St Ninian’s High School
Giffnock
East Renfrewshire Council

11 March 2008

Contents

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

1. Background

St Ninian’s High School was inspected in October and November 2007 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. Inspectors focused particularly on English, mathematics, chemistry and S1 science, and modern studies. The inspection team also evaluated features of the school's progress in implementing national recommendations related to improving aspects of school meals provision, and the quality of the school’s links with community learning and development.

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 Parent Council, representatives of the parent-staff association, a group of parents

St Ninian’s High School is a denominational school serving the eastern part of East Renfrewshire Council. At the time of the inspection, the roll was 1713. The percentage of pupils entitled to free school meals was below the national average. Pupils’ attendance was well above the national average.

2. Key strengths

3. How well does the school raise achievement for all?

To evaluate how well the school was raising achievement for all, HM Inspectors considered the extent to which the learning needs of all pupils were met through the curriculum and teaching. They evaluated the effectiveness of the school in promoting the learning and personal development of all pupils in lessons and in other, broader contexts. They also considered the standards attained in specific aspects of learning.

Curriculum

The curriculum was very good and included several innovative features. Staff continued to introduce improvements, such as more efficient arrangements for vocational education. The curriculum provided an effective framework to meet the wide range of pupils’ needs. Particular features included the following.

• Effective, carefully implemented approaches to curriculum innovation, particularly in response to Curriculum for Excellence.
• Very good pastoral and curricular links with associated and neighbouring primary schools.
• Very well-designed programmes for personal, social and health education (PSHE), which included timetabled provision for all year groups.
• Choice of subjects from the end of S1, to allow greater depth, pace of study and valuable flexibility.
• The introduction from S2/S3 of programmes based on Access and Intermediate National Qualifications (NQs), with progression to S6 through a wide range of courses and levels.
• Strong progress with improving provision for physical education (PE) at S1 to S4, although opportunities at S5/S6 were still limited.
• Comprehensive provision at S6 including Advanced Higher and additional subjects to broaden the range of opportunities.
• Effective and improving vocational provision, including at S6, with productive links to local colleges, university and other providers.
• Very good support for all school leavers in their transition to further or higher education, employment and training.
• Helpful curricular and careers education, information and guidance at all stages.
• Many productive opportunities for developing pupils’ skills, and knowledge of issues, in citizenship, enterprise, sustainability and health.
• Very thorough provision for religious observance.

Teaching and meeting pupils’ needs

The quality of teaching was very good. Teachers’ explanations and demonstrations were clear and skilful. Lessons were consistently well planned. Most teachers shared the main objectives at the start of lessons, and many reviewed them with pupils at the end. A few staff did not focus clearly enough on what pupils were expected to learn. Teachers made effective use of questions to engage pupils and test their knowledge. Many were skilled at probing pupils’ understanding, challenging them to think more deeply and extend their learning. Homework was used well overall. Many staff used information and communications technology (ICT) skilfully to enhance learning and teaching. Teachers used praise well and provided effective feedback, helping pupils to identify specific next steps in their learning.

Pupils’ needs were very well met. Some departments formed teaching groups by ability to help teachers match tasks and the pace of learning more closely to pupils’ needs. Pupils were able to choose between subjects for S2, helping to meet their needs more effectively. Most subject teachers provided programmes and teaching approaches well matched to pupils’ different abilities. Staff had access to valuable information to monitor individual pupils’ progress, provided by the school’s innovative tracking system. A few did not take appropriate steps to ensure that tasks built on pupils’ prior attainment. Specialist support staff worked closely with subject staff and provided excellent support to address pupils’ specific needs, for example in learning and behaviour management. They were highly skilled at identifying pupils’ needs and liaising with primary schools and specialist agencies. They provided very high quality programmes and developed some excellent resources to meet highly specific needs. The pupil learning centre provided facilities which clearly helped pupils manage their behaviour and remain productively involved in education. Working closely with pupils, parents and relevant support agencies, staff prepared well-designed individualised educational programmes (IEPs) for pupils with additional support needs. These pupils were making good progress towards targets in English, mathematics and personal and social development. Coordinated support plans were being considered for a small number of pupils whose needs met the appropriate criteria. Staff across the school offered pupils additional opportunities for support at lunch times and after school. The school provided a valuable programme of supported study classes after school, and staff gave generous support for a very well-attended Easter Study School. Many senior pupils made valuable contributions towards meeting younger pupils’ learning needs, taking on a number of effective support roles.

Learning and personal development

There were major strengths in the quality of pupils’ learning. Pupils worked diligently in class and showed high levels of motivation. In many lessons, they responded with enthusiasm to their tasks. They readily took responsibility for their own learning and worked well in teams in a range of subjects, but in a few classes were given too little opportunity for independent learning. Pupils at all stages developed informed attitudes, and useful skills and knowledge in the strong programme for PSHE. The programme included important topics related to health and careers. Almost all pupils achieved highly in an exceptionally broad range of areas including citizenship, international education, the performing arts, health promotion, community service and raising funds for charities. Many pupils’ leadership and sporting abilities were developed effectively through sports leadership awards and a talented athletes programme. Some pupils had improved their confidence, and renewed their interest in learning, through work with partner agencies in the community. Many pupils in S6 demonstrated commendable leadership skills. A high proportion served as mentors and tutors to younger pupils, as prefects, and on a wide range of active school committees. A notable innovation was the development of a diploma to be awarded to S6 pupils, recognising their broader achievements, and based on the key outcomes of Curriculum for Excellence. Pupils’ achievements in enterprise had been recognised through local and national awards. The "Crafty Crew", a group of pupils with additional support needs, had developed their confidence and ability to work with others through enterprise projects. Through the new NQ programmes in S2/S3, pupils were developing a wider range of skills across a number of subject areas.

English

Teachers mostly provided varied and stimulating contexts for learning. They set high expectations for the quantity and quality of pupils’ work, and provided them with helpful feedback. They used a wide range of tasks and approaches to interest and engage pupils, including opportunities to collaborate in pairs and groups. Teachers shared the aims of lessons with pupils and used questioning well to test their understanding. Pupils worked very conscientiously, contributing well and behaving responsibly in group activities. They contributed fluently to discussions. Pupils responded well to opportunities to learn independently, but needed more experience of taking responsibility for their own learning. Teachers used very effective approaches to meet pupils’ needs, for example through teaching cooperatively in some classes.

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

• By the end of S2, most pupils were making good progress and were attaining appropriate national standards in reading. The majority did so in writing.
• In S4, of the significant numbers of pupils presented at Intermediate 2, the proportion attaining grades A-C was above national averages.
• At S5/S6, the proportion of pupils gaining A-C grades at Higher was consistently well above national averages, and pupils generally performed better than in other subjects.

Mathematics

Teachers explained work very clearly and questioned pupils very effectively to extend their understanding. They made effective use of a wide range of teaching approaches, including ICT and well-targeted homework, and provided valuable support to pupils. Pupils responded very positively to lessons and to opportunities to think for themselves and to work together, with many showing clear enjoyment in their work. They were given strong direct support and very helpful feedback on their progress and on how to improve their performance.

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

• By the end of S2, most pupils had attained appropriate national levels.
• In S3/S4, the proportion of pupils who attained an Intermediate 2 award was consistently well above the national average. Most of these pupils gained a grade A. All pupils entered for Access 3 gained an award.
• In S5/S6, the proportion of pupils who attained a Higher award at A-C was around the national average. Around a third of pupils gained an A award. The proportion of pupils gaining an A-C award at Intermediate 2 was below the national average.
• Many pupils had participated in a range of national mathematics competitions and had achieved gold, silver or bronze awards.

Chemistry and S1 science

Teachers explained work clearly and used ICT effectively to enhance lessons. They planned their lessons very well. Almost all teachers questioned pupils very effectively and used homework well to reinforce learning. Pupils were enthusiastic learners who were highly motivated to succeed. At times, lessons did not fully develop pupils’ capacity as independent learners. The wide range of courses and groupings of pupils by prior attainment helped teachers to meet pupils’ needs very well, as did the provision of choice between the sciences for S2. Working with learning support staff, teachers had developed excellent resources for some pupils with specific additional support needs.

Overall, the quality of teaching and learning was very good. Staff met pupils’ needs very well, and some of their approaches were outstanding. The overall quality of attainment was very good. Particular features included the following.

• At S1/S2, almost all pupils were making very good progress in their coursework. They showed good independence when carrying out investigations.
• At S3/S4, the proportions of pupils who attained A-C grades were well above the national average at Intermediate 1 and in line with the national average at Intermediate 2. At Intermediate 2, pupils performed less well in chemistry than in their other subjects.
• At S5/S6, the proportion of pupils who attained an A-C grade in Higher chemistry was well above the national average. Pupils performed better in Higher chemistry than in their other subjects. At Advanced Higher, the proportion of pupils who attained A-C awards was below the national average in two of the last three years.

Modern studies

Teachers introduced lessons through interesting approaches, including using news bulletins to develop pupils’ understanding of current affairs. They gave clear explanations and made effective use of a range of appropriate resources and approaches, including ICT. Pupils were well behaved and motivated learners. However, pupils’ capacity for independent learning was not always fully taken into account. Programmes of study did not fully meet the needs of all pupils. Staff provided diligent support for individual pupils.

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

• At S1/S2, almost all pupils were making very good progress in their coursework. They had a good understanding of topics they had studied and were developing good investigative skills.
• At S3/S4, the proportion of pupils gaining Intermediate 2 awards was consistently high. The proportion who attained A grades was well above the national average.
• At S5/S6, the proportion of pupils gaining grades A-C at Higher was consistently above the national average. The proportion gaining grade A was well above the national average and had improved.

Attainment

Information about the subjects inspected has been given earlier in the report. Across the school, particular features of pupils’ progress, results in examinations and other qualifications, including those awarded by the Scottish Qualifications Authority (SQA) within the Scottish Credit and Qualifications Framework (SCQF)³ for the three year period 2005-2007⁴, are included below.

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

• All pupils had improved their previous levels of attainment. The school had appropriate arrangements for monitoring the standards being attained in all subjects. Pupils of all abilities, including those with additional support needs, had made very good progress towards appropriate targets.
• Most pupils were attaining appropriate national levels in mathematics, and in reading in English. The majority were doing so in writing. The school did not have reliable data for listening and talking.

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

• The proportion of pupils attaining SCQF level 3 in both English and mathematics was below comparator schools and the national average.
• The proportions of pupils attaining five or more awards at SCQF level 3 and level 4 were above the national averages.
• The proportion of pupils attaining five or more awards at SCQF level 5 was consistently well above the national average and better than in schools with similar characteristics.
• In S4, pupils’ performance at SCQF level 5 in art and design had improved, and all pupils had gained an award in the last two years.
• The proportions gaining SCQF levels 4 and 5 in art and design, biology and computing were generally above or well above national averages.

By the end of S6, the overall quality of attainment was excellent. Particular features included the following.

• By the end of S5, the proportions of pupils attaining one or more, three or more and five or more A-C awards at SCQF level 6 were consistently well above national averages. Performance at these levels was consistently better than in schools with similar characteristics.
• The proportions of pupils gaining awards at SCQF level 5 by the end of S5 were well above national averages in art and design, French, graphic communication and woodworking skills, and above the national average in history.
• The proportions of S5 pupils gaining SCQF level 6 were well above the national averages in art and design, music and physics, and above the national average in administration, biology, computing, drama and geography.
• Pupils at S5 performed better in drama at SCQF level 6 than in their other subjects.
• By the end of S6, the proportions of pupils attaining one or more, three or more or five or more awards at SCQF level 6 were well above the national averages. Results at these levels were much better than in schools with similar characteristics.
• At SCQF level 7, the proportion of pupils attaining one or more A-C awards was above the national average and well above the proportion in schools with similar characteristics.

4. How good is the environment for learning?

5. Leading and improving the school

The school provided an education of the highest quality, with many outstanding aspects. The school’s well-conceived and innovative curriculum resulted in almost all pupils, at all stages, attaining very high standards. Staff worked very successfully to raise achievement for all pupils and to meet fully their various needs. Morale was very high among all pupils, parents and staff, who took pride in the school and its many achievements. Pupils responded well to the very good teaching and their learning experiences. Staff were committed to ensuring continuous improvement.

There were many major strengths in the quality of leadership in the school. The headteacher demonstrated excellent leadership and actively encouraged teachers, support staff and pupils to take leading roles. He was highly committed to the achievement and welfare of pupils as individuals. In his three years in post, he had shared his aspirational vision for the school convincingly with staff and the wider community. He had won the respect and full support of his team of senior managers, staff and parents, as a leader who sought innovative approaches. He was highly regarded by pupils, who found him very approachable. He had developed very effective teamwork among his senior managers and across the school. The team of depute headteachers provided very high quality leadership with many features of excellence. They fulfilled their remits skilfully, leading and supporting improvements and high standards across departments and in pupil support. Principal teachers’ leadership of departments made a strong contribution, and those with remits for development work were supporting improvements in learning and teaching very effectively. Many individual teachers contributed well by leading specific topics. Pupils at all stages showed a clear capacity for leadership, in the context of school committees, extra-curricular activities, social and enterprise events and support for charities. For example, pupils in S2 prepared a drama production to address issues of discrimination and domestic abuse. Some in S6 took lead roles in working with parents to explain features of the senior school curriculum.

The school had very effective approaches for identifying its own strengths and areas for improvement. Senior managers worked with subject departments to carry out rigorous analyses of the results of national examinations, and to draw up plans for improvement. Staff promoted pupils’ attainment by setting targets for individuals and regularly monitoring their progress. The use of NQ programmes from S2 had been thoroughly planned and implemented. Staff were taking steps to address issues arising from that development. Pupils and parents were regularly encouraged to express their views of the school, through an extensive series of formal consultations. The school had taken effective action to address issues arising from these processes. The development needs of staff were carefully identified, and addressed through the school’s strong programme for continuous professional development, much of which was led from within the school. Senior managers and principal teachers regularly evaluated learning and teaching in lessons, for example monitoring the effectiveness of recent major changes to the curriculum. Some further refinements were needed for evaluating learning and teaching in subject departments, to ensure comprehensive coverage and consistent approaches to providing feedback to teachers.

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 point for action.

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 continue to improve the high quality of education provided by the school, 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.

Bill Geddes
HM Inspector

11 March 2008

Appendix 1 Indicators of quality

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

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

Appendix 2 Summary of questionnaire responses

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

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

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

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 and Communications Team, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA. You can also email HMIEcomplaints@hmie.gsi.gov.uk. A copy of our complaints procedure is available from this office, by telephoning 01506 600200 or from our website at www.hmie.gov.uk .

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

Crown Copyright 2008

HM Inspectorate of Education

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

Footnotes

1. See Appendix 2
2. Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and carers who are relatives or friends.
3. Scottish Credit and Qualifications Framework (SCQF) levels:
7: Advanced Higher at A-C/CSYS at A-C
6: Higher at A-C
5: Intermediate 2 at A-C; Standard Grade at 1-2
4: Intermediate 1 at A-C; Standard Grade at 3-4
3: Access 3 cluster; Standard Grade at 5-6
4. 2007 data pre-appeal
5. Pre Appeal
6. Comparator schools are the 20 schools statistically closest to the school being inspected in terms of the key characteristics of the school population.