Strengths
Aspects for improvement
How well do children learn and achieve?
Teaching, learning and meeting the needs of all
The OECD report commented that the greatest strength of Scottish education is its primary schools. This is reflected in good standards of learning and achievement. There remains, however, headroom for improvement in achievement and no room for complacency. Teaching is good or better in most primary schools, and satisfactory or better in almost all. A notable strength is the use of well-paced, interactive learning activities in mathematics lessons, particularly in aspects of numeracy and mental calculation. Teachers continue to give clear explanations and make good use of praise to build children’s self-confidence and recognise their achievements. Various strategies are used effectively to deepen children’s learning and improve achievement. Staff who work with children with additional support needs give well-focused support overall. In a minority of cases, the roles and responsibilities of learning support staff and class teachers in supporting and monitoring children’s progress, including children with individualised education programmes, need to be clearer.
There have been improvements in aspects of learning. More schools engage children effectively in their learning by providing them with stimulating activities. Children react positively to a varied range of effective learning approaches. They are more actively involved in their learning through approaches such as collaborative working and sharing learning targets. Assessment is for Learning approaches are now used in almost all primary schools. Various strategies are being used effectively to deepen children’s learning and improve their achievement. Children respond well where teachers consistently integrate assessment practice in their day-to-day teaching.
Children have increasing opportunities to make links between different aspects of their learning. For example, topics and tasks in enterprise, citizenship and personal and social development provide challenging and enjoyable areas of study. Teachers make increasing use of interdisciplinary studies. Where these are well planned with clear learning outcomes, children often benefit from the increased motivation of learning within a relevant context. Teachers are beginning to use the guidance from Curriculum for Excellence to make sure that children build on their skills across the stages.
There remains variation across classes and schools in the quality of children’s learning experiences and the degree to which staff are able to meet their differing learning needs. It remains the case that too many lessons lack relevance, engagement and excitement and fail to motivate learners. Although primary children are highly motivated and keen to learn, staff are not always clear about how they can ensure progression in children’s skills as learners. In particular, staff do not consistently ensure that by P7, all children have sufficiently well-developed independent learning skills. The pace of learning in too many lessons is slow and activities too frequently do not provide sufficient challenge, particularly for higher-achieving children. Although staff provide more opportunities for children to collaborate and work independently, these opportunities need to take place in a range of learning contexts and with clearly understood purposes. Home learning activities are too often routine and miss opportunities to develop children’s research skills. Teachers are more skilled at supporting and challenging learners in English language and mathematics lessons than in other areas of the curriculum. Children do not always have a clear understanding of their strengths and weaknesses, and are not enough involved in setting their own targets for learning.
THE TEACHING PROCESS/PUPILS’ LEARNING EXPERIENCES
DISTRIBUTION OF QUALITY INDICATOR EVALUATIONS IN THE PRIMARY SCHOOL SECTOR 2005-2007
Achievement
Children often achieve well in mathematics work, with a low proportion of underachieving children. However, they do not use mathematics enough in real contexts and for meaningful purposes. Teachers often rely too heavily on textbook exercises from commercially-produced schemes. Children’s skills in using a range of strategies to solve mathematical problems are not well developed. A recent international study,10 found that at P5 Scotland’s average score in mathematics remained similar to what it was in 1995 and 2003. In science, children at P5 are performing as they did in 2003 but less well than they did in 1995. Critically, children in primary schools in a number of other countries are improving their performance at a faster rate than Scottish children.
The Scottish Survey of Achievement (SSA)11 has provided clear evidence of early gains not being sustained as children move up through the primary stages. In reading, over half of children at P3 and P5 read at levels above those expected for their stage. By P7, whilst half show well-established reading skills, few exceed the expected level. In writing, one in ten children at P3 and P5 and one in seven at P7 achieve higher levels than expected for their stage. In numeracy, most children have well established skills at P3 (90%) and at P5 (80%). By P7 only two-thirds demonstrate well-established numeracy skills. In social subjects, about two-thirds of children at P3 have well-established attainment at expected levels and a third are exceeding this level. At P7, a half of children are working at expected level. In science, 55% of children at P3 have well-established attainment at expected levels. Just under 50% of those at P5 perform well at the level expected of children at P4. Only 6% of those at P7 demonstrate well-established attainment at the expected level. Children living in areas of deprivation perform significantly less well in science.
In English language, children’s achievements in listening, talking and reading continue as strengths. Achievement in writing is improving at the early stages, but overall is less strong than in the other skills. Recent international studies12 have shown that the attainment in reading of children in P5 continues to be above the international average. However, the gap between the attainment of boys and girls is wider than the international average. Children’s ability to use their literacy skills to help them learn in other curricular areas is not well enough developed.
In Gaelic medium classes and schools, attainment in Gaelic is good, with aspects of listening, talking and reading very good.
In art and design, most children are able to investigate and use a good range of different media and materials. They are able to create art and design work from observation and imagination. The extent to which children’s experiences in art and design enable them to become successful learners is too variable.
In modern languages, children’s skills in listening, speaking and reading are better than in writing. Most children are able to listen to, and follow, classroom instructions and directions in a foreign language.
In physical education, in best practice most children are acquiring a good range of games skills. They use these skills regularly in a range of team activities and often practise them during outdoor play and physical activity. Too many class teachers focus on games skills at the expense of developing other aspects of the subject and do not plan effectively for differentiation in children’s learning.
In social subjects, children work effectively and collaboratively together on research and enquiry tasks which help them see links across aspects of the curriculum. They have a good understanding of environmental and conservation issues. However, their knowledge and understanding of Scotland’s physical landscape and wider mapping skills are not well developed. Across all stages, children demonstrate a good understanding of aspects of the Scottish dimension of people in the past.
In science, children’s knowledge and understanding is strongest in aspects which deal with living things. Children are making good progress when learning experiences involve hands-on, practical experimental and investigative activities. Best progress is being made by those at the early stages. There is a need for teachers to make greater use of class discussions to help children develop informed views of topical issues in science. Children need more experience of consolidating and revisiting key ideas in their learning. SSA and TIMSS provide important messages for primary schools about significant shortcomings in children’s progress and achievements in science.
In technologies, in best practice, presently to be found in a minority of schools, children work collaboratively and develop creative and innovative ideas. They confidently solve problems and make products designed to meet human needs. They are involved in critical thinking, planning, reviewing and evaluation. There is a need for teachers to develop technological activities that are more meaningful to pupils and build on their prior learning. Children need more opportunity to think about the impact of the technologies on their lives and the potential of the technologies to address major social and environmental issues.
Children are increasingly developing self-awareness and creative skills through enterprise and citizenship activities. International education needs a sharper focus to help primary children form a view of Scotland’s place in the world and of what can be learned from looking at other countries. Some schools have established effective links with schools in other countries, with children gaining most where there is a shared theme to support learning.
At all stages, children’s personal achievements in a range of areas are also a strength. Children are taking on responsible roles through their membership of pupil councils, eco and health groups. They are gaining confidence through participation in activities such as assemblies, school performances and residential visits. In almost all schools, out-of-school hours activities have had a positive impact on children’s confidence and achievements. However, in too many schools some children do not take part in these activities and did not benefit in this way. This needs to be tracked more effectively by staff.
Curriculum
The provision of a broad and balanced curriculum remains a strength in primary schools. Health education and the development of learning through play at the early stages are also strong features in many schools. An increasing number of primary schools provide, or are working towards providing, all children with two hours of physical education each week. A range of visitors enrich children’s learning experiences in aspects of the curriculum such as literacy, social subjects, education for sustainability and enterprise in education. Gaelic features within the curriculum of an increasing number of schools. Children’s ICT skills show improvement with increased opportunities for them to use these skills in developing their knowledge in other curricular areas. A minority of schools have begun systematically to address the principles of curriculum design underpinning Curriculum for Excellence. There are some examples of innovative work being planned, particularly through theme weeks and interdisciplinary studies. Teachers in a number of schools are beginning to develop and apply children’s skills in literacy and numeracy across a range of subject areas.
Do primary schools have a clear sense of direction?
Leadership remains strong in most primary schools. It is good, very good or excellent in around 80% of schools. Strengths in leadership included shared vision and values across the school community, a clear commitment to including all children in the life of the school and the development of effective partnerships.
Leadership in fewer than 10% of schools had important weaknesses. Only 2% had major weaknesses. In such instances there is often a focus on day-to-day operational matters rather than on improving learning and teaching. Teachers do not always receive appropriate support and challenge in order to help them improve their practice. There is a need to develop a better understanding of how to increase the school’s capacity to improve. The Scottish Qualification for Headship (SQH), including the flexible routes approach, has enabled an increasing number to develop appropriate skills in leadership for learning.
Since the first Improving Scottish Education report, evaluations of leadership in HMIE inspection reports have taken increasing account of the success of other staff and the education authority in bringing about improvements in provision. It is more common to find all members of staff successfully taking on leadership roles within their school. Principal teachers and class teachers, including some Chartered Teachers, are increasingly leading new developments. These include, for example, involvement in working groups, project development, coaching and mentoring.
How well do staff work with others to support children’s learning?
Most primary school staff recognise the importance of effective partnerships with parents. Parent Councils and Parent Teacher Associations (PTAs) continue to provide strong support for the work of schools. Examples of effective partnerships to promote children’s learning, particularly at the early years, include a range of initiatives to encourage children’s numeracy and literacy skills. Primary schools have benefited from increased partnerships with local businesses and employers. Children have enjoyed the added stimulus and realism which these experiences can bring to the wider curriculum.
Health promotion partnerships are a strong feature in almost all schools. Active school coordinators work successfully with schools and physical education specialists. Catering staff provide a stimulating range of healthy activities and foods which are popular with most children. Through effective links with school meals providers and health promotion groups, primary schools have, in many contexts, successfully implemented the recommendations of Hungry for Success. There are signs of improvement in schools’ links with a range of professional agencies such as police, speech and language therapists, psychologists, social workers and health professionals. Through joint working, staff have effectively reduced barriers to learning for a significant number of children.
Most schools have effective transition arrangements in place to support children as they progress from stage to stage and on to secondary education. Staff at the early stages of primary schools are increasingly making good use of information provided by their pre-school partners. There is still scope to improve transitions in learning across the primary stages and from P7 to S1 to ensure continuity and progression.
A key priority for all primary schools remains the need to provide high-quality support services for vulnerable children and their families in order to raise the attainment of lower attaining pupils. Partnerships with other professionals are most successful when the individuals concerned identify strongly with the school and work as an integrated team. Approaches to support children with English as an additional language and their families are not sufficiently joined up to maximise their impact on children’s learning. School staff have become more knowledgeable about their corporate parenting responsibilities for children who are looked after and those who are accommodated. However, greater attention needs to be given to ensuring these children make good progress in their learning. Coordinated support plans should be in place. Where plans are implemented effectively, they involve good links with partner support agencies and are subject to regular review.
Are staff and pupils actively involved in improving the school community?
The commitment of staff and the quality of team work in most primary schools is strong. The recent emphasis on distributed leadership and shared responsibility has endorsed this as an important key to school improvement.
Most primary schools have well-established arrangements to evaluate school performance. Increasingly, staff are working collegiately in order to evaluate their work. The data gathered is used to inform school improvement planning and reporting on standards and quality. Evidence from observations of learning and teaching is often used effectively alongside peer observations to improve practice. The arrangements can be wide ranging and involve worthwhile dialogue and feedback. In best practice, staff in the majority of primary schools have developed consistently effective systems with which to track children’s progress. This often includes the use of ICT which enables staff to interrogate and analyse data in order to focus support appropriately. Increasingly, schools are including the use of benchmarking data in order to evaluate their progress against similar schools.
Having processes in place for self-evaluation is in itself insufficient. Improvement through self-evaluation remains an aspect of weakness in too many schools. In some instances, the outcomes of observations of learning and teaching do not lead sufficiently to improved classroom practice. Self-evaluation has been identified as a main point for action in almost a quarter of all primary inspection reports published since the first Improving Scottish Education report. Particular aspects requiring improvement include a lack of effective consultation with children, parents and staff, and insufficient focus on improving learning and teaching. In addition, there can be a lack of staff engagement in or commitment to self-evaluation processes and too many instances where self-evaluation does not lead to improvements in children’s experiences.
CLIMATE AND RELATIONSHIPS
DISTRIBUTION OF QUALITY INDICATOR EVALUATIONS IN THE PRIMARY SCHOOL SECTOR 2005-2007
Do primary schools have high expectations of all children?
In almost all cases, primary schools provide a supportive and caring environment for learning. Strengths include the positive relationships between staff and children and the effective arrangements schools have in place to ensure that the care and welfare needs of children, including their medical needs, are met. Staff and children identify strongly with their schools and children report that they are happy at school. Children’s attendance is very good in most schools and staff set high expectations in relation to children’s behaviour and application to their work. Staff are knowledgeable about child protection procedures. An increasing number of education authorities are putting effective measures in place to ascertain promptly the whereabouts of children who fail to attend school. Schools should continue to address the negative impact of the disruptive behaviour of a few children on the learning of others.
In a few schools, equality and fairness was excellent. These schools ensure a strong sense of equality and fairness and actively promote whole school initiatives across a range of equality areas. Staff use a number of well-planned approaches to promote race equality and to assist children in recognising and tackling discrimination, including sectarianism. Throughout these schools, issues of equality are discussed regularly and openly and any barriers to involvement and inclusion are addressed very effectively. However, this quality of practice is not yet well developed across all schools. Most primary schools have well-developed procedures to monitor gender imbalances in attainment but this information needs to be used more effectively to address identified issues.
EXPECTATIONS AND PROMOTING ACHIEVEMENT
DISTRIBUTION OF QUALITY INDICATOR EVALUATIONS IN THE PRIMARY SCHOOL SECTOR 2005-2007
