8 May 2007
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’ learning needs met?
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
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St Bartholomew's Primary School was inspected in February 2007 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 innovation, and its 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 (PTA) and a group of parents1.
The school serves the Townhead area of Coatbridge. At the time of the inspection the roll was 207. The proportion of pupils who were entitled to free school meals was above the national average. Pupils' attendance was above the national average.
HM Inspectors identified the following key strengths.
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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.
Overall, parents expressed a high level of satisfaction with almost all aspects of the school. All parents felt that the school was well led and that staff showed concern for the care and welfare of their children. They thought the school was held in high esteem in the community. Parents welcomed opportunities to be involved in the work of the school. They felt that the school’s efforts to promote healthy lifestyles had achieved a very positive impact. Almost all pupils were satisfied with all aspects of the school. Pupils appreciated the range of opportunities they had to take responsibility for aspects of the life of the school. They spoke positively about the range of out-of-school learning opportunities and the breakfast club. Staff also expressed a high degree of satisfaction with almost all aspects of the school. They enjoyed working there and praised the pupils for their enthusiasm and achievements. Staff were positive about the leadership of the headteacher and the support they received from the management team.
Pupils’ learning experiences and achievements
The curriculum provided a broad and balanced experience for pupils. Teachers allocated additional time to English language, mathematics, personal and social education and health education. This had been effective in helping to raise pupils’ attainment, most notably in numeracy and reading skills. At the early stages, most pupils had good opportunities to be active in their learning. They worked collaboratively to carry out tasks and solve problems through play activities. Pupils gained an increased awareness of the benefits of healthy eating and active lifestyles through the programme in health education. Whilst pupils at all stages were developing good skills in information and communications technology (ICT), they would have gained from further applications of this across the curriculum. The school provided pupils with two hours a week of high quality physical education. Overall, the quality of teaching was very good. Teachers were very well organised and made good use of approaches to assessment to focus pupils’ learning. They shared with pupils what they needed to do to achieve success, and used praise effectively. Teachers used questioning skilfully to check pupils’ understanding and to challenge their thinking. Homework tasks were not always sufficiently varied and did not always provide appropriate challenge.
The quality of pupils’ learning was good. Pupils were keen and settled quickly to work. They responded well to teachers’ questioning and made good use of opportunities to discuss ideas with others. When given the opportunity, pupils worked well cooperatively, for example when pupils at P6/P7 designed a board game for younger pupils. Pupils participated enthusiastically in a range of opportunities to develop their learning in Spanish. However, overall, pupils had too few opportunities to take responsibility for their own learning. At the middle stages, pupils were developing good skills in discussing ideas in groups. For example, at P5, pupils questioned each others’ views on pocket money. Most pupils were aware of their learning targets in English language and mathematics, and were clear about what they had to do to improve their learning. In a few lessons the pace was too slow and did not result in sufficient challenge.
The school took very good steps to help pupils develop their wider achievements, for example through after-school activities including clubs for street dance, football and cheerleading. A high proportion of pupils regularly took part in after-school clubs At all stages, pupils were making good progress in developing their confidence and self-esteem. House Captains organised and led monthly school assemblies. At P6 and P7, pupils took on a range of appropriate responsibilities. They enjoyed supporting other pupils through an effective peer mediation programme and as members of the games squad which encouraged younger pupils to take part in playground games. Pupils from P1 to P7 had developed good citizenship skills through their participation in the school council. They were clear about their roles, and represented their classmates’ views well. Pupils were developing a good knowledge of global issues through, for example, their support for a school in Uganda. Commendably they had gained the Gold award as a Health Promoting school and had achieved the Eco Schools Scottish green flag. Pupils were appropriately involved in a range of fundraising activities for local and national charities. Pupils at P7 had further opportunities to develop their personal and social skills at the annual residential experience at Kilbowie.
English language
Overall, attainment in English language was good. Standards of attainment had improved over recent years. Almost all pupils were attaining appropriate national levels in reading and most were doing so in writing. At most stages, a significant number of pupils were attaining these standards earlier than might normally be expected. Attainment in listening and talking was not recorded systematically. Pupils who were experiencing difficulty were well supported and were making good progress. At all stages, pupils listened with interest and responded appropriately to teachers’ instructions and explanations. At P7, pupils presented well-structured talks which they illustrated with appropriate computer slide shows. Across the school, most pupils read aloud confidently and with expression, and by P7 they were able to discuss in detail what they had read. Pupils regularly visited the mobile library. However, a significant number did not read regularly for enjoyment. At most stages, pupils were developing their writing skills well and could write for a variety of purposes. They were given too few opportunities to write at length independently across the curriculum. Standards of handwriting and presentation were not consistently high.
Mathematics
Overall, the quality of attainment in mathematics was very good. Almost all pupils were achieving appropriate national levels of attainment. At the early stages, a significant number were attaining these standards earlier than might normally be expected. Those pupils who had not yet attained national levels were making suitable progress in their classwork. At all stages, pupils were developing skills in information handling and, by P7, they could process information effectively and interpret a broad range of graphs. Pupils had used computers to create data bases and display mathematical information. However, there was scope for pupils to make more use of computers to reinforce various aspects of their mathematics. At all stages, pupils carried out written and mental calculations accurately. By P5, pupils had a good knowledge of symmetry and properties of two- and three-dimensional shapes. Most pupils were skilful at solving mathematical problems and were able to choose appropriate problem solving strategies.
The school met pupils’ needs well. Most teachers took good account of prior learning in planning work for groups and individuals. Pupils performed well in tasks set by their teacher. However, in a minority of classes, tasks did not offer enough pace and challenge for all pupils. Teachers identified pupils in need of learning support promptly, as part of the school’s effective early intervention programme. The network support teacher, depute headteacher and principal teacher worked closely with class teachers to provide high quality support for individuals and groups. Hardworking and committed classroom and support assistants were an integral part of the school support network and provided a very good level of assistance for pupils. Pupils with individualised educational programmes (IEPs) had clear learning targets and were making good progress in meeting these. Very good arrangements were in place to support the transition of pupils between nursery and P1 and for P7 pupils moving to secondary school.
Aspect |
Comment |
Pastoral care |
The school provided pupils with exceptionally high quality pastoral support. Pupils felt safe and well looked after and thought that staff listened to any concerns they might have. All staff placed a high priority on pupils’ care and welfare and were fully aware of child protection procedures. They worked very effectively together to create a climate of mutual trust, respect and confidence. Staff dealt very well with occasional incidents of inappropriate behaviour, and took effective action to promote improvements. Effective action included very good, focused support to help individual pupils think about appropriate choices. Suitable procedures were in place to support pupils who were looked after. The ‘come and chat’ sessions hosted by house captains, and the peer mediation programme, provided very good opportunities for pupils to support and nurture one another. All members of the school community were invited to attend the prayer and reflection meeting which was regularly held before school. Healthy lifestyles were promoted very effectively through a wide range of after-school activities and a strong focus on healthy eating. The school had appropriate procedures in place for the storage and administration of medication. Procedures were in place to prevent access to inappropriate Internet sites. |
Quality of accommodation and facilities |
The overall quality of accommodation was good although rainwater leaks occurred occasionally. The school had appropriate security arrangements in place. The headteacher and staff had worked very hard to create a welcoming and stimulating environment. Classrooms were bright and well furnished with attractive displays to support pupils’ learning. Resources were well organised and easily accessed by both pupils and staff. Good use was made of corridors and public areas to display pupils’ art work and celebrate achievements. Staff made effective use of the hall for physical education, assemblies and after-school activities. All classes made regular use of the ICT suite. Very good use was made of the spacious corridor areas and additional rooms for small group and individual work. Staff made effective use of the staff development base for a variety of professional development activities. Almost all areas of the building were accessible to all users. |
Climate and relationships, expectations and promoting achievement and equality |
Pupils, parents and staff were proud of their school and identified strongly with it. Relationships throughout the school were excellent and the morale of pupils and staff was high. Pupils were courteous and polite. There were well established and effective arrangements to promote good behaviour and recognise achievements such as pupils’ successes in out of school activities. Teachers made good use of praise to encourage pupils and recognise effort. The school successfully promoted a strong sense of equality and fairness. The school community regularly supported a range of local and national charities. Pupils had a very good understanding of global citizenship. They demonstrated a clear understanding of the needs of others. Regular assemblies provided appropriate opportunities for religious observance. Pupils responded very enthusiastically to the celebration of successes and achievements at assembly. |
Partnership with parents and the community |
The school’s partnership with parents and the local community was excellent. The school communicated most effectively with parents. Teachers produced helpful written annual progress reports. They provided curriculum workshops to explain ways in which parents could support their children’s learning. Staff worked closely with the home-school partnership worker, to run a series of informative and supportive sessions for parents of younger pupils. The school used a range of strategies to consult and inform parents on sensitive aspects of health education. Many parents made valuable contributions by working as parent helpers and assisting in excursions. Parents were given opportunities to learn about the work of classes during open afternoons. The School Board was very supportive. The PTA regularly raised funds and actively supported social activities and events. Staff had developed effective links with local organisations who supported aspects of the curriculum. The school chaplain played a regular and important part in the life of the school. |
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
St. Bartholomew’s Primary School provided a happy and purposeful learning environment. Pupils achieved very good standards of attainment in mathematics, and attainment in English language was good. Staff were committed to meeting pupils’ needs and provided them with a broad curriculum. Pupils were making very good progress in their personal and social development, and overall were confident, enthusiastic learners. The strong sense of community and encouragement to learn were contributing significantly to the school’s achievements and its capacity to improve further.
The headteacher provided very good leadership. She had established very positive relationships with parents, staff and pupils. During her time in post, she had provided strong leadership to bring about significant improvements to the quality of education in the school. She had developed a strong sense of teamwork and staff at all levels felt involved and well supported. Members of the senior management team had clear and comprehensive remits and provided a very good level of support to other members of staff. They had worked effectively to develop a range of initiatives. These included partnerships with parents, out of school learning and the development of the technology curriculum. The headteacher had established effective arrangements for identifying the school’s strengths and priorities for action. Priorities were suitably targeted to improving pupils’ learning experiences and attainment. The headteacher made effective use of a wide range of strategies for quality assurance involving staff, parents and pupils. Staff made regular use of quality indicators developed nationally to assist in reviewing the work of the school. The headteacher monitored the work of teachers through, for example, reviewing teaching plans, and sampling pupils’ work. Her planned classroom visits to monitor aspect of learning and teaching were well established and effective in promoting improvements. Staff received helpful feedback about the strengths of their work and any areas for improvement.
Main points for action The school and education authority should continue to provide high quality and improving education. In doing so, they should take account of the need to:
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What happens next?
As a result of the high performance, the strong record of improvement and the very effective leadership of this school, HM Inspectors will make no further reports in connection with this inspection. The school and the education authority have been asked to prepare an action plan indicating how they will address the main findings of the report, and to share that plan with parents. Within two years of the publication of this report the education authority, working with the school, will provide a progress report to parents.
Jacqueline Horsburgh
HM Inspector
8 May 2007
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.
How good are learning, teaching and achievement? |
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Structure of the curriculum |
good |
The teaching process |
very good |
Pupils’ learning experiences |
good |
Pupils’ attainment in English language |
good |
Pupils’ attainment in mathematics |
very good |
How well are pupils’ learning needs met? |
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Meeting pupils’ needs |
good |
How good is the environment for learning? |
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Pastoral care |
excellent |
Accommodation and facilities |
good |
Climate and relationships |
excellent |
Expectations and promoting achievement |
very good |
Equality and fairness |
very good |
Partnership with parents, the School Board, and the community |
excellent |
Leading and improving the school |
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Leadership of the headteacher |
very good |
Leadership across the school |
very good |
Self-evaluation |
very good |
This report uses the following word scale to make clear judgements made by inspectors:
| excellent | outstanding, sector leading |
| very good | major strengths |
| good | important strengths with some areas for improvement |
| adequate | strengths just outweigh weaknesses |
| weak | important weaknesses |
| unsatisfactory | major weaknesses |
Important features of responses from the various groups which received questionnaires are listed below.
What parents thought the school did well |
What parents think the school could do better |
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What pupils thought the school did well |
What pupils think the school could do better |
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What staff thought the school did well |
What staff think the school could do better |
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If you would like an additional copy of this report
Copies of this report have been sent to the headteacher and school staff, the Executive Director of Learning and Leisure, 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, Europa Building, 450 Argyle Street, Glasgow G2 8LG or by telephoning 0141 242 0100. Copies are also available on our website www.hmie.gov.uk.
HMIE Feedback and Complaints Procedure
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.
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 e-mail 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 SPSO, 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.
1. Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and carers who are relatives or friends.