17 May 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
How can you contact us?
Bothwellpark High School was inspected in January and February 2005 as part of a national sample of provision for pupils with additional support needs. The inspection covered key aspects of the work of the school at all stages. It evaluated pupils’ achievements, the effectiveness of the school, the environment for learning, the school’s processes for self-evaluation and capacity for improvement. There was a particular focus on attainment in English language and communication, mathematics and understanding and relating to the environment, personal and social education, creative and aesthetic subjects and home economics.
HM Inspectors examined pupils’ work and interviewed staff. They assessed the school’s processes for self-evaluation. They analysed responses to questionnaires issued to all parents and carers, and to all staff. Information about the responses to the questionnaires appears in Appendix 2. Members of the inspection team also met the chairperson of the School Board, and a group of parents.
The inspection team also evaluated aspects of the school’s progress in implementing national recommendations related to improving aspects of school meals provision.
The school serves North Lanarkshire and provides education for pupils from age 11 to 18 years who have additional support needs arising from complex learning difficulties. At the time of the inspection the roll was 25. All pupils had a Record of Needs. The majority were provided with free school meals. Pupils’ attendance was in line with the national average.
HM Inspectors identified the following key strengths.
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HM Inspectors analysed responses to questionnaires issued to all parents and to all staff. Information about the responses to the questionnaires appears in Appendix 2.
Parents, carers and staff were positive about most aspects of the school. Almost all parents and carers felt that staff made them feel welcome and most thought that the school was well led. The majority thought the school had a good reputation although some expressed concern that it was not particularly well known to the local community. They felt that the school encouraged their children to work to the best of their ability and that meetings with teachers were helpful and informative. Some parents and carers wanted to know more about how they could support their child with homework. Due to the nature of their complex learning difficulties, many pupils were not able fully to articulate their views in detail to members of the inspection team. However, most indicated that they enjoyed coming to school and working with staff. Almost all pupils were able to express pleasure when taking part in classroom and recreational activities. Overall, staff were very positive about almost all aspects of the school. Almost all staff thought that the school was well led and that teamwork was a strong feature of support for pupils. Almost all staff felt that they showed concern for the care and welfare of pupils and celebrated pupils’ success regularly. Some staff wanted the school to extend its relationship with the local community.
Pupils’ learning experiences and achievements
The school provided a well-planned, broad and balanced curriculum which promoted the development of pupils’ understanding. In consultation with staff and the education authority the school had increased the length of the school day for all pupils to bring it in line with mainstream schools. Additional time was allocated at lunchtimes to promoting pupils’ personal and social development. Staff should ensure that lunchtime activities are sufficiently challenging and clearly focused for all pupils. Overall, staff planned their work very effectively to provide almost all pupils with a good range of learning experiences to develop their understanding and skills in a variety of appropriate contexts. Staff provided high quality support for individual pupils, for example to explain learning tasks in detail. They gave clear instructions and explanations of tasks using alternative forms of communication such as pictures, word and sentence cards and signing. There were very good examples of direct and interactive teaching at all stages. Staff were very skilled in using a variety of approaches to encourage pupils to remain focused on their tasks. The school had recently introduced National Qualifications (NQ) units at Access levels 1 and 2 in physical education; Supported Access level 1 in home economics; and Derived Access 1, Independent Access 1 and Access 2 levels in computing.
Pupils were well motivated in most lessons and group activities. They regularly took part in discussions with staff about their progress and responded very well to praise and encouragement. The learning environment took appropriate account of their abilities, interests and prior achievements. Pupils responded well when given the opportunity to co-operate with others, for example in preparing food and serving guests in home economics. However, they did not always have sufficient opportunities to engage in collaborative work. Pupils’ learning experiences and the pace of learning were generally appropriate. Senior pupils regularly participated in art and drama classes at a local further education college. Pupils at all stages attended assemblies along with pupils from the co-located secondary school. Both schools had successfully participated in a jointly organised sports day where pupils’ sporting achievements were recognised and celebrated.
Most pupils were developing their understanding and skills in all areas of the curriculum. They were keen to make progress and showed a sense of pride in their achievements, in aspects of creative and aesthetic activities including physical education and art and design, and in personal and social development. The very good opportunities to eat meals in their class groups helped pupils to develop good social skills. This also extended their experience of a range of foods, as well as encouraging healthy choices. Senior pupils had good opportunities to prepare for life after school through attendance at other educational establishments for young people and adults. Some had recently benefited from participating in outward bound courses at Loch Eil. With appropriate support, pupils had successfully planned and organised a range of enterprise and citizenship projects which related well to NQ units. They made Christmas gifts for the homeless, prepared meals for visitors to the school and organised a spring fayre in aid of children’s charities. Along with parents and pupils from the co-located secondary school, they raised funds to buy equipment for, and sponsor children attending, a school in the developing world.
English language and communication
The overall quality of pupils’ attainment and achievement in English language and communication was very good. Almost all pupils were making good progress towards long and short-term targets set within individualised educational programmes (IEPs). The school had been very successful in devising appropriate programmes for pupils in communication and language. Staff ensured that tasks were closely matched to pupils’ needs and that their skills were developing in a progressive way across the stages. With appropriate support, pupils at all stages related and responded well to staff and other pupils. They were generally attentive when listening to adults and almost all could convey their feelings and interests with well planned assistance from staff. They communicated as appropriate by vocalising, signing, pointing and using pictures. At the lower stages, the majority of pupils participated well in group activities which involved listening to a story and responding to questions. Most pupils at the middle and upper stages could listen to, and show understanding of, a text and some could match pictures and sentences. At all stages, some pupils could read familiar words and a small number could form letters and write sentences with assistance. Groups of pupils benefited from opportunities to practise their communication skills in a range of real-life situations. These included educational visits to shops, country parks and places of local interest.
Mathematics and understanding and relating to the environment
The quality of pupils’ achievement in understanding and relating to the environment (URE) was very good. The school had devised appropriate programmes for pupils in mathematics and URE carefully linked to assessment. Almost all pupils were making very good progress towards targets which had been set for them individually in mathematics, science and information and communications technology (ICT). At all stages they were developing their understanding of number, pattern making, measurement, time, money and shape through practical activities. They made good use of practical resources which had been prepared for each individual pupil and matched to each topic in mathematics. Pupils at the lower stages were improving their understanding of measurement whilst developing worthwhile personal and social skills by using scales and measuring jugs to make drinks for each other. At all stages, pupils benefited from the use of pictures and words linked to mathematical activities to further extend their language and communication skills. In ICT they learned useful skills in word processing, using graphics packages and printing out their work. Some senior pupils were working towards the achievement of NQs in computing at Access levels 1 and 2. They were gaining knowledge of people in society and the natural environment through outdoor walks and educational visits to nature trails.
Personal and social education
Overall, pupils were making very good progress in developing their personal and social skills (PSD) for everyday situations. Almost all pupils were making good progress towards appropriate targets in PSD. They demonstrated a good understanding of daily routines and were developing confidence, independence and self-esteem. They were encouraged to take personal responsibility for managing and updating a file recording their own progress in key aspects of the course. At all stages pupils were acquiring essential skills in forming relationships, caring for others, appropriate social behaviour and looking after themselves. They learned personal care and presentation skills including hair washing, nail and foot care. Most pupils were well behaved and related well to one another, staff and visitors. Some senior pupils displayed commendable social skills. With support, they were able to participate in social activities at college along with young people from other special schools.
Creative and aesthetic subjects
Pupils experienced a stimulating environment in most aspects of their learning in creative and aesthetic subjects. They were developing appropriate skills in the practical aspects of their coursework. Some senior pupils, with good support from staff, attended drama and art classes at a local further education college. In physical education, the majority of pupils at the middle and upper stages were making good progress towards achieving learning outcomes in NQ units at Access level 1. They showed enthusiasm for physical activities and most were able to demonstrate progress in performing a series of at least two linked movements in aerobics. In art and design, pupils at the lower and middle stages painted landscapes using appropriate colours and a few had developed confidence in using a range of materials and techniques. Almost all pupils showed an awareness of different textures through touch. The school was seeking to provide NQ accreditation for senior pupils who had made significant progress in art and design. In drama, pupils at the upper stages were learning how to interact with each other through the use of practical resources linked to the theme of pirates. However, when planning activities and resources visiting staff needed to take closer account of pupils’ ages and individual abilities. In music, many pupils at the middle and upper stages learned how to use specially adapted switches to create the sound of musical instruments. The majority of pupils were beginning to show some awareness of timing and rhythm. Pupils intended to perform their own musical composition at a national concert venue later in the year for parents and members of the public.
Home Economics
The overall quality of pupils’ attainment and achievement in home economics was very good. Within a very supportive and stimulating environment, almost all pupils were making very good progress towards their carefully selected targets. Through the very well planned programmes of work, they were acquiring basic skills in the preparation and cooking of food, as well as related social and hospitality skills in serving meals. Most pupils showed some awareness of the importance of choosing healthy food. Their understanding and application of safe and hygienic practices were also developing well, particularly when storing and preparing food and using electrical equipment. Pupils were also developing worthwhile skills in carrying out routine household tasks in an organised way. Pupils presented for NQ Units at Access Level 1 had achieved success. Staff placed an appropriately strong emphasis on developing pupils’ skills for independent living. Through well chosen approaches, including very effective use of language and communication resources and carefully judged levels of support, staff motivated pupils to perform to the best of their ability. They used praise very effectively to recognise success and encourage pupils to progress to the next steps in their learning. Almost all pupils were very well motivated and worked hard to complete tasks. Most participated well when serving meals and socialising with guests. Pupils benefited from the very good opportunities to experience a wide range of foods and most were responding positively to encouragement to make healthy choices. The importance of wise choices in contributing to a healthy lifestyle was reinforced consistently through all home economics activities.
The school supported pupils and met their needs very well. Arrangements for the care and welfare of pupils were very good and all staff had been made aware of the school’s procedures for child protection. The school had an appropriate range of well established procedures to ensure pupils’ health, safety and well being. Staff paid very good attention to promoting healthy eating in all aspects of the work of the school. The headteacher liaised closely with the catering manager to discuss menu choices. Staff also worked closely with parents to encourage healthy choices at home as well as at school. They placed a high priority on ensuring pupils’ care and well being and were sensitive to any difficulties or discomforts that they were experiencing. The school nurse had good arrangements in place to ensure that medication was administered safely. Staff used very effective approaches to deal with any examples of pupils’ challenging behaviour and informed parents of these arrangements. Specialists in speech and language therapy, physiotherapy, occupational therapy and psychological services attended the school regularly and met with staff. Along with the school doctor, they provided valuable support for staff and pupils.
Staff provided very good support for pupils to enable them to make appropriate progress in their learning. They devised IEPs for all pupils based on careful and accurate identification of their strengths and development needs in all curriculum areas. A teacher appointed to provide additional support for staff and pupils played a key role in developing imaginative activities and tasks to meet pupils’ needs. Collaborating with other staff, he had developed a range of differentiated language resources and aids to improve pupils’ communication and language at all stages. Pupils’ progress was reviewed annually and parents and external agencies had good opportunities to attend review meetings. Staff had developed very effective arrangements to ensure careful planning to meet the needs of new pupils and those due to leave the school.
Aspect |
Comment |
Quality of accommodation and facilities |
The overall quality of accommodation and facilities was good. The school was well resourced and had its own separate, secured entrance on the shared campus with Our Lady’s High School. Pupils from both schools shared the use of a gymnasium hall and dining room. New furniture, crockery and cutlery in the dining room had helped to improve the quality of the lunchtime experience for pupils. There was no secure outdoor area for pupils attending Bothwellpark High School. All learning, recreation and leisure opportunities took place indoors. Plans were in place to design a shared sensory garden to stimulate the interests of pupils from both schools. Storage space in the school was limited for large equipment such as hoists and wheelchairs. |
Climate and relationships, expectations and promoting achievement and equality |
The overall atmosphere and the quality of staff-pupil relationships and teamwork amongst staff were major strengths of the school. Senior managers had established a highly supportive learning environment and actively promoted a sense of equality and fairness. They had succeeded in improving staff morale following staff changes, and parents felt valued by the school. Wall displays showing pupils’ achievements reflected a strong sense of identity with the school. However, there was scope to improve the use of homework, involving parents more effectively. Staff regularly celebrated pupils’ achievements through weekly assemblies which were attended by some pupils from the co-located secondary school. The school provided appropriate opportunities for religious observance through its weekly assemblies. |
Partnership with parents and the community |
Overall, partnerships with parents and the wider community were good. Parents found staff approachable and appreciated opportunities for regular meetings with them. The school kept parents informed about pupil activities and events through regular meetings, the termly newsletter and weekly diaries. Staff should make more effective use of pupils’ diaries to inform parents about pupils’ progress and activities during the school day. The informative school handbook provided helpful details about the school curriculum and aspects of the school’s work. Staff should also include details about arrangements for assessing future needs for senior pupils due to leave school. The school had identified the need to build on its existing productive links with the local community. |
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Bothwellpark High School provided a very positive and supportive learning environment for pupils. The caring and committed staff were sensitive and responsive to the needs of pupils. All teachers and staff worked very well as a team. Almost all pupils were making good progress in their learning and responded well to the high quality of teaching and well-organised activities. The school now needed to build on these considerable successes by developing further the good opportunities for pupils to undertake national certification at an appropriate level.
The experienced headteacher provided very good leadership. She had earned the respect and confidence of staff, pupils, parents and the wider educational community. She had taken a strong lead in developing appropriate national certification for pupils with complex learning difficulties. In addition, she ensured that all staff shared her vision of delivering educational provision which met the needs of all pupils. Together with her staff, the headteacher had accurately identified and prioritised the needs of the school. The highly effective depute headteacher provided strong support to the headteacher and gave staff clear direction in developing key areas of the curriculum. Staff highly commended the strong support for personal and professional development given to them by senior managers.
The school was well placed to ensure ongoing improvement and placed a high priority on the self-evaluation of its practices. Senior managers had established systematic and rigorous procedures for analysing the school’s performance and introducing improvements. They had a very good knowledge of pupils’ strengths and development needs. Through weekly discussion with staff and regular reviews of pupils’ progress, they tracked pupils’ progress closely. Both senior managers made formal and informal visits to classes to monitor learning and teaching and sample aspects of pupils’ work and experiences. Staff were confident that the school’s approaches to monitoring the quality of provision had led to improvements in learning, teaching and pupils’ progress. Staff now needed to ensure that pupils’ lunchtime activities had a clear learning focus. Staff, parents and visiting specialists readily supported senior managers in taking forward plans for improvement.
Main points for action The school and education authority should continue to provide high quality and improving education. In doing so, they should take account of the need to:
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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.
Kate Hannah
HM Inspector
17 May 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
Important features of responses from the various groups which received questionnaires are listed below.
What pleased parents and carers most |
What parents and carers would like to see improved |
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What pleased pupils most |
What pupils would like to see improved |
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What pleased staff most |
What staff would like to see improved |
Overall, staff were very positive about almost all aspects of the school. Almost all thought that:
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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, Europa Building, 450 Argyle Street, Glasgow G2 8LG or by telephoning 0141 242 0100. Copies are also available on our website www.hmie.gov.uk .
If you wish to comment about inspections of provision for pupils with additional support needs
Should you wish to comment on any aspect of inspections of provision for pupils with additional support needs, you should write in the first instance to Bill Maxwell, HMCI, at HM Inspectorate of Education, Second Floor, 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, Second Floor, 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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