St Mary's primary HMI follow up report

1. The Inspection

HM Inspectors of Education (HMIE) published a report on standards and quality in St. Mary's Primary School in February 2003. In May 2003 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 evaluated progress made in responding to the main points for action in the original report.

The headteacher, teachers with additional responsibility and the school staff had worked effectively to take forward the recommendations contained in the report. The school had raised attainment by introducing improvements to programmes, particularly in English language and environmental studies. Pupils' learning experiences had been improved giving them more choice of activities and providing them with greater challenges. This has led to an increase in the pace of learning. The arrangements for learning support had resulted in the needs of all pupils being met. The school had developed a focus on improvement. Parents were fully involved at all stages in implementing new 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 February 2003 identified five points for action. This section evaluates the progress made with each of these action points and the resulting improvements for pupils and other stakeholders.

3.1 The school should continue to develop the programmes in English language and environmental studies.

The school had met this recommendation.

The school had improved programmes in English Language. All staff had received training in the important aspects of English language. This had resulted in developing strategies across the school to improve pupils' skills in listening, talking, reading and writing. Pupils had opportunities to read a wider variety of texts and to work independently and collaboratively. Appropriate challenges were set for all pupils. Library stock had been enhanced and additional materials for reading at home had been purchased. Attainment in reading had risen across all stages. Clear guidance had been given to teachers on the teaching and assessment of writing. Teachers were setting clear targets for pupils and sharing learning outcomes with them. To ensure consistency across the school, senior managers carefully monitored developments in writing. Meaningful discussions between the teacher and pupils on achievements and next steps had resulted in improvement in pupil self-evaluations of their own work. There had been an improvement in attainment in writing. Listening and talking activities were planned to ensure progression and they related clearly to the reading and writing programme. The North Lanarkshire literacy development officers had supported staff in developing appropriate activities. Listening and talking activities had permeated all areas of the curriculum and pupils' confidence had improved.

The programme for environmental studies had been amended and the school now offered a broad, balanced programme in all aspects of this area of the curriculum. All staff had received training in environmental studies. This had supported them in developing challenging skill-based activities to meet the needs of pupils and to match the requirements of national guidelines. Additional materials had been purchased to support the delivery of the new programme. A new policy for environmental studies, produced to reflect current best practice, gave clear guidance to teachers.

3.2 The school should improve assessment and recording procedures.

The school had developed an effective framework for assessing pupils' progress. Teachers' approaches to assessment had been improved and assessment informed next steps in pupils' learning. The assessment procedures were comprehensive and informative and were having a positive impact on pupils' learning. Teachers planned assessment of pupils' learning carefully and their evaluations of learning and teaching had improved the quality of lessons. The senior management team monitored developments closely and provided good support for staff. Effective assessment was in place for all areas of the curriculum. Staff had been trained in formative assessment and gave quality written and oral feedback to pupils. Teachers had been trained in co-operative learning and were using these techniques to develop pupils' skills in self- and peer-assessment. Teachers shared the intended learning outcomes with pupils. They predicted pupils' attainments and set realistic targets for groups and individual pupils. Assessment information was carefully shared when pupils were moving to the next stage or to secondary school.

3.3 Teachers should ensure that the pace of learning and choice of activities provides sufficient challenge to meet the needs of all pupils.

Staff had made effective use of national performance indicators to evaluate the pace of learning and pupils' progress. Improvements in coursework included appropriate challenges for all pupils. Effective professional development opportunities and guidance from the headteacher had supported staff in ensuring a good pace of learning at all stages and in providing opportunities for collaborative work. Teachers set challenging and stimulating targets for pupils after discussion with them. The school had provided clear guidance and helpful resources for teachers on structured play activities. Pupils had been given more responsibility for their own learning. Staff had been trained by the education authority in co-operative learning. They were using their new skills to increase the pace of learning. Teachers had a clearer understanding of their role in tracking and monitoring pupils' progress. There was an upward trend in attainment.

3.4 Teachers should continue to review their approaches to classroom management and organisation to ensure an appropriate balance of class, group and individual learning.

The school had focussed on the importance of interactive teaching and quality feedback to pupils about their learning. Staff had visited other schools and evaluated their own teaching styles. A better balance of teaching approaches had been introduced and monitored by the headteacher. Teachers' plans indicated what was to be learned and the teaching style to be used. Teachers also gave written evaluations of their teaching. The improvements in assessment and target setting had helped teachers develop better classroom organisation and management. Senior managers visited classes and supported staff in reviewing their work and in monitoring pupils' progress.

3.5 The school should review the arrangements for learning support.

The authority's network support staff had provided training for staff on the roles and responsibilities of all staff within the arrangements for learning support. An extended team for learning support had been established and this team had regular meetings to ensure that the needs of pupils were being addressed and met. The school had revised their referral systems and improved the documentation for review meetings. The network support teacher had dedicated consultation time with class teachers. Computer software had been used to support more able pupils and those experiencing difficulties. Individualised educational programmes (IEPs) had been reviewed and targets were now well defined and measurable. The school had improved procedures for sharing information about pupils moving to the next class.

With effective support from North Lanarkshire Council, staff had responded very well to the recommendations of HMIE and had improved the English language and environmental studies programmes. They had succeeded in improving their assessment and recording procedures. The pace of learning and challenges set met the needs of all the pupils. The staff had reviewed and improved the arrangements for learning support. All staff had been fully involved in the development of the action plan and had supported the headteacher in undertaking the recommendations within the agreed timescale. The school was well placed to continue the improvements achieved to date. North Lanarkshire Council will not publish further reports in relation to the 2003 HMIE report.

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