Mortlach Primary School Dufftown
Moray Council

14 February 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

Mortlach Primary School was inspected in November 2005 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-teacher association, 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 village of Dufftown and the surrounding rural area. At the time of the inspection the roll was 184, including 22 children in the nursery class. The proportion of pupils who were entitled to free school meals was below the national average. Pupils’ attendance was in line with the national average.

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

2. Key strengths

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

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

Most parents were positive about most aspects of the work of the school. They believed their children enjoyed being in school and were treated fairly. They felt there was mutual respect between teachers and pupils, and that teachers set high standards for pupils’ attainment. They found parents’ evenings helpful but wanted more information about the overall life of the school and the standards of work expected of pupils. Almost all pupils enjoyed being in school and felt that they were treated fairly. They believed they were expected to work hard, but also that they were helped when they were having difficulties. They felt that the school dealt very effectively with any incidents of bullying. About a quarter of them were concerned, however, about other pupils’ behaviour. Staff liked working in the school, which they believed was well led. They felt they showed concern for the care and welfare of pupils and that they regularly celebrated pupils’ successes. They were concerned about overall communications within the school and wished to see the headteacher more frequently in their classes. Support staff were concerned about their lack of involvement in decision-making.

4. How good are learning, teaching and achievement?

Pupils’ learning experiences and achievements

The overall quality of the curriculum was good. The school had increased the time given to the teaching of English language and mathematics and, overall, this had helped raise pupils’ attainment in these areas. The implementation of a programme for the teaching of writing had also been beneficial. An accelerated reading initiative was having a positive effect on encouraging pupils to read. The school had used its devolved budget well to increase the time pupils spent on physical education and music. Pupils were also encouraged to be more active and fit through the activities of a local Active Sports Coordinator and Youth Sports Development Worker. The overall quality of teaching in the school was good. There were many examples of very good direct teaching. In particular, the teaching of aspects of mathematics in P2 and P7 were models of very good practice. In the best practice teachers reviewed work previously done and shared with pupils what they expected them to learn. Teachers used praise frequently to motivate pupils and were largely successful. Teaching, however, was not well supported by assessment of pupils’ needs or by programmes of study which would ensure progression in pupils’ acquisition of skills and knowledge. While homework was set regularly it lacked variety.

Overall, pupils were well motivated and mainly enthusiastic learners. They worked well together when in groups and, at the upper stages, were encouraged to think and make decisions for themselves. Pupils in P1 were developing good social skills through well organised play activities. Across the school the pace of some of the work was too slow. In addition, several of the activities set for pupils were inappropriate and pupils were given too few opportunities to think for themselves. As a result a significant minority of pupils were not making sufficient progress in key areas of their learning. Throughout the school pupils were making good progress in physical education, and older pupils understood the necessity for fitness. The school had begun to implement the education authority’s science programme, in which pupils were introduced to observation in science experiments. However, there was a need to ensure that pupils gained an accurate view of what constituted scientific experiments. There were many examples of very good work done by pupils in art and design. Pupils were responding positively to teaching in information and communications technology, with pupils in P6 using a range of skills to create web pages.

The school encouraged pupils to achieve in a wide range of areas and develop positive attitudes towards others. Pupils throughout the school were involved in numerous enterprise activities which encouraged them to consider others. Some created and sold a magazine in aid of the tsunami disaster, while others performed at a musical evening for the local community. The school choir was successful in the local Moray music festival. Pupils from P5 to P7 had participated enthusiastically with Scottish Opera in putting on an opera and performing for parents and their friends.

English language

The overall quality of attainment in English language was good. Over the last three years overall attainment had improved. Almost all pupils at the early stages were achieving appropriate national levels in reading and writing. A small majority were achieving these in reading and writing at the middle stages. At the upper stages the majority were achieving national levels in reading, while most were achieving these in writing. A few pupils at the early and upper stages in particular were exceeding these levels. Pupils with additional support needs were making good progress. In almost all classes pupils listened attentively and responded well to questions and instructions. Almost all spoke clearly and confidently and showed a good sense of audience. Pupils were benefitting from an increased emphasis on the development of their reading skills. At the early and middle stages the majority of pupils made steady progress in their writing for a range of purposes. The quality of pupils’ writing at the upper stages was improving and many wrote well organised pieces of prose. There was a need, however, to ensure that the standards expected of pupils’ writing were emphasised across the curriculum. Standards in pupils’ spelling were not high enough, and overall there was an over-reliance on textbook exercises.

Mathematics

The overall quality of attainment in mathematics was good. Pupils at the very early stages had made very good progress but this progress had not been well enough maintained as they progressed through the school. Throughout the school most pupils were achieving appropriate national levels of attainment but many were capable of achieving higher standards. Most pupils with additional support needs were making good progress. Pupils had a good knowledge of a range of graphs, but older pupils had not yet used computers to create graphs or use databases and spreadsheets. Pupils were accurate in written calculations but responded too slowly when asked to do mental calculations. They could measure accurately in tasks involving length and weight. Most had a good knowledge of shape and time. Pupils at P7 had a good understanding of how to tackle problems but, overall, pupils had too little experience of problem-solving and enquiry.

5. How well are pupils supported?

The quality of pastoral care was good. Staff knew their pupils well and were sensitive to their emotional and personal needs. Overall, they created a supportive learning environment for pupils. Although there were appropriate procedures in place for child protection, only support staff had been trained to use them. Appropriate systems were in place for the administration of medicines. The school had a clear policy on anti-bullying and staff dealt effectively with any incidents of misbehaviour. Pupils also understood what to do if they had any concerns or complaints. A programme for promoting positive behaviour was currently being improved. Staff promoted the benefits of healthy lifestyles effectively and pupils understood the importance of a healthy diet and exercise. However, the health education programme was not well enough developed. The school nurse was involved with sensitive aspects of the health education programme. The school itself was not sufficiently involved in this programme. The range of extra-curricular activities and enterprise activities contributed significantly to pupils’ personal and social development.

Provision for meeting pupils’ needs was adequate. Class teachers, classroom assistants and support for learning auxiliaries worked hard to support individual pupils. The school had very good arrangements for supporting pupils at times of transition, for example, when entering P1 and when transfering to secondary school. The school’s arrangements for bringing together groups of pupils of similar abilities to teach English language was beginning to have a positive impact on pupils’ self-esteem and attainment. However, not all teachers provided sufficient challenge for all pupils. Able pupils were capable of achieving higher standards. Support for learning teachers gave effective support to pupils with their class work. Learning targets which were set within individualised educational programmes for those pupils experiencing difficulties were appropriate and helped staff meet their needs. Records of Need were regularly reviewed. Overall, however, support for learning staff were not well enough deployed. There was insufficient time made available for them to liaise with class teachers.

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.

Overall, Mortlach Primary School provided a good quality of education for its pupils, but there was room for improvement. Attainment in reading, writing and mathematics was steadily improving. Relationships between staff and pupils were good and teachers taught well. Pupils and teachers were also very well supported by a range of support staff. The lack of a coherent structure for assessment and planning meant that not all teaching was well enough targeted to meet the needs of all pupils. Pupils with additional support needs were very well included in the life of the school. The structure for support for pupils, however, was not well enough organised.

The quality of the overall leadership and management in the school was good. The headteacher had been successful in leading a number of developments which had led to improved attainment in English language and mathematics. She had accepted the results of an audit of the school completed by the education authority and had begun to take the appropriate action to improve the school. She had successfully identified school priorities for development and the implementation of these had led to improvements for pupils. The management team in the school had recently been augmented with the appointment of two principal teachers. Their remits were appropriate and in the very short time they had been in post they had shown a commitment to improvement. This enhanced management team had the potential to support staff and make changes within the school which would lead to pupils’ needs being met more effectively. The headteacher monitored teachers’ forward plans, sampled pupils’ work and tracked pupils’ attainment. She visited classes formally to review learning and teaching but did not visit classes frequently enough to support staff or pupils. However, the school had shown that, with the continued commitment of all staff and a clearer focus on meeting pupils’ needs, it had the capacity to improve.

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.

Dr Roddy Duncan

HM Inspector

14 February 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 Educational 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, 28 Longman Road, Longman East, Inverness IV1 1SF or by telephoning 01463 253115. Copies are also available on our website www.hmie.gov.uk.

If you wish to comment about primary inspections

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

Our complaints procedure

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

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

Crown Copyright 2006
HM Inspectorate of Education

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

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