Condorrat primary HMI follow up report

November 2004

HM Inspectors (HMIe) published a report on standards and quality in Condorrat Primary School in March 2002. In June 2002 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.

A North Lanarkshire Council Quality Improvement Officer assessed the extent to which the school was continuing to improve the quality of its work, and evaluate progress made in responding to the main points for action in the original report.

The school was now well placed to sustain and build on the effective developments achieved.

3. Progress towards the main points for action

The initial inspection report published in March 2002 identified three points for action. This section evaluates the progress made with each of the action points and the resulting improvements for pupils and other stakeholders.

3.1 In taking further steps to raise pupils' attainment, the school should continue to develop its planning and assessment procedures as indicated in this report.

The school had made good progress towards meeting this point for action.

• The headteacher and staff had improved planners and these now include better evaluation of the teaching process and more effective assessment of learning. Recording of assessment had been made more manageable and effective. Assessment is planned and teachers' planners indicate the variety of assessment activities that are to take place. Procedures for passing information to the next teacher had improved and teachers were building on prior learning. Attainment in the school was good. Staff have been made aware of how to track pupils' learning and set targets to ensure continuing improvements in attainment.

3.2  The headteacher should review the arrangements for support for learning.

The school had met this action point.

• A working party had undertaken an audit of support for learning procedures in the school and had identified ways of providing effective provision for all pupils. The staff had devised and used improved referral forms that allowed better monitoring of the provision for pupils with learning needs. Individualised Education Programmes (IEPs) had been improved and targets were made precise and measurable. Programmes and materials for pupils in need of support were reviewed and amended. Programmes were created for individuals and for groups of pupils to ensure that their needs were being met. Planning and liaison in learning support had been improved and pupils progress records are shared with the learning support teacher and the class teacher. The monitoring of support for learning and the progress of individual pupils had improved.

3.3  The headteacher should work with teachers to monitor learning and teaching more directly and share best practice.

The school had made good progress towards meeting this point for action

• The headteacher and staff had monitored learning and teaching in English language. Best practice in the school was shared both formally and informally. Staff had been given guidance in the use of national quality indicators to look at good practice and to measure success in new developments. Pupils' work is monitored by the headteacher and teachers are given feedback on their planning. The school had expanded the focus for monitoring which focussed clearly on learning and teaching and evaluating appropriate next steps in pupils' learning. Staff had been given the opportunity to share ideas, view other classrooms and to take part in team teaching. The headteacher had plans to continue to develop monitoring and share best practice in the school