St Andrew’s High School
Clydebank
West Dunbartonshire Council

23 January 2007

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. 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

St Andrew’s High School was inspected in September 2006 as part of a national sample of secondary education. The inspection covered key aspects of the school’s work at all stages. It evaluated the quality of the curriculum, analysed pupils’ performance in examinations (see Appendix 3) and assessed the quality of pupils’ broader achievement. It also evaluated the quality of learning and teaching and pupil support, the environment for learning, the school’s processes for self-evaluation, and its overall effectiveness and capacity for improvement. There was a particular focus on the work of the English, mathematics, modern languages, and physical education departments.

HM Inspectors observed learning and teaching and examined pupils’ work. They analysed responses to questionnaires issued to a sample of parents¹ and pupils and to all staff. They interviewed groups of pupils, including the pupil council, and staff. Members of the inspection team also met the chairperson of the School Board, the school chaplain and a group of parents.

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

St Andrew’s High School is a denominational school serving the east of Clydebank. At the time of the inspection, the roll was 901. The education authority had recently taken a decision to merge St Andrew’s High School with another local denominational secondary school. The percentage of pupils entitled to free school meals was well above the national average. Pupils’ attendance was above the national average.

2. Key strengths

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

There was a very high level of response to the questionnaires. Parents were very positive about the school and its reputation. They appreciated the efforts of staff in supporting pupils’ learning and the quality of communication between school and home. They commented positively on the school’s prompt and effective action to issues raised. Concerns remained about the planned school merger. Pupils spoke very positively about their school experience. They thought staff were encouraging and good at sorting out bullying incidents. They thought school was fun and recognised that it also set high expectations for their achievement. They were particularly pleased with the programme of extra-curricular activities offered by staff, particularly the sporting opportunities. Teaching staff were proud to be associated with the school and enjoyed their work. They valued the good ethos and the opportunities for professional development and leadership. They found senior managers to be hardworking and supportive. A small number of support staff, while enjoying their work, did not feel sufficiently involved in the school.

Further details about what most pleased parents, staff and pupils, and what they would most like to see improved, can be found in Appendix 2 of this report.

4. How good are learning, teaching and achievement?

The curriculum, learning and teaching

The overall quality of the curriculum was very good. At S1/S2, pupils followed a broad and balanced curriculum. The school had made a number of improvements, including a more challenging and progressive programme in ICT and additional time for English and mathematics. A transition programme delivered in cooperation with Social Work Services had been introduced for vulnerable youngsters. The personal, social and health education (PSHE) programme was delivered by a number of subjects across the curriculum. At S3/S4, the curriculum was broad overall. Almost all pupils studied eight Standard Grades. All pupils had a choice of two modern languages although a modern language was no longer compulsory from the end of S2. The school had also introduced alternative courses to respond to individual needs, including a number of vocational options and a range of Access 3 and Intermediate 1 courses. Most pupils in S4 undertook suitable work experience placements. The S5/S6 curriculum generally allowed good progression from pupils’ experience in S4. There was a broad range of National Qualifications levels and courses including a number at Advanced Higher, and a range of additional courses in ICT, sport leadership and travel and tourism. Very good progress had been made in extending certification for students studying English as an additional language. Staff and pupils were working to develop education for enterprise. Opportunities for S6 pupils to be involved in further education or community based placements had not yet been fully developed.

Overall, teaching had major strengths. In almost all lessons, staff and pupils had positive relationships. Teachers had high expectations of pupils’ attitude, behaviour and achievements and made effective use of praise. Teachers planned lessons well, often using a good range of approaches. Many teachers used effective direct teaching and a range of questioning techniques. They set appropriate homework regularly to support learning. Increasingly, staff were making effective use of ICT to enhance their teaching. Most pupils were attentive, on task and responded well to their teachers. The quality of presentation of pupils’ work was high. Many pupils enjoyed the increasing opportunities to use ICT as a medium for learning. However, where lessons were too teacher-directed, pupils remained passive and lacked opportunities to be independent learners or to take responsibility for their learning. Collaborative working was under-developed in some subject areas. In some classes, teachers’ expectations of pace and challenge needed to be higher. Most teachers addressed the range of learning needs in their classes well and gave good support to those who needed additional help. In many classes, pupils received good feedback on what they needed to do to improve. The school responded quickly when learning difficulties became apparent. It paid particular attention to improving the achievement of boys through appropriate curricular provision and in groups such as BRAW (Boys’ Reading and Writing). The school librarian worked closely and very effectively with a number of subject departments to support the development of pupils’ literacy and study skills.

Achievement

The overall quality of attainment at S1/S2 was very good. Pupils were making very good progress in their coursework across the school. By the end of S2, the majority of pupils were attaining appropriate national levels in reading, writing and mathematics. Pupils were making very good progress from their previous levels of attainment, many of them from a low starting point. In each of the last two years around a third exceeded expected levels in reading and mathematics and an increasing number were exceeding national levels in writing.

The following comments are based on Scottish Qualifications Authority (SQA) data, using the Scottish Credit and Qualifications Framework (SCQF)² for the three year period 2004-2006 and also draw on the overall evaluations of the quality of learning, teaching and meeting pupils’ needs.

The overall quality of attainment at S3/S4 was very good. Despite a decline in 2006, the proportion of pupils attaining five or more Credit awards at Standard Grade, or their equivalent, by the end of S4 was in line with the national average. This proportion was consistently much better than schools with similar characteristics. The proportion of pupils gaining five or more General awards was in line with the national average and was consistently better than schools with similar characteristics. Pupils with additional support needs were making very good progress from their prior levels of attainment.

The overall quality of attainment at S5/S6 was very good. By the end of S6 the proportion of pupils attaining three or more Highers had improved significantly and was now in line with the national average. The proportions gaining one or more and five or more Highers by the end of S6 had also increased. The proportions attaining three or more and five or more Highers were better than schools with similar characteristics. The proportion gaining five or more Intermediate 2 awards was in line with the national average and better than schools with similar characteristics. The majority of pupils presented at Advanced Higher attained A-C awards.

Information on the subjects inspected is given later in the report. Significant features of attainment in the subjects not inspected were as follows.

• At S4 at Standard Grade or its equivalent pupils performed better in biology, but less well in geography and graphic communication than in their other subjects.
• At S4 the proportion of pupils attaining a Credit level award or the equivalent was well above the national average in biology, and above in craft and design, physics and home economics.
• By the end of S5 the proportion of pupils attaining A-C awards at Higher was above the national average in human biology, but below in accounting and art and design.
• At S5/S6 at Intermediate 2 all of the presentations in music and almost all in biology, computing and hospitality gained an A-C award. Less than half did so in physics.

Pupils’ personal and social development was enhanced by their involvement in a wide variety of extra-curricular activities. The extensive range of sporting activities, including various dance groups, was proving very popular with pupils keen to improve their performance. There was a significant number of pupils regularly involved in local, regional and national competitions in athletics, dance, cross country, football and netball. Over 250 pupils had participated in the annual sports day and contributions from pupils were recognised in an annual sports awards ceremony. Pupils had experienced success in national enterprise awards. Annual foreign visits provided pupils with opportunities to learn about other cultures. Annual retreats for pupils in all year groups organised in partnership with the local church were helping to develop teamwork and respect for others. Residential outdoor opportunities were also popular with pupils and were supplemented by other outdoor activities such as sailing and mountain biking to enhance their understanding of Scotland’s natural heritage. Commendably pupils raised over £6000 annually for charities and other good causes and supported the less fortunate through their links with a local senior citizens’ home and St Margaret’s Hospice. Pupils also participated in musical evenings, concerts and school choirs. The school had further achieved national success in the finals of a recent public speaking competition. Pupils also valued opportunities to attend the science club and other lunchtime clubs such as technology, table tennis, home economics and supported study. Other national successes had included being awarded Health Promoting School status. A number of senior pupils had benefited from their involvement in the annual Mark Scott Leadership Challenge.

English

Learning and teaching

Learning and teaching had major strengths. Teachers set high expectations for the amount and quality of pupils’ work and encouraged pupils to think deeply and critically about aspects of language and materials they read. They used a well-judged and effective range of teaching approaches, including motivating presentations on electronic whiteboards. Pupils responded positively by working conscientiously and listening attentively in lessons. Almost all pupils behaved responsibly and worked effectively in paired and group activities. They reviewed their own progress and set personal targets to improve their work. Commendably teachers used wide-ranging approaches to meet pupils’ needs. They monitored their own practice regularly and adapted materials and teaching styles to support pupils’ learning.

Achievement

At S1/S2, pupils made good progress from their prior levels of attainment. The majority attained national levels in reading, writing, listening and talking and some pupils exceeded these levels. At Standard Grade, S4 pupils performed better in English than in their other subjects. The proportion attaining Credit awards was well above the national average. At Access 3 and Intermediate 1, the majority of S4 pupils were successful. Pupils’ attainment at Intermediate 2 grades A-B was in line with national averages overall. At Higher, the proportions of S5/S6 pupils attaining A-C grades had improved from well below to above national averages. Most pupils at Advanced Higher were successful.

Other features of pupils’ achievement included the following.

• All S1/S2 pupils extended their skills by their commitment to a personal reading programme.
• At all stages, pupils created effective stories and poems and wrote sensitively about personal experiences.

Mathematics

Learning and teaching

Learning and teaching had major strengths. Relationships between teachers and pupils were very positive. Teachers used a range of teaching approaches including ICT to enhance pupils’ learning. Teachers shared the aims and purposes of lessons clearly with pupils. Explanations and questioning were effective. Homework was used consistently to reinforce pupils’ learning. Pupils responded well to the variety of learning experiences provided. They had regular opportunities to work together on tasks and share ideas. In a number of classes, tasks and activities were particularly well chosen to interest pupils and to involve them actively in independent learning. In most classes the pace of learning ensured that pupils were fully engaged. The range of courses available and the arrangements for organising pupils into ability groups for learning helped to meet pupils’ needs well.

Achievement

By the end of S2, the majority of pupils had reached a standard of attainment broadly in line with appropriate national levels. Almost all of the S3 pupils presented for national qualifications at Access 3, Intermediate 1 and Intermediate 2 were successful. Those pupils who were presented for Standard Grade in S4 performed less well in mathematics than in their other subjects. At S5/S6, the number of A-C awards at Higher was well below the national average. Pupils performed less well in mathematics than in their other subjects. The majority of those presented at Intermediate 2 attained A-C awards. Of the small number of pupils presented at Advanced Higher in S6 less than half were successful.

Other features of pupils’ achievement included the following.

• A number of pupils benefited from the weekly lunchtime mathematics club, further developing their problem solving skills.
• S1 to S3 pupils participated in the department’s Numeracy League initiative which promoted the development of numeracy skills.
• Groups of pupils from S3 to S6 were provided with well planned opportunities to visit universities and places of mathematical interest to broaden their mathematical knowledge and experience.

Modern languages

Learning and teaching

Teachers created a positive learning environment, planned lessons well and gave clear explanations. They had worked hard to improve programmes of work. Some teachers demonstrated effective examples of direct teaching and maintained a good focus on knowledge about language. The department was developing its use of ICT to enrich pupils’ learning. However, the quality of pupils’ learning experience required further improvement. In some lessons, there was too much teacher direction. Some teaching used an insufficient variety of activities and relied too heavily at times on textbooks. Most pupils worked well in lessons and were responsive to questions and tasks set. However, within the whole class teaching, they were sometimes passive learners and pupils had limited opportunities to be independent in their learning. In a few classes, higher attaining pupils were not sufficiently challenged. Teachers should seek ways to work more closely with smaller groups and individuals to resolve these issues.

Achievement

At S1/S2, most pupils were making sound progress in their coursework. They demonstrated sound listening skills and there were some good examples of writing. At Standard Grade, the proportion of S4 pupils who attained a Credit award in French or Spanish had risen to above national averages. At Higher, almost all S5/S6 pupils presented in French and Spanish over the last three years gained an A-C award. All of the small number presented at Intermediate 2 had gained an A award. All of the small number of pupils presented for Advanced Higher Spanish gained an A-C award.

Other features of pupils’ achievement included the following.

• A number of pupils were producing good quality pieces of extended writing across the stages.
• Pupils’ speaking skills were generally less consistently developed than their other language skills.

Physical education

Learning and teaching

Learning and teaching were effective with some very strong features, including some highly effective whole class teaching. Teachers organised lessons well, providing varied contexts for learning which caught pupils’ interest. They set high expectations of performance. Relationships between pupils and staff were mutually positive and highly beneficial to learning. The pace of learning was very good and the high levels of practical activity placed appropriate challenges on pupils. Pupils responded well and interacted positively with each other, although they were not always given sufficient responsibility for their learning. Pupils’ needs were very well met through the varied opportunities for choice of both course and activity. Very good attention was given to meeting the needs of girls, with good levels of provision for dance. Teachers provided useful feedback to pupils on how they could improve their performance, although this needed to be more focussed.

Achievement

Almost all pupils in S1 to S6 were performing well in their coursework and were making appropriate progress. At S3/S4, the proportion of pupils gaining Credit level awards in Standard Grade was broadly in line with the national average. At S5/S6, the proportion of pupils attaining A-C awards at Higher had fluctuated from above the national average to below in the current year. All of the small number of pupils presented at Intermediate 2 in the last four years gained A-C awards.

Other features of pupils’ achievement included the following.

• Large numbers of pupils improved their performance by participating in the extensive range of extra-curricular activities.
• Pupils in S5/S6 developed effective leadership skills through the sports leader and junior dance leader courses.
• Large numbers of pupils developed their creative skills in dance clubs, including boys who participated in break-dancing.

5. How well are pupils supported?

Overall, the school had very good arrangements for ensuring the care and welfare of pupils. Pupils felt safe and happy in school. The extended pupil support team was enthusiastic, caring and committed, and had a very good knowledge of individual pupils. However, some pupil files were incomplete. Pupil support staff worked well together as a team and met regularly with pupils and their parents. Staff were familiar with procedures outlined in the child protection policy. The school was very effective in promoting racial equality. However it had yet to provide formal training for staff. Pupil and family support officers and a group worker from social work provided very effective support for some vulnerable pupils and their families. An attendance officer worked successfully and closely with staff to improve pupils’ attendance. The "Solutions Orientated Schools" (SOS) initiative to manage behaviour better had improved relationships between pupils and staff. The school had an active health promotion group and was involved in a number of initiatives, including the promotion of healthy eating among pupils. This involvement had resulted in the school being awarded Health Promoting School status.

The programme for personal, social and health education (PSHE) covered an appropriate range of topics but was too fragmented. In some areas it did not ensure enough progress in learning for all pupils. Commendably, staff consulted pupils on the content of the programme and modified it to ensure that it met pupils’ needs more effectively. At all stages, contributions from drama groups, natural family planning officers and the community police enhanced aspects of the programme. The school provided wide-ranging opportunities for pupils to develop self-esteem and active citizenship skills. For example, senior pupils were trained to act as ‘buddies’ to S1 pupils. S1 pupils valued this support.

Curricular and vocational guidance was very good. Pupils felt well prepared to take decisions on new courses at key stages. The school had produced helpful information booklets for pupils and their parents on course choices. The school librarian provided very good support for pupils and ensured that the careers library was regularly updated. Pupils had very good access to online careers materials through the S2 computing course. A very effective system for tracking and monitoring pupil progress was in place from S3 to S6 and was having an impact on attainment. Pupils regularly agreed attainment targets with their teachers, and these targets were shared with their parents.

Provision for pupils with additional support needs was good. The depute headteacher and the principal teacher of pupil support (learning) were developing effective approaches to supporting pupils’ needs by combining pastoral care and learning support teams. Subject teachers were given helpful information and practical advice on pupils’ needs. Learning assistants who were deployed within specific departments provided very effective support in these subjects. Pupils with more complex additional support needs were making very good progress. Individual educational programmes (IEPs) were in place, and targets were appropriate. However, these targets were not reviewed systematically. Pupils with challenging behaviour were referred to the pupil support learning centre. This approach had successfully reduced the number of exclusions. Whilst support plans with long and short term targets for some of these pupils were in place, these plans were not systematically reviewed. A well planned programme of transition from primary enabled staff to plan effectively to meet the needs of most pupils who were likely to require additional support.

Bilingual learners were very well supported within the school and almost all were making very good progress. A supported homework club for bilingual learners was very well attended. A few pupils were to be presented for the first sitting of the SQA examination "English for Speakers of Other Languages" (ESOL) this session.

The depute headteacher with responsibility for pupil support had integrated the pupil support teams to meet the needs of pupils more effectively. He had been very effective in managing the introduction of SOS across the school and inspiring confidence and commitment within the pupil support team.

6. How good is the environment for learning?

7. Leading and improving the school

St Andrew’s High School provided a very high standard of education for its pupils. Staff had achieved and maintained a very positive ethos, underpinned by the high quality of pastoral care. All staff were committed to the school and to improving pupils’ experiences and almost all pupils enjoyed being at the school. The quality of teaching was very good and the quality of pupils’ learning was consistently good. Pupils need to develop more independence in their learning and to take more personal responsibility for their progress, however. Attainment at all stages had improved and was very good. The school was well placed to build on this success and pursue improvements at all stages. Staff were committed to providing further opportunities for pupils’ wider achievement beyond the school day and this enhanced pupils’ experiences.

The school was very well led. The headteacher was highly committed to the school and had been a positive influence on its development. His leadership had a number of major strengths. During a difficult stage in the school’s development he had successfully ensured that staff and pupil morale remained high by concentrating on improving pupils’ experience and maintaining the positive ethos. He had consulted staff on the school’s development and had involved them in making decisions and in leading initiatives. Leadership more widely across the school had important strengths and areas for improvement. The senior managers had clear strengths and were hardworking and committed to the school. They fulfilled their remits well as a corporate team and supported the headteacher well, but needed to lead their link departments more effectively to develop a consistent experience for pupils. A few principal teachers needed to lead improvements in learning more decisively in their departments. Some unpromoted teachers were leading innovations in learning and teaching to good effect.

The school had established a wide range of ways of monitoring and evaluating the quality of its work. These approaches were producing reliable evidence to inform future improvement planning. The school undertook a very thorough review of examination results at all stages which resulted in clear action points for departments. Principal teachers were encouraged to take responsibility for self-evaluation, with appropriate management support. Departments maintained an annual self-evaluation profile based on school advice. Two whole school reviews of the quality of learning and teaching in classes across the school had been carried out over the last four years. Although the analysis and rigour of these had varied they had led to improvements in the quality of teaching. Tracking of pupils’ progress was very well organised and allowed effective monitoring of learning. The self-evaluation process was impacting clearly on quality in key departments, but a more consistent focus on developing the quality of pupils’ learning was needed. Senior managers were involved in both supporting and challenging departments in evaluating their performance. They had also begun to manage the self-evaluation process more rigorously, set a clearer direction for this important aspect of the school’s work and encourage better dissemination of good practice. With the continued support of the education authority they demonstrated the necessary corporate capacity to bring about sustained improvements.

Main points for action

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 and carers. Within two years of the publication of this report the education authority, working with the school, will provide a progress report to parents and carers.

Donald A Macleod
HM Inspector

23 January 2007

Appendix 1 Indicators of quality

The sections in the table below follow the order of 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 the judgements made by inspectors:

Appendix 2 Summary of questionnaire responses

 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 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, 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.

If you wish to comment about secondary inspections

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

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