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
Appendix 3 Attainment in Scottish Qualifications Authority (SQA) National Qualifications
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Hutchesons’ Grammar School was inspected in January and February 2006. The inspection covered key aspects of the school’s work at all stages. It evaluated the quality of the curriculum and pupils’ achievements, including their performance in examinations (see Appendix 3). Inspectors also evaluated the quality of learning and teaching and pupil support, the environment for learning, the school’s processes for self-evaluation, and its overall effectiveness and capacity for improvement. In the primary school, there was a particular focus on attainment in English language and mathematics. In the secondary school, the subjects included in the inspection were English, mathematics, physics and geography. Unless otherwise stated, the evaluations in this report apply to provision in both the primary and secondary schools.
HM Inspectors observed learning and teaching and examined pupils’ work. They analysed responses to questionnaires issued to a sample of parents1 and pupils and to all staff. They interviewed groups of pupils, including the pupil council, and staff. Members of the inspection team also met the chairman of Governors, parents and representatives of the wider community.
The school is a coeducational independent school situated in Glasgow. The school caters for pupils from P1 to S6. The primary school was located in two buildings at Kingarth Street and Lilybank Terrace. There were plans to close the Lilybank Terrace site in June 2006. At the time of the inspection, the roll was 1,883, with 704 pupils in the primary school and 1,179 in the secondary school, which was located in Beaton Road.
HM Inspectors identified the following key strengths.
Parents were very satisfied with almost all aspects of the work of the primary and secondary schools. Almost all thought their children were treated fairly, that staff made them feel welcome and that the school was well led. Pupils in both the primary and secondary schools were very positive about almost all aspects of the school’s work. They reported that they were happy in school and that the school helped them to keep safe and healthy. In the secondary school, just over half of pupils felt they had a say in deciding how to improve the school. Teaching staff were very positive about most aspects of school life. They felt that staff showed concern for the care and welfare of pupils and that pupil success was regularly celebrated. In the secondary school, teachers reported recent improvements in communication and teamwork and greater involvement in the decision-making process. Across both the primary and secondary schools, almost half of teachers and support staff did not feel that there was regular staff discussion about how to achieve school priorities.
Information about the responses to questionnaires appears in Appendix 2.
The curriculum, learning and teaching
The overall quality of the curriculum was good. In the primary school, pupils had a broad and balanced experience. The curriculum was enhanced by effective contributions from a wide range of specialist teachers. Well-planned use of a range of visits and visitors contributed strongly to the quality of pupil experience. Pupils had some good opportunities to learn actively and, where appropriate, through play. However, this was not yet a consistently strong feature of the curriculum. Teachers did not fully encourage pupils to apply and extend their very good skills in English language across a wide range of areas. In the secondary school, at S1/S2, pupils followed a broad range of courses. All pupils learned French and Latin and most learned two modern languages by the end of S2. The school was considering taking steps to reduce the number of teachers pupils were taught by each week. At S3/S4, most pupils studied seven courses at Standard Grade or equivalent. They had the option of taking another course by taking after-school classes. In order to enhance progression to Higher, a number of subjects did not present all pupils for SQA examinations by the end of S4. This resulted in a few pupils not achieving full accreditation for some courses. At S5/S6, pupils could choose from a very wide range of subjects at Higher, Advanced Higher or AS and A-level. A small number of subjects offered courses at Intermediate 2 level. The school had recognised the need to review the curriculum. This included ensuring greater continuity and progression in pupils’ learning across the primary and secondary schools.
Across the primary and secondary schools, almost all teachers gave clear instructions and explanations and interacted positively with pupils. They used a good range of approaches to engage pupils in their learning, including some well-judged use of paired and group work. In the primary school, teachers generally shared the purposes of activities with pupils and reinforced key learning points very effectively. When teaching reading, for example, teachers made good use of questioning to engage pupils in discussion and extend their understanding of key points. However, teachers did not always use extended discussion effectively to motivate pupils. In the secondary school, teaching had major strengths in the majority of lessons. Lessons were well organised and teachers shared the purposes of learning with pupils. Interactions between teachers and pupils were consistently positive. Most teachers used questions effectively to extend and develop pupils’ understanding. However, in a few lessons, learning was too teacher directed and questioning did not encourage pupils to develop their ideas. Some teachers in both the primary and secondary schools made very effective use of information and communications technology (ICT), including the use of interactive whiteboards. However, access to ICT resources in classrooms was limited overall. Across the primary and secondary schools, teachers used homework effectively to support pupils’ learning.
Across the school, almost all pupils were positive about learning. They were attentive and well motivated. They concentrated well on tasks. In the primary school, this was evident at P4 when pupils worked independently on ICT tasks. At P7, pupils were able to explain their thinking when learning about information handling in mathematics. In English language, pupils at P3 collaborated well when working in pairs in learning how to support a particular point of view. However, pupils did not always have sufficient opportunities to take responsibility for their learning. Overall, pupils’ learning needs were well met in the primary school. At some stages, pupils were beginning to evaluate and comment on their own work. Some tasks did not always ensure an appropriate level of pace for all pupils. A few of the highest attaining pupils were insufficiently challenged, particularly in mathematics. There were major strengths in the quality of pupils’ learning in the secondary school. In many lessons, learning was stimulating and challenging and pupils were enthusiastic. Overall, the pace of learning was brisk and pupils were actively involved in their own learning. They were able to work independently and take responsibility for their learning. In a few lessons, learning was too passive. Overall, the learning needs of almost all pupils in the secondary school were very well met. Teachers provided a wide range of additional study support to pupils. Almost all pupils made very good progress and achieved high levels of attainment in national examinations.
Achievement in English language and mathematics in the primary school
English language
The overall quality of attainment in English language was very good. In recent years, attainment levels in reading and writing had been consistently high. Almost all pupils were achieving appropriate national levels in listening, talking, reading and writing and a substantial number of pupils at most stages exceeded these levels. Pupils who experienced some difficulty in aspects of English language were being well supported and they were making good progress towards meeting identified learning targets. Across the school, pupils listened and talked to each other and to adults very well. Their skills in group discussion were effective. Most pupils read widely for pleasure. Pupils at P7 were able to discuss the approaches of different authors and their style of writing. Some reading tasks lacked appropriate challenge for the highest attaining pupils. At most stages, pupils wrote well for a variety of purposes, using spelling and punctuation accurately. The quality of report writing was, in a few cases, very high.
Mathematics
Pupils’ attainment in mathematics was very good. Levels of attainment had been consistently high in recent years. Almost all pupils were achieving appropriate national levels of attainment and many were exceeding them. Almost all pupils coped very well with class work. However, a few of the highest attaining pupils were not sufficiently challenged. At all stages, pupils carried out both written and mental calculations accurately. Almost all pupils showed a well-developed understanding and knowledge of the properties of two- and three-dimensional shapes. By P7, pupils could draw to scale accurately. They were confident in organising and interpreting information using a wide range of graphs. However, from P4 to P7, pupils did not make sufficient use of ICT to display information and to support their learning in mathematics. Across the school, almost all pupils were able to solve problems well.
Achievement in the secondary school
The overall quality of attainment was very good at S1/S2. The standards attained by pupils in English language and mathematics in their classwork and internal examinations were very good. Almost all pupils were making very good progress in suitably challenging coursework in other curricular areas.
The following comments are based on Scottish Qualifications Authority (SQA) data, using the Scottish Credit and Qualifications Framework (SCQF)2 for the three year period (2003-2005) and also draw on the overall evaluations of the quality of learning, teaching and meeting pupils’ needs.
At S3/S4, a significant number of pupils did not sit external examinations at the end of S4. Instead, pupils gained unit awards at Intermediate 2 and Higher in preparation for presentation at Higher in S5. The quality of attainment at S3/S4 was very good. Almost all pupils presented at Standard Grade attained Credit awards and most attained grade 1. Almost all pupils presented for Intermediate 2 courses in mathematics, Greek and Latin achieved success.
At S5/S6, the quality of attainment was excellent. The proportion of pupils attaining three or more and five or more awards at level 6 or better by the end of S5 was consistently amongst the top 10% of all schools nationally. Overall, almost all pupils presented for Higher attained grades A-C and around 60% attained grade A. The proportion of S6 pupils attaining one or more awards at Advanced Higher (AH) was consistently well above the national average. Almost all pupils presented for AH gained grades A-C and over 40% gained grade A. Almost all pupils presented for A-levels gained grades A-E and around one third gained grade A.
Information on the subjects inspected is given later in the report. Significant features of attainment in the subjects not inspected were as follows.
Achievement across the primary and secondary school
Overall, the range of pupils’ achievements was considerable. Across the school, pupils were making very good progress in developing their confidence and self-esteem. They had developed very positive attitudes and showed respect and concern for others. Pupils had a highly developed awareness of the needs of others. They had been very successful in raising funds for charities. Almost all were very good at cooperating and were skilled at working with others in groups and teams. They behaved responsibly at all times. In the primary school, senior pupils responded well when acting as tour guides to prospective parents, showing them around the school and answering relevant questions. Pupils participated successfully in an outstanding range of additional activities, including a large number of lunchtime clubs. In particular, pupils actively participated in art, drama and musical activities. Across the school, regular musical productions and concerts were an important and popular part of school life and developed pupils’ ability and confidence in performance. Individuals and teams successfully engaged in a wide range of sporting events. Pupils developed their confidence and awareness of others by taking part in regular school trips and excursions. In the secondary school, over 200 pupils had recently achieved success at gold and silver levels in the Duke of Edinburgh award scheme. Pupils also regularly achieved high levels of success in national and local competitions. These included mathematics challenges, science and geography competitions, music examinations and enterprise awards. Many had achieved individual and group success in national and local debating and public speaking competitions. Across the school, pupils had increasing opportunities to influence decisions that affected them in the school.
Learning and teaching in the inspected subjects in the secondary school
English
Learning and teaching
Teachers successfully employed a wide range of approaches to engage pupils in thinking about and taking responsibility for their learning. They explained tasks clearly and made skilful use of questions. They provided regular and well-judged opportunities for pupils to collaborate with each other in groups. Pupils responded very positively. They were enthusiastic and active in their learning. Overall, the pace of learning was brisk and pupils made very good progress in their learning. Coursework was consistently varied, stimulating and challenging and enabled pupils to achieve high levels of attainment.
Achievement
At S1/S2, pupils completed a range of challenging coursework very well. Pupils’ reading, writing, listening and talking skills were very well developed. In S4, only a few pupils had been entered for Standard Grade. Most achieved a Credit award. Most pupils sat their first national examination in English at the end of S5. At Higher, almost all pupils attained A-C grades and pupils consistently performed notably better in English than in their other subjects. Almost all of the small numbers presented for Intermediate 2 achieved A-C grades. At AH, most of those presented achieved an A-C grade. At A-level, almost all those presented achieved an A-C grade.
Other features of pupils’ achievement included the following.
Mathematics
Learning and teaching
Learning and teaching had major strengths. Teachers used a range of teaching approaches, including ICT, to enhance pupils’ learning. They explained work clearly and, increasingly, involved pupils actively in lessons. They questioned pupils effectively to develop and extend their understanding. Pupils were highly motivated and often independent in their learning. Teachers chose tasks and activities carefully to meet the needs of all pupils. They had developed approaches which prepared pupils very effectively for the courses on offer at S5 and S6. These approaches ensured an appropriate level of challenge for all pupils.
Achievement
By the end of S2, almost all pupils had attained one unit at Intermediate 2 level. They had well-developed algebraic skills and could confidently solve problems appropriate to their stage. By the end of S3, most pupils had attained one further unit at Intermediate 2 level. Around half of S4 were presented for a course award at Intermediate 2. Almost all of those presented attained A-C grades. By the end of S5, most of the very high number of pupils presented for Higher attained A-C grades. More than half attained A grades. By the end of S6, most of those presented for A- and AS-level attained success.
Other features of pupils’ achievement included the following.
Physics
Learning and teaching
Teaching was good overall, with some very effective practice. Teachers provided good opportunities for practical work using well-organised resources. They gave clear explanations and instructions, but did not make enough use of open questioning to extend pupils’ understanding. Pupils were highly motivated and on task throughout lessons. They did not have sufficient opportunities to reflect on and discuss physics ideas. In some classes, an over-emphasis on teacher-led approaches reduced pace and challenge. Teachers had developed good quality resources to help pupils consolidate their learning. They made some effective use of ICT, for example to improve practical demonstrations, but overall too little use was made of ICT to enhance physics coursework.
Achievement
At all stages, almost all pupils were making very good progress in their coursework. At S1/S2, pupils had a good knowledge and understanding of basic physics concepts and were acquiring good investigative skills, such as planning, making measurements, and recording and interpreting results using graphs. At S3 to S6, over the past three years, performance in national examinations was consistently high. At S3/S4, almost all pupils gained Credit awards at Standard Grade with most gaining a grade 1. Almost all pupils presented for Higher in S5 gained grades A-C and more than half gained a grade A. These proportions were well above national averages for both Standard Grade and Higher awards. All pupils presented for A-level physics over the past three years gained A-E grades and over 40% gained a grade A.
Other features of pupils’ achievement included the following.
Geography
Learning and teaching
At all stages, teachers planned lessons carefully and used a variety of approaches very effectively to motivate pupils and achieve learning outcomes. All teachers gave clear explanations of complex geographical concepts. They used questions effectively to check pupils’ knowledge and understanding. The pace of learning was brisk and teachers made effective use of a wide range of resources, including ICT. However, access to ICT resources in geography classrooms to provide opportunities for independent learning was too limited. Homework was planned carefully. Pupils collaborated well together and demonstrated good skills in investigative activities. Staff provided pupils with helpful and constructive feedback, including appropriate advice on how to improve.
Achievement
At S1/S2, all pupils were making very good progress in their coursework. They had good understanding of physical and human geography and had developed a range of appropriate skills. They had very good recall of previous learning and used background knowledge very well in group or class discussions. At S3, all pupils achieved the units for which they were presented at Intermediate 2. At S4, all achieved the relevant units at Higher level. At S5/S6, the proportions of pupils achieving A grades and A-C grades at Higher were consistently well above the national average. At Higher, pupils performed consistently better in geography than in their other subjects. At S6, almost all of those presented for AH achieved A-C grades.
Other features of pupils’ achievement included the following.
The school’s arrangements for child protection and pupils’ care and welfare were efficient and effective. They were particularly strong in the primary school. Pupils were happy, safe and well cared for throughout the primary and secondary schools. Policies and procedures to counteract bullying and promote safe use of the Internet were implemented effectively. There were well established procedures for managing children on excursions and residential experiences. Pupils were confident that staff would respond positively if they were concerned about any aspect that could affect their health or safety. In the secondary school, arrangements for logging and recording concerns and other incidents were not well developed.
Overall, arrangements for pupils’ personal and social development were good. In the primary school, recent improvements in aspects of health education and personal and social development had helped pupils to make good progress in their learning in these areas. At P5, this included some very effective work on racial discrimination. As part of their personal development, pupils at P7 were encouraged to apply for positions as playground helpers and were then trained to support younger pupils during play. They carried out their duties responsibly. In the secondary school, the programme in personal, social and health education (PSHE) was adequate. It included a range of activities which impacted positively on pupils’ thinking from S1 to S4. Overall, pupils were making good progress. The range of topics covered was limited and too little time was devoted to the delivery of PSHE. Gaps included education in safe and healthy living, including personal relationships, and the promotion of race equality. There was no formal PSHE programme in S5 and S6. However, an innovative series of talks in S6 enabled pupils to interact with a wide range of outside speakers who added an extra dimension to their development and understanding. Staff were reviewing aspects of the programme including progression between, and time allocations for, each stage. Reports to parents contained no reference to activities undertaken within the PSHE programme. Across the primary and secondary schools, almost all pupils took part in a considerable range of events and activities which encouraged them to develop effective social interactions, promoted their health and fitness, and enabled them to take on additional responsibilities.
In the primary school, pupils were increasingly developing a range of important enterprise skills and attitudes. Well-planned arrangements helped pupils to transfer from pre-school to P1, to settle in upper stages of primary and move on to secondary. In the secondary school, the quality of curricular and vocational guidance was good. There were appropriate arrangements for preparing pupils to make choices at key transition stages. These included the provision of a wide range of support materials in the very good careers library and one-to-one interviews with year staff and form teachers. Opportunities were given to attend careers conferences and to attend university open days. Very good support was provided by the school librarian. Whilst careers staff worked hard to provide advice on the links between curricular choices and careers pathways, they did not always meet the needs of all pupils.
In the primary school, class teachers, support for learning teachers and depute rectors provided a considerable measure of support for pupils’ learning. The team worked productively to identify and plan focused support for pupils with additional needs. This was having a significant impact on pupils’ learning, particularly at P1 to P3. In the secondary school, the support for learning coordinator provided valuable information to staff on pupils’ additional support needs. Individual class teachers gave good support to pupils experiencing difficulty with their coursework. However, learning support in the secondary school was weak. The arrangements for ensuring that pupils requiring additional support were identified and supported appropriately lacked rigour. Staff did not have access to adequate specialist advice to assist them in planning how to meet the needs of those pupils. Individualised educational programmes were not used to coordinate and manage support for pupils with additional support needs. Pupils with English as an additional language in the secondary school did not always receive sufficient support to ensure they made appropriate progress in their learning.
A depute rector in the secondary school had recently assumed responsibility for pupil support. She was highly regarded by staff and had accurately identified areas requiring further development. Working closely with the wider pupil support team the school was now well placed to take forward planned improvements.
Aspect |
Comment |
Quality of accommodation and facilities |
The overall quality of the accommodation across the school was very good. The school premises were well maintained. Staff made good use of space to create an attractive learning environment. Pupils in the primary school had access to a range of facilities, including off-site sports grounds. Accommodation in the secondary school had a number of outstanding features. These included the Fotheringay centre, the library, the flexible learning suite and other refurbished areas. Pupils had access to very good sporting facilities and laboratories in science. Fixtures and fittings were of an overall high quality. There were secure entry systems to the school buildings. The school had plans to continue to improve the quality of accommodation. |
Climate and relationships, expectations and promoting achievement and equality |
Pupils, parents and staff identified very strongly with the school. They were proud to be associated with the school’s history and traditions. The quality of relationships among pupils and staff was very good. Pupils were very well behaved, polite and courteous and showed respect for adults and for one another. Overall, staff morale was very good and had improved significantly in the secondary school. Across the school, teachers had high expectations of pupils’ behaviour and of many aspects of their learning. However, in the primary school, teachers’ expectations of the attainment of the most able pupils were not consistently high enough. In the secondary school, high standards of achievement were expected of all pupils. Pupils had high aspirations and took a positive approach to their coursework and achieving high levels of attainment in national examinations. In the secondary school, pupils’ achievements were not always fully recognised. In the primary school, staff successfully promoted a strong sense of equality and fairness. Across the school, there was a recognition of pupils’ different faiths. Regular assemblies provided appropriate opportunities for religious observance. The school had an appropriate race equality policy in line with legislation. However, teachers had not yet been fully trained and there were no formal arrangements for recording possible racist incidents. |
Partnership with parents and the community |
The school’s partnerships with parents, the Governors and the local community were very good. Relationships between staff and parents were very productive. Parents provided strong support. The school communicated effectively with parents through use of a wide range of methods, including regular newsletters, use of the school website and increasing use of electronic means of communication. In the primary school, parents were invited to a number of workshops to help share with them aspects of their child’s learning. At P1 to P3, they had access to very useful booklets which updated them on a range of important areas. Regular assemblies, concerts and parents’ evenings were very well attended and welcomed by parents. Productive links had been established with local businesses. |
Hutchesons’ Grammar School provided a very positive educational experience for pupils in both the primary and secondary schools. Pupils enjoyed being at school and were proud of the school and its heritage. They were safe and well cared for. Teaching was of a consistently good standard across the school. Pupils’ learning experiences in the primary school had a number of important strengths and, in the secondary school, the overall quality of their experiences was very good. Pupils’ learning needs were well met. Pupils’ levels of attainment throughout the school were consistently high and the general levels of attainment achieved by pupils by the end of S6 were excellent.
The rector had been appointed in August 2005. He was highly regarded by many staff, pupils and parents. In his short time in post he had inspired their confidence and quickly built strong relationships. Prior to the appointment of the rector, the senior depute rector in the secondary had taken a number of steps to improve morale, communication and teamwork across the secondary school. Since his appointment, the rector had built effectively on this work to improve the strategic management of the school by developing more whole-school approaches and improving self-evaluation. This work had a strong and appropriate emphasis on improving learning and teaching. However, much of the rector’s work had been focused on the needs of the secondary school. Historically, leadership of the primary school had been delegated to promoted staff within the primary. During this time they had led the primary school well. Led by the senior depute rector in the primary school, they provided effective support to the rector. They had established very good relationships with staff, pupils and parents and were very well respected. The senior management team in the primary school was well supported by senior teachers. In the secondary school, members of the senior management team carried out their individual duties diligently. However, their remits were limited largely to dealing with administrative and operational matters. As a result, teamwork among them and their overall effectiveness had been limited. The rector had introduced some new approaches and these were beginning to improve communication and give senior managers a greater input into the development of strategy and whole-school policies. The heads of department had managed their departments well in the absence of whole-school structures and strategies. The school was now well placed to develop improved teamwork and strategic leadership at all levels with a clear focus on leadership for learning.
In the primary school, staff had used a range of means to evaluate and improve their work. Promoted staff carefully monitored the quality of teachers’ forward plans and provided staff with useful feedback. At P1 to P3, the depute rector monitored the quality of aspects of pupils’ work and learning effectively. Arrangements to track pupils’ attainments were being established. However, these had not yet led to significant improvements in how pupils progressed in their learning and attainment. In subject departments in the secondary school, there were some examples of very effective approaches to quality assurance, with many departments taking a rigorous approach to the analysis of SQA examinations. Departments had produced annual audits, but these had largely been for internal departmental purposes. The formal quality assurance link role with senior managers had been weak. The rector had taken a number of steps to improve self-evaluation in both primary and secondary schools. He had undertaken an audit of provision in the secondary school and had accurately identified a range of key areas for improvement. He had begun a programme of classroom visits to observe learning and teaching in the secondary school and had provided helpful feedback to staff. Overall, the school’s arrangements for self-evaluation were now adequate. They required further development to ensure the school had a coherent and consistent approach to quality assurance and school improvement.
Main points for action
The school and Governors should take action to improve the work of the school further. In doing so, they should take account of the need to:
What happens next?
The school and Governors 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.
Chris Webb |
Peter McNaughton |
6 June 2006
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.
How good are learning, teaching and achievement? |
|
Structure of the curriculum |
Good |
The teaching process |
Good |
Pupils’ learning experiences in the secondary school |
Very good |
Pupils’ learning experiences in the primary school |
Good |
Meeting pupils’ needs in the primary school |
Good |
Meeting pupils’ needs in the secondary school |
Very good |
Pupils’ attainment in English language in the primary school |
Very good |
Pupils’ attainment in mathematics in the primary school |
Very good |
Overall quality of attainment: S1/S2 |
Very good |
Overall quality of attainment: S3/S4 |
Very good |
Overall quality of attainment: S5/S6 |
Excellent |
How well are pupils supported? |
|
Pastoral care in the primary school |
Very good |
Pastoral care in the secondary school |
Good |
Personal and social development |
Good |
Curricular and vocational guidance |
Good |
Learning support in the secondary school |
Weak |
How good is the environment for learning? |
|
Accommodation and facilities |
Very good |
Climate and relationships |
Very good |
Expectations and promoting achievement in the primary school |
Good |
Expectations and promoting achievement in the secondary school |
Very good |
Equality and fairness in the primary school |
Very good |
Equality and fairness in the secondary school |
Good |
Partnership with parents, Governors and the community |
Very good |
Improving the school |
|
Leadership |
Good |
Effectiveness and deployment of staff with additional responsibilities in the primary school |
Good |
Effectiveness and deployment of staff with additional responsibilities in the secondary school |
Adequate |
Self-evaluation |
Adequate |
This report uses the following word scale to make clear judgements made by inspectors:
excellent excellent
very good major strengths
good important strengths with some areas for improvement
adequate strengths just outweigh weaknesses
weak important weaknesses
unsatisfactory major weaknesses
Important features of responses from the various groups which received questionnaires are listed below.
What parents think the school does well |
What parents thought the school could do better |
Almost all felt:
|
There were no significant issues parents wished to see addressed. |
What pupils think the school does well |
What pupils thought the school could do better |
Almost all enjoyed being at the school and felt they got on well with other pupils. They also felt:
|
|
What staff think the school does well |
What staff thought the school could do better |
Almost all teachers and support staff felt:
|
Teachers in the secondary school wanted:
|
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 S43
2003 |
2004 |
2005 |
||
English and Mathematics @ Level 3 |
Hutchesons’ Grammar School |
17 |
11 |
12 |
National |
91 |
91 |
90 |
|
5+ @ Level 3 or better |
Hutchesons’ Grammar School |
63 |
51 |
59 |
National |
91 |
91 |
90 |
|
5+ @ Level 4 or better |
Hutchesons’ Grammar School |
63 |
51 |
58 |
National |
76 |
77 |
76 |
|
5+ @ Level 5 or better |
Hutchesons’ Grammar School |
58 |
43 |
51 |
National |
34 |
35 |
34 |
Percentage of relevant S4 roll attaining by end of S5
2003 |
2004 |
2005 |
||
5+ @ Level 4 or better |
Hutchesons’ Grammar School |
99 |
99 |
100 |
National |
78 |
78 |
78 |
|
5+ @ Level 5 or better |
Hutchesons’ Grammar School |
98 |
98 |
98 |
National |
45 |
45 |
45 |
|
1+ @ Level 6 or better |
Hutchesons’ Grammar School |
94 |
97 |
97 |
National |
39 |
39 |
38 |
|
3+ @ Level 6 or better |
Hutchesons’ Grammar School |
89 |
92 |
91 |
National |
23 |
23 |
22 |
|
5+ @ Level 6 or better |
Hutchesons’ Grammar School |
67 |
76 |
68 |
National |
10 |
9 |
9 |
Percentage of relevant S4 roll attaining by end of S6
2003 |
2004 |
2005 |
||
5+ @ Level 5 or better |
Hutchesons’ Grammar School |
100 |
99 |
98 |
National |
47 |
47 |
47 |
|
1+ @ Level 6 or better |
Hutchesons’ Grammar School |
115 |
95 |
99 |
National |
44 |
44 |
43 |
|
3+ @ Level 6 or better |
Hutchesons’ Grammar School |
110 |
92 |
94 |
National |
31 |
31 |
30 |
|
5+ @ Level 6 or better |
Hutchesons’ Grammar School |
95 |
78 |
84 |
National |
20 |
20 |
19 |
|
1+ @ Level 7 or better |
Hutchesons’ Grammar School |
45 |
39 |
40 |
National |
12 |
12 |
12 |
If you would like an additional copy of this report
Copies of this report have been sent to the rector and school staff, the chairman of Governors and appropriate Members of the Scottish Parliament. Subject to availability, further copies may be obtained free of charge from HM Inspectorate of Education, T1 Spur, Saughton House, Broomhouse Drive, Edinburgh EH11 3XD or by telephoning 0131 244 8142. Copies are also available on our website www.hmie.gov.uk .
If you wish to comment about independent all-through inspections
Should you wish to comment on any aspect of independent all-through inspections, you should write in the first instance to Kenneth Muir, HMCI, 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, 2nd 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
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