St Aidan’s High School
Wishaw
North Lanarkshire Council

12 June 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 Aidan’s High School was inspected in March 2007 as part of a national sample of secondary education. The inspection covered key aspects of the school’s work at all stages. 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 computing.

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

St Aidan’s High School is a denominational school serving the town of Wishaw as well as communities in Newmains, Overtown, Shotts, Carluke and Lanark. At the time of the inspection, the roll was 1155. The percentage of pupils entitled to free school meals was in line with the national average. Pupils’ attendance was well below the national average. The school had received a number of awards including Charter Mark and a Gold Award for Enterprise. The school was undergoing an extensive refurbishment which had caused disruption for three years.

2. Key strengths

HM Inspectors identified the following key strengths.

• The wide range of curricular provision.
• Pupils’ achievements in citizenship and enterprise and the extensive range of out of school activities.
• The way the school promoted the confidence and self-assurance of pupils.
• Aspects of ethos including the relationships amongst staff and pupils.
• The commitment and success of staff in providing a high standard of pastoral care.
• Leadership of the headteacher, the senior management team and staff across the school.

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 curriculum was very good. Based on a sound rationale and appropriate consultation, it provided for a wide range of pupils’ needs. Particular features of the curriculum included the following.

• At all stages, pupils’ understanding of health, enterprise and global citizenship was being developed through a number of appropriate activities. The school provided well for religious education (RE) and was making good progress towards meeting national expectations for physical education at S1 to S4. As yet, there was no provision for core physical education in S5/S6.
• The strong personal, social and health education (PSHE) programme was an example of best practice.
• Curriculum and vocational guidance was very effective at all key stages. The high quality S5 Christmas leavers’ programme supported pupils well in their vocational choices.
• Pupils were embarking on Standard Grade English courses in S2 to improve pace and challenge at this stage. This initiative had been well planned and pupils’ progress was being monitored carefully.
• A number of departments had replaced Standard Grade with other National Qualifications (NQ) courses in S3/S4, in order to meet pupils’ needs better, and to increase opportunity to progress to more advanced levels of study.
• Pupils at S3 to S6 had a highly commendable choice of courses which allowed almost all to progress to further their attainment. Timetabling arrangements were effective and efficient, with vocational options well integrated into the overall provision.
• The school had a range of productive links with colleges and universities. The effective link with Motherwell College provided very high quality vocational courses on the school’s premises.

Teaching and meeting pupils’ needs

Overall, the quality of teaching was good. Teachers explained new work well and gave clear instructions and directions. Almost all lessons were well planned and most teachers explained clearly to pupils the content and purpose of lessons. Questioning was generally good and in some cases highly skilled. In the best cases, teachers probed pupils’ understanding and extended their learning. Some were very effective in giving pupils sufficient time to think for answers. Most teachers used a wide variety of approaches which engaged pupils in different types of learning activities. Homework was a regular feature in most subjects. Teachers were developing effective use of information and communications technology (ICT) to enhance teaching. Praise was used well in most classes. Teachers provided effective feedback to pupils in many lessons. A few teachers summarised learning effectively at the end of lessons.

Class teachers, learning support specialist teachers and additional support needs assistants provided effective support to meet pupils’ learning needs. Senior pupils, acting as learning partners and "buddies", were also making an effective contribution to meeting pupils’ needs. Some departments took good account of pupils’ needs by grouping them by prior attainment and then adopting suitable teaching strategies. This approach enabled pupils to work at an appropriate pace. Many teachers provided different tasks for pupils of differing prior attainment. Most of these approaches were very effective but some teachers needed to review their expectations to ensure that tasks were pitched at an appropriate level, particularly for the more able. Many teachers were effective at identifying learning difficulties and provided helpful individual feedback to pupils. They were helped by the very good information in the ‘Pen Portraits’ of individual pupil’s learning needs. These were developed by learning support teachers as part of the highly effective primary-secondary liaison programme. Pupils with significant additional support needs had individualised educational programmes (IEPs). Overall, these pupils were making good progress towards the targets set in English, mathematics and personal and social development. Statutory documentation related to pupils with Records of Needs was in place. As yet there were no pupils with a coordinated support plan. Most departments made very good provision for pupils to gain additional support through out-of-class learning opportunities at lunch time and after school. Senior pupils were also being supported by staff through a mentoring system to help them to improve their performance.

Learning and personal development

Overall, the quality of pupils’ learning was good. Pupils were actively engaged in a wide variety of learning activities and, in most lessons, were motivated and on task. They had many opportunities to collaborate with each other. A number of staff had received training in cooperative learning approaches with support from the education authority. Pupils were generally willing to discuss issues in class or in groups and contributed well to lessons. In many classes, pupils were given responsibility for aspects of their learning and were developing independent learning skills. They were able to use marking schemes to check their own work and others. In almost all lessons, pupils were very well behaved. Most teachers set a good pace which enabled pupils to make good progress. Teachers were very good at creating an attractive learning environment by displaying examples of pupils’ work in classrooms and corridors.

The overall quality of provision for developing pupils’ personal and social skills was excellent. At all stages, almost all pupils were confident, self-assured individuals who were considerate of others. Staff worked very effectively to broaden pupils’ achievements at all stages and develop their self-esteem. They gained entrepreneurial skills through workshops and organising a range of events. Pupils improved their skills in leadership, team working and managing money through, for example, making and selling artefacts at school concerts and the business enterprise initiative with a local bank. At all stages, they had excellent opportunities to develop citizenship skills through acting as learning partners, "buddies" and mentors to younger and more vulnerable pupils. They raised considerable funds for a range of charities and collected and distributed groceries for elderly citizens and toiletries for homeless people. Pupils were aware of the need to conserve and improve the environment through the ‘Millennium Garden’ project. Large numbers of pupils participated in the wide range of clubs and activities. Pupils developed confidence by enthusiastically performing in a range of musical and drama productions including the talent competition and the annual Christmas and community concerts. Pupils achieved success in a range of events including being finalists in the UK ‘Make Your Mark’ enterprise challenge, UK Mathematics Challenges, and debating and public speaking competitions. Pupils were successful in a wide range of sporting competitions including football, athletics, golf, dance and martial arts.

English

Teachers shared learning purposes and provided well-planned support and effective feedback on pupils’ next learning steps. On occasion, teaching was exemplary with a well-targeted range of approaches and a brisk pace. All pupils encountered a number of stimulating experiences, and responded to challenging issues and texts and cooperated well with others. Approaches to developing pupils’ thinking skills, confidence and independence, however, were not yet sufficiently consistent.

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

• Standards of attainment had risen from S1 to S4.
• By the end of S2, the majority of pupils attained appropriate national levels or better in reading, writing, talking and listening.
• At Standard Grade, the proportion of pupils’ attaining Credit awards had risen from below to above national averages.
• At S5 and S5/S6 there were as yet no signs of improvement in attainment. At Higher and Intermediate, less than half the pupils gained A-C awards, well below national averages. The majority of pupils attained A-C awards at Advanced Higher.

Mathematics

Teachers gave clear explanations and used questioning well to involve pupils and monitor their understanding. Most lessons were of high quality. Often, questions and interesting problems made pupils think for themselves. Most pupils responded confidently and worked purposefully in lessons. Teachers set regular homework and gave pupils helpful feedback on their performance. They matched the level of work well to pupils’ prior understanding and pupils with learning difficulties were well supported.

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

• A majority of S2 pupils attained the appropriate national level. The proportion attaining beyond this level had been small but was now improving.
• The proportion of pupils attaining a Credit award was below the national average, but the trend was improving in the proportion attaining at General level.
• At S5, the proportion of pupils gaining an A-C award at Higher had improved to the national average in 2006. In S5/S6, the proportion gaining an A-C award at Intermediate 2 was well below the national average and there had been a high number of No Awards. A majority of candidates gained an A-C award at Intermediate 1 and Advanced Higher.

Biology and S1/S2 science

Teachers gave clear explanations and instructions and provided a good range of practical work. They supported pupils’ learning well, although in a few lessons the pace was too slow. Pupils collaborated and interacted well, but would benefit from more opportunities to work independently. Pupils enhanced their knowledge and understanding of scientific issues through visits, for example to the Royal Botanic Gardens.

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

• At S1/S2, the majority of pupils were making good progress in their coursework.
• At S3/S4, the proportion of pupils who attained a Credit award was below the national average but there had been an improving trend in recent years. The number of No Awards was above the national average. The proportion of pupils gaining awards at Intermediate 1 biology was improving and was well above the national average in 2006. Most pupils presented for Access 3 biology over recent years had gained an award.
• At S5/S6, the proportion of pupils who attained an A-C award in Higher human biology was in line with the national average. The number of No Awards was well above the national average. The majority of pupils presented for Intermediate 2 in biology attained an A-C award.

Computing

Teachers shared the aims of lessons effectively. They gave clear explanations, instructions and directions. Interaction between teachers and pupils was very good with teachers constantly monitoring pupils’ progress to good effect. Homework was used consistently to consolidate learning. Teachers used questioning effectively to check pupils’ recall of knowledge and assess their understanding. They provided additional support for pupils at lunch time and after school. The pace of learning enabled pupils to make good progress. Pupils were motivated, very well behaved and worked well individually and in groups.

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

• By the end of S1, a significant proportion of pupils exceeded national levels of attainment in ICT.
• Pupils performed better in computing than in their other Standard Grade subjects. The proportion attaining a Credit award was in line with the national average.
• At S3/S4, almost all pupils entered for PC Passport, a popular computing qualification, attained at least one unit award.
• At S5/S6, the majority of pupils presented for Intermediate 2 and Higher computing gained an A-C award. All pupils presented for Advanced Higher computing gained an A-C award.

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.

• The majority of pupils in S1/S2 were making good progress in their coursework. However, standards and progress across the inspected subjects and across the school varied too much.
• The majority of pupils attained appropriate national standards in mathematics, reading, writing, talking and listening.

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

• The proportions of pupils attaining English and mathematics at SCQF level 3 or better were in line with national averages. However, the proportions were less than in similar schools.
• The proportions of pupils attaining five or more awards at level 4 or better and level 5 or better were in line with national averages and with similar schools. The proportion of pupils attaining five or more awards at level 3 or better was above the national average and was better than similar schools.
• Pupils following skills based, practical programmes including, for example, Skills for Work were making very good progress in their courses.
• At Standard Grade, pupils performed notably better in music, and better in physical education than in their other subjects. The proportions of pupils gaining grades 1-2 in home economics, music, physical education and Spanish were above national averages.
• At Standard Grade, pupils performed less well in administration and geography than in their other subjects. The proportions of pupils gaining grades 1-2 in administration, art and design, craft and design, geography, and physics were below or well below national averages.

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

• Pupils had not built sufficiently on their prior attainment. Some pupils were following courses that were too demanding for them while others were not sufficiently motivated or challenged to achieve their potential.
• The proportions of pupils attaining one or more and three or more awards at SCQF level 6 or better were below the national averages and less than similar schools.
• The proportions of pupils gaining five or more awards at SCQF levels 5 or 6 were below the national averages. This performance was notably poorer than similar schools.
• The proportions of pupils attaining Higher awards at grades A-C in music, physical education and Spanish were well above national averages.
• At Advanced Higher, the proportion of pupils attaining one or more passes was below the national average. Results at this level were notably poorer than similar schools.
• At Higher, the percentages of No Awards in administration, business management, chemistry, geography, history, modern studies and physics were above or well above national averages.
• The proportions of pupils attaining Intermediate 2 awards at grades A-C in geography, music and woodworking skills were above or well above the national averages.
• At Intermediate 2, the percentages of No Awards in administration and business management were well above national averages.

4. How good is the environment for learning?

5. Leading and improving the school

St Aidan’s High School provided a very effective education, which promoted the achievement of all pupils. The extensive curricular provision met the range of pupils’ needs well. The school provided a very positive, caring environment for learners and morale was high. Staff strongly promoted Roman Catholic values across the work of the school. Teachers were increasingly using new approaches to enhance the quality of teaching and learning. These were showing signs of having a positive impact on attainment in a number of subjects. However, the school needed to further raise attainment particularly in S5/S6.

Leadership across the school was very effective. The headteacher had a clear vision for the school which was shared by staff, pupils and parents. He had secured their commitment to raising attainment across the school through strong and effective teamwork. He had a high profile around the school and was open and approachable. Individually and collectively the team of depute headteachers made a key contribution to the effective corporate leadership of the school. They managed important areas of the school’s work very well, and provided strong leadership to particular aspects for which they were responsible. Principal teachers provided clear leadership in improving the curriculum, teaching and learning. Teachers across the school were involved in leading a range of working groups and took on delegated responsibilities for their department development plan priorities.

The school had a wide range of approaches to evaluate and monitor its work. These included a detailed analysis of SQA attainment data and gathering the views of staff, pupils and parents about the work of the school. Subject departments had detailed monitoring calendars in place, and senior staff and principal teachers visited classrooms and evaluated the quality of learning and teaching. This information resulted in the production of evaluative departmental and whole-school standards and quality reports, a summary of which was shared with parents. These approaches had led to improvements in the curriculum and the implementation of focused strategies to address the low attainment particularly in S5/6. However, the school needed to improve the identification of areas for development with clearer action plans for improvement. There needed to be a more consistent focus on improving learning and teaching across all departments. Overall, the school had a strong capacity for further improvement.

As well as building on the strengths and addressing the issues raised throughout this report, the school and the education authority should address the following main points for action.

Main points for action

In order to raise further pupils’ overall achievement:

• improve attainment, particularly in S5/S6;
• continue to improve the quality and consistency of learning, teaching and meeting pupils’ needs across the school; and
• continue to improve the school’s approaches to self-evaluation and to sharing best practice across subjects.

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 the education authority, working with the school, will provide a progress report to parents and carers.

Mary Hoey
HM Inspector

12 June 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 Learning & Leisure, 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, Endeavour House, 1^st Floor, 1 Greenmarket, Dundee DD1 4QB or by telephoning 01382 576700. Copies are also available on our website at www.hmie.gov.uk.

HMIE Feedback and Complaints Procedure

If you wish to comment about secondary inspections

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

If you have a concern about this report, you should write in the first instance to our Complaints Manager, HMIE Business Management Unit, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA. You can also email HMIEcomplaints@hmie.gsi.gov.uk. A copy of our complaints procedure is available from this office, by telephoning 01506 600200 or from our website at www.hmie.gov.uk.

If you are not satisfied with the action we have taken at the end of our complaints procedure, you can raise your complaint with the Scottish Public Services Ombudsman (SPSO). The SPSO is fully independent and has powers to investigate complaints about Government departments and agencies. You should write to The Scottish Public Services Ombudsman, Freepost EH641, Edinburgh EH3 0BR. You can also telephone 0800 377 7330 (fax 0800 377 7331) or e-mail: ask@spso.org.uk. More information about the Ombudsman’s office can be obtained from the website: www.spso.org.uk.

Crown Copyright 2007

HM Inspectorate of Education

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

Footnotes

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