Ardgour Primary School
by Fort William
The Highland Council

3 October 2006

Contents

1. Background
2. Key strengths
3. What are the views of parents, 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?

1. Background

Ardgour Primary School was inspected in June 2006 as part of a national sample of primary education. 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 mathematics.

HM Inspectors examined pupils' work and interviewed groups of pupils, including the pupil council, and staff. Members of the inspection team also met the chairperson of the School Board and a group of parents¹.

The school serves the village of Ardgour and the surrounding area. At the time of the inspection the roll was 22, including 5 children in the nursery class. The proportion of pupils who were entitled to free school meals was below the national average. Pupils' attendance was in line with the national average.

The work of the nursery class was not included in this inspection.

2. Key strengths

3. What are the views of parents, pupils and staff?

HM Inspectors analysed responses to questionnaires issued to all parents, P4 to P7 pupils, and to all staff. Information about the responses to the questionnaires appears in Appendix 2.

Parents who responded to the questionnaire were positive about the school. Almost all thought that it was well led and had a good reputation in the community. All parents thought that their children enjoyed being at school and found the work stimulating and challenging. They felt that teachers set high standards for pupils’ attainment and that they had explained how parents could support children with homework. Most parents agreed that the school dealt appropriately with any incidents of poor behaviour. All pupils enjoyed being at school and felt safe and well looked after. They thought that teachers expected them to work hard, explained things clearly and listened to what they had to say. Almost all felt that the behaviour of pupils was good. Staff were very positive about all aspects of the school’s work. They appreciated the support of the headteacher and felt that there was a strong sense of teamwork amongst staff. They thought that there was mutual respect between staff and pupils and that staff set high standards for pupils’ attainment.

4. How good are learning, teaching and achievement?

Pupils’ learning experiences and achievements

Teachers provided pupils with a broad curriculum. They offered pupils a well-judged range of stimulating learning activities in areas such as English language, mathematics, health promotion and enterprise education. Staff made effective use of computers in information and communications technology (ICT) to support and extend pupils’ learning. Visiting specialist staff provided pupils with high quality learning experiences in physical education, art and craft, drama and music. Teachers did not always take sufficient account of pupils’ previous knowledge and skills when planning work in Environmental Studies and religious and moral education. The quality of teaching was very good. Teachers were well organised, gave clear explanations and set high standards for pupils’ attainment. In almost all lessons, teachers made effective use of questioning to check and reinforce pupils’ understanding. The quality of interaction and discussion between teachers and pupils was consistently strong. Staff provided purposeful opportunities for pupils to work together and learn from each other. They provided pupils with a broad range of well-judged homework activities.

The quality of pupils’ learning was good. Pupils were well motivated and had positive attitudes to learning. Almost all were able to work independently with the minimum of supervision. Pupils listened attentively to staff and worked well with each other. Pupils’ skills across the expressive arts were enhanced through their involvement in events such as musical festivals, school productions and sporting events. They made good use of computers to extend their learning. Pupils presented their work well. However, the quality of pupils’ handwriting was variable.

Pupils were caring and supportive. They were sensitive to the needs of others, worked well together and were developing appropriate citizenship skills. Those at P6 and P7 helped younger pupils in the playground and class. Pupils were actively involved in the life of the school and had regular opportunities to contribute to the decision making process through the pupil council. They had taken part in a variety of enterprise activities such as designing and organising the painting of playground games. They were currently designing a garden area and planning the end of term Sparkle Ball. Pupils’ achievements across the expressive arts were enhanced by the use of specialist staff and instrumental tutors. All pupils were developing an appreciation of Gaelic through participation in Feis activities and the local Mòd.

English language

The quality of pupils’ attainment in English language was very good. In recent years, the level of pupils’ attainment in reading and writing had been consistently high. Almost all pupils were achieving appropriate national levels in listening, talking, reading and writing. Across the school, a significant number of pupils achieved these levels at an earlier stage than might normally be expected. Pupils were making very good progress in their coursework. Those who experienced difficulties with aspects of reading and writing were well supported by staff and were making very good progress in their learning. Pupils’ talking and listening skills were very well developed. They listened attentively and talked confidently to staff and each other. Pupils had access to a range of good quality reading material. They read with fluency and understanding. Pupils’ writing skills were well developed. They wrote for a variety of purposes and produced extended pieces of high quality written work, particularly in the area of imaginative writing. Pupils’ skills in punctuation, spelling and grammar were very good.

Mathematics

The overall quality of pupils’ attainment in mathematics was good. In recent years, the level of pupils’ attainment in mathematics had been consistently high. Almost all pupils were achieving appropriate national levels in key outcomes of mathematics and a number of pupils had achieved these levels at an earlier stage than might normally be expected. Pupils at all stages were making good progress in their coursework. Those with additional support needs in mathematics were well supported by staff and were making good progress in their learning. Pupils made good use of computers to create simple graphs but their skills in using databases and spreadsheets were not

well-developed. Pupils’ skills in written and mental calculation were very good. By P7, pupils could accurately carry out calculations involving fractions, percentages and decimals. Pupils could use practical equipment effectively to measure volume, weight and length. They had a very good understanding of the properties of shape. Pupils’ skills in problem-solving and enquiry were not good. They could solve basic problems but could not identify or apply a sufficiently wide range of problem solving strategies.

5. How well are pupils supported?

The quality of pastoral care in the school was very good. Staff had a very good working relationship with pupils and there was a strong sense of mutual respect. Teachers were sensitive to pupils’ physical, social and emotional needs and worked effectively to provide well-judged support for pupils. They were developing pupils’ understanding of the importance of good health and a healthy lifestyle. The school had well-established procedures for child protection and the administration of medicine. All staff had received an appropriate level of training in child protection. The school had an effective anti-bullying policy in place. Pupils felt free to discuss concerns with any member of staff.

The headteacher and staff had a very good understanding of pupils’ learning needs. She worked closely with staff and the support for learning teacher to provide well-judged support for pupils. The learning support teacher provided high quality learning experiences for pupils with additional support needs. The classroom assistant and clerical assistant worked closely with teachers to ensure that pupils’ learning needs were met. Teachers had recently introduced an effective range of systems for pupils to evaluate their own work and set targets for their learning. The pace of learning and choice of activities in English language were very good. However, teachers did not always present sufficient challenge or take account of pupils’ prior learning when planning tasks and activities in environmental studies and religious and moral education.

6. How good is the environment for learning?

7. Improving the school

Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.

Staff worked together as an effective team to provide pupils with a consistently good standard of education within a caring and stimulating learning environment. The quality of teaching was very good. Teachers provided pupils with good learning experiences, particularly in English language, mathematics and the expressive arts. Pupils were making good progress in their learning and the standard of pupils’ attainment in English language was very good.

The school had the clear capacity to ensure ongoing improvement. The experienced headteacher was committed to the school and had established a strong sense of teamwork. She provided very good leadership and was very well organised. She had a clear sense of vision and was held in high regard by staff, pupils, parents and the community. The headteacher used a range of effective strategies to evaluate the work of the school and monitor the quality of learning and teaching. She monitored teaching plans, observed lessons, discussed pupils’ progress and gave constructive feedback to teachers. The headteacher and staff had started to use quality indicators to evaluate the school’s work and identify improvement priorities.

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. Within two years of the publication of this report parents will be informed about the progress made by the school.

Michael Wood
HM Inspector

3 October 2006

Appendix 1 Indicators of quality

The sections in the table below follow the order in this report. You can find the main comments made about each of the quality indicators in those sections. However, aspects of some quality indicators are relevant to other sections of the report and may also be mentioned in those other sections.

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

Appendix 2 Summary of questionnaire responses

Important features of responses from the various groups which received questionnaires are listed below. Where any one group had five or less respondees then, in order to maintain confidentiality, the analysis is not provided.

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, Culture and Sport, 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, Longman House, 28 Longman Road, Inverness, IV1 1SF or by telephoning 01463 253115. Copies are also available on our website www.hmie.gov.uk .

If you wish to comment about primary inspections

Should you wish to comment on any aspect of primary inspections, you should write in the first instance to Chris McIlroy, Acting HMCI, at HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.

Our complaints procedure

If you have a concern about this report, you should write in the first instance to Hazel Dewart, Business Management Unit, HM Inspectorate of Education, 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 2006

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.

1. Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and carers who are relatives or friends.