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1. The inspection
HM Inspectors of Education (HMIE) published a report on standards and quality in Cumbernauld Primary School in January 2005. In June 2005 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 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
Senior managers had taken effective steps to address the main points for action in the HMIE report. The school had undertaken a review of the roles of senior managers and in particular the depute headteachers. They were now effectively involved in developing their strategic roles to influence aspects of quality assurance. Arrangements for formation of classes and groups had been improved to meet the needs of all pupils. Staff used a wide range of additional resources to challenge higher attaining pupils. Timing of key assessments had been improved and many pupils were attaining levels at an earlier stage. Systematic tracking by senior managers and teachers had helped ensure that pupils reached appropriate levels of attainment
3. Progress towards the main points for action
The initial inspection report published in January 2005 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 The school should continue to improve aspects of learning & teaching ,including more effective use of ICT
The school had made very good progress towards meeting this main point for action
The school had implemented a number of improvements at all stages P1-P7. Cooperative learning and formative assessment approaches were significant features of classroom practice. Staff had developed approaches to formative assessment particularly well and had improved learning and teaching practices overall. There had been a clear improvement in attainment deriving from changes in approaches to monitoring, forward planning, class organisation and group formation. The school had enhanced its provision of information and communication (ICT) resources and developed a more progressive programme of study for all stages. There was clear evidence of more effective use of ICT throughout the school. Pupils were using interactive whiteboards and other ICT equipment to support their learning. Pupils were actively involved in independent learning and in small groups at all stages. Meetings between staff working with pupils at the same stage had become established and had helped to support the sharing of good practice. The school had yet to embed ICT across all curricular areas.
3.2 The school should develop further its approaches to meeting the needs of higher attaining pupils
The school had made very good progress towards this main point for action.
Senior managers and staff had developed a whole school policy for higher attaining pupils. The policy had helped to ensure their needs were identified at an early stage and that programmes of study fully met individuals’ needs. Teachers’ forward plans identified the learning opportunities for all learners including higher attainers. Teachers had engaged in professional development opportunities specifically aimed at meeting higher attainers’ needs. Staff had improved the resources they used for English language and mathematics. Pupils were able to excel through good opportunities in a range of areas such as physical education, music, drama and art and design. The school had introduced a number of approaches to support an accelerated pace of learning for appropriate pupils.
The school has made very good progress in meeting this main point for action.
3.3 The school should involve teachers more fully in self evaluation
The school had made good progress towards meeting this main point for action
Teachers were more fully engaged in the process of self evaluation and the headteacher had promoted a reflective culture. Teachers had undertaken professional development and had attended in-service courses to raise their awareness of self-evaluation as a basis for improving learning and teaching. Teachers benefited from oral and written feedback on forward plans and on managers’observations of learning and teaching encouraging them to identify their own strengths and opportunities for development. The school had introduced clear systems for monitoring, challenging and supporting teachers. Meetings of staff with common duties and interests were highly valued by teachers and had proved to be productive. Teachers had introduced self evaluation of their own classroom practice and helpful use of pupils’ self assessment and peer assessment was evident.
3.4 The school should improve the effectiveness of the school’s overall quality assurance procedures, including a clearer focus for promoted staff, to lead to improvements in learning, teaching and pupils’ attainment
The school had made very good progress towards meeting this main point for action
The headteacher had reviewed the remits of the depute headteachers and had agreed a more focused strategic role to emphasise improvements in learning, teaching and attainment. The depute headteachers were more effectively deployed in monitoring and observing, learning and teaching supporting and advising teachers. A systematic and rigorous monitoring programme had been developed and was ensuring a consistent quality in provision. An effective forward planning pack had been developed and its implementation was being carefully monitored and supported by senior managers. Detailed written feedback and oral feedback from senior managers had promoted positive professional dialogue. Such improvements had contributed to significant improvement in attainment at all levels. The school and education authority had worked with the appropriate agencies to help ensure pupil safety by the introduction of a new road layout and the provision of additional parking.
4. Conclusion
With effective support from North Lanarkshire Council, Cumbernauld Primary School had responded very well to the recommendations of HMIE The school had taken effective steps to improve aspects of learning and teaching, including more effective use of ICT. Teachers had improved the pace of learning for higher attaining pupils and were fully engaged in the process self-evaluation. Senior managers had improved the school’s quality assurance procedures. There had been significant level of effort aimed at raising attainment and improving learning and teaching across the school with clearly positive results. The school was well placed to continue the improvements achieved to date. North Lanarkshire Council will not publish further reports in relation to the 2005 HMIE report.
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