
St Margaret’s High School |
87 |
91 |
92 |
Comparator Schools |
91 |
91 |
92 |
|
National |
91 |
91 |
91 |
|
5+ @ Level 4 or Better |
St Margaret’s High School |
69 |
69 |
73 |
Comparator Schools |
74 |
74 |
73 |
|
National |
77 |
76 |
77 |
|
5+ @ Level 5 or Better |
St Margaret’s High School |
28 |
29 |
29 |
Comparator Schools |
27 |
27 |
29 |
|
National |
34 |
34 |
35 |
|
Percentage of relevant S4 roll achieving by end of S5
2002 |
2003 |
2004 |
||
5+ @ Level 4 or better |
St Margaret’s High School |
73 |
75 |
72 |
Comparator schools2 |
73 |
75 |
74 |
|
National |
78 |
78 |
78 |
|
5+ @ Level 5 or better |
St Margaret’s High School |
37 |
38 |
37 |
Comparator schools |
34 |
38 |
37 |
|
National |
45 |
45 |
45 |
|
1+ @ Level 6 or better |
St Margaret’s High School |
34 |
36 |
32 |
Comparator schools |
32 |
34 |
33 |
|
National |
39 |
39 |
39 |
|
3+ @ Level 6 or better |
St Margaret’s High School |
17 |
20 |
18 |
Comparator schools |
17 |
18 |
18 |
|
National |
23 |
23 |
23 |
|
5+ @ Level 6 or better |
St Margaret’s High School |
4 |
7 |
5 |
Comparator schools |
6 |
6 |
7 |
|
National |
9 |
10 |
9 |
|
Percentage of relevant S4 roll achieving by end of S6
2002 |
2003 |
2004 |
||
5+ @ Level 5 or better |
St Margaret’s High School |
37 |
40 |
40 |
Comparator schools2 |
38 |
38 |
40 |
|
National |
46 |
47 |
47 |
|
1+ @ Level 6 or better |
St Margaret’s High School |
37 |
40 |
38 |
Comparator schools |
37 |
36 |
38 |
|
National |
44 |
44 |
44 |
|
3+ @ Level 6 or better |
St Margaret’s High School |
27 |
23 |
26 |
Comparator schools |
25 |
23 |
25 |
|
National |
31 |
31 |
31 |
|
5+ @ Level 6 or better |
St Margaret’s High School |
17 |
15 |
15 |
Comparator schools |
14 |
15 |
15 |
|
National |
20 |
20 |
20 |
|
1+ @ Level 7 or better |
St Margaret’s High School |
8 |
10 |
5 |
Comparator schools |
8 |
8 |
9 |
|
National |
12 |
12 |
12 |
|
If you would like an additional copy of this report
Copies of this report have been sent to the headteacher and school staff, the Director of Education, 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, 3rd Floor, Argyll House, Marketgait, Dundee DD1 1QP or by telephoning 01382 349999. Copies are also available on our website at www.hmie.gov.uk.
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 Dr Bill Maxwell, HMCI, at HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.
Our complaints procedure
If you have a concern about this report, you should write in the first instance to Hazel Dewart, Business Management Unit, HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA. A copy of our complaints procedure is available from this office or by telephoning 01506 600258 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. The Scottish Public Services Ombudsman is fully independent and has powers to investigate complaints about Government departments and agencies. You should write to The Scottish Public Services Ombudsman, 4-6 Melville Street, Edinburgh EH3 7NS. You can also telephone 0870 011 5378 or e-mail enquiries@scottishombudsman.org.uk. More information about the Ombudsman’s office can be obtained from the website: www.scottishombudsman.org.uk.
Crown Copyright 2005
HM Inspectorate of Education
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1 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
2Comparator schools are the fifteen schools immediately above and the fifteen schools immediately below the school being inspected in terms of the percentage of pupils entitled to free meals (FME).