Standards and Quality Report
Garnock Academy
October 2006
1. Background Information
Garnock Academy was inspected by HMIe in April 2006 as part of a national sample of secondary education. Much of this standards and quality report is based on the 2006 HMIe report.
The HMIe inspection covered key aspects of the school’s work at all stages. It evaluated the quality of the curriculum, analysed pupils’ performance in examinations 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 history departments.
HM Inspectors observed learning and teaching and examined pupils’ work. They analysed responses to questionnaires issued to a sample of parents and pupils and to all staff. They interviewed groups of pupils, including representatives of pupil councils, and staff. Members of the inspection team also met the chairperson of the School Board, a group of parents and one of the school chaplains.
Garnock Academy is a non-denominational school serving the towns of Kilbirnie, Dalry and Beith as well as the villages of Glengarnock and Gateside and the surrounding rural areas. In the September 2006 census, the school roll was 1033.
The percentage of pupils entitled to free school meals is above the national average. Pupils’ attendance is in line with the national average.
The School has an active School Board, consisting of six parent members, two staff members, co-opted members and two pupil members. The School Board also manages the school Educational Trust.
The school is supported by a full complement of teaching, office, technician and janitorial staff.
Evidence for the above can be found in:
SOED September 2006 census
School Staff list
School Handbook
Staff Handbook
School Board minutes
2. Statement of School Aims
Achievement and Attainment.
The school seeks to provide good quality teaching in as wide a range of high quality courses as possible. This will allow pupils the opportunity of developing their intellectual abilities to the full and to maximise their overall standards of attainment. Pupils will leave school with the skills, knowledge and qualifications required by society. To carry this out, the school will promote and enhance the professionalism of staff to provide the highest standards of teaching whilst seeking always to improve the quality of pupils’ learning experiences. This will be done through staff development review and by providing opportunities for in-service and further training in areas identified by staff review.
Learning for Life.
The school has an important role to play in developing skills for life – academic, vocational and recreational. This will be carried through in the case of academic and vocational skills by being taught by subject departments in classrooms or practical rooms. Recreational skills will be promoted through extra-curricular experiences eg Musical Activities, Sport, and appropriate curricular experiences eg in PE, Art and Music, to ensure that pupils will, as adults, be able to use their leisure time profitably.
Values and Citizenship
The school will encourage every pupil to play a useful part in, value and take pride in his/her community. This will be done by ensuring that all staff encourage pupils to accept responsibility for their actions, to show initiative and to become responsible adults. The school will develop and encourage pupil councils to allow pupils to play a part in school developments.
It will also seek to develop a meaningful partnership with parents to enable them assist us with our aims. This will be done through formal mechanisms eg School Board, and informal mechanisms, eg seeking comments on pupil reports, seeking views via parent bulletins and questionnaires.
Framework for learning.
The school will try to provide an appropriate, disciplined environment where all pupils can develop their potential without undue stress, distraction or worry. The school will do this by developing agreed good pupil supervision procedures, good pupil-pupil relationships and good pupil-staff relationships. The school will strive to have good pupil support mechanisms and discipline code, understood by all. The school will try to provide all specialist resources, equipment and accommodation needed to provide a balanced education appropriate to the needs of a modern society.
Values and Citizenship.
Pupils will be taught, through PSE, RE and other activities, self-respect, self-discipline, morality and respect for others. They will be taught the religious beliefs of others to encourage understanding and tolerance. They will also be taught and see democratic processes in action. Staff will also encourage these qualities and processes by personal example.
Evidence for the above can be found in:
School Plan
School Handbook for Parents
School Website
3. Priorities in Previous Development Plan
Evaluation of Session 2005/2006 Plan Priorities
Achievement and Attainment
To increase the % of pupils gaining five or more Standard Grade 3 or 4 passes, or better, or equivalent, by the end of S4, in Summer 2006.
(Particularly by developing well differentiated teaching materials)
Departmental actions have been incorporated into each department development plans to improve attainment at grades 3 or 4 or better. Departmental plans have been evaluated by the faculty SMT link person, and improvement suggested where necessary. A number of departments have developed differentiated materials to improve pupils’ engagement with appropriate levels of work. Departments have also been formally reminded to make best use of the run up to the 2006 SQA examinations to ensure performance improves. Analysis of the 2005 results demonstrated a significant improvement in results at grades 3 and 4 when measured against national standards. This was even more marked in the number of pupils gaining 5 or more level 3 at S grade. The effects of the longer course (S2/4) on Higher results will not be evident until Aug 2006.
Achievement and Attainment
To improve the effectiveness of teaching and learning by analysis of SQA departmental results in August 2005 and by then adjusting course materials and teaching emphasis suggested by the analysis.
All departmental results were discussed analysed in September 2005. The Faculty link SMT member, the Head Teacher, and the NAC Quality Improvement officer met with each Principal Teacher to discuss improvements suggested by the SQA analysis. These were noted as action points involving materials, teaching and learning approaches, and these points were issued to all present at the meetings. Progress on these action points will be reviewed in September 2006 along with the SQA results obtained in the Summer of 2006.
Values and Citizenship
To develop and improve pupil ethos.
(Citizenship, assemblies, Pupil Council, Prefects, staff interactions, staff-pupil relations, manners, achievement recognition)
This has been an area of significant success this session. The school nominated a Citizenship coordinator in June 2005, and gave a time allowance for duties assigned to this remit. This has greatly enhanced pupil participation in pupil councils, which have been much more active this session than previously. Notice boards displaying pupil council materials – including photographs of the council – have been placed in various areas of the school. Councils have also been active in promoting charity work eg recycling of mobile phones, some of which has spilled over into House charity work. The House system has also been developed this session, with House captains taking a lead part in House assemblies. Charity captains were also appointed from each House, responsible for coordinating pupil charity work across the school. Additionally, the Prefect system was significantly developed over the course of the session, with prefects taking a greater degree of responsibility for prefect duties.
Framework for Learning
To improve teaching and learning by reviewing and improving the effectiveness of the school discipline policy, and by putting this into effect.
A staff working group was established in June 2005 to review and update the school pupil disciplinary procedures. After many meetings (approximately thirty) and full consultation at all stages of the development of the new procedures, the new policy came into effect on the 11th May 2006. Although this has not had time to be formally evaluated, the early signs indicate that it has made an improvement in encouraging pupils to behave appropriately.
Inclusion and Equality
To prepare departments and staff for the requirements of the Additional Support for Learning Act 2004.
Staff in the pupil support department have worked towards the requirements of the Additional Support for Learning Act, and have attended several extensive inservice sessions on this subject. The faculty link SMT member has also attended inservice on this subject. The entire staff was given an introduction to the concepts involved on a collegiate afternoon inservice session in October 2005 by the NAC Adviser in Pupil Support.
Framework for Learning
To improve the teaching environment by renewing curtains, carpets, desks and chairs where identified needs are greatest.
A significant sum of finance was allocated to this important area. There were considerable improvements made in the teaching environments in mathematics, English, Modern Languages, Home Economics, Technical and social subjects. This included classrooms being repainted, blinds being repaired or replaced, carpets being replaced and classroom furniture being replaced. The net effect has been to improve the environment for teaching and learning.
Framework for Learning
To convert the school filemaker reporting system to the Seemis click and go system.
To explore the use of click and go pupil tracking system to allow improved monitoring of pupil progress, and the setting of individual pupil targets.
The change from Filemaker Pro reporting to Click and Go reporting has been successfully carried out. There were teething problems associated with this change – not the least of which was the report in S2 after subject choices have been made earlier in the session. However, all problems were overcome and the Click and Go system Reporting is now operational. There are still difficulties to be overcome to make pupil progress tracking operational.
Achievement and Attainment
To introduce and develop the “Assessment is for Learning” initiative within the 5-14 programme, in conjunction with cluster Primary colleagues.
Publicity material has been circulated to all departments.
Staff from Science, Technical, Guidance and Maths attended introductory in-service at the start of the session.
Two ASG meeting have been held in the course of the session when mechanisms to promote development were discussed.
A number of departments have undertaken mini projects to promote aspects of the AifL triangle. Maths, science and technical are involved in this process. English has traditionally adopted a number of AifL principles.
A scheme of primary secondary teacher exchange has been set up. Teachers from each sector attend classes of the other. The science boxes project continues to develop.
Learning for Life
To review current progress in implementing strategies outlined in “Determined to Succeed”.
Whilst some progress has been made in this area, it was less than planned due to staffing shortages. The Principal Teacher of Guidance responsible for progressing plans in Enterprise Education was required to teach English for most of the session. Whilst this was entirely justifiable under the circumstances, it did reduce progress in developing Enterprise Education across the entire school. The item will be carried forward into session 2006/2007 where it is hoped that staffing issues will not impact on this development.
Maintenance Priorities:
Values and Citizenship
To continue to work on the Assertive Discipline Programme and Promoting Positive Behaviour.
All staff received in-service on the Assertive Discipline Programme on the in-service day arranged in November 2005. This was taken by Dr Geoff Moss. Several staff have also attended in-service to become trainers, and several sessions to train new staff have been held during the session. Newly designed, very colourful classroom posters, one on classroom ground rules, and the other on “Reprimand, Warning, Sanction” have been printed this session and are displayed in every teaching area throughout the school.
Values and Citizenship
To take proactive steps to promote Racial Equality as required by Scottish Executive policy.
This policy was updated and circulated to staff. It was also placed on the school internet site. Actions upon the policy were carried out as required. This was examined by HMI in their visit to school in April 2006.
Learning for Life
To continue to develop a Health Awareness Programme.
The school, in conjunction with the school meals service, has attempted to improve the quality of healthy options available to pupils in school. PSE continued to teach pupils the benefits of healthy eating. The school introduced a new policy on healthy drinks, in January 2006, which was featured on the BBC “Scotland Today” programme on 30th January, and commended by the Scottish Executive.
Health activities (staff) for the in-service day in November were particularly well received by staff. The vast majority of cluster teachers took part following a pre event activity selection. The primary sector had the morning session while the secondary used the afternoon session. A representative form SHAW attended and the school has since embarked on the SHAW bronze award scheme.
The Cluster has agreed that the event should be repeated net session and employ a similar format. Regular health promotions for staff are now in place.
The school had a school nurse from the start of the session to mid march. At this point she was promoted to a new health related post elsewhere. The previous school nurse has been assigned to return to Garnock after Easter.
Inclusion and Equality
To continue the “Summer’s Cool” initiative, trialled August 2004, to improve social integration of incoming S1 pupils.
The plan to run a 2.5 day event (Summer’s Cool) was executed fully and successfully. Following a series of consultations involving Cluster members, Community School representatives and outside agencies a plan of activities was generated. Park Rangers, Radio City, Valley Arc, Community Education and Sports Coordinator all prepared half day activities. A total of 64 places were reserved, 48 pupils attended the event. All primary schools were represented. Pupils were divided into groups such that individuals would meet and work with pupils new to them.
Pupils were issued with publicity materials e.g. calculators, school bags, mouse mats, pens etc bearing the GA logo.
A photographic record was generated and will be used to publicise the next event.
A survey of pupil reactions showed that all events were enjoyed and appreciated and that this initiative should be repeated. Responses also showed that pupils had clearly worked together and developed new friendships. Cluster has agreed to repeat the event in Aug 2006.
Evidence for the above can be found in:
School Plan 2006/7
School Plan 2005/6
4. How Evidence Was Gathered
This is shown after each section.
5. Key Area 1 - Curriculum
The overall quality of the curriculum was assessed as good by HMIe in April 2006.
At S1/S2, the curriculum is broad and balanced and provides an appropriate range of subjects. With regard to Primary-Secondary curricular continuity, the school has recently improved its programme for primary teachers to visit classes to observe learning and teaching.
Since 2003, pupils start their Standard Grade and other National Qualification courses in January of S2. This innovation has increased motivation in S2 and there are signs that this has led to improved attainment. Almost all pupils follow eight courses, with the opportunity of additional certification available in religious, moral and philosophical studies (RMPS). The school offers a range of vocational courses and programmes to develop personal and social skills to meet the needs of some pupils. These include Award Scheme Development and Accreditation Network (ASDAN) life skills courses, community projects and courses at the local further education college.
At S5/S6, pupils have a commendable range of opportunities to build on their prior learning, including vocational courses at the local college. Work needs to be done to ensure that pupils continue to experience RMPS at S5/S6. We intend to do this by S5/6 conferences on RMPS themes throughout the session.
All courses offered by subject departments, along with syllabi, teaching strategies and progress advice, are covered in departmental handbooks. All departments are required to maintain a handbook and keep this updated with relevant information for departmental staff.
Departments are required to keep all curricular materials required for good teaching and learning, up to date and in good order. This includes text books, workbooks, jotters, equipment, folders, paper, instruments etc. All departments have invested in ICT equipment, as has the school generally. All teaching areas have access to the internet and school intranet, and all staff have received training in the use of ICT in teaching and learning. More investment is needed, however, in providing multi-media facilities in subject departments and classrooms. A full programme of PSE is delivered to pupils throughout S1 to S4. This covers careers advice at the appropriate times and a full programme of health education including sexual health education. PSE is delivered in S5/6 by extraction form subject column time, on a rota basis.
Evidence for the above:
School Timetable
HMIe Report 2006
S3 Option form for 2006, 2005 and previous sessions.
Evaluation of “Early Start” programme, May 2003
S5/6 Option form for 2006, 2005 and previous sessions
Departmental handbooks.
Inventory.
PSE Programme
Next Steps
To further develop curricular continuity between Primary 7 and Secondary 1.
To further consider the effectiveness of the early change in S2 using S4 results gained in Summer 2006.
To develop the S5/6 RMPS and PSE delivery model.
To further develop an appropriately differentiated curriculum in S3/4 by use of NC courses.
To continue to improve the quality of work produced by pupils in class and at home.
6. Key Area 2 – Standards of Attainment
Overall quality of attainment
According to the 2006 HMI report the overall quality of attainment at S1/S2 was adequate. The majority of pupils attain appropriate national levels in reading, writing and mathematics and make good progress from their prior levels of attainment. An increasing proportion of pupils exceed national levels in mathematics and in 2005 around a quarter did so. Some pupils are capable of higher levels of achievement. In National Test 5-14 results in June 2006, the % of pupils gaining Level E in Mathematics, Reading and Writing were 60.0%, 59.0% and 52.8% respectively. These compare favourably to NAC secondary school averages of 60.6%, 63.9% and 50.7% respectively.
The overall quality of attainment at S3/S4 was also evaluated as adequate. The proportion of pupils attaining SCQF level 3 or better in English and mathematics improved up to 2005, but dropped back in 2006. The proportion of pupils gaining five or more awards at SCQF level 3 or better had improved in 2005 to above national averages, but declined in 2006. At SCQF level 5, the proportion attaining five or more awards improved significantly in 2006, and was on a par with national figures. In 2005 and 2006, the proportion of boys attaining five or more Credit awards improved to be in line with the national average. In 2005 and 2006, boys performed better in Standard Grade level 5 than girls.
According to HMIe, the overall quality of attainment at S5/S6 was weak, although at Advanced Higher, most pupils attained A-C grades and the school performed better than similar schools. The proportions of pupils attaining one or more, three or more and five or more A-C grades at SCQF level 6 by the end of S5 and by the end of S6 is below national averages. At Higher, the school performed less well than similar schools. However, it is hoped that the good S4 Credit results in 2006 will convert to good Higher results in 2007. The proportion of pupils going on to further and higher education had improved steadily in recent years and in 2005 was 5% above the national average.
The school has also made efforts to improve results by seeking expert subject advice in departments which have regularly low performance. All Principal teachers have been involved in “Improving Attainment” discussions with faculty heads and the Head Teacher. Each department has constructed an improvement plan for improving results at Standard Grade in 2005
Notable performances have been made in a number of curricular areas. Results in Biology, Music, Computing and Business Studies have been consistently of an exceptionally high standard. Results in Physical Education, Craft and Design, Graphic Communication and Physics have shown significant improvement since 2004, particularly at Standard Grade. Results in Higher Art have also improved significantly in 2005. Results in English, Modern Studies and History have been noteworthy at some time over the past four years. Consistently poor results have been recorded in Standard Grade Art and Design, Geography and German.
A complete set of relative ratings for all subjects at S-grade and Higher from 1998 to 2005 is available for parents, and other interested parties, and is published on the school website under “Information for Parents – How departments perform”.
Evidence for the above:
HMIe Report 2006
Seemis Vision statistics
HMI Audit Office figures.
National Testing Statistics.
School Inservice programme.
Department plans.
Seemis Vision data.
School website.
Next Steps
To improve the performance of subjects identified as under-performing in relation to national and local norms.
To continue to developing Study Skills for S4 and S5 via “the Learning Tree.”
To continue to support e-learning with pupils.
To develop personal pupil target setting within subjects.
7. Key Area 3 – Quality of Learning and Teaching
Teachers give clear instructions and directions. They share the content of lessons well with pupils. Most teachers share the wider purposes of the lesson, others should develop this strategy. In many lessons, teachers use well-managed interactive teaching which encourages pupils to participate, think and reflect on what they are learning. Most teachers have established effective working relationships with pupils and use praise appropriately to motivate them in their learning. Some teachers need to structure their lessons to give pupils an appropriate variety of learning experiences. Information and communications technology (ICT) is well used by some teachers, but needs to be more generally used across the curriculum. In most cases, homework is set but needs to more focused to reinforce and extend learning.
While the majority of pupils are well motivated, a small number of pupils do not have sufficiently positive attitudes to learning. The school has worked hard at promoting positive behaviour and attitudes to correct this. When given the opportunity, most pupils respond well to working in groups. Since HMI considered that the pace of learning is sometimes too slow and does not enable all pupils to achieve the levels of attainment of which they are capable, the school is reconsidering progression through coursework. The school is working towards addressing the learning needs of all pupils and involving pupils more in taking responsibility for their own learning.
Department handbooks provide concise and clear guidelines on what pupils are expected to learn and how and when learning is to be undertaken. Learning outcomes and assessment strategies are clearly stated. Department plans take proper account of national and local curriculum guidelines and school policies. Opportunities for professional discussion and planning with colleagues are planned and generally used well.
Evidence for the above is based on:
HMI Report 2006
classroom observation by SMT and PTs.
departmental reviews.
sampling of pupil work by Rector.
sampling of pupil homework material by Rector.
sampling of homework diary entries by Rector and SMT.
homework policies throughout school.
parental comments to SMT and PTs.
observation of classroom and departmental teaching areas.
Questionnaire analysis from pupils, parents and staff.
8. Key Area 4 - Support for Pupils
Staff successfully gave high priority to ensuring the safety and wellbeing of pupils. All staff have regular training on child protection and were aware of the school’s clear and effective procedures. Staff were taking steps to promote a healthy lifestyle across the school. They meet pupils’ physical, social and emotional needs well. Low level disruption in some classes prevents pupils from achieving their best, but the school recognised this and has reviewed its code of discipline, which appears to be improving the difficulties experienced. Guidance teachers know their pupils well and use an appropriate variety of approaches to support those experiencing difficulties. The school welfare officer works closely with guidance teachers to support pupils whose attendance is intermittent. School staff work closely with social workers and health service professionals to ensure that pupils are well supported. The school has developed a range of effective approaches to meet the needs of particularly vulnerable pupils.
The overall quality of personal and social development is good. The recently introduced house system provides senior pupils with opportunities to take responsibilities within the school. Some act as captains of houses, charity conveners and sports captains. These roles allow them to develop skills in citizenship and awareness of the needs of others. Membership of the school council gives others opportunities to develop leadership and citizenship skills. The school council has been successful in developing health activities in the school. Residential and other trips organised by the music, physical education and outdoor education staff help to build self-esteem and social skills. The personal and social education programmes includes an appropriate range of topics but aspects of learning and teaching require improvement. Guidance staff need to report to parents in more detail about pupils’ personal development and wider achievements.
The overall quality of curricular and vocational guidance is good. Appropriate arrangements prepare pupils well for making choices at key transition stages. These include informative booklets, other support materials and individual interviews. The recently-appointed careers officer supports pupils well and the careers library is well stocked with up-to-date materials. Pupils can also access online materials. A majority of S4 pupils take part in a work experience programme for which they gained a National Qualification. Pupils can easily access open days at colleges and university. The school has strong links with James Watt College which offers an alternative curriculum for some pupils in areas such as construction and catering.
Pupils who require additional support receive very good help from learning and behaviour support staff. Most of them make significant progress in their core skills. Teachers have a very good knowledge of pupils and their needs and provide colleagues with useful information. They work well with pupils both in classes and in small groups. Curriculum flexibility is used effectively to help pupils demonstrate their achievements by gaining ASDAN awards. Teachers have developed strong links with the associated primary schools which allow them to plan well in advance to meet specific learning needs. Staff produce clear and precise individualised educational programmes (IEP) and monitor progress carefully. The well-managed team of learning assistants, who have clearly understood responsibilities, makes an important contribution to pupils’ learning.
Pupils with social, emotional and behavioural difficulties are well supported by staff in the Education Support Base. Staff set high standards for pupils’ attendance and behaviour. Teachers have produced clear and specific individualised action plans (IAP) in discussion with pupils and monitor them carefully. Staff communicate well with the rest of the school. An effective referral system ensures appropriate consultation takes place before a pupil is assigned to the base. The school has plans in place to ensure a supported return to mainstream classes by pupils in the base.
The depute headteacher with overall responsibility for support for pupils skilfully manages her remit over a wide range of activities, ably supported by principal teachers. She has well-judged plans in place to bring together the different teams and groups involved in pupil support. She is working closely with staff to ensure good communication, clear joint planning and a firm basis for monitoring the progress of all pupils.
Evidence for the above
HMIe 2005 Report
Guidance staff list described in Staff Manual. Guidance policy statement.
Contents of Pupil Welfare file kept by AHT with Guidance overview.
Learning Support policy statement.
Programme of PSE course outline and guidance notes for staff.
Careers Guidance programme and calendar of events.
Anti-bullying hotline leaflets and letters for parents.
Minutes of JST.
Behaviour Support audit of needs.
9. Key Area 5 – Ethos
The school has established strong and productive partnerships with parents, the local community and external agencies. The School Board provides very effective and valued support. A very active group of parents successfully and regularly raises funds to support music activities, especially trips abroad. Regular newsletters and helpful information on courses keep parents well informed. The school website includes a wide range of information for pupils, parents and the wider community. In addition, interesting newsletters produced by pupils, with assistance from the librarian, provide the community with further information about school work, events and activities. There is scope for clearer information on pupils’ progress and development needs in reports to parents. The school consults parents effectively on important developments. Partnerships with the local Rotary Club and members of the business community benefit pupils. The school has also established very productive links with the local further education college.
The school is welcoming to parents and other visitors. Teamwork and mutual support among the staff is strong. Morale is generally positive and staff and pupils report that it is improving. The majority of pupils feel pride in the school. The school has introduced reward schemes to motivate pupils and acknowledges their academic and other successes. The school promotes equal opportunities, including racial equality, through aspects of the curriculum and across school activities. Strategies to raise boys’ attainment are beginning to make an impact. The transition programme which supported pupils’ entry to S1 and the new house system helps to develop a climate of inclusion and a shared sense of community across the school. The annual awards ceremony recognises a wide range of pupils’ achievements. The school makes efforts to suitably reward pupils for good behaviour. The school has appropriate arrangements for religious observance.
Staff and pupils in Garnock Academy are developing a new climate for school improvement. For example, pupils are responding well to new house arrangements which provide them with opportunities to collaborate across year groups and to take on more responsibilities. Staff have implemented an improved approach to monitoring the quality of learning and teaching and to promoting positive values and behaviour across the school. The school provides pupils with a caring and supportive environment. Teaching has a number of strengths and most pupils are well behaved and work conscientiously. The behaviour of a minority of pupils can disrupt the learning of others in some lessons, but staff have made great efforts to improve this through the introduction of the revised pupil discipline procedures. These have shown an improvement from both pupil and staff perspective. The school’s initiative to help raise attainment by providing pupils with an early start to their Standard Grade and National Qualification courses has made a positive impact on pupils’ motivation. There are signs of improving attainment at S1/S2 and at S3/S4, and attendance is improving. In taking the school forward, all staff needed to ensure consistently high quality learning experiences for pupils, to meet their learning needs fully and to continue to raise their attainment.
Evidence for the above:
HMIe Report 2006-10-31HMI Audit Unit – Attendance
Student Council Minutes
Daily Announcements sheets
Minutes of Discipline Review groups
Promoting Positive behaviour trips and initiatives.
Pupil Newspaper.
Ethos questionnaires – Parents, pupils and staff.
Parental Surveys on Parents Evenings
School Board minutes
10. Key Area 6 - Resources
The overall quality of accommodation and facilities is good. Refurbished classrooms in computing, home economics and science provide pupils and teachers with very good facilities and a stimulating environment for learning. Although corridors have been repainted and are bright, pupils and staff need to make more use of display space there to highlight good work and reinforce the different types of learning involved in subject areas. Pupils make good use of a well-stocked library, including increasing use of its computers. The librarian ensures effective use of the nearby computer suite by classes. The school offers pupils limited social space. There is no access to upper floors for people with mobility difficulties. The school has appropriate security arrangements for access to the main building.
Evidence for the above:
HMIe Report 2006-10-31Observation by SMT members.
Comments by PTs during departmental reviews.
Per Capita memos
Finance Committee minutes.
Next Steps
To monitor and review the practice of staff development and review for consistency
To continue to request from NAC finance for upgrading accommodation.
11. Key Area - Management, Leadership and Quality Assurance
The school’s senior management team (SMT) consists of the headteacher and four depute headteachers. They work very well together and are highly committed to the school and its community. The headteacher has inspired the strong loyalty and support of his senior managers. He has a clear vision for the school, based on ensuring consistently effective provision for pupils to help them reach their potential. He has provided well-judged support for staff involved in initiatives to improve pupils’ learning experiences. He has worked hard to communicate his vision and had won the support of the majority of staff. The Headteacher must ensure that all departments maintain a sufficiently brisk pace of progress. The senior management team and principal teachers need to engage all staff in ensuring that the school meets the learning needs of all pupils effectively.
The remits of the deputes reflects their strengths and personal interests and allows them to take forward school priorities. For example, they maintain productive relationships with parents and the community and provide valued assistance to staff who are developing an integrated approach to pupil support. They successfully manage the primary-secondary induction programme and support house captains and new house arrangements. The headteacher needs to ensure that principal teachers have a stronger corporate role in strategic planning and action for school improvement. Some principal teachers are particularly influential in taking forward school priorities.
The school’s approaches to quality assurance have a number of strengths. These include well-established practice in using quality indicators systematically to review important aspects of its work. The SMT and principal teachers observe lessons to evaluate the quality of learning and teaching and provide teachers with constructive feedback. A staff working group recently reviewed and improved arrangements for monitoring and evaluation to ensure consistent and rigorous practices across the staff. The headteacher asks parents for their views and surveys them more formally every two years. Information gathered from monitoring and surveys helps identify some appropriate priorities for school improvement planning, including homework and the standards of pupils’ written work.
Principal teachers need to ensure that priorities are addressed promptly, especially in relation to improving learning, teaching and meeting pupils’ needs. There is scope to develop further teachers’ evaluation of their own practice and to ensure appropriate training to support the implementation of new approaches to monitoring.
School Aims and Values: these are as described in section 2.
Evidence for the above:
HMIe Report 2006
Minutes of Finance Committee, Discipline Review Committee, Social Committee, Health and Safety Committee and the Staff Welfare Committee.
Minutes of Departmental Review meetings
Minutes of Staff Development and Review interviews
Personal CPD plans
Pupil, parent and staff questionnaires
Summary of completed pupil, parent and staff questionnaires
Schedule of Department meeting times
Minutes of Departmental meetings
Minutes of Principal Teacher meetings
Minutes of Staff meetings
Minutes of Board of Studies meetings
Minutes of School Board meetings
Memos regarding Per Capita finance
Department Development Plans
The School Handbook for Year 2006, and those of previous sessions.
The School Plan for Session 2006/2007 and those of previous sessions.
The School Website: www.garnockacademy.org.uk
School Newsletters to Parents
Parental consultation letters on 6-period day, early move for S2 pupils, curricular proposals, pupil dress code, and parental evaluations from parents’ evenings
Student Representative Council Minutes eg on School Plan Priorities
Quality Assurance Monitoring Committee minutes
Minutes of Guidance Department meetings
Next Steps
To continue to improve the skill levels of Promoted staff
To continue and extend participative management.
To review the school Quality Assurance policy
12. Other Achievements
Across the school, pupils demonstrate wider achievements through participation in a broad range of activities. Many have developed confidence and skills in working with others through taking part in local trips, residential experiences and foreign visits. Large numbers of pupils from across the school develop their creative skills and self-esteem through music and drama activities. School choirs, bands, groups and the orchestra have achieved regular successes in music festivals in the west of Scotland. Pupils have also performed in mainland Europe. In addition, many take part in school musical productions. An S2 drama group won a national competition for a play they wrote and performed. S5 drama pupils have extended their skills and expertise through a series of workshops with the National Theatre of Scotland (NTS). Some have been selected for the cast of a forthcoming NTS production. S5/S6 pupils involved in the Community Sports Leadership programme coach P7 pupils, which helped promote their own and others’ fitness and self-discipline. Increasing numbers of pupils participate enthusiastically in lunchtime and after school sporting activities. Work done by the S6 ‘Young Enterprise’ groups has won through to regional and national finals of competitions. Pupils involved in the Duke of Edinburgh Award scheme demonstrate resourcefulness and the ability to work in teams. A recent Duke of Edinburgh Award scheme expedition had canoed around Norway in July 2006. A science project developed by a senior pupil had won a prestigious Prince Philip medal.
At Standard Grade, the proportions of pupils attaining a Credit award are well above the national average in classical studies and above the national averages in administration and computing studies. Pupils perform notably better in computing studies and better in administration than in their other subjects.
At Higher, the proportions of S5 pupils attaining A-C grades were above or well above the national averages in administration, drama, music and biology. Pupils perform notably better in biology than in their other subjects.
At S3, all of the pupils presented for Standard Grade music attained Credit awards and in 2004, they all attained grade 1. The small number of S4 pupils presented for Higher music attained A grades.
Almost all pupils on the ASDAN course achieve bronze awards for their work on volunteering, citizenship and a residential experience. A few achieve silver awards.
Evidence for the above:
STACs
2006 HMIe Report
School Music and Drama Productions and performances
School Awards programme 2005, and previous years
Duke of Edinburgh Award scheme awards to pupils
ASDAN awards to pupils
13. Strengths of the School
HM Inspectors identified the following key strengths.
High levels of confidence and expertise developed by pupils through their commitment to music and their performances locally, nationally and abroad.
Priority given by staff to pupils’ care and welfare and their success in ensuring pupils’ wellbeing.
The impact of the transition programme for pupils entering S1 in developing an inclusive community within the school.
Effective support provided by learning and behaviour support staff.
Other strengths include:
Outstanding results in Biology at all levels
Outstanding performances in Music at individual and group level
Outstanding results in Music at all levels
Outstanding results in Computing at Standard Grade
Outstanding performances by Drama students.
Very good results in Business Studies
Very good results in English at Standard Grade
Self evaluation of teaching and learning
Pupil Councils and participation in Citizenship
Young Enterprise
Participation in sporting events.
School website information for pupils and parents
Pupil participation in Choirs, Bands, Concerts and Shows.
14. Priorities and Targets for the Coming Session (2006/2007)
The school has four main priorities for this session (2006/2007) and several important tasks. These are as described in the school plan for 2006/2006. The four main priority areas which affect all staff are:
Achievement and Attainment
To increase the % of pupils gaining five or more Standard Grade 1 or 2 passes, by the end of S4, in Summer 2007. As per HMI Report.
(Particularly by developing quality homework regimes, study and parental involvement)
Achievement and Attainment
To improve the requirement of “meeting pupil needs” identified in the April 2006 HMI visit.
Values and Citizenship
To raise, across the school, pupil and staff expectations of quality work produced by pupils to the levels achieved by best practice departments, as identified in the April 2006 HMI visit.
Framework for Learning
To improve Curriculum Planning at S1/2 to ensure continuity in pupils’ learning experience. (HMI Report)
Important tasks within the school plan are:
Framework for Learning
To improve communications with parents regarding pupil progress.
Learning for Life
To develop Enterprise in Education. To review current progress in implementing strategies outlined in “Determined to Succeed”.
Maintenance Priorities:
Values and Citizenship
To continue to work on the Assertive Disciple Programme and Promoting Positive Behaviour and to continue developing pupil discipline procedures introduced May 2006.
Learning for Life
To continue to develop a Health Awareness Programme, involving PSE, Biology, HE, PE and the School Meals Service.
Inclusion and Equality
To continue the “Summer’s Cool” initiative, trialled August 2004, to improve social integration of incoming S1 pupils.
Inclusion and Equality
To prepare departments and staff for the requirements of the Additional Support for Learning Act 2004.
Achievement and Attainment
To continue to develop the “Assessment is for Learning” initiative within the 5-14 programme, in conjunction with cluster Primary colleagues.
Evidence for the above:
School Plan for 2006/2007.
School Inservice Programme.
Programme of Collegiate meetings.