Mid Calder Primary School
West Lothian Council

24 October 2006

Contents

1. Background
2. Key strengths
3. What are the views of parents, pupils and staff?
4. How good are learning, teaching and achievement?
5. How well are pupils supported?
6. How good is the environment for learning?
7. Improving the school
Appendix 1 Indicators of quality
Appendix 2 Summary of questionnaire responses
How can you contact us?

1. Background

Mid Calder Primary School was inspected in June 2006 as part of a national sample of primary education. The inspection covered key aspects of the work of the school at all stages. It evaluated pupils’ achievements, the effectiveness of the school, the environment for learning, the school’s processes for self-evaluation and capacity for improvement. There was a particular focus on attainment in English language and mathematics.

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

The inspection team also evaluated aspects of the school's progress in implementing national recommendations related to improving aspects of school meals provision.

The school serves the Mid Calder area of Livingston. At the time of the inspection the roll was 421, including 56 children in the nursery class. Around 17 per cent of pupils attended the school from outwith the designated catchment area as a result of parental placing requests. The proportion of pupils who were entitled to free school meals was well below the national average. Pupils' attendance was above the national average. In each of the last three years, the school had been awarded the Gold Award for Enterprise education. The school had recently been awarded the Green Flag as an Eco School.

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

2. Key strengths

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

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

Parents, pupils and staff were very positive about the work of the school. Almost all parents thought the school had a very good reputation in the community and was well led. They thought their children enjoyed being at school and found schoolwork stimulating and challenging. A significant number expressed serious concerns about the condition of the playground and the poor fencing around the school. Pupils thought they received good feedback from teachers who also helped them when they had difficulties. They felt they had a say in deciding how to make the school better and that teachers were good at letting them know how to improve their learning. All staff thought that pupils were enthusiastic about their learning and there was mutual respect between pupils and staff. Almost all thought that standards set for pupils’ behaviour were consistently upheld. Most agreed that there was regular discussion about how to achieve school priorities and that the school was well led.

4. How good are learning, teaching and achievement?

Pupils’ learning experiences and achievements

The overall quality of curriculum was very good. Staff provided pupils with a broad curriculum and used additional time flexibly to better meet pupils’ needs. In some classes, for example, the use of this time had helped raise pupils’ attainment in English language. Appropriately, teachers reviewed the allocation of additional time throughout the year. At all stages, pupils were developing very good enterprise skills. With the effective support of the ICT technician, many of the projects they undertook made innovative use of ICT. Pupils had a wide range of opportunities to participate in high quality learning experiences in music, art and design and physical education. Pupils benefited from a variety of approaches to promoting healthy lifestyles, including through their enterprise activities. The overall quality of teaching was very good. Teachers consistently shared learning outcomes with pupils. In lessons, they questioned pupils carefully to check their understanding and, in some cases, to challenge their thinking. They used a range of approaches effectively to involve pupils actively in their own learning. These included encouraging pupils to make very effective use of ICT in a number of lessons. At the early stages, however, teachers were not able to make effective use of learning through play due to restrictions in the accommodation. Teachers made very good use of homework which was suitably varied and stimulating.

The quality of pupils’ learning was very good. Pupils were enthusiastic about their learning. Across the school, pupils worked well together in pairs and in small groups, and demonstrated confidence and ability in taking on different roles and responsibilities. They were able to learn effectively from each other, in particular when working collaboratively on activities in mathematics, science and ICT. Teachers provided pupils with increasing opportunities to be independent in their learning through their skilled use of ICT and activities such as ‘Brain Gym’ and ‘Let’s Think’. Pupils could confidently describe their learning targets and used these targets effectively to track their own progress. Pupils at P5/6 were able to provide helpful feedback to each other when taking part in drama activities.

Pupils had an outstanding range of opportunities to achieve. They undertook ambitious projects as part of their enterprise activities. For example, at P6 pupils had used a photographic software package to make complex art images of faces and had printed them on t-shirts to sell. All pupils from P4 to P7 had the opportunity to develop confidence through taking part in three educational residential activities in the UK and in Europe. Pupils spoke very positively about the advantages of these varied experiences. The principal teacher offered an extensive range of opportunities for pupils to perform in musical activities. Pupils were confident performers and were learning how to interact effectively with an audience through the musical events and through classroom experiences in music and drama. Pupils were developing a good understanding of global citizenship through fundraising for specific charity projects. For example, they had purchased a fishing boat for a village in Sri Lanka. Pupils were particularly proud of their involvement in the pupil council and the impact their decisions had on the life of the school. For example, the council had helped improve the arrangements for lunches in the dining room. Pupils at all stages represented the school in a variety of sporting competitions.

English language

The overall quality of attainment in English language was very good and had been consistently very good over a number of years. Almost all pupils were achieving appropriate national attainment levels in listening, talking, reading and writing. A significant number of pupils had attained these levels earlier than might normally be expected. This was particularly the case in the early stages in reading and writing and in the upper stages in reading. Those pupils not achieving these levels were well supported and were making good progress. In classes, almost all pupils listened attentively to staff and to each other. They responded very well in group discussions and most pupils spoke with confidence and clarity. Almost all pupils read fluently and older pupils could discuss their favourite authors and their enjoyment of reading. They could confidently discuss the structure, content and imagery of a poem. Across the school pupils planned their writing and wrote for a range of purposes. They were clear about the steps they needed to take to improve their writing. They presented their work carefully with attention to spelling and punctuation. They made good use of ICT to present their work for a range of purposes. Pupils in P5 had written poems with the support of a visiting Scottish poet. Across the school, pupils wrote well about their thoughts and feelings showing a good grasp of sequence and incorporating interesting detail.

Mathematics

The overall quality of attainment in mathematics was very good. Standards of attainment had been consistently high for a number of years. Almost all pupils were attaining appropriate national levels of attainment. At all stages, high proportions of pupils were achieving these levels earlier than might be expected normally. Those pupils not achieving these levels were making good progress. Across the school, pupils were good at organising and presenting information in graphs and tables. They were beginning to use ICT to present data in a more extensive range of forms. At all stages, pupils demonstrated a good understanding of number processes. Their skills in written and mental calculations were well developed. Higher attaining pupils at P7 were not able to use more complex fractions and decimals confidently or solve simple equations. Pupils recognised two- and three-dimensional shapes appropriate to their stage and could confidently describe their properties. They were able to use a range of strategies to solve problems in a variety of contexts, including real-life situations.

5. How well are pupils supported?

The quality of pastoral care was excellent. The school placed a very high priority on ensuring that all pupils were included in all aspects of the life of the school. All staff, including ancillary staff knew their pupils very well and were sensitive to meeting their social, emotional and physical needs. Pupils felt safe and secure. They knew what to do if they had any concerns and were confident that their needs would be met. All staff were aware of their responsibilities for child protection. Pupils expressed confidence in the school’s anti-bullying procedures. The school actively promoted a healthy lifestyle. Pupils could describe the benefits of healthy eating and taking part in regular physical activity. Enterprise topics included a good emphasis on health promotion, for example at P3 pupils made fruit badges. The school had effective arrangements in place to support the transfer of children from nursery to P1 and from P7 to secondary school.

The school’s approaches to supporting pupils’ learning and meeting their needs were very good. Teachers chose tasks and activities carefully and planned to meet the needs of all in their class. Classroom assistants and support assistants worked alongside class teachers providing well-judged support to individuals and small groups. The ICT technician and two classroom assistants had taken responsibility for leading enterprise activities with classes. In addition, classroom assistants worked very effectively in partnership with teachers delivering the ‘Let’s Think’ programme to small groups. Two part-time teachers of learning support provided very good support to those pupils experiencing difficulties in reading, writing and, for a very small number, in mathematics. They planned meticulously to meet the varying needs of these pupils. Their use of individual educational programmes and multi-agency support plans to target support and define clear learning targets for individuals was very good. They provided good support to individuals in class and taught small groups outwith the classroom. They were not yet teaching groups of pupils alongside class teachers sufficiently often.

6. How good is the environment for learning?

7. Improving the school

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

Mid Calder Primary School provided a very high quality learning experience for all its pupils. Pupils and staff were happy at the school. Standards of attainment were consistently high. The headteacher had been successful in promoting a very strong sense of achievement across the school. Pupils had a very wide range of opportunities to achieve. Much of the teaching was of a very high quality and the very good provision of ICT was impacting very positively on pupils’ learning experiences. The school, under the leadership of the headteacher, had a very strong capacity for improvement.

The leadership of the school was very good. The experienced headteacher was enthusiastic about pupils’ learning. He had a clear vision for the school, which was based on providing an enriching learning experience for all while maintaining high standards of attainment. He had successfully gained the support of the staff in achieving these aims. The depute headteacher provided effective support to the headteacher. She was hardworking and teachers appreciated the level of support she provided. She was now well placed to strengthen her role in leading key areas of improvement in the school. The two principal teachers had clear and appropriate remits and each played a significant role in the school. Collectively, the senior managers and principal teachers made a very strong team. The school had a very good range of approaches to self-evaluation. Teachers were committed to improving their learning and teaching. Each promoted staff member had a responsibility for monitoring forward plans and providing teachers with helpful advice on class programmes. The headteacher and depute headteacher monitored pupils’ progress carefully and had observed lessons to help ensure quality. Teachers were positive about this development but some aspects of the new system had still to be improved to help share good practice and ensure an impact on the quality of pupils’ learning experiences.

What happens next?

As a result of the high performance, the strong record of improvement and the very effective leadership of this school, HM Inspectors will make no further reports in connection with this inspection. The school and the education authority have been asked to prepare an action plan indicating how they will address the main findings of the report, and to share that plan with parents. Within two years of the publication of this report the education authority, working with the school, will provide a progress report to parents.

Maureen McKenna
HM Inspector

24 October 2006

Appendix 1 Indicators of quality

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

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

Appendix 2 Summary of questionnaire responses

Important features of responses from the various groups which received questionnaires are listed below.

How can you contact us?

If you would like an additional copy of this report

Copies of this report have been sent to the headteacher and school staff, the Director of Education and Cultural 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, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA or by telephoning 01506 600384. Copies are also available on our website www.hmie.gov.uk .

If you wish to comment about primary inspections

Should you wish to comment on any aspect of primary inspections, you should write in the first instance to Chris McIlroy, Acting HMCI, at the above address.

Our complaints procedure

If you have a concern about this report, you should write in the first instance to Hazel Dewart, Business Management Unit, HM Inspectorate of Education, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA. A copy of our complaints procedure is available from this office or by telephoning 01506 600258 or from our website at www.hmie.gov.uk.

If you are not satisfied with the action we have taken at the end of our complaints procedure, you can raise your complaint with the Scottish Public Services Ombudsman. The Scottish Public Services Ombudsman is fully independent and has powers to investigate complaints about Government departments and agencies. You should write to The Scottish Public Services Ombudsman, 4-6 Melville Street, Edinburgh EH3 7NS. You can also telephone 0870 011 5378 or e-mail enquiries@scottishombudsman.org.uk. More information about the Ombudsman’s office can be obtained from the website: www.scottishombudsman.org.uk .

Crown Copyright 2006

HM Inspectorate of Education

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

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