6 May 2008
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’ learning needs met?
6. How good is the environment for learning?
7. Leading and improving the school
Appendix 1 Indicators of quality
Appendix 2 Summary of questionnaire responses
Appendix 3 Good Practice
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John Paul II Primary School was inspected in January 2008 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 innovation, and its 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 with a group of parents1. There was no Parent Council.
John Paul II Primary School is a denominational school and serves the Ardencraig area of Castlemilk in the south-east of Glasgow. At the time of the inspection the roll was 261. Provision included a nurture group which offered support for pupils from across the school on a flexible basis. The proportion of pupils who were entitled to free school meals was well above the national average. Pupils’ attendance was below the national average. John Paul II Primary School was established as the result of the amalgamation of three former schools. It opened on the present site in August 2007. The school is part of the St Margaret Mary’s New Learning Community.
HM Inspectors identified the following key strengths.
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Parents were very positive about almost all aspects of the school. They felt that the school was well led and that there was mutual respect between teachers and pupils. Parents interviewed felt the staff had handled effectively the recent merger and move into the new school. Some parents reported that they were not sufficiently well included in making decisions that affected their child. Pupils enjoyed school and felt they were treated fairly. They spoke enthusiastically of the after-school activities organised for them. Teaching and support staff were very positive in their responses. All reported that they liked working in the school and felt the school was well led. They thought that they worked well as a team to improve pupils’ experiences.
Pupils’ learning experiences and achievements
The school provided pupils with a broad and well-balanced curriculum. At all stages, additional time had been allocated to English language and mathematics. This had been used successfully in improving pupils’ attainment. Visiting teachers of physical education (PE) and music and a range of support for learning personnel made valuable contributions to pupils’ experiences. Pupils did not yet receive two hours physical education each week on a consistent basis, in line with national recommendations. Across the school, pupils’ knowledge of healthy eating and healthy lifestyles was very good. Pupils also benefited from a wide range of educational excursions and input from regular visitors to the school. There were good programmes in place to support pupils’ personal and social development (PSD) across the school. However, the programme for mental mathematics did not always ensure that pupils had opportunities to develop a wide enough range of skills. The programme for mathematics was too heavily dependent on the use of commercially produced resources. Pupils were supported well in the transition from nursery to P1 and from P7 to St Margaret Mary’s Secondary School. The overall quality of teaching was good. In most lessons, teachers shared the intentions of lessons with pupils to good effect. They used a range of appropriate teaching approaches, including effective use of information and communications technology (ICT), to enhance learning. Most teachers made good use of questioning to check pupils’ understanding. However, they did not always use the information gathered from questioning to ensure that tasks were appropriately challenging. Homework varied in quality across the school.
Pupils were very well behaved, hard working and keen to learn. Those at P1 were beginning to have better experiences in learning through play which helped them develop their learning in language and mathematics. The school recognised the need to develop this further. Across the school, many pupils were capable of working independently with minimal supervision. However, tasks were often too closely based on textbook exercises. Pupils did not have enough opportunities to collaborate with others on practical tasks and to take responsibility for their own learning. Overall, the pace of learning was too slow.
The school took effective steps to help pupils develop their wider achievements. Involvement in a wide range of after-school activities had helped support the development of pupils’ achievements. Pupils benefited from participation in the Friday Club which involved visits to places of interest such as the local country park, Kelvingrove Museum and the Burrell Collection. At all stages, pupils were developing successfully their confidence and self-esteem through participation in competitions and school drama productions. This included the Glasgow City Council Diwali competition and recent recording of songs on a compact disc. In their work for a range of local and international charities throughout the year, pupils were learning to become responsible citizens. The ‘Health Hawks’ had helped improve their local environment with plants and a water feature. The school had recently received a Glasgow City Council Diamond Award for developing pupils’ skills in enterprise education. Pupils at P7 had developed important skills while taking responsibility for fundraising to meet the cost of their residential trip.
English language
The overall quality of pupils’ attainment in English language was good. There had been a significant improvement in attainment levels over the last three years. Most pupils were achieving appropriate national levels of attainment in listening, talking, reading and writing. Pupils who were experiencing difficulty in their classwork were receiving appropriate support. A few pupils at each stage were capable of achieving higher levels of attainment. At all stages, pupils listened well to their teachers but found it difficult to listen and respond to each other. By P3, pupils had a good grasp of reading skills. At P4 and P7, most pupils read widely for pleasure and confidently discussed aspects of the books they had read. Pupils’ knowledge of poetry was good. At all stages, pupils were learning to write for a range of purposes but were unsure how to improve their written work. Pupils’ opportunities for quality writing across the curriculum were limited. Standards of handwriting, spelling and grammar were good overall.
Mathematics
The overall quality of attainment in mathematics was good, with most pupils achieving the appropriate national levels of attainment. Pupils’ attainment had increased in recent years. Almost all pupils at P2 had achieved appropriate levels earlier than might normally be expected. However, the early gains were not maintained as pupils progressed through the school. A few pupils from P3 to P7 were capable of achieving higher levels of attainment. Overall, pupils who experienced difficulties with aspects of mathematics were making appropriate progress in their learning. At all stages, pupils could interpret information from an appropriate range of graphs. Most pupils performed well in written calculations and were developing a sound understanding of money. Overall, however, their skills in mental calculation required further development. They had a sound knowledge of the properties of two- and three-dimensional shapes. At all stages, pupils were developing effective skills in problem-solving and enquiry and most were aware of appropriate strategies to apply to problems.
The school’s arrangements for meeting pupils’ learning needs were good. The school used an appropriate range of strategies to identify pupils’ individual learning needs and to improve their literacy and numeracy skills. Staff provided a wide range of support for pupils. Support staff made very positive contributions to helping pupils to learn. However, too often pupils were supported individually or in small groups outwith their own classrooms. For a few pupils, learning activities were not well matched to their needs and were not sufficiently challenging. Several pupils were being supported by individualised educational programmes (IEPs). The school had correctly identified the need to improve existing IEPs by setting clearer and more specific short-term learning targets, and involving pupils and parents more fully in this process. The school worked well with a range of partner agencies to support pupils’ needs and, in particular, their personal and social development. The depute headteacher had begun to put in place a more strategic overview of support for learning across the school to ensure provision was monitored and reviewed regularly. Staff in the nurture class offered very effective support to pupils, with a clear focus on supporting pupils’ personal and social development.
Aspect |
Comment |
Care, welfare and development |
The quality of pastoral care within the school was very good. Staff had a very good working relationship with pupils and there was a strong sense of mutual respect. Staff had received appropriate training in child protection and were aware of how to implement school policy. Health promotion and healthy living, including the involvement of a wide range of agencies, were strong features of the school. Staff dealt sensitively and effectively with pupils’ needs and concerns. Pupils had access to effective complaints procedures. Staff were alert to pupils’ emotional, physical and social needs. |
Management and use of resources and space for learning |
The learning environment was good overall. The accommodation was new, bright and offered an appropriate variety of learning spaces. It provided a safe, stimulating environment for learning. The school was accessible for disabled users. Building security arrangements were appropriate. Staff and pupils made good use of the ICT suite and interactive white boards to help enhance the learning experience of pupils. The school had placed an appropriate and effective emphasis on improving resources to ensure continuity of learning. At times, noise levels travelling from the nursery class to the P6 and P7 classrooms adversely affected conditions for learning and teaching. Areas for wall displays were restricted and limited the school’s opportunities to celebrate pupils’ achievements through the displays of their work. Heating levels within the school were uneven. The education authority was actively carrying out a risk assessment of current outdoor play areas to ensure the safety of pupils whilst building works continued on the campus. |
Climate and relationships, expectations and promoting achievement and equality and fairness |
There was a warm, welcoming atmosphere in the school. Visitors were made to feel welcome and parents were encouraged to discuss issues with staff. Staff were fully committed to the life of the school. Pupils, staff and parents were proud of their new school. Relationships between and among pupils and staff were very good and morale was high. Staff set high expectations for pupils’ behaviour and attendance, but their expectations for pupils’ attainment were not high enough. Teachers made good use of praise to encourage pupils. Regular assemblies provided good opportunities to celebrate success. Through the school’s PSD programme, pupils were developing a sound understanding of racism and its implications, as well as a respect for other cultures. Pupils had opportunities to take part in religious observance through daily worship in prayer and monthly school masses. |
The school’s success in involving parents, carers and families |
The quality of partnerships with parents and the local community was good. Parents worked closely with the school to raise funds and held successful social events. The schools provided informative newsletters and helpful written reports on children’s progress. The headteacher consulted parents on sensitive health issues. Staff worked effectively with a range of agencies in the community, such as the Castlemilk Youth Stress Centre. The school made good use of the local sports centre. Staff were now beginning to look at ways to involve parents more fully in their children’s learning. |
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
John Paul II Primary School provided a very caring learning environment for its pupils. Pupils in this new school felt secure and happy. Staff were very successful in developing pupils’ personal and social skills. Pupils’ behaviour and their attitude to work were very good. Pupils’ attainment in English language and mathematics was good. However, pupils did not always experience suitably varied and challenging learning activities. Across the school, a few pupils were capable of learning at a faster pace. Arrangements for supporting pupils with additional support needs were good, overall. At times, however, tasks set for pupils in class were not matched appropriately to their needs.
The headteacher provided good leadership. He had successfully managed the merger of three schools and the move to a new campus. He had placed an appropriate emphasis on building a positive ethos and staff teamwork in the new school setting. He had led improvements to aspects of the curriculum and resources. He was well supported by the depute headteacher and two principal teachers. However, senior managers had not yet ensured a clear enough focus on developing learning and teaching across the school. The school’s approaches to self-evaluation were adequate. Monitoring the work of the school and tracking pupils’ progress were not yet sufficiently systematic and rigorous to help to improve attainment and pupils’ learning experiences. The school, with the continued support of the education authority, had the capacity to ensure ongoing improvement.
Main points for action The school and education authority should take action to improve:
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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.
Sadie Cushley
HM Inspector
6 May 2008
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? |
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The curriculum |
good |
Teaching for effective learning |
good |
Learners’ experiences |
adequate |
Improvement in performance: English language |
good |
Improvement in performance: mathematics |
good |
How well are pupils’ learning needs met? |
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Meeting learning needs |
good |
How good is the environment for learning? |
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Care, welfare and development |
very good |
Management and use of resources and space for learning |
good |
The engagement of staff in the life and work of the school |
very good |
Expectations and promoting achievement |
good |
Equality and fairness |
very good |
The school’s success in involving parents, carers and families |
good |
Leading and improving the school |
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Developing people and partnerships |
good |
Leadership of improvement and change (of the headteacher) |
good |
Leadership of improvement and change (across the school) |
good |
Improvement through self-evaluation |
adequate |
This report uses the following word scale to make clear judgements made by inspectors:
excellent |
outstanding, sector leading |
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. Where any one group had five or less respondees then, in order to maintain confidentiality, the analysis is not provided.
What parents thought the school did well |
What parents think the school could do better |
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What pupils thought the school did well |
What pupils think the school could do better |
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What staff thought the school did well |
What staff think the school could do better |
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In the course of the inspection, the following aspects of innovative and effective practice were evaluated as being worthy of wider dissemination.
Supporting pupils’ personal and social development Staff at this new school recognised the importance of establishing a supportive learning environment. In particular, they set out to ensure pupils developed strong personal and social skills. The programmes for religious and moral education, health, personal and social development (PSD) offered very good opportunities for pupils to discuss feelings and relationships with others. Listening systems were established throughout the school through circle time, pupil council and a suggestion box. A group of pupils known as the ‘Health Hawks’ was formed to allow further opportunities for consultation with pupils and the wider community. A range of visiting speakers, covering areas such as internet safety, Child Safety Centre, and Childline, ensured that children were aware of their rights and who they could go to if they needed help. Very good use was made of local community agencies to enhance pupils’ learning experiences through yoga, stress management, healthy eating and the development of a buddy programme in consultation with the Active Health Coordinator. Pupils were afforded a range of opportunities to develop wider achievements. The school nurse delivered a series of timetabled visits to each class on personal health and safety issues. A nurture class provided specific support to developing PSD for those who could benefit from this provision, including older pupils. Individual educational plans (IEPs) took good account of personal and social skills learning targets where appropriate. All of these steps led to very good relationships being fostered across the school and to children being supported effectively to learn. |
If you would like an additional copy of this report
Copies of this report have been sent to the headteacher and school staff, the Executive Director of Education and Social Work Services, 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, HM Inspectorate of Education, Europa Building, 450 Argyle Street, Glasgow, G2 8LG or by telephoning 0141 242 0100 also available on our website www.hmie.gov.uk.
HMIE Feedback and Complaints Procedure
Should you wish to comment on any aspect of primary inspections,provision for pupils with additional support needs, you should write in the first instance to Chris McIlroy, HMCI, at HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.
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 e-mail 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 SPSO, 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
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