22 March 2005
1. Background
2. Key strengths
3. What are the views of parents and carers, pupils and staff?
4. How good are learning, teaching and achievement?
5. How well are pupils supported?
6. How good is the environment for learning?
7. Improving the school
Appendix 1 Indicators of quality
Appendix 2 Summary of questionnaire responses
Appendix 3 Attainment in Scottish Qualifications Authority (SQA) National Qualifications
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Jordanhill School was inspected in November and December 2004. The inspection covered key aspects of the work of the school at all stages. HM Inspectors examined pupils’ work. They evaluated pupils’ achievements, the effectiveness of the school, the environment for learning, the school’s processes for self-evaluation and its capacity for improvement.
In the primary department, there was a particular focus on attainment in English language and mathematics. In the secondary department, subjects included in the inspection were English, mathematics, modern languages, chemistry and sciences in S1/S2. The school has grant-aided status and has an executive Board of Managers comprising parents, staff and co-opted members. It is situated in the west end of Glasgow and serves the area of Jordanhill and parts of Broomhill and Scotstoun.
At the time of the inspection, the roll was 1,049, with 462 in the primary department, and 587 in the secondary department. The proportion of pupils who were entitled to free school meals was well below the national average. Pupils’ attendance was well above the national average.
HM Inspectors interviewed groups of pupils, including members of the primary and secondary pupil councils and staff. They also analysed responses to questionnaires issued to samples of pupils from P4 to S6 and parents and to all staff. Information about the responses to the questionnaires appears in Appendix 2. Members of the inspection team met the convenor of the Board of Managers and representatives of the parent-teacher association (PTA). They also met other parents and representatives of the local community, including the school chaplain.
Across the school, HM Inspectors identified the following key strengths.
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Parents were very positive about almost all aspects of the work of the school. They felt that the school had a good reputation in the local community, teachers set high standards for pupils’ attainment and staff showed concern for the care and welfare of children. A number of parents, particularly in the secondary, wanted more information on the school’s priorities for improving education. Pupils were also positive about the school. Almost all thought they got on well with each other and that the school helped them to keep safe and healthy. They also thought teachers expected them to work hard and would help them if they had difficulties. About a quarter in the primary felt that the behaviour of other pupils in the school was not good. In the secondary, around a half wanted to be treated more fairly and to have more say in deciding how to improve the school. Overall, staff, particularly those in the primary, expressed positive views about the school. They enjoyed working in the school and felt that pupils were enthusiastic about learning. In the secondary department, around half of the staff wanted senior managers to improve communication and work more effectively as a team. Some support staff, and around a third of teachers in the secondary, felt that they had good opportunities to be involved in the decision-making process.
The curriculum, learning and teaching
The curriculum in the primary department was very good. It provided a broad and balanced experience for pupils. Younger pupils had good opportunities to learn through play. At P6 and P7, well-planned input from secondary specialists in a range of curriculum areas, including French, information and communications technology (ICT), mathematics and science, enhanced the experiences of pupils. The quality of the curriculum was further strengthened by primary and secondary staff working closely together in English language and mathematics to develop and improve these programmes further. The curriculum in the secondary department was good. It generally provided a broad and balanced experience for pupils. However, at some stages, it did not provide a full range of opportunities for all pupils. In some subjects in S1/S2, pupils were able to build very effectively on their prior learning in primary. At S3/S4, almost all pupils studied eight Standard grade or Intermediate courses. In collaboration with Glasgow City Council and local colleges, some pupils participated appropriately in a range of vocational courses. At S5/S6, there were opportunities for pupils to make progress in almost all the subjects they had studied earlier. However, in drama, pupils could not progress from their studies at Intermediate level. In S6, there was a very good variety of provision at Advanced Higher. Links with local colleges further enhanced the range of opportunities available to pupils. A games afternoon was organised for all pupils across S4 to S6. It provided pupils with access to a wide variety of games and sports. However, from S3 to S6, the school did not offer pupils opportunities to study SQA courses in physical education (PE).
Teaching in the primary department was very effective. In the secondary, it was of an overall good quality. In examples of best practice across the school, teachers made very good use of a variety of teaching approaches, including direct teaching, group activities and investigative work. They used praise effectively to encourage and motivate pupils. Increasingly, both primary and secondary staff worked well together in sharing their skills to promote a positive learning experience for pupils in the upper stages of primary. Across the school, some staff made very effective use of interactive whiteboards to enhance their teaching and stimulate pupils’ interest. However, some teachers were not yet making fully effective or innovative use of ICT to support pupils’ learning. Pupils’ learning experiences were consistently good. Pupils were very well motivated and interested in learning. In examples of best practice, pupils were actively and purposefully involved in their learning. They responded very positively to these opportunities and collaborated well on tasks. In some lessons, pupils’ learning was too passive and, in some secondary classes, pupils spent too much time copying out notes. In some secondary departments and primary classes, teachers provided very good feedback. This gave pupils a very good understanding of what they needed to do to improve. However, across the school, pupils were not always involved directly in taking responsibility for developing and extending their own learning. In these cases, pupils were not involved consistently in setting and reviewing agreed learning targets. Across the school, pupils’ needs were met very well. At all stages, they were making well paced progress resulting in pupils’ consistently high levels of attainment and achievement.
Attainment in English language and mathematics in the primary department
English language
The overall quality of attainment in English language was very good. In recent years, attainment had been consistently high. Almost all pupils were attaining appropriate national levels in listening, talking and reading and most were doing so in writing. A significant number of pupils were attaining these levels early. Pupils who had not achieved appropriate levels were making good progress in their language work. Almost all pupils listened attentively and responded well to instructions and explanations. They talked confidently and participated very well in class and group discussions. Pupils at P7 were able to express their opinions maturely when analysing a text. Almost all pupils were fluent readers, read expressively and enjoyed reading for pleasure. Across the stages, pupils wrote very well for a variety of purposes. P3 pupils were developing appropriate skills in letter writing, while at P7, pupils showed very good ability in imaginative writing in recent thematic work. At all stages, pupils punctuated their writing well.
Mathematics
The quality of attainment in mathematics was very good and, in recent years, had been consistently high. Almost all pupils were attaining appropriate national levels in key aspects of mathematics. A significant number at all stages were attaining these levels early. Pupils were secure and confident in their classwork. They had a good grasp of relevant aspects of number and were working hard to improve further their quick and accurate recall of these facts. Pupils were able to explain how they worked out their answers and had a good understanding of the properties of shapes. Most were confident in describing the relationships between fractions, percentages and decimals. At all stages, pupils interpreted the information presented in graphs accurately. Pupils at P6 made effective use of ICT to produce graphs to record data related to their work in science. Pupils across the school were familiar with a range of problem solving strategies and were able to apply these effectively.
Attainment from S1 to S6
The quality of attainment at S1/S2 was very good. Overall, pupils performed very well in their suitably challenging coursework across the school. The proportion of pupils achieving appropriate national levels of attainment in mathematics and reading was consistently well above the national average. The proportion of pupils achieving these levels in writing was consistently above the national average.
The quality of attainment at S3/S4 was very good. By the end of S4, the proportion of pupils achieving five or more awards at Standard Grade Credit or Intermediate 2 levels was well above the national average. Most pupils had achieved at least five awards at these levels.
The quality of attainment at S5/S6 was very good. By the end of S5 and S6, the proportion of pupils achieving three or more and five or more Higher A-C grades was consistently well above the national average. By the end of S6, the proportion of pupils achieving one or more Advanced Higher was well above the national average.
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 school
The school provided pupils with a very wide range of extra-curricular opportunities, including residential excursions and visits. They ranged from activities at outdoor centres for pupils in P6, S1 and S4, through to excursions abroad, such as to France and Spain, for pupils in P7, S2 and S6. The school’s health education programme, including a recent whole school health day, ensured pupils had a well developed knowledge and understanding of healthy and safe lifestyles. At S5/S6, a media studies class had produced high quality and well edited films of the school’s health day. In the primary department, pupils took responsibility for leading important school occasions such as assemblies. As part of their St Andrew’s Day celebrations, pupils at P6 prepared and delivered a Burns Supper, which included speaking clearly and confidently to the assembled audience. At P7, they took part successfully in a popular public speaking competition. In music across the school, a large proportion of pupils played a wide range of instruments. The school’s orchestras and bands performed regularly in festivals, concerts, competitions and charity events. They had achieved notable success in national competitions. Pupils were developing skills in education for work and enterprise through some well-developed links with local businesses and a range of enterprise activities. At P2, pupils made a film of those who helped them in the school. Pupils at P4 produced and sold school stamps and arranged for the delivery of Christmas cards. At P7, pupils produced a magazine twice a year and donated profits to charity. Senior pupils in the secondary were responsible for the writing, production and marketing of the school magazine. In S1, pupils were working with representatives of the Scottish National Orchestra in producing, designing and performing on a CD. Pupils were developing their citizenship skills through their community service and charity work. There were pupil councils in the primary and secondary. Overall, the councils undertook their duties well. However, the school should ensure that these arrangements enabled pupils to make effective contributions to deciding how to improve the school.
Learning and teaching in the secondary inspected subjects
English
Learning and teaching
Teaching was consistently very effective. Teachers used a wide range of teaching approaches, including the well-planned use of ICT and homework. Teachers gave pupils regular opportunities to work collaboratively in a variety of contexts. Pupils were consistently active in their learning and were able to think, reflect and discuss ideas, issues and experiences with others. Lessons were frequently stimulating and challenging. The pace of learning was brisk. Teachers marked pupils’ work regularly. From S3 to S6, they provided very clear and specific feedback to pupils. These arrangements gave pupils a clear understanding of what they needed to do to improve. The department was extending these very good arrangements into S1/S2.
Attainment and achievement
By the end of S2, most pupils achieved the appropriate national levels of attainment in reading, talking and listening. The majority achieved these levels in writing. In all aspects, up to a half of pupils were working beyond these levels. At Standard Grade, the proportion of pupils achieving Credit awards was consistently well above the national average. In 2004, almost all pupils achieved a Credit award. At Higher, the proportion of pupils presented achieving A-C grades was generally well above the national average. Most of those presented at Intermediate 2 achieved A-C grades. Almost all those presented for the Advanced Higher achieved A-C grades.
Other features of pupils’ attainment and achievement included the following.
Mathematics
Learning and teaching
Teachers provided clear explanations and made very effective use of homework. In a few lessons, they made very skilful use of questioning to check pupils’ understanding and develop their thinking. They had high expectations for pupils’ attainment and behaviour. They did not have such high expectations for the presentation of pupils’ work. Pupils were highly motivated and worked very well in class. In most lessons, there was a brisk pace of learning. The department had recently reviewed courses at S1/S2 to increase the pace of learning and raise the level of challenge. The range of courses on offer and teachers’ choice of tasks and activities met pupils’ needs very well.
Attainment and achievement
By the end of S2, almost all pupils were achieving appropriate national levels of attainment. The majority were exceeding these levels. By the end of S4, the proportion of pupils achieving Credit awards at Standard Grade was well above the national average. Almost all pupils achieved grades 1-3. At Intermediate 2 and Higher, the proportion of pupils achieving A-C grades was above the national average. At Advanced Higher, pupils performed better in mathematics than in their other subjects. Most of those presented achieved A-C grades.
Other features of pupils’ attainment and achievement included the following.
Modern languages
Learning and teaching
Teachers had positive relationships with their pupils. They gave clear explanations and questioned pupils well. They made very good use of the foreign language for classroom management. Pupils showed good motivation and worked diligently in class. They responded well to opportunities to work collaboratively and to evaluate their own progress. Pupils’ learning needs were very well met at all stages through well-planned programmes and the range of teaching approaches adopted, including effective use of ICT.
Attainment and achievement
In S1/S2 French, pupils were making very good progress. By S2, they could write extended pieces using a range of tenses. In S4, the proportion of pupils who achieved a Credit award at Standard Grade in French was well above the national average. In German, all pupils had achieved a Credit award at Standard Grade or an A or B grade at Intermediate 2. In S5/S6, the number of pupils presented for French at Higher showed an increasing trend. The proportion of pupils who gained an A grade for Higher French was well above the national average. All pupils presented for Higher German had gained success. In 2004, all pupils presented for Higher Spanish had achieved an A pass. Most of those presented for French at Advanced Higher had achieved an A-C grade.
Other notable features of pupils’ attainment and achievement included the following.
Chemistry and sciences in S1/S2
Learning and teaching
In all courses, teachers interacted well with pupils and gave them good support. However, they did not consistently share the purposes of lessons with pupils or use visual aids, when appropriate, to stimulate their interest. In the best lessons, teachers used open-ended questioning effectively to challenge pupils. Pupils were very well focused on their work and responded positively in lessons. Regular homework supported their learning. Some aspects of coursework, including investigations and personal research tasks, developed pupils’ independence in learning. Too many lessons, however, involved too much talking by the teacher and too little active involvement of the pupils. Coursework was well matched to the needs and abilities of most pupils. In chemistry, good procedures were in place for helping pupils to identify their strengths and weaknesses, and to keep parents updated on their progress.
Attainment and achievement
In S1 science and S2 biology, chemistry and physics, most pupils were performing very well in their challenging coursework. In chemistry, pupils’ performance was particularly strong at Standard Grade. At this level, pupils consistently performed better in chemistry than in their other subjects. The proportion of pupils achieving Credit awards was well above the national average. In Higher chemistry at S5, the proportion of pupils achieving A-C grades was above the national average. The majority of pupils presented for Intermediate 2 and Advanced Higher chemistry achieved A-C grades.
Other features of pupils’ attainment and achievement included the following.
Across the school, staff provided a caring and supportive environment for pupils. Primary staff, and, in the secondary department tutors and guidance staff, maintained close contact with pupils and responded promptly to their concerns. The school had comprehensive policies relating to the care and welfare of pupils. However, not all staff felt they had received training appropriate to their needs to ensure they were fully aware of child protection issues. There were some very effective arrangements to help pupils transfer from primary to secondary.
In the primary, there was an effective programme of health education, including an appropriate emphasis on the dangers of drugs misuse and how the body develops. In the secondary, the programme for personal, social and health education (PSHE) was very good overall. It contained a suitable range of topics from S1 to S5 that built progressively on pupils’ previous knowledge and understanding. Pupils from S1 to S4 appreciated the fact that that they were taught PSHE by their form tutor. However, the S6 programme did not build sufficiently on pupils’ previous experiences. From S1 to S5, pupils and staff regularly evaluated the topics studied and made changes to improve them. Overall, pupils had well-developed personal and social skills. In particular, senior pupils made positive contributions by helping pupils in the primary to develop their reading skills and by assisting in classes.
Pupils and parents received very good curricular information and advice. In the secondary department, form tutors and guidance staff monitored pupils’ progress effectively and appropriate action was taken when difficulties were identified. Pupils were well informed about courses in school and the options open to them when they left school. Library staff played a very valuable role in this process. All S4 pupils participated in a well-organised and beneficial work experience programme, including mock interviews with a range of employers. However, the school had not undertaken full risk assessments for all placements.
There was a whole-school approach to the management of learning support. In the primary department, support for learning staff offered good individual and small group support to pupils who required additional help. This was targeted on literacy and, in most cases, involved withdrawal of pupils from class. Support for learning staff had worked closely with class teachers to support pupils’ writing at P7 in a co-operative teaching initiative. This good practice required to be developed further to provide more in-class support for other pupils. Primary teachers worked closely with specialist teachers from the secondary department in a range of curriculum areas to help ensure that pupils’ needs were very well met. Within the secondary, provision for pupils with additional support needs was very good. Learning support staff made effective contributions to raising the achievement of pupils with additional support needs through tutorials, in class support and advice to departments. Individualised educational programmes were well-designed and contained clear and specific long- and short-term targets. Staff monitored pupils’ progress effectively and next steps in learning were communicated clearly to pupils, teachers and parents. Very good provision was in place to meet the needs of those pupils who required extra assistance in SQA examinations.
The depute rector responsible for pupil support inspired confidence and commitment within her team. The school had clear plans to extend and improve further the arrangements for integrating the care and welfare, pastoral care, and support for learning for all pupils.
Aspect |
Comment |
Quality of accommodation and facilities |
The overall quality of accommodation in the school was good. Classrooms varied in size but most rooms provided an appropriate environment for pupils’ learning. Fixtures and fittings were in a good condition. Staff made very effective use of additional areas, including the school library, to enhance learning opportunities for pupils. Throughout the school, there was a very good provision of ICT resources, including interactive whiteboards and a state-of-the-art media studies suite. There was a range of PE facilities on site. These included two gyms, a fitness suite, three outdoor pitches and an assembly hall. The school did not always make full use of these facilities. There were also some weaknesses in the provision of accommodation. Pupils in P1 and P2 classes worked in shared areas that had not been designed for this purpose. The huts in the secondary were humid and poorly ventilated. Outside toilets were of a poor quality and there were no locks in some areas. There were limited practice areas in music and there was a limited provision of social areas for pupils. The school refectory and the playground in the primary were small for the number of pupils in the school. The school was in discussion with the Scottish Executive about ways of addressing these shortcomings in facilities. |
Climate and relationships, expectations and promoting achievement and equality |
Pupils and staff identified closely with the school and were proud to be associated with it. Relationships between staff and pupils were very good. Pupils were friendly and polite. However, staff morale within the secondary department was mixed. Some staff in the secondary did not feel they had equal access to training opportunities or working groups. Throughout the school, staff promoted a strong ethos of achievement. Staff and pupils had high expectations of behaviour, attendance and attainment. Regular assemblies celebrated pupils’ achievement and provided opportunities for religious observance. The school had developed a race equality policy and action plan. The school had very good arrangements to ensure there were no barriers to learning for pupils with disabilities and additional support needs. Pupils in the primary department were treated fairly. However, some staff in the secondary department did not always respond consistently to any incidents of misbehaviour. Some pupils and their parents felt that pupils with lower levels of attainment were not always valued equally by the school. |
Partnership with parents and the community |
The school had developed very good links with parents, carers and the local community. The Board of Managers and the PTA gave considerable support to the school. The school communicated very well with parents through an extensive range of mechanisms. There were regular newsletters and helpful interim and annual written reports on pupils’ progress. The school had developed a very good website that gave parents and pupils access to information about all aspects of the life and work of the school, including homework activities. In the primary, parents appreciated the useful information they received at the early years’ curriculum evening. The school had established strong links with the local church. Pupils from the primary were welcome visitors to a nearby residential home for the elderly where they entertained residents. There were very good links with employers, the careers advisory service, and with a wide range of universities and colleges to enhance the quality of pupils’ experiences. |
Overall, Jordanhill School provided a very positive educational experience for pupils. Across the school, levels of pupils’ attainment and achievement were high. In the primary, almost all pupils attained very well in English language and in mathematics and were making very good progress in other areas of the curriculum. In the secondary, pupils’ performance in national examinations was consistently very good. Pupils responded very positively to the extensive extra-curricular opportunities provided for them. They were achieving success in a wide range of activities, particularly music. Across the school, there were some examples of very good learning and teaching. Pupils’ educational, social and health needs were very well met. The arrangements for ensuring that pupils were safe and well cared for were generally very effective.
The rector had responsibility for all aspects of education across the primary and secondary departments. He also had additional responsibilities as a result of the school’s grant aided status. These included a range of executive duties. He provided a clear strategic direction for the whole school and was a strong operational and business manager. He gave a high priority to ensuring that staff within the school focused on enabling pupils to reach high levels of attainment and achievement. The overall quality of his leadership was very good. The headteacher of the primary department provided very effective support to the rector. He had established very good relationships with staff, pupils and parents. He encouraged staff to take on curriculum responsibilities, including contributing effectively to working parties set up to develop aspects of the curriculum. The two depute headteachers in the primary were committed to the school and supported the primary headteacher well. Within the secondary department, the senior management team (SMT) was in a period of transition and some initial steps had been taken to improve teamwork. In recent months, the introduction of the new pastoral care structures and the revised arrangements for improving the professional development of staff had been very well led. Principal teachers made effective contributions and most were providing strong leadership to departments.
The school used an extensive range of approaches to monitor its overall effectiveness. These included using surveys, many on the Internet, to gather the views of parents, pupils and staff. However, a number did not feel that these approaches had engaged them effectively in the consultation process. The school had made effective use of external consultants. It had a clear planning framework which linked individual staff and departmental reviews to the school development planning process. It had achieved success in some national quality awards such as Investors in People. Within the primary department, promoted staff carefully monitored the quality of teachers’ forward plans and met staff to provide useful feedback. In the secondary, there was a very effective emphasis on the analysis of pupils’ performance in national examinations. In some secondary departments, teachers had been engaged in very effective work to share best practice and improve the quality of learning and teaching. Overall, however, senior managers did not work closely or systematically enough with teachers to ensure that pupils’ classroom learning experiences were consistently very good. Across the school, arrangements for consulting staff, parents and pupils and engaging them appropriately in contributing to the strategic development and improvement of the school were not always fully effective.
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
Main points for action The school and Board of Managers should take action to continue to improve the quality of education provided. In doing so they should take account of the need to:
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What happens next?
The school and the Board of Managers have been asked to prepare an action plan indicating how they will address the main findings of the report, and to share that plan with parents and carers. Within two years of the publication of this report parents and carers will be informed about the progress made by the school.
Chris Webb |
Peter McNaughton |
HM Inspector (Secondary) |
HM Inspector (Primary) |
22 March 2005
Unless otherwise stated the evaluations apply to provision in both the primary and secondary departments.
We judged the following to be very good
We judged the following to be good
We judged the following to be fair
We judged the following to be unsatisfactory
Important features of responses from the various groups which received questionnaires are listed below.
What pleased parents and carers most |
What parents and carers would like to see improved |
Almost all thought:
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A number of parents, particularly in the secondary, wanted:
|
What pleased pupils most |
What pupils would like to see improved |
Almost all pupils thought:
|
Around a half of pupils in the secondary wanted:
|
What pleased staff most |
What staff would like to see improved |
Almost all staff thought:
|
In the secondary, around a half wanted:
A significant number of staff wanted:
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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 achieving by end of S4
2002 |
2003 |
20041 |
||
English and Mathematics |
Jordanhill School |
100 |
98 |
100 |
@ Level 3 |
National |
91 |
91 |
91 |
5+ @ Level 3 or Better |
Jordanhill School |
100 |
98 |
100 |
National |
91 |
91 |
91 |
|
5+ @ Level 4 or Better |
Jordanhill School |
98 |
98 |
100 |
National |
77 |
76 |
76 |
|
5+ @ Level 5 or Better |
Jordanhill School |
78 |
85 |
89 |
National |
34 |
34 |
34 |
Percentage of relevant S4 roll achieving by end of S5
2002 |
2003 |
20041 |
||
5+ @ Level 4 or better |
Jordanhill School |
100 |
100 |
99 |
National |
78 |
78 |
78 |
|
5+ @ Level 5 or better |
Jordanhill School |
90 |
87 |
92 |
National |
45 |
45 |
45 |
|
1+ @ Level 6 or better |
Jordanhill School |
85 |
79 |
88 |
National |
39 |
39 |
38 |
|
3+ @ Level 6 or better |
Jordanhill School |
65 |
58 |
70 |
National |
23 |
23 |
22 |
|
5+ @ Level 6 or better |
Jordanhill School |
40 |
31 |
38 |
National |
9 |
10 |
9 |
Percentage of relevant S4 roll achieving by end of S6
2002 |
2003 |
20041 |
||
5+ @ Level 5 or better |
Jordanhill School |
95 |
91 |
90 |
National |
46 |
47 |
47 |
|
1+ @ Level 6 or better |
Jordanhill School |
93 |
89 |
87 |
National |
44 |
44 |
43 |
|
3+ @ Level 6 or better |
Jordanhill School |
88 |
78 |
75 |
National |
31 |
31 |
30 |
|
5+ @ Level 6 or better |
Jordanhill School |
57 |
63 |
56 |
National |
20 |
20 |
19 |
|
1+ @ Level 7 or better |
Jordanhill School |
40 |
38 |
40 |
National |
12 |
12 |
12 |
If you would like an additional copy of this report
Copies of this report have been sent to the headteacher and school staff, the Board of Managers 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.co.uk .
If you wish to comment about inspections
Should you wish to comment on any aspect of inspections, you should write in the first instance to Chris McIlroy, Acting HMCI, at HM Inspectorate of Education, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.
Our complaints procedure
If you have a concern about this report, you should write in the first instance to Hazel Dewart, Business Management Unit, HM Inspectorate of Education, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA. A copy of our complaints procedure is available from this office or by telephoning 01506 600265 or from our website at www.hmie.gov.uk.
If you are not satisfied with the action we have taken at the end of our complaints procedure, you can raise your complaint with the Scottish Public Services Ombudsman. The Scottish Public Services Ombudsman is fully independent and has powers to investigate complaints about Government departments and agencies. You should write to The Scottish Public Services Ombudsman, 4-6 Melville Street, Edinburgh EH3 7NS. You can also telephone 0870 011 5378 or e-mail enquiries@scottishombudsman.org.uk. More information about the Ombudsman’s office can be obtained from the website: www.scottishombudsman.org.uk .
Crown Copyright 2005
HM Inspectorate of Education
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.
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