Langloan primary HMI follow up report

December 2003

HM Inspectors (HMIe) published a report on standards and quality in Langloan Primary School in April 2002.  In August 2001, 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 2-year period.

A North Lanarkshire Council Quality Improvement Officer visited the school in November 2003, 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.

The pace of learning for all pupils had been improved.  Amendments to programmes of study ensured greater challenge for all pupils.  Next steps in pupil learning were now clearly identified.  There was consistency of planning approaches and procedures were in place that would impact on developments in other areas of the curriculum.  Pupils now had greater opportunity to use computers across the curriculum.

The staff had worked effectively as a team to take forward the recommendations contained in the 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 April 2002 identified 5 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  Teachers should improve the quality of assessment information gathered and use it to identify more clearly the next steps in pupils' learning.

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

• The school reviewed formal and informal assessment. Staff training had been undertaken to review the purpose of assessment and different ways of assessing with particular emphasis placed on formative assessment.  A new policy on National Testing had been implemented resulting in improvements in assessment procedures and pace of learning. Improvements had been made in the record sheet for National Testing.  Assessment was a major feature of the new planners that the school had implemented.  Tracking and target setting had ensured that assessment informed learning and teaching.  Pupils were now progressing at a pace suitable to their abilities and needs.  The school planned to identify assessment in planners for curricular areas not yet covered.  A good template for recording assessment had been devised and implemented.  Feedback on strengths and next steps was given to pupils to enable them to be responsible for their own learning.  Staff regularly discussed pupil progress and attainment.  The headteacher monitored assessment information to evaluate learning and inform future planning.

3.2  Teachers should increase the pace of learning and provide greater challenges for some higher attaining pupils.

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

• The school had implemented a draft policy for the able pupils after staff training on 'identifying able pupils'.  Attainment of pupils identified was evaluated and targets set for this group of pupils.  The headteacher and class teacher agreed targets in reading, writing and mathematics at the beginning of each term and reviewed progress at the end of term.  The pace of learning had improved and attainment levels had been increased throughout the school.  The school had improved its position in the overall ranking of attainment of primary schools within the authority.

3.3  The school should improve those aspects of the programmes for English language, mathematics, science and environmental studies identified in this report.

The school had met this point for action.

• The headteacher and staff had improved the programmes in English language, mathematics, science and environmental studies.  With support from the authority literacy development officers the staff had improved talking and listening, reading and in writing and had implemented a whole school programme that ensured coverage of skills and continuity and progression across 5-14 levels.  Pupils now displayed confidence in this area of the curriculum.  A good programme for problem solving in mathematics that identified the strategies to be used was in place.  Pupils' reporting back had improved. and the Problem Solving planner identified assessment, evaluation and next steps.  All pupils had a jotter for Problem Solving activities.  Staff had undertaken training in the use of databases and spreadsheets.  Information handling activities were embedded in the mathematics programme.  Skills were being used to create information displays in other curricular areas.  The environmental studies programme had been modified to ensure balance and progression.  Activities for topics had been improved and additional activities had been identified to provide challenge for able pupils.  Additional resources had been purchased and planners modified to include assessment and evaluation.  Pupils were involved in practical activities in environmental studies.  The science programme had been improved and investigations were added to allow pupils to plan, carry and report on an open ended task.

3.4  Teachers should continue to develop the Information and communication technology programme (ICT) and provide more opportunities for pupils to use computers.

The school had met this point for action

• All staff had undertaken NOF training in ICT skills. ICT now permeated the curriculum.  The school had purchased additional hardware and software.  Each class had access to four computers and there were two 'Smart Boards' in the school which were being used effectively at all stages particularly in the teaching of information handling skills.  Software supported the core literacy and numeracy programmes.  A number of pupils were using the 'Successmaker 'programme and additional hardware was purchased to allow easy access to this programme.  An ICT programme has been developed and it was being implemented throughout the school.  A policy was in place that enabled pupils and teachers to use the Internet.  Parents had been issued with a helpful leaflet on the use of the Internet.  The school had produced a policy and planners that indicated assessment of learning and the evaluation of teaching.  The headteacher monitored development through looking at forward plans, examining pupils' work and observing teaching.  Children undertook self-evaluation activities.  The school had set up a web site on which they published newsletters and had established an ICT after school club.

3.5  The headteacher and staff should improve those aspects of planning described earlier in this report.

The school had met this action point.

• Planning had been improved in all curriculum areas developed in this action plan.  All planners indicated 5-14 targets, assessment and evaluation.  Practice was consistent across curriculum areas and stages in the school.  Forward plans were monitored by the headteacher and feedback was given to staff.

4. Conclusion

With effective support from North Lanarkshire Council Quality Development Service, Langloan Primary School had responded well to the recommendations of HMIe and had improved pupil attainment beyond the targets agreed with the authority.  All staff had been fully involved in the development of the action plan and had worked hard to support the headteacher to undertake the recommendations within the agreed timescale.  The school is well placed to continue the improvements achieved to date.  North Lanarkshire Council will not publish further reports in relation to the 2002 HMIe report.

Michael O'Neill, Director of Education  

Cllr Charles Gray, Convener (Education Committee)

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