Whitelees Primary HMI follow up report

November 2004

HM Inspectors (HMIe) published a report on standards and quality in Whitelees Primary School in June 2002. In October 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 June 2002 identified five points for action. This section evaluates the progress made with each of the action points and the resulting improvements for pupils and other stakeholders.

3.1The school should continue to improve its programmes for English language, and art and design as indicated in the report.

The school had met this point for action.

• The school had further developed new reading materials for pupils and had purchased additional materials for more able pupils. Talking and listening was a major focus within the school and a comprehensive programme was now in place. Teachers had received good guidance in planning, delivering and assessing this area. Reading had been linked to talking and listening through assessment. Pupils talked independently in small groups very effectively, displaying good skills in all aspects of talking and listening. Pupils were achieving beyond the appropriate national levels across the school in talking and listening. They were motivated and enjoyed their success. With support from the education authority the art and design programme had been reviewed and amended. An artist had worked with the pupils and additional resources had been purchased. Folders of pupil's work had been created to ensure progression within art and design. Pupils had been encouraged to comment on their work and had made evaluations of the work of other artists. A policy for art and design had been put in place and this included advice on homework activities in art and design.

3.2 Teachers should ensure that all pupils are suitably challenged in English language and mathematics.

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

• The headteacher and staff had reviewed policy and procedures to ensure that an appropriate pace of learning was in place for all pupils. Reading materials for more able pupils had been introduced. The writing programme had been further developed, ensuring that all pupils were challenged and assessment identified clear next steps for pupils. In mathematics the programme had been reviewed and refined to get the right pace for all pupils. Teachers predicted times for testing and monitored the progress in pupils' learning. New resources had been purchased to offer alternative work for some pupils. A computer programme was being used to enable pupils to work at a pace suitable to their needs. Higher attaining pupils were identified by staff and their progress is monitored.

3.3  Teachers should make more use of assessment information to monitor pupils' progress and to help plan next steps in learning. They should continue to develop their planning and assessment of art and design.

The school had met this action point.

• The school had developed its procedures for formative assessment and teachers were clearly identifying the next steps in pupil learning. Teachers' forward plans had been amended to ensure that teacher evaluations and pupils' assessments of the previous block of work were taken into consideration in the next plan. Teachers' daily diaries indicated changes in planned activities resulting from assessment of pupils' performance. There were termly assessments in mathematics and English language. These informed pupils, teachers and the headteacher of progress and pace and were used to plan and report to parents. The art and design folios had clear criteria for assessment. Clear guidance had been given to staff on the assessment of art and design. Pupils' work showed continuity and progression.

3.4 The school should ensure that all targets within pupils Individualised Educational Programmes (IEPs) are clearly stated.

The school has met this action point.

• The school had reviewed its procedures for IEPs. These now have a clear focus and progress is discussed with pupils as appropriate. A policy statement on IEPs had been put in place. Teachers had been given guidance on determining targets for pupils. Pupils had been involved in their own target setting. There had been regular meetings with teachers and learning support staff to discuss and monitor pupils' progress and learning needs.

3.5 The school should continue to improve its arrangements for evaluating its work. Criteria for measuring the success of its planned priorities should fully reflect the school's commitment to improving pupils' learning experiences and raising attainment.

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

• The headteacher had a planned programme of class visits to evaluate learning and teaching. The focus of these visits had clear and findings were discussed with teachers. All aspects of school work were now carefully monitored and findings were acted upon in a planned and systematic way to ensure that improvements were made. The school had improved pupil attainment in mathematics and English language, progress and achievement in other curricular areas were recorded. The headteacher and staff had clearly monitored the progress of this action plan and had identified the next steps in school improvement from their evaluations.