St Ambrose High School
Coatbridge
North Lanarkshire Council

27 March 2007

Contents

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

1. Background

St Ambrose High School was inspected in November and December 2006 as part of a national sample of secondary education. The inspection covered key aspects of the school’s work at all stages. HM Inspectors evaluated how well the school was raising achievement for all pupils, taking into account the extent to which pupils’ learning needs were met by the curriculum and teaching. They also analysed pupils’ attainment in national examinations (see Appendix 3), the school’s processes for self-evaluation and innovation, and its overall effectiveness and capacity for improvement. HM Inspectors focused particularly on English, mathematics, biology and S1/S2 science, and physical education.

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 School Board, a group of parents and the school chaplain.

St Ambrose High School is a denominational school serving Coatbridge and an area in the east of Glasgow. At the time of the inspection, the roll was 1384. The percentage of pupils entitled to free school meals was in line with the national average. Pupils’ attendance was below the national average. The school had achieved a wide range of national awards including Charter Mark, a Gold Award for Enterprise and the Scottish Qualifications Authority (SQA) Silver Award in 2006. The school had the status of Music Comprehensive, one of North Lanarkshire’s 21^st Century Comprehensives, with the aim of widening access to the performing arts and raising achievement for all.

2. Key strengths

HM Inspectors identified the following key strengths.

• Pupils’ attainment in national examinations.
• Pupils’ achievements in music, drama and musical performances and the extensive range of extra-curricular activities.
• Staff commitment to providing a high standard of pastoral care.
• Aspects of ethos, including pupils’ courtesy and behaviour and relationships amongst staff and pupils.
• Positive and productive partnerships with parents and the wider community.
• Leadership of the headteacher and the senior management team.

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 very good. Based on a sound rationale and appropriate consultation, provision had been broadened to promote achievement for all pupils. Particular features of the curriculum included the following.

• At all stages, pupils’ understanding of health, enterprise and global citizenship was being enhanced through a number of initiatives. The school provided well for religious and moral education and had plans in place to increase time for physical education for all pupils.
• The strong programme for personal, social and health education (PSHE) delivered at all stages was an example of best practice.
• Several departments including computing in S1 and design and engineering technology in S2 effectively developed all pupils’ skills in information and communications technology (ICT).
• National Qualification (NQ) courses were being used at S3/S4 to meet the needs of groups of pupils more effectively and to provide better progression routes for some subjects to S5/S6.
• The very well-organised work experience programme in S4 and a ‘World of Work’ day in S3 helped develop pupils’ skills for employment and further vocational training.
• At S3/S4 and S5/S6, vocational aspects of the curriculum, supported by links with a local college, helped pupils to develop practical skills to further their achievement.
• At S5/S6, pupils could choose from a wide range of courses which allowed them to progress effectively from their S4 subjects. In addition, a range of options enabled pupils to extend their interests and develop new skills in sports leadership, ICT, enterprise and community involvement.

Teaching and meeting pupils’ needs

The overall quality of teaching was very good. It made a major contribution to raising pupils’ achievement. Teachers explained key concepts clearly and used questioning well. In some subjects, they asked probing questions which challenged pupils’ thinking and developed their understanding. In most lessons, teachers shared clearly with pupils what they were expected to learn. In the best practice, they also supported pupils in summarising the main points at the end of lessons. Teachers made good use of ICT to enhance pupils’ learning experiences. However, in a few departments, weaknesses in the accommodation restricted the use of ICT. Teachers made very effective use of homework to reinforce pupils’ learning.

The school promoted pupils’ achievement by meeting their learning needs very well overall. Staff provided a wide range of courses and activities to meet pupils’ needs. Most teachers worked hard to support pupils’ learning by using a variety of tasks and activities and using a range of up-to-date resources. The school had very good arrangements to support new pupils and at transition stages, including through very good curricular guidance. Support for learning staff offered individual and small group support to pupils who required additional help. This was targeted effectively on literacy and numeracy. Support for learning staff used individualised educational programmes (IEPs) effectively to set targets and monitor the progress of those pupils experiencing significant difficulties with their learning. Pupil support staff had started setting personal learning targets with all pupils in PSHE. The librarian, staff in the behaviour support base, the ‘raising achievement’ staff in English and in mathematics, and the recently appointed P7 to S1 transition teacher also made effective contributions to support pupils. Effective inter-agency work with, for example, the home-school partnership officer and psychological services team further strengthened the school’s provision. Overall, procedures to identify pupils’ learning needs required further development. Support for pupils’ learning needed to be more effectively coordinated to maximise the impact on individual pupils’ learning.

Learning and personal development

The overall quality of pupils’ learning was very good. Almost all pupils were motivated, enthusiastic, hardworking and well behaved. In a number of departments, pupils responded well to the many very good opportunities to work together on tasks and activities. With the support of the education authority, a number of staff had received training in cooperative learning approaches. Across the school, pupils learned to relate their learning to previous experiences with effective support from teachers. In many lessons, the pace of learning was brisk. Pupils were able to develop their independent learning skills through researching topics in the well-organised library. In addition, their learning experiences were very effectively enriched through well-planned enterprise activities at all stages.

The quality of pupils’ personal and social development was excellent. The PSHE programme provided a very well-structured approach to the planned development of pupils’ personal and social skills. In addition, programmes in biology and religious and moral education made very strong contributions through health, moral and ethical topics. The school worked hard to broaden all pupils’ achievements. The music department made an outstanding contribution to the very wide range of extra-curricular activities and events on offer to pupils. These experiences helped pupils develop their self-esteem and accept responsibilities. Senior pupils grew in confidence and developed skills of leadership through a buddying scheme as well as peer tutoring where trained S5/S6 tutors supported younger pupils in reading and in mathematics in class. Pupil monitors at S5/S6 provided good role models for younger pupils and were assigned areas such as the cafeteria, social areas and corridors to supervise. Pupils participated actively in a range of opportunities for decision-making through, for example, the year group councils, the health working group and the School Board. Charities, including St Andrew’s Hospice and the Scottish Catholic International Aid Fund (SCIAF), were very actively supported through events such as a road race and fashion shows which involved a large number of pupils. The recently developed eco group had introduced recycling and litter reduction activities. The well-supported musical events, such as the school show and the Christmas concert, had helped notable numbers of pupils develop skills of teamwork and had improved their confidence. Pupils had achieved significant success in the Young Enterprise activities and in various awards including the Monklands Young Musician of the Year.

English

Teachers set high expectations for the amount and quality of work pupils should produce. Their open questions and encouraging attitude helped develop pupils’ thinking. They used a range of effective resources and activities to meet pupils’ needs, especially to broaden their reading experiences. Many pupils read widely and regularly. Pupils responded enthusiastically and responsibly to well-planned opportunities to be active in their learning. They collaborated productively in group tasks. They shared their work with others regularly, for example, through very well-produced posters and clear oral feedback to the class. They wrote well-structured and vivid imaginative stories and sensitive pieces of personal writing.

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

• At S2, a steadily increasing majority of pupils attained expected national levels in reading, writing, listening and talking. A growing number were exceeding these levels, especially in reading.
• At S4, the proportion of pupils attaining Credit awards was above the national average.
• At S5/S6, the proportion attaining A-C grades at Higher was in line with national averages. At Intermediate 1 and 2, the proportions attaining A-C grades were above national averages.

Mathematics

Teachers provided clear explanations and made effective use of questioning to develop pupils’ understanding. They made very effective use of praise to motivate and encourage all pupils. They were starting to develop approaches to involve pupils more actively in their learning. Pupils were very well motivated and engaged in learning, but overall had too few opportunities to work collaboratively, for example when solving problems. A significant number of pupils had opportunities to broaden their achievement in mathematics through competitions and activities beyond school.

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

• Most pupils at S1/S2 were making good progress. The majority of pupils were attaining appropriate national levels of attainment within a decreasing trend. However, the proportion of pupils exceeding these levels had increased.
• At S4, the proportion of pupils attaining Credit awards was above the national average and was increasing.
• At S5, the proportion of pupils attaining A-C grades at Higher was overall in line with the national average. The proportion attaining A-C grades at Intermediate 2 was declining.
• At S6, the majority of pupils presented for Advanced Higher attained A-C grades.

Biology and S1/S2 science

Teachers consistently shared learning intentions with pupils and reviewed these at the end of lessons. They gave clear explanations and used questioning effectively to help develop pupils’ thinking. Pupils were very well motivated and interested in learning. Collaboration and interaction amongst pupils was effective, especially during practical work. Teachers supported pupils well through a range of activities and resources. Additional support and challenge was provided through the use of interactive materials on websites. Pupils at all stages developed scientific values and attitudes very well through a wide range of field trips and visits.

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

• At S1/S2, most pupils were making good progress in their coursework.
• At S3/S4, the proportion of pupils who attained a Credit award was above the national average. The proportion of pupils who attained A-C grades at Intermediate 1 was above the national average. The majority of pupils presented for Access 3 gained an award.
• At S5/S6, the proportions of pupils who attained A-C grades in Higher biology, Higher human biology and Intermediate 2 biology were well above the national averages.

Physical education

Teachers gave clear explanations and instructions in all lessons. The pace of learning was very effective. Teachers used their knowledge of pupils to provide well-focused support for their learning. Pupils were very well behaved, motivated and enthusiastic, but would benefit from more varied teaching approaches and further use of ICT. The poor facilities constrained the quality of pupils’ experiences. Teachers offered a large number and range of extra-curricular activities and recognition of achievement was promoted by the department’s monthly newsletter.

Overall, the quality of teaching and learning was very good. Meeting pupils’ needs and attainment were both good. Particular features included the following.

• At S1/S2, almost all pupils were making good progress in their coursework, but would benefit from an element of choice of activities.
• At S3/S4, the proportion of pupils who gained Credit awards was well above the national average.
• At S5/S6, attainment at Higher was broadly in line with the national average but performance was variable. Attainment at Intermediate 2 was in line with the national average.
• In all certificated courses at S3 to S6, the number of girls taking physical education was low.

Attainment

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

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

• Most pupils at S1/S2 were making good progress in their coursework. However, standards varied across the school. A number of subjects did not build effectively on pupils’ prior learning experiences to ensure continuity in pupils’ learning from primary school.
• The majority of pupils attained appropriate national standards in reading, writing, listening and talking and in mathematics.

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

• The proportions of pupils attaining English and mathematics at SCQF level 3 or above, or five or more SCQF awards at level 5 were above the national average and were much better than similar schools.
• The proportion of pupils attaining five or more awards at SCQF level 3 was above the national average, and at level 4 was in line with national average. The school’s performance at levels 3 and 4 was better than similar schools.
• At Standard Grade, pupils performed notably better in art and design, music and social and vocational skills in comparison with their other subjects. Pupils performed notably less well in French and Spanish.
• The proportion of pupils gaining grades 1 or 2 in administration, art and design, geography, home economics, music, and social and vocational skills was well above the national averages. The proportion of pupils gaining grades 1 or 2 in history was below the national average.
• Most pupils following the Life Skills course achieved a bronze level from the Awards Scheme Development and Accreditation Network (ASDAN). All those presented for units in vocational courses achieved success in some units.

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

• At S5, the proportions of pupils attaining one or more, or three or more awards at SCQF level 6 were above the national averages. The proportion gaining five or more SCQF level 6 awards was in line with the national average, with an improving trend.
• At S5, the proportions of pupils attaining three or more, or five or more awards at SCQF level 6 were better than in similar schools. The proportion attaining one or more awards at SCQF level 6 was much better than similar schools.
• By the end of S6, pupils’ performance at Higher was in line with national averages and better than similar schools. At Advanced Higher, the proportion of pupils attaining one or more awards was below national averages and that of similar schools but had improved significantly in 2006.
• The proportions of pupils attaining A-C grades at Higher in administration, art and design, computing, French, graphic communication and music were well above national averages. Pupils performed notably better in administration and in art and design than in their other subjects. The proportions of pupils gaining A-C grades at Intermediate 2 in administration and music were above or well above the national averages.
• Most pupils presented for vocational units achieved success.

4. How good is the environment for learning?

5. Leading and improving the school

The school provided a very effective education which raised achievement for all of its pupils. It had productive partnerships with parents and the wider community. Pupils’ needs were very well met overall through the quality of the curriculum, teaching and learning, and staff continued to adopt new approaches to meet more effectively the specific needs of pupils. The school’s very positive ethos was founded on strong relationships and teamwork between teachers and pupils. Pupils attained very well in a caring and supportive environment for learning. The school also had a number of successful wider strategies to raise pupils’ achievement, including an outstanding range of extra-curricular activities.

Leadership across the school was very effective due to the excellent lead given by the headteacher. The headteacher had a clear strategic vision for the school and was held in the highest regard by staff, parents, pupils and the community. He set and maintained high expectations for staff and pupils and ensured that the quality of learning and teaching for all young people was the main priority for all. He had managed change very effectively through a consultative and collegiate approach. This ensured the support and confidence of staff who responded positively to change and to implementing new ideas. The headteacher had developed a very strong team of depute headteachers who very ably assisted him in leading the community of faith and learning in the school. The senior depute headteacher provided outstanding support for the headteacher. Most principal teachers were very effective in leading changes to the curriculum and improvements to teaching and learning. Teachers across the school were involved in leading a range of working groups responsible for taking forward key developments. The headteacher provided sensitive support for staff and ensured that well-targeted professional development activities contributed directly to individual and school improvement.

The school’s approaches to self-evaluation were effective. Senior managers had developed these in a way that staff had taken ownership of the process. The approaches included gathering the views of parents and pupils as well as a rigorous analysis of attainment data as part of principal teachers’ annual review meetings with senior managers. Departmental and school standards and quality reports were based on a wide range of quality indicators. The information gathered helped identify priorities for the school development plan. Teachers were focusing more clearly on improving teaching and learning. The school had thorough plans in place to ensure that all staff developed consistent approaches to evaluating the quality of learning and teaching and to share best practice to impact on pupils’ achievement. Overall, the combined effect of the leadership of the headteacher, senior managers and staff across the school and the effectiveness of the school’s procedures gave the school a significant capacity to sustain and improve performance.

As well as building on existing 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

Increase further pupils’ achievements by:

• continuing to develop the coordination and delivery of support for pupils’ learning;
• improving aspects of the accommodation and facilities until the new school is built;
• improving attainment in S1/S2; and
• continuing to develop self-evaluation across the school and to share best practice.

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.

Mary Hoey
HM Inspector
27 March 2007

Appendix 1 Indicators of quality

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

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

Appendix 2 Summary of questionnaire responses

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

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

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

Percentage of relevant S4 roll attaining by end of S4

Percentage of relevant S4 roll attaining by end of S5

Percentage of relevant S4 roll attaining by end of S6

How can you contact us?

If you would like an additional copy of this report

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

HMIE Feedback and Complaints Procedure

If you wish to comment about secondary inspections

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

If you have a concern about this report, you should write in the first instance to Hazel Dewart, Business Management Unit, HM Inspectorate of Education, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA. A copy of the HMIE Feedback and Complaints Procedure leaflet 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 (SPSO). The SPSO is fully independent and has powers to investigate complaints about Government departments and agencies. You should write to The Scottish Public Services Ombudsman, Freepost EH641, Edinburgh EH3 0BR. You can also telephone 0800 377 7330 (fax 0800 377 7331) or e-mail: ask@spso.org.uk. More information about the Ombudsman’s office can be obtained from the website: www.spso.org.uk.

Crown Copyright 2007

HM Inspectorate of Education

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

Footnotes

1. See Appendix 2
2. Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and carers who are relatives or friends.
3. Scottish Credit and Qualifications Framework (SCQF) levels:
   7: Advanced Higher at A-C/CSYS at A-C
   6: Higher at A-C
   5: Intermediate 2 at A-C; Standard Grade at 1-2
   4: Intermediate 1 at A-C; Standard Grade at 3-4
   3: Access 3 cluster; Standard Grade at 5-6
4. Pre Appeal
5. Comparator schools are the 20 schools statistically closest to the school being inspected in terms of the key characteristics of the school population.