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1. The Inspection
HM Inspectors of Education (HMIE) published a report on standards and quality in Alexandra primary school in August 2004. In December 2004 North Lanarkshire Council, in collaboration with the school, prepared and published an action plan indicating how they would address the main points for action in the HMIE report within a two-year period.
North Lanarkshire Council Quality Improvement Officers assessed the extent to which the school was continuing to improve the quality of its work, and evaluated progress made in responding to the main points for action in the original report.
2. Continuous Improvement
The headteacher, the depute headteacher and all staff had worked very effectively to take forward the recommendations contained in the report. Examples of high quality learning and teaching had been identified and good practice had been shared across the school. Planned, effective improvements in the playground facilities had involved all pupils. Improved quality assurance systems had ensured that all developments had been monitored and evaluated. Parents were actively involved in all developments and were fully committed to the improvements in the school.
The school was now well placed to sustain and build on its achievements.
3. Progress towards the main points for action
The initial inspection report published in August 2004 identified four points for action. This section evaluates the progress made with each of these action points and the resulting improvements for pupils and other stakeholders.
The school and education authority should take action to ensure further improvement in the work of the school and to raise achievement for all its pupils. In doing so, they should take account of the need to:
3.1 improve learning and teaching to a consistently high standard across the school;
The school had made very good progress towards meeting this point for action.
The school had addressed the recommendations in the HMIE report and had introduced further improvements. There was now greater consistency in all aspects of learning and teaching in the school. The headteacher and staff had identified best practice in the school and the authority's literacy development team had helped to address areas for development. Staff had received training in all aspects of English language, including the management of resources. Literacy tutors had demonstrated good practice in reading and in writing. Teachers shared good practice through professional dialogue, joint planning and visits to colleagues' classrooms. Attainment in reading and writing had improved and targets had been identified to continue this improvement trend over the next three years. Attainment in mathematics had also shown an upward trend.
Pupils had been fully engaged in their learning and were responsible for setting and reviewing their own learning targets. They spoke with confidence about their achievements and their targets for learning. Peer and self-evaluation had been developed and was having a positive impact on pupils' learning.
Staff had undertaken training in co-operative learning, and in assessment, to ensure shared high standards of expectations across the school. Common standards and codes for correction and presentation of pupils' work had enabled staff and pupils to share expectations more effectively. The senior management team ensured that identified good practice had been shared and that appropriate support had been provided. Parents had been involved in the new developments in reading to ensure effective partnership and participation in their children's learning.
3.2 increase the challenge to higher achieving pupils;
The school had made very good progress towards meeting this point for action.
Teachers had undergone training, and additional materials had been purchased to meet the needs of higher achieving pupils. An increasing number of pupils at P2 were achieving level A early in reading, writing and mathematics. More pupils in P7 were achieving level E in reading and writing.
Teachers' planning had been amended to include a section for higher achieving pupils. Pupils had been engaged in setting and reviewing their own targets.
The support for learning teacher had been involved in helping meet the needs of high achieving pupils. Procedures had been established to share information when pupils progressed to the next stage in the school, to ensure that all teachers were building on prior learning. Computer software had been used to increase challenge in pupils' learning. Senior managers had a good overview of the needs of all pupils and were carefully monitoring progress.
Analysis of results of attainment in national assessments and standardised tests had been used to set challenging targets for the school, classes and individual pupils. The overall improvements in learning and teaching were having an impact on meeting the needs of all pupils, including the higher achievers.
3.3 improve the accommodation in line with the recommendations in this report.
The school had made good progress towards meeting this point for action.
The school had made very good improvements to the playground. A local business had donated funds matched by North Lanarkshire Council, to allow good quality improvements in playground facilities for all the children. Pupils had planned and monitored the developments in their playground and garden. An outdoor curriculum that accessed the playground improvements had been developed to support science, environmental studies and art and design. Pupils were ecologically aware of their surroundings and were developing good citizenship skills. The school had successfully worked with other users of the building for example Scouts, Guides, the after school club and others to create a valuable area for play and curricular development. The work in the playground provided an example of best practice in Eco-development, respect and teamwork.
The school had improved the information and communications technology (ICT) facilities for pupils. The number of computers in the classes had been increased and the school had established an ICT room with full Internet access. Some small internal upgrades had been completed. Major internal upgrade plans have been added to the North Lanarkshire Council's repair programme.
3.4 ensure senior managers, through more effective quality assurance, spread good practice and address areas for improvement.
The school had met this point for action.
The headteacher and depute headteacher, in consultation with teachers, had reviewed and amended the quality assurance procedures placing a greater emphasis on learning and teaching. There had been opportunities to identify and share good practice across the school and with other schools in North Lanarkshire. Senior managers regularly visited classes and identified areas for development. All teachers welcomed the professional, supportive and challenging improvements to monitoring of pupils' learning and their teaching. There was evidence of shared expectations, including areas for improvement, from teachers and in the documented work of the school.
Teachers' forward plans were monitored and valuable feedback had been given on improving practice. The developments in monitoring had engaged all staff in professional dialogue, enabling the development of reflective practitioners who were confident in their contribution to school improvement. There was clear mutual respect between senior managers and teachers. Staff contributions to the ongoing developments in monitoring systems were valued.
4. Conclusion
With effective support from North Lanarkshire Council, Alexandra primary school had responded very well to the recommendations of HMIE in the report of August 2004. All staff had been fully involved in the development of the action plan and had supported senior managers in undertaking the recommendations within the agreed timescale. The headteacher, the depute headteacher and the staff had worked as a very effective team developing the good practice. The school was well placed to continue the improvements achieved to date.
North Lanarkshire Council will not publish further reports in relation to the August 2004 HMIE report.
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