Notre Dame High School
Greenock
Inverclyde Council

8 May 2007

Contents

1. Background
2. Key strengths
3. How well does the school raise achievement for all?
4. How good is the environment for learning?
5. Leading and improving the school
Appendix 1 Indicators of quality
Appendix 2 Summary of questionnaire responses
Appendix 3 Attainment in Scottish Qualifications Authority (SQA) National Qualifications
How can you contact us?

1. Background

Notre Dame High School was inspected in January 2007 as part of a national sample of secondary education. The inspection covered key aspects of the school’s work at all stages. Inspectors evaluated how well the school was raising achievement for all pupils, taking into account the extent to which pupils’ learning needs were met by the curriculum and teaching. They also analysed pupils’ attainment in national examinations (see Appendix 3), the school’s processes for self-evaluation and innovation, and its overall effectiveness and capacity for improvement. HM Inspectors focused particularly on English, mathematics, art and design, and chemistry and S1/S2 science.

HM Inspectors observed teaching, learning and achievement in lessons and other contexts and examined pupils’ work. They analysed responses to questionnaires¹ issued to a sample of parents² and pupils and to all staff. They interviewed groups of pupils, including representatives of pupil councils, and staff. Members of the inspection team also met Notre Dame High School is a denominational school serving areas of east and west Greenock. At the time of the inspection, the roll was 941, which exceeded the school’s capacity. It limited social spaces for pupils and constrained some aspects of the timetable. The percentage of pupils entitled to free school meals was above the national average. Pupils’ attendance was in line with the national average. Around a fifth of S1 pupils attended the school as a result of placing requests.

2. Key strengths

HM Inspectors identified the following key strengths.

• Pupils’ confidence and range of achievements gained from their enthusiasm for learning and commitment to extra-curricular activities.
• The quality of pupils’ attainment.
• Pupils’ exemplary behaviour, mutually respectful relationships across the school and a widely shared pride in the school’s achievements.
• Excellent partnerships with parents and the wider community.
• The leadership shown by pupils and staff at all levels to improve the quality of pupils’ experiences.
• The quality of the headteacher’s leadership.

3. How well does the school raise achievement for all?

To evaluate how well the school was raising achievement for all, HM Inspectors considered the extent to which the learning needs of all pupils were met through the curriculum and teaching. They evaluated the effectiveness of the school in promoting the learning and personal development of all pupils in lessons and in other, broader contexts. They also considered the standards attained in specific aspects of learning.

Curriculum

The quality of the curriculum was good. It had a clear rationale, linked closely with the school’s aim to develop pupils’ potential to the full. The school had consulted parents appropriately on the curriculum. It had established strong curricular links with its associated primary schools, particularly in English, Spanish, science and aspects of mathematics. In developing courses for S1/S2, the school gave a high priority to building on pupils’ prior learning. Particular features of the curriculum included the following.

• Pupils at all stages benefited from an imaginative range of enterprise activities and well-planned personal, social and health education (PSHE).
• Education for citizenship was developed by the school’s Eco group. The school had won a silver award for successfully developing responsible attitudes to the environment.
• Pupils studied a broad range of courses at S3/S4, although the school provided limited opportunities for vocational education. A few pupils in S3 and S4 followed the vocational ‘City Vision’ programme at James Watt College.
• Over a number of years, S6 pupils had worked successfully on a programme in Business Spanish, run in conjunction with IBM. Several of these pupils had gone on to study business with modern languages courses at university.
• The school provided very effective curricular and vocational guidance. Guidance staff, working closely with Careers Scotland, supported pupils very well in their course choices and in preparations to leave school, particularly those with additional support needs.
• The school needed to improve the time allocation for physical education to meet national expectations.
• The curriculum at S5/S6 did not ensure that the needs of all pupils were met well. The school’s policy of placing most pupils on Higher courses did not ensure that all made appropriate progress.

Teaching and meeting pupils’ needs

The overall quality of teaching was good, with examples of very good practice. Teachers set high expectations of the amount and quality of work pupils should produce. Relationships between staff and pupils were respectful and helped to create a very positive environment for learning. Teachers used questions well to check pupils’ recall of information and, in the most effective practice, questioned further to develop pupils’ thinking. In most lessons, teachers shared with pupils what they were expected to learn. This effective practice was not consistent, however, across all lessons. Teachers did not always provide sufficient time for pupils to make links in their learning by reinforcing key points during or at the end of lessons. The frequency and variety of homework activities used to support and extend coursework varied across departments. The provision of information and communications technology (ICT) had improved and was beginning to make a positive impact on learning and teaching.

The school met pupils’ needs well, with particular strengths in the assistance given to pupils with additional support needs. Almost all teachers worked hard to support the learning of individual pupils. Tasks and activities were mostly well matched to pupils’ learning needs but in a few lessons there was insufficient use of differentiated materials. Support for learning (SfL) staff, led effectively by the principal teacher, provided high-quality, well-targeted support. They worked well with pupils in classes and provided effective individual and group support. Behaviour support staff provided a high quality of support to pupils with social, emotional and behavioural difficulties. The home-school link officer made an important contribution to supporting pupils and their families. Most pupils with additional support needs were making good progress towards achieving targets set within individualised educational programmes (IEPs) and behaviour support plans. Staff were aware that they needed to make targets more specific and detailed to ensure they had a clear impact on pupils’ progress. Visiting teachers, classroom assistants and auxiliaries provided pupils with very good support and pupils spoke very positively about the support provided by the librarian.

Learning and personal development

The overall quality of learning was very good. Pupils demonstrated successful learning across a wide range of activities, within the formal and extended curriculum. In lessons, they worked conscientiously with minimum supervision. Many pupils were notably enthusiastic in their approach to learning. They responded well to a brisk pace of learning and made good progress. Although they did not have opportunities to collaborate in all subjects, pupils worked together on group tasks very effectively. A particular strength was the way they shared responsibility for the quality of the work produced by their group and for reporting back to others. Pupils were increasingly engaged in assessing their own and each other’s work and had a good awareness of how to improve. In a few lessons, where the teacher took too strong a lead, pupils were passive and did not have enough opportunity to think things through independently.

The quality of pupils’ personal and social development was excellent. At all stages, almost all pupils were highly confident, self-assured individuals who were considerate of others. The school had recently reviewed its PSHE programme to ensure appropriate emphasis on key skills and to allow pupils to build up a profile of their personal and social skills. Parents were involved appropriately and informed of the programme for PSHE through letters, open nights and representation on the School’s Health Promoting Group. Staff worked hard to broaden all pupils’ achievements and develop their self-esteem at all stages. Notably large numbers of pupils participated in regular, high quality school shows which enhanced their confidence significantly and developed very effective teamwork. Many pupils had achieved success locally and in the wider community through their involvement in music ensembles, recitation and public speaking competitions and a range of sports. Pupils demonstrated their creativity and problem-solving skills through their successful involvement in a very wide range of enterprise activities, including an Enterprise Challenge and workshops on ‘Women into Technology’ and ‘Make it in Scotland’. S4 pupils extended their understanding of international issues at the Global Education Centre at the Xaverian College, Coatbridge. Almost all S4 pupils participated in a well-organised work experience programme. S6 pupils developed leadership skills as paired readers, helpers in mathematics and buddies for younger pupils. A large number of pupils had developed an increased sense of citizenship through membership of the Eco group, visiting and working in local care homes and raising funds for local and national charities.

English

Teachers shared the aims of lessons clearly and almost always used open questions to extend pupils’ thinking. They organised lessons effectively to provide a variety of learning experiences. They used a range of appropriate homework activities to support reading and reinforce classwork. Pupils spoke confidently about their strengths and how to improve their work. However, the needs of a significant minority of S5/S6 pupils were not met well enough by the courses provided for them. At all stages, pupils were enthusiastic about their learning and learned well from each other, for example in discussions on film techniques and literary texts.

Overall, the quality of teaching and learning was very good and approaches to meeting pupils’ needs were good. The overall quality of attainment was good. Particular features included the following.

• By the end of S2, most pupils were making good progress and attained expected national levels of attainment in reading, listening and talking. The majority did so in writing.
• The proportion of pupils attaining Credit awards at Standard Grade was consistently above the national average.
• By the end of S6, the proportions of pupils attaining A-C grades at Intermediate 2 and Higher were consistently below national averages. The majority of Advanced Higher pupils were successful.

Mathematics

Teachers gave clear explanations and used questioning well to involve pupils in lessons. Teachers used homework systematically but there was scope for more effective use of ICT. Pupils worked purposefully and at a good pace. The way classes were organised at S1/S2 did not always meet the needs of all pupils effectively. At times, pupils did not have sufficient opportunity to think independently. At S5/S6, the school’s presentation policy had resulted in too many pupils following courses at an inappropriate level.

Overall, the quality of teaching and learning was good. Pupils’ needs were met adequately. The overall quality of attainment was adequate. Particular features included the following.

• At S1/S2, almost all pupils made appropriate progress in coursework. Most pupils attained expected national levels of attainment by the end of S2 and a third were working beyond these levels.
• At S4, the proportion of pupils attaining Credit awards was above the national average.
• At S5/S6, a very high proportion of pupils were entered for Higher and Intermediate 2 but the proportions attaining an award were consistently well below national averages. The majority of candidates for Advanced Higher and Intermediate 1 attained A-C grades.

Art and design

Teachers organised lessons well and gave pupils helpful instructions and explanations. They made clear what pupils were expected to learn, used praise effectively and interacted positively with pupils. At S1/S2, pupils would benefit from greater challenge and opportunity for individual creativity. Pupils were well behaved and motivated in almost all lessons. At all stages, they contributed work of a high standard to the local schools’ annual art exhibition.

Overall, the quality of teaching was very good, and meeting pupils’ needs and learning were good. The overall quality of attainment was very good. Particular features included the following.

• At S1/S2, the majority of pupils made good progress in expressive and design activities and in working with a variety of materials.
• At S3/S4, the proportion of pupils who attained a Credit award was above the national average. Pupils’ attainment was notably better than in their other subjects.
• At S5/S6, almost all pupils at Intermediate 2 had attained A-C grades. The proportion of pupils attaining A-C grades at Higher was above the national average. Pupils had performed consistently better in art and design than in their other subjects. The majority of the small number of pupils at Advanced Higher attained A-C grades.

Chemistry and S1/S2 science

Teachers consistently shared with pupils what they were expected to learn. Explanations were expressed clearly. Regular homework, linked to classwork, was a strong feature. Pupils were beginning to take responsibility for their own learning. In some classes, very effective learning took place when pupils worked together in pairs or groups. The pace of learning was variable. Target setting ensured that most pupils were aware of how they were performing and what they needed to do to improve. While teachers were very supportive of pupils’ learning needs, tasks, activities and courses were not always matched appropriately to individual needs.

Overall, the quality of teaching and learning was good. The way in which pupils’ learning needs were met was good. Attainment was good and showed signs of improvement. Particular features included the following.

• At S1/S2, the majority of pupils were performing well in their coursework.
• At S3/S4, the proportion of pupils who attained a Credit at Standard Grade had improved to well above the national average over the past three years.
• At S5/S6, the proportion of pupils who attained A-C grades at Higher was in line with the national average.
• At Advanced Higher level, almost all of the small number of candidates achieved success.

Attainment

Information about the subjects inspected has been given earlier in the report. Across the school, particular features of pupils’ progress, results in examinations and other qualifications, including those awarded by the Scottish Qualifications Authority (SQA) within the Scottish Credit and Qualifications Framework (SCQF)³ for the three year period 2004-2006, are included below.

By the end of S2 attainment was very good. Particular features included the following.

• Most pupils attained appropriate national levels in reading, listening, talking and mathematics. The majority did so in writing. Increasing numbers of pupils exceeded expected levels in reading and mathematics.
• Almost all pupils made good progress from prior levels of attainment.

By the end of S4 attainment was very good. Particular features included the following.

• The proportions of pupils attaining English and mathematics at SCQF level 3 had improved to well above national averages and were much better than similar schools.
• The proportions of pupils attaining five or more awards at SCQF levels 3, 4 and 5 were well above the national averages and much better than in similar schools. The performance of boys was better than that of girls at this level.
• Pupils following the skills-based, practical programmes at the local college were making good progress.
• The proportion of pupils who gained a Credit award at Standard Grade was well above the national averages in computing studies, French, history, modern studies, and music. It was above the national averages in administration, home economics, physical education and geography, but below in graphic communication, physics and social and vocational skills. Pupils’ results in French and history were better than in their other subjects.
• The school presented almost all pupils for Standard Grade Spanish and the proportion attaining a Credit award was well above the national average.

By the end of S6 attainment was very good. Particular features included the following.

• The proportions of pupils attaining one, three or five awards at SCQF level 6 were above the national averages and much better than similar schools.
• The proportion of pupils attaining at least one award at SCQF level 7 was above the national average overall, apart from boys’ attainment which was in line with the average. The proportion of pupils attaining at least one award at SCQF level 7 was much better than similar schools.
• The proportion of pupils who gained A–C grades at Higher was well above the national averages in computing and music, but below in biology, French, geography, history, physical education and physics. Pupils’ results in physics were notably poorer than in their other subjects.

4. How good is the environment for learning?

5. Leading and improving the school

Notre Dame High School provided a very effective education for its pupils which successfully raised their achievement, including through an extensive range of challenging extra-curricular activities to promote their wider achievements. Mutually respectful relationships across the school helped create a very positive environment for learning and the morale of pupils and staff was extremely high. Teaching and arrangements for meeting pupils’ needs had important strengths. The quality of learning and pupils’ attainment were very good. Staff had begun to review and improve aspects of the curriculum. Pupils at S5/S6 in particular would benefit from more appropriate courses in some subjects. Pupils’ behaviour was exemplary. They took pride in each others’ successes and supported one another well in lessons and extra-curricular activities. Staff and pupils worked hard to maintain strong links with the local community and the school benefited from very effective partnerships with the School Board and PTA.

The headteacher provided very good leadership. She set high standards for the quality of pupils’ experiences. She had established a culture among pupils and staff of individual and collective responsibility for achieving these standards. She was developing the leadership qualities of staff effectively, for example by delegating responsibility for improvements in areas of the curriculum, learning and teaching. Staff felt empowered by this aspect of her management. Senior managers demonstrated very good teamwork. The ‘formal’ depute’s strategic management of pupils’ transition from primary to secondary school and of teachers’ professional development contributed significantly to school improvement. The other three deputes were actively involved in managing improvements in, for example, quality assurance, the curriculum and the use of ICT. Seven of the school’s principal teachers had lead roles as subject coordinators within the education authority.

The school had good arrangements overall for evaluating the quality of its work. Senior managers and principal teachers monitored learning and teaching systematically. Commendably, the headteacher engaged all staff in a rigorous analysis of examination results to support focused plans for improvement. Pupils were becoming involved in self- and peer-evaluations to provide feedback on learning, teaching and courses. The school surveyed pupils and parents as part of its development planning arrangements. Overall, however, while the school monitored its work regularly it did not have a consistently rigorous approach to self-evaluation. The impact of self-evaluation on learning, teaching and meeting pupils’ needs varied across departments. The management of change in some aspects of the school’s provision had sometimes been too slow. Nevertheless, the school was very well placed to build on existing strengths to continue to improve the quality of its provision.

As well as building on the strengths and addressing the issues raised throughout this report, the school and the education authority should address the following main points for action.

Main points for action

• Continue to develop the curriculum, to provide appropriate vocational options and ensure better progression for pupils at S5/S6.
• Continue to involve all staff in rigorous self-evaluation to ensure appropriate and consistent impact on learning and teaching.

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 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 the working with the school, will provide a progress report to parents and carers.

Mary Ritchie
HM Inspector
8 May 2007

Appendix 1 Indicators of quality

The following quality indicators have been used in the inspection process to contribute to the evaluation of the overall effectiveness of the school in promoting learning and achievement for all pupils.

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

Appendix 2 Summary of questionnaire responses

The following provides a summary of questionnaire responses. Key issues from the questionnaires have been considered in the inspection and comments are included as appropriate throughout the report.

Appendix 3 Attainment in Scottish Qualifications Authority (SQA) National Qualifications

Percentage of relevant S4 roll attaining by end of S5

Percentage of relevant S4 roll attaining by end of S6

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 Corporate Director of Education and Social Care, 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, 1^st Floor, Endeavour House, 1 Greenmarket, Dundee DD1 4QB or by telephoning 01382 576700. Copies are also available on our website at www.hmie.gov.uk.

HMIE Feedback and Complaints Procedure

If you wish to comment about

Should you wish to comment on any aspect you should write in the first instance to Frank Crawford, HMCI, at HM Inspectorate of Education, Europa Building, 450 Argyle Street, Glasgow G2 8LG.

If you have a concern about this report, you should write in the first instance to our Complaints Manager, HMIE Business Management Unit, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA. You can also email 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 Scottish Public Services Ombudsman, 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 2007

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.

Footnotes

1. See Appendix 2
2 .Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and carers who are relatives or friends.
3. 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
4. Comparator schools are the 20 schools statistically closest to the school being inspected in terms of the key characteristics of the school population.