24 October 2006
1. Background
2. Key strengths
3. What are the views of parents, pupils and staff?
4. How good are learning, teaching and achievement?
5. How well are pupils supported?
6. How good is the environment for learning?
7. Improving the school
Appendix 1 Indicators of quality
Appendix 2 Summary of questionnaire responses
How can you contact us?
St Catherine’s Primary School was inspected in June 2006 as part of a national sample of primary education. The inspection covered key aspects of the work of the school at all stages. It evaluated pupils’ achievements, the effectiveness of the school, the environment for learning, the school’s processes for self-evaluation and capacity for improvement. There was a particular focus on attainment in English language and mathematics.
HM Inspectors examined pupils’ work and interviewed groups of pupils, including the pupil council, and staff. Members of the inspection team also met the chairperson of the school board and a group of parents1.
The inspection team also evaluated aspects of the school’s progress in implementing national recommendations related to improving aspects of school meals provision.
St Catherine’s Primary School is a denominational school serving the area of Gallowhill in Paisley and parts of the town of Renfrew. At the time of the inspection the roll was 230. The proportion of pupils who were entitled to free school meals was well above the national average. Pupils’ attendance was below the national average, but the school was making efforts to improve this.
HM Inspectors identified the following key strengths.
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HM Inspectors analysed responses to questionnaires issued to a sample of parents and carers, P4 to P7 pupils, and to all staff. Information about the responses to the questionnaires appears in Appendix 2.
Parents and carers, pupils and staff were very pleased with the school’s work. All thought that their children enjoyed being at school and that the school showed care and concern for them. They felt that the school had a very good reputation in the community, was well led and had a welcoming atmosphere. They felt that their children were treated fairly and that staff showed genuine concern for their welfare. They thought that the school set high standards for pupils’ attainment and particularly appreciated the monthly reports they received on their children. Pupils stated that they enjoyed being at school. They felt that they were treated fairly and that adults listened to them. Teachers told them when they were doing something well and helped them when they had difficulties. They felt that they had a good say through the pupil council in deciding how to make the school better. All staff were very positive about working in the school, felt they worked well together and thought that the school was very well led. They thought that they were encouraged to be innovative in their classroom practice. They felt that they had good opportunities to be involved in the decision-making process and that senior managers operated well as a team.
Pupils’ learning experiences and achievements
The school provided pupils with a broad and balanced curriculum. Teachers used time flexibly to enrich pupils’ experiences and to ensure the development of language and mathematical skills across the curriculum. Provision for health education was well planned. Teachers delivered personal and social education effectively, including citizenship, through specific lessons and a wide range of other experiences. The school had developed a good programme for French. There were good opportunities for pupils to use information and communications technology skills in many areas of their work. The overall quality of teaching was good, with very good practice observed in some classes. Overall, however, the quality of teaching could be more consistent. Teachers were committed to their pupils, created a positive learning climate and used praise effectively. They planned well for lessons, gave clear explanations and used homework regularly. In some classes, teachers set very challenging work for their pupils and through effective questioning, engaged them fully in their learning. In others, teachers’ expectations of achievement within the lesson could be higher and pupils’ involvement and independence could be further developed. In a few classes, the teachers’ choice of task and level of task were not appropriate. Classroom assistants provided a valued support, both in working with pupil groups and supporting classroom activities.
The overall quality of pupils’ learning was good. Almost all pupils were motivated, responsive to their teachers and remained on task. Pupils worked well while not directly supervised. There was a stimulating learning environment in the majority of classes, with a range of pupil involvement. The school was piloting the development in pupils of a range of ‘critical skills’. For example, some pupils were responding well to tasks where collaboration and team-working were being encouraged. Several were developing good research skills. In a few classes, teachers did not consistently provide pupils with opportunities to work independently or collaboratively.
The school offered pupils a range of experiences beyond the formal school curriculum. Pupils enjoyed these opportunities which helped them to develop self-confidence and personal skills. The pupil council enabled them to have an active involvement in decision making and pupils felt that their ideas were fully heard. This included having a say in improving school meals. Pupils in the upper stages gained a sense of responsibility through acting as ‘buddies’, helping and encouraging younger pupils. Pupils at all stages developed a sense of equality and fairness through the school’s normal workings, for example, in their involvement in discussing problems at the ‘Round Table’. They also gained in knowledge about health and healthy activities through a range of lessons, physical exercise classes before school and an annual ‘Health Fayre’. School visits enabled pupils to grow in confidence and independence. Many pupils gained personally from participation in a wide range of sports and clubs. At P7, pupils developed sound team-working skills through working in different enterprise companies.
English language
The overall quality of pupils’ attainment in English language was very good. Levels of attainment showed no significant trend, although P7 attainment had steadily improved. Most pupils were achieving appropriate national levels in reading and writing. Supported by a clear expectation of increased pace, a number of higher attaining pupils reached national levels earlier than might normally be expected. Pupils with additional support needs were making satisfactory progress in their language work. Most pupils across the stages were developing appropriate skills in listening and talking and the majority could present their ideas to their class effectively. Some lacked confidence in discussing a text. Across the school, pupils were making good progress in developing their reading skills. Most read with appropriate fluency and could describe the main ideas in texts they had read. A few in the upper stages were able to demonstrate clearly in discussion their understanding of the writer’s craft. At P1 and P2, pupils were making a sound start to the development of early writing skills. Most pupils from P3 to P7 wrote appropriately in a range of different writing contexts, many at length. However, the range and quality of personal writing required further improvement. Most pupils demonstrated a good awareness of correct use of language in their writing.
Mathematics
The overall quality of pupils’ attainment in mathematics was very good. In recent years, the school had successfully maintained progress in improving pupils’ attainment. Most pupils were achieving appropriate national levels of attainment in information handling, number, money and measurement and shape, position and movement. Some achieved these levels of attainment earlier than would normally be expected. Pupils with additional support needs were making satisfactory progress in their mathematics work. Pupils generally coped well with their classwork. They were able to organise and display information and interpret a range of graphs. Some could use computers to effectively organise and display information from research related to their work in environmental studies. They were competent in written and mental calculation. They were confident in their number bonds and could handle well percentages, decimals and fractions. They were able to choose appropriate scales for measuring volume, length and weight. Almost all had a good knowledge and understanding of the properties of mathematical shapes. At all stages, pupils used a range of appropriate strategies to solve mathematical problems.
The school’s arrangements for ensuring the care and welfare of pupils were very good and were founded on well understood policies and procedures, including child protection. The headteacher and all staff showed a very caring attitude towards their pupils. Staff and senior managers provided support which was sensitive to the physical, social and emotional needs of all. The school liaised very well with a wide range of agencies through the extended support team, in order to address individuals’ needs. Pupils felt safe and secure in the school and were very clear about the procedures for dealing with any incidents of bullying. They felt confident that they could approach staff if they needed help and had access to appropriate opportunities to express concerns. Staff had established a range of ways of creating a health promoting school. As part of this, they had focused on the eating and exercise habits of a particular group of pupils, in order to improve their general welfare and maximise their learning. The school also ran a successful breakfast club, with parental support. Through the school’s extended support team, it was trying to improve the attendance of key individuals.
The school’s approaches to meeting pupils’ learning needs were very good. Staff knew pupils well as individuals and were sensitive to their needs. Most selected tasks and developed materials and activities that effectively met the needs of the pupils in their classes. The depute headteacher managed very effectively the provision for supporting pupils with additional support needs. She ensured that all parties involved in supporting a child were well-informed and engaged. The area network support teacher supported individual pupils well, with the aim of improving their literacy and numeracy skills. Classroom assistants, with the support of physiotherapists, were working with small groups to improve their co-ordination and movement. The depute headteacher closely monitored the progress of pupils with individualised educational programmes (IEPs). Learning targets in IEPs were well defined and regularly reviewed to chart pupils’ progress. The school had well-organised arrangements in place to support pupils transferring from the nursery to P1 and from P7 to the secondary school.
Aspect |
Comment |
Quality of accommodation and facilities |
The quality of accommodation was very good overall. The school had altered some of the internal space to improve learning environments and teachers made very good use of the accommodation at their disposal. They used display very well to create a bright learning environment and enhance learning. Strengths of the accommodation included the hall and stage area, the general purpose room and the extensive grounds. Teachers had access to sets of laptops and fixed computers in their classroom. Some staff made effective use of interactive whiteboards. All of this impacted positively on children’s learning. Building security arrangements were appropriate and all areas were accessible to the disabled. The school should assure itself of the safety from cars of the small number of pupils who enter the school by the main gate. |
Climate and relationships, expectations and promoting achievement and equality |
There was a very welcoming atmosphere. Pupils and staff clearly identified with the school and were very proud of it. Staff had high expectations of attitudes and behaviour and pupils were friendly, courteous and polite. Senior pupils exercised responsibility through the pupil council and other activities. The school valued every individual and children’s achievements were clearly recognised and celebrated. The school was the first in Scotland to gain the UNICEF Rights Respecting School award. It placed a very high value on pupils having their say and on finding ways to resolve conflict. The school’s ‘Round Table’ initiative had enjoyed success in this area. The school used regular assemblies to enable pupils to worship together and to celebrate their achievement. Pupils raised considerable funds for charity. Staff relationships with pupils and parents promoted a sense of equality and fairness. The school had a policy for racial equality and was developing opportunities to raise pupils’ awareness in this area. |
Partnership with parents and the community |
The school’s links with parents and the community were a strength. A good relationship existed with the School Board and the parent-teachers’ association. Parents supported the school very well in a range of activities. The school kept parents very well informed through a good school handbook and regular newsletters. Parents also received informative reports on pupils’ progress, including a helpful monthly update on each pupil on their effort and behaviour. They also received information leaflets on their child’s curriculum and his/her current learning targets. The school consulted parents on sensitive health issues. The work of the home school link officer was much valued in supporting positive relationships with a number of families. The school appreciated its regular involvement with the parish. It had positive relationships with other local schools. In order to raise pupils’ awareness of the world of work, the headteacher had built effective links with the local further education college. |
Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
St Catherine’s Primary School provided a very caring and supportive environment in which pupils were valued as individuals and encouraged to work hard. This was underpinned by the commitment of all staff, the very good relationships within the school and the high quality of pastoral care. Most pupils were making good progress in their learning and the quality of pupils’ attainment in English language and mathematics was very good overall. The overall quality of learning and teaching was good, with some very good practice. Leadership was strong and self-evaluation was impacting positively on the school’s improvement. The school had a strong capacity to continue to improve.
The experienced headteacher provided very good leadership and had had a positive influence on the school’s development. She was very committed to the school, its staff and pupils and had a sound knowledge of the community the school served. She had developed positive team working among the staff and encouraged teachers to be innovative in their classroom practice. With the support of her depute, she had established very effective processes for evaluating the work of the school and monitoring pupil progress which had impacted well on the school’s continuing improvement. Both the depute headteacher and principal teacher fulfilled their significant remits very well and played a sound leadership and support role in the school. Staff were fully involved in decision making and shared a positive approach to change and development. The school had developed a very wide range of systems for evaluating its work. Most notably, the headteacher’s discussions of forward plans in combination with a focused sample of pupil groups and classwork had had a sound impact on improving planning and assessment. The school had produced a comprehensive standards and quality report. Managers now needed to build on these positive processes and focus more on making the learning experience of a consistently high quality. The three members of the management team should continue to support improvement in the classroom, sharing wherever possible the very good practice already in evidence.
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 sound performance, the good 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.
Alan P Ogg
HM Inspector
24 October 2006
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 |
very good |
The teaching process |
good |
Pupils’ learning experiences |
good |
Pupils’ attainment in English language |
very good |
Pupils’ attainment in mathematics |
very good |
How well are pupils supported? |
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Pastoral care |
very good |
Meeting pupils’ needs |
very good |
How good is the environment for learning? |
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Accommodation and facilities |
very 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 |
very good |
Improving the school |
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Leadership |
very good |
Effectiveness and deployment of staff with additional responsibilities |
very good |
Self-evaluation |
very good |
This report uses the following word scale to make clear judgements made by inspectors:
excellent |
excellent |
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 Director of Education 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 .
If you wish to comment about primary inspections
Should you wish to comment on any aspect of primary inspections, you should write in the first instance to Chris McIlroy, Acting HMCI, at HM Inspectorate of Education, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.
Our complaints procedure
If you have a concern about this report, you should write in the first instance to Hazel Dewart, Business Management Unit, HM Inspectorate of Education, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA. A copy of our complaints procedure is available from this office or by telephoning 01506 600258 or from our website at www.hmie.gov.uk.
If you are not satisfied with the action we have taken at the end of our complaints procedure, you can raise your complaint with the Scottish Public Services Ombudsman. The Scottish Public Services Ombudsman is fully independent and has powers to investigate complaints about Government departments and agencies. You should write to The Scottish Public Services Ombudsman, 4-6 Melville Street, Edinburgh EH3 7NS. You can also telephone 0870 011 5378 or e-mail enquiries@scottishombudsman.org.uk. More information about the Ombudsman’s office can be obtained from the website: www.scottishombudsman.org.uk .
Crown Copyright 2006
HM Inspectorate of Education
This report may be reproduced in whole or in part, except for commercial purposes or in connection with a prospectus or advertisement, provided that the source and date thereof are stated.
1. Throughout this report, the term ‘parents’ should be taken to include foster carers, residential care staff and carers who are relatives or friends.