22 June 2004
1. Background
2. Key strengths
3. What are the views of parents and carers,
pupils and staff?
4. How good are learning, teaching,
attainment 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
How can you contact us?
Plockton High School was inspected in March 2004. Subjects included in the inspection were English, mathematics, chemistry and S1/S2 science, and music, including the work of the National Centre of Excellence in Traditional Music. The school is a non-denominational secondary school which serves a large rural catchment area, including the communities of Applecross, Glenelg, Kyle of Lochalsh, Lochcarron and Plockton. At the time of the inspection the roll was 354. The percentage of pupils entitled to free school meals was below the national average. Pupils’ attendance was in line with the national average.
Members of the inspection team analysed responses to questionnaires issued to samples of pupils, parents and carers, and to all staff. They also met a group of parents, the chairperson of the School Board and the chairperson of the parent-teacher association (PTA). They interviewed groups of pupils and staff.
HM Inspectors identified the following key strengths.
A third of parents and carers returned questionnaires. They were generally very positive about the school although some felt that the school buildings were not kept in good order. Pupils’ views were generally positive and included very positive comments about the school’s provision of sports and other extra-curricular activities. About a third of pupils did not think that all pupils were treated fairly, and some commented on overcrowded canteen facilities and on the state of the toilets. Some parents and pupils were concerned about the condition and safety of the school buses. Teaching staff were very positive about the school. Ancillary staff were generally positive too, although a few felt that their training needs could be better addressed.
Further details about what most pleased parents and carers, pupils and staff, and what they would most like to see improved, can be found in Appendix 2 of this report.
In evaluating the overall quality of learning, teaching, attainment and achievement, HM Inspectors observed aspects of learning in the inspected departments and more widely across the school. They also reviewed the extent to which the structure of the curriculum addressed pupils’ needs, and they analysed pupils’ performance in examinations (see Appendix 3).
The curriculum, learning and teaching
The school offered a good curriculum overall. In S1/S2, the curriculum was broad, but included too little time for religious and moral education (RME) because of a shortage of suitably qualified staff. Appropriate time was given to addressing national priorities in education, including the teaching of two subjects in the medium of Gaelic. Most courses took too little account of pupils’ prior learning in primary school. In S3/S4 almost all pupils studied eight Standard Grade courses and generally followed well-balanced programmes. The school had not checked whether a few subjects which it classed as creative and aesthetic or technological, actually covered these areas sufficiently. Thus, good curricular balance was not assured for all pupils. No RME was included in pupils’ programmes. In S5/S6, pupils had a very good choice of courses at Intermediate, Higher and Advanced Higher levels. Courses at different levels in the same subject were often taught together in the same class. Some courses were enhanced by distance learning arrangements with further education colleges. The curriculum also provided senior pupils with very good opportunities to develop their fitness, creativity and enterprise skills. The school was actively seeking ways to improve its provision of vocationally-orientated courses.
The quality of teachers’ interactions with pupils varied, but very effective teaching was seen in a number of subjects. Teachers provided clear instructions and explanations. In the best cases, they engaged frequently with pupils and involved all of them through questioning. Teachers, however, did not sufficiently explain to pupils what they expected them to learn during the lesson. In some mixed-course classes in S5/S6, teaching approaches worked well. In others, differences in course content meant that the whole class could not be taught together, reducing the overall pace and impact of lessons. Homework was well used to support pupils’ learning. In classes, the climate for learning was good or very good, and almost all pupils worked conscientiously. However, some older pupils were not sufficiently encouraged to revise independently. Information and communications technology (ICT) was used effectively in some subjects to support pupils’ learning. In other subjects, more flexible teaching approaches and easier access to computers were required to improve pupils’ use of ICT. Class teachers knew their pupils very well as individuals and generally supported them effectively. Some subjects structured courses effectively to meet the range of pupils’ needs, but others, particularly in S1/S2, did not address this issue well enough. Sometimes, the pace of learning was too slow or assessment information was not used systematically enough to ensure that all pupils made sufficient progress and attained their potential. Overall, there were some important weaknesses in meeting pupils’ needs, particularly in S1/S2.
Attainment and achievement
The overall quality of attainment in S1/S2 was fair. Whilst standards were above the national average in reading and mathematics, and in line with the national average in writing, some deterioration had occurred in recent years. In several subjects, standards could be raised if tasks were better planned to match pupils’ prior attainment. Able pupils, in particular, were capable of producing work of a higher standard.
The following comments are based on SQA data for the three-year period from 2001 to 2003.
At S3/S4 the quality of attainment was good. The school’s overall performance was well above the national average, including the proportion of pupils who achieved five or more Standard Grade Credit awards. The school performed better than other schools with similar characteristics.
The overall quality of attainment at S5/S6 was good. At Higher, the school’s performance was above the national average at S5 and well above it in S6. However, the proportion of pupils gaining three or more Highers at A-C grades in S5 had been decreasing. The school performed in line with other schools with similar characteristics in S5, but much better than them in Higher and Advanced Higher in S6. Most pupils presented for Intermediate 1 and 2 courses achieved A-C grades.
At all stages, there was scope to raise attainment further if teachers’ expectations of pupils, and pupils’ expectations of themselves, were consistently high.
Information on the subjects inspected is given later in the report. Significant features of attainment in the subjects not inspected were as follows.
Pupils showed good self-esteem, tolerance of others, and a willingness to take up responsibilities and become involved in school activities. Many participated in an extensive range of extra-curricular competitions, performances and cultural events. The school had won a major prize for pupils’ participation in a charitable scheme to provide redundant computers to schools in Africa. Pupils also achieved major success in design challenges in technology. They enjoyed considerable success in Gaelic debating and in a wide range of sports, including a prestigious visit to Ireland by the shinty team. Two pupils had attended a major conference on health education in Strasbourg.
English language
Learning and teaching
Almost all pupils were attentive and worked hard. Teachers generally gave clear explanations of tasks but did not indicate systematically enough to pupils the skills they should be developing. In some lessons, the teachers did not involve pupils actively enough in the learning process. Homework was regular and well linked to classwork. The needs of pupils with differing abilities and levels of attainment were generally well met at S3 to S6, but not well enough at S1/S2. Some more able pupils at this stage did not receive sufficiently challenging tasks or work at a fast enough pace. Pupils in general were unaware of the criteria by which their work was assessed, making it difficult for them to identify which aspects they needed to improve.
Attainment and achievement
In S1/S2, most pupils were achieving appropriate national levels of attainment in reading, and a majority were achieving them in writing. Standards of attainment had declined over the last three years. The school was unable to provide any evidence of pupils’ attainment in listening and talking. At Standard Grade, the proportion of pupils achieving Credit awards was above the national average and had improved in recent years. At S5/S6, the proportion of pupils achieving A-C grades was above the national average at Intermediate 1 and Higher, and well above at Intermediate 2. The proportion achieving a grade A was also above the national average. Over the last three years, all pupils presented for Advanced Higher had achieved success, and just under half had achieved A grades.
Other features of pupils’ attainment and achievement included the following.
Mathematics
Learning and teaching
In most lessons there were consistently high standards of direct, interactive teaching. Most teachers used very good approaches to questioning to check pupils’ understanding, and made mathematics relevant to pupils’ own experiences. This helped to ensure that pupils were well-motivated and active learners. Tasks from S3 onwards built very well on pupils’ prior knowledge. The department recognised that it now needed to ensure that pupils in S1/S2 made faster progress from previous attainment levels in order to raise attainment later at S4 and S5. Graphics calculators were well used in the department, but cramped teaching areas and a lack of access to computers limited the use of ICT in teaching and learning.
Attainment and achievement
In S1/S2, the majority of pupils were achieving appropriate national levels of attainment. Too few pupils had been making sufficient progress between S1 and S2, although this situation was now improving. At Standard Grade, the proportion of pupils achieving an award at Foundation level or above was well above the national average. However, the proportion of pupils achieving Credit awards was only in line with the national average. In S5/S6, most of the small numbers of pupils studying at Intermediate 1 level achieved A-C grades. Performance at Intermediate 2 was well above the national average. The proportion of pupils achieving a Higher at grade A was above the national average. However, the proportion achieving A-C grades at Higher was only in line with the national average. The department had successfully been reducing the numbers of candidates failing to gain A-C grades in S5 courses. The majority of candidates presented for Advanced Higher mathematics had gained A-C grades.
Other features of pupils’ attainment and achievement included the following.
Chemistry and S1/S2 science
Learning and teaching
In S1/S2 science, the teachers interacted very well with pupils and used praise effectively to motivate them. The chemistry teacher provided clear explanations and supported pupils well, but did not involve pupils actively enough in the learning process. In both chemistry and science, pupils were responsive and good at working independently in class. However, teaching approaches were not sufficiently varied to take account of pupils’ differing learning needs. In chemistry, expectations of pupils to perform well in internal assessments were not high enough and this could have limited their performance in external examinations. Some science teachers used ICT effectively to support pupils’ learning. Very good attention was given in some classes to checking and commenting on pupils’ classwork. In others, pupils notes were not checked regularly enough and sometimes contained errors or were disorganised.
Attainment and achievement
In S1/S2 science, most pupils were achieving good standards in their coursework. However, coursework did not consistently challenge able pupils. In Standard Grade chemistry, the proportion of pupils achieving General level or better was well above the national average. The proportion of pupils achieving Credit awards, however, had fluctuated around the national average. In S5/S6, the number of pupils taking Higher chemistry had decreased in recent years, but the proportion of pupils achieving A-C grades had been well above the national average. The few pupils taking Advanced Higher chemistry had all gained A-C grades. A very few pupils had taken Intermediate 2 chemistry, the majority gaining A grades.
Other features of pupils’ attainment and achievement included the following.
Music
Learning and teaching
In the music department, the limited accommodation placed major constraints on the overall quality of pupils’ learning experiences and teachers’ approaches. Relationships between teachers and pupils were very good, and some pupils were well motivated by appropriately challenging activities. In several lessons, however, pupils were insufficiently engaged in learning, and the pace of teaching needed to be increased so that they could make better progress. Pupils’ creative needs were not sufficiently well met, particularly at S1/S2. The limited access to ICT hindered progress in inventing at other stages. Pupils had too few opportunities for group performing and for applying their knowledge of concepts in creative tasks.
In the traditional music school, pupils benefited from a very focused development of their performing skills. Across a range of instruments used in Scottish traditional music, including the voice, specialist teachers provided high quality individual teaching. Pupils were highly motivated and committed to pursuing an interest in Scottish traditional music. They worked effectively together in groups to prepare arrangements for public performance. Having successfully established a strong performance culture, the centre was now looking to develop more systematic teaching of broader aspects of musicianship.
Attainment and achievement
At S1/S2, most pupils were making some progress in using different instruments, but progress in inventing was generally weak. More generally, standards in performing coursework were very variable. At times, pupils had not made sufficient progress on key aspects for the stage in the course they had reached. At S4, the number of pupils entered for Standard Grade was well above the national average. The proportion of pupils entered who gained Credit awards was above the national average. At S5/S6, the numbers of pupils presented for Higher were well above the national average. The proportion of pupils presented who achieved grade A was below the national average, and the proportion who achieved A-B grades was well below the national average. Pupils’ results in music had improved significantly in 2003 to be broadly in line with their results in other subjects. However, pupils generally made less progress than would have been expected from their Standard Grade results. All of the small number of candidates entered at Intermediate 1 had failed to achieve an award. All pupils entered for Advanced Higher music had achieved A-C grades.
Other features of pupils’ attainment and achievement included the following.
The school had well-developed arrangements for supporting pupils. Guidance staff and senior promoted staff knew pupils very well and were readily accessible to offer them advice and support. The staff team was well supported by a wide range of external support agencies. Arrangements for the care and welfare of pupils were good, and pupils appreciated the level of care they received. Guidance staff liaised closely with departments about pupils who were experiencing difficulties, but less well with regard to the majority of other pupils. The school was promoting pupils’ health by actively encouraging healthy eating and pupils’ involvement in a wide range of extra-curricular sports.
The school made very good provision for pupils’ personal and social development. The very good programme for personal and social education (PSE) was taught very effectively. It covered key aspects of pupils’ development in relation to healthy lifestyles, substance abuse and personal relationships. Staff regularly evaluated the programme to ensure that it met pupils’ needs effectively. At all stages, significant numbers of pupils took up opportunities to work with others and develop team and leadership skills through participation in a very wide range of extra-curricular activities. The school’s sports co-ordinator played an important role in providing physical activities for pupils. Many pupils were developing a sense of citizenship and an awareness of the needs of others through, for example, participation in the pupils’ Youth Board and working with pupils with additional support needs.
The school provided very good curricular and vocational guidance for pupils. Well-planned activities at entry to S1 and other key transition stages helped pupils and their parents to understand the curriculum and course choices. Enterprise initiatives and events run by local businesses and other agencies were used very effectively in developing informed attitudes to the world of work and future educational opportunities. All S4 pupils participated in a well-structured programme of work experience. Pupils from S2 onwards were well supported in making informed decisions about career options. They were encouraged to use the up-to-date careers library, including computer-based information sources. Staff from Careers Scotland provided helpful advice, including specific support for some pupils with additional support needs.
The quality of learning support was good overall. Learning support staff had developed effective approaches to meeting pupils’ needs, including pupils with more complex additional support needs. They supported pupils well across a range of subjects and through effective individual and group programmes, but needed to clarify the roles of subject departments in supporting these pupils. Some, but not all, subjects contributed well to developing suitable Access courses for the pupils concerned. Learning support staff closely monitored the progress of pupils with additional support needs through detailed individualised education programmes. Auxiliary staff provided well-targeted and effective support. Very good arrangements were made to meet the needs of pupils requiring additional support entering from primary school.
A depute headteacher led the pupil support team well. In many aspects of their work, guidance and support for learning staff cooperated well with each other and with a wide range of outside agencies in providing an appropriate range of support for pupils. The school was continuing to develop its more coordinated approach to supporting pupils.
Quality of accommodation and facilities
The overall quality of the accommodation was fair, with a number of unsatisfactory features. Strengths included the well-organised and regularly-used library and the spacious games hall. Science laboratories had been refurbished to a high standard. However, the provision and quality of classrooms was variable. Accommodation in the music department was inadequate, and some teachers had no suitable areas in which to teach their subjects. Departmental staff bases were lacking and there were insufficient staff toilets. Access by subjects to shared computer facilities was limited. Externally, the building showed various defects, including rotting window-frames and repairs to the roughcast that had not been repainted. There was no access for the disabled and the security system was not working. Car parking was not separated off from areas used by pupils. The canteen was inadequate in size, and space in the kitchen was cramped.
Ethos
The school had a very good atmosphere. Staff morale was high, and relationships between staff and pupils were consistently good or very good. Pupils were friendly and courteous and generally behaved very well. They had good opportunities to suggest improvements to the school through the Youth Board. The school strongly promoted and celebrated pupils’ achievement in a wide range of sporting and other activities. Teachers often used praise effectively to help motivate pupils, and pupils received awards for good conduct and progress. Some subjects encouraged pupils to set personal targets for improvement. Whilst teachers set high expectations of pupils’ behaviour and work-rate, their expectations of pupils’ learning and attainment were not always high enough. Pupils were generally treated fairly and appropriate attention was given to ensuring equality. A notable feature was the provision of transport for pupils from remoter areas so they could attend after-school activities. New pupils and those with additional support needs were well integrated socially. However, the attention given to devising suitable programmes for pupils with additional support needs varied too much between different subjects. Pupils had appropriate opportunities for religious observance.
Partnership with parents and the community
The school had developed very strong links with parents and carers and the wider community. Home-school communication was of high quality, and included very effective contacts regarding pupils with additional support needs. The school’s strong promotion of partnership with parents and carers included issuing them with advice on how to support their children’s learning in each subject. The school had close ties with its supportive School Board and PTA. The school was very outward-looking. Pupils had various contacts with other schools through participation in numerous events and competitions. A number made visits to more distant locations, including Africa, Canada, France and Ireland in charitable, cultural, sporting and other challenging ventures organised by the school.
Pupils at Plockton High school were achieving good overall standards of attainment, particularly at S3 to S6. They enjoyed high levels of success in an extensive range of extra-curricular activities which contributed very significantly to their personal and social development. They were well supported by the staff, and the climate for effective learning in classrooms was mostly very good. In some subjects, however, teachers’ expectations of pupils’ attainment, and pupils’ own responsibility for learning, were not high enough to ensure that all achieved their full potential. Accommodation problems were a major constraint on the teaching of some subjects, including music and RME.
The headteacher provided good leadership, with a number of strengths. He encouraged pupils’ achievement, and was respected by staff and many parents. His advice to teachers on educational policy was clear and up-to-date, and he showed a good awareness of the quality of learning and teaching across the school. Communication with staff was generally effective. However, he needed to give a stronger lead in ensuring that attainment improved at S1/S2 and that pupils’ needs were better met at all stages. The headteacher was ably supported by two depute headteachers. One of them had not been long in post, but had made a good start to monitoring some important aspects of the school’s work. The more experienced depute contributed very well to the school’s organisation and to aspects of support for pupils, including health promotion and links with external agencies. All of the senior management team (SMT) were viewed by staff as very approachable and supportive in their links with departments. Principal teachers generally led their departments well. The headteacher showed a clear determination to bringing about further improvements in the school. Approaches to school self-evaluation were good, and teachers were positive about reviewing their own practices. They used national quality indicators well to help to identify priorities for improvement. The SMT and principal teachers analysed pupils’ attainment carefully at S3 to S6, but less consistently at S1/S2. They did not monitor the quality of learning and teaching closely enough to identify factors affecting attainment. Teachers met to share examples of good practice. Their professional development needs were well considered in development planning. Recent curriculum developments had been implemented well at S5/S6, but progress with 5-14 developments in S1/S2 varied between subjects. Overall, the school was well placed to improve further.
The school and the education authority should take action to improve accommodation and aspects of pupils’ learning and attainment. In doing so they should take account of the need to:
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 and carers. Within two years of the publication of this report parents and carers will be informed about the progress made by the school.
Dr T Straiton
HM Inspector
22 June 2004
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
|
What pleased parents and carers most |
What parents and carers would like to see improved |
|
All felt that:
|
Some felt that:
|
|
What pleased pupils most |
What pupils would like to see improved |
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Almost all felt that:
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A minority felt that:
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What pleased staff most |
What staff would like to see improved |
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All staff felt that:
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Some ancillary/support staff felt that:
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Scottish Credit and Qualifications Framework (SCQF) levels: 7: Advanced Higher at A-C/CSYS at A-C |
Percentage of relevant S4 roll achieving by end of S4
|
2001 |
2002 |
2003 |
2001-3 |
||
|
English and Mathematics @ Level 3 |
Plockton High School |
98.4 |
94.5 |
98.1 |
97.1 |
|
Comparator schools1 |
93.8 |
93.5 |
96.2 |
94.4 |
|
|
National |
92.0 |
91.1 |
91.3 |
91.4 |
|
|
5+ @ Level 3 or better |
Plockton High School |
100.0 |
96.4 |
98.1 |
98.2 |
|
Comparator schools |
94.4 |
94.8 |
95.0 |
94.7 |
|
|
National |
90.7 |
90.8 |
90.7 |
90.7 |
|
|
5+ @ Level 4 or better |
Plockton High School |
98.4 |
92.7 |
98.1 |
96.5 |
|
Comparator schools |
81.8 |
82.3 |
83.7 |
83.0 |
|
|
National |
76.8 |
76.7 |
76.4 |
76.6 |
|
|
5+ @ Level 5 or better |
Plockton High School |
45.3 |
49.1 |
48.1 |
47.4 |
|
Comparator schools |
43.2 |
37.6 |
45.1 |
43.2 |
|
|
National |
33.8 |
33.9 |
34.0 |
33.9 |
|
Percentage of relevant S4 roll achieving by end of S5
|
2001 |
2002 |
2003 |
2001-3 |
||
|
5+ @ Level 4 or better |
Plockton High School |
97.9 |
100.0 |
94.5 |
97.6 |
|
Comparator schools1 |
84.5 |
84.4 |
84.5 |
86.3 |
|
|
National |
78.2 |
78.5 |
78.5 |
78.4 |
|
|
5+ @ Level 5 or better |
Plockton High School |
80.9 |
67.2 |
63.6 |
69.9 |
|
Comparator schools |
53.5 |
55.0 |
49.3 |
52.5 |
|
|
National |
44.1 |
45.5 |
45.6 |
45.0 |
|
|
1+ @ Level 6 or better |
Plockton High School |
76.6 |
54.7 |
52.7 |
60.2 |
|
Comparator schools |
46.3 |
46.5 |
45.0 |
47.6 |
|
|
National |
39.6 |
39.5 |
39.4 |
39.5 |
|
|
3+ @ Level 6 or better |
Plockton High School |
40.4 |
29.7 |
25.5 |
31.3 |
|
Comparator schools |
29.6 |
29.7 |
25.9 |
28.0 |
|
|
National |
23.0 |
22.8 |
22.6 |
22.8 |
|
|
5+ @ Level 6 or better |
Plockton High School |
14.9 |
14.1 |
12.7 |
13.9 |
|
Comparator schools |
12.2 |
11.2 |
11.2 |
12.0 |
|
|
National |
9.3 |
9.2 |
9.6 |
9.4 |
|
Percentage of relevant S4 roll achieving by end of S6
|
2001 |
2002 |
2003 |
2001-3 |
||
|
5+ @ Level 5 or better |
Plockton High School |
66.7 |
87.2 |
76.6 |
77.3 |
|
Comparator schools1 |
51.4 |
56.7 |
55.8 |
55.4 |
|
|
National |
44.5 |
46.7 |
47.8 |
46.3 |
|
|
1+ @ Level 6 or better |
Plockton High School |
71.8 |
85.1 |
60.9 |
71.3 |
|
Comparator schools |
52.9 |
52.4 |
50.6 |
52.8 |
|
|
National |
45.7 |
44.1 |
44.0 |
44.6 |
|
|
3+ @ Level 6 or better |
Plockton High School |
43.6 |
68.1 |
45.3 |
52.0 |
|
Comparator schools |
37.0 |
39.8 |
39.0 |
38.9 |
|
|
National |
31.7 |
31.0 |
30.8 |
31.2 |
|
|
5+ @ Level 6 or better |
Plockton High School |
28.2 |
31.9 |
26.6 |
28.7 |
|
Comparator schools |
23.2 |
25.4 |
25.9 |
23.7 |
|
|
National |
19.9 |
19.8 |
19.7 |
19.8 |
|
|
1+ @ Level 7 or better |
Plockton High School |
15.4 |
38.3 |
18.8 |
24.0 |
|
Comparator schools |
12.8 |
15.8 |
15.8 |
12.7 |
|
|
National |
11.2 |
11.6 |
11.9 |
11.6 |
|
1. Comparator schools are the ten schools immediately above and the ten schools immediately below the school being inspected in terms of the percentage of pupils entitled to free meals (FME).
Copies of this report have been sent to the headteacher and school staff, the Director of Education, Culture and Sport, 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, Longman House, 28 Longman Road, Inverness, IV1 1SF or by telephoning 01463 253115. Copies are also available on our website: (www.hmie.gov.uk).
Should you wish to comment on or make a complaint about any aspect of the inspection or about this report, you should write in the first instance to Bill Maxwell, HMCI at HM Inspectorate of Education, H Spur, Room H1-11, Saughton House, Broomhouse Drive, Edinburgh EH11 3XD. A copy of our complaints procedure is available from that office and on our website.
If you are still dissatisfied, you can contact the Scottish Public Services Ombudsman directly or through your member of the Scottish Parliament. The Scottish Public Services Ombudsman is fully independent and has powers to investigate complaints about Government Departments and Agencies. She will not normally consider your complaint before the HMIE complaints procedure has been used. Instead, she will usually ask you to give us the chance to put matters right if we can.
Complaints to the Scottish Public Services Ombudsman must be submitted within 12 months of the date of publication of this report.
The Ombudsman can be contacted at:
Professor Alice Brown
The Scottish Public Services Ombudsman
23 Walker Street
Edinburgh
EH3 7HX
Telephone number: 0870 011 5378
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 2004
HM Inspectorate of Education
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