Report by Hm Inspectorate of Education: Castlebay Community School, Comhairle Nan Eilean Siar 22 January 2008

MMR13110

EDUCATION AND CHILDREN'S SERVICES COMMITTEE 15 APRIL 2008

REPORT BY HM INSPECTORATE OF EDUCATION: CASTLEBAY COMMUNITY SCHOOL, COMHAIRLE NAN EILEAN SIAR 22 JANUARY 2008

Report by Director of Education

PURPOSE OF REPORT To inform Members of the results of the inspection of Castlebay Community School by Her Majesty’s Inspectorate of Education (HMIe)

COMPETENCE

1.1 There are no legal, financial or other constraints to the recommendations being implemented.

SUMMARY

2.1 Castlebay Community School was inspected in September 2007. The inspection covered key aspects of the school’s work at all stages. It evaluated the quality of the curriculum and pupils’ achievements, including their performance in examinations. Inspectors also evaluated the quality of learning and teaching and pupil support, the environment for learning, the school’s processes for self- evaluation, and its overall effectiveness and capacity for improvement. There was a particular focus on attainment in English language, mathematics, Gaelic and social subjects. The report, which is appended, indicates that the school has a considerable number of areas in which improvement is required. An Action Plan to address the findings has been prepared and was submitted to HMIe on 7 March 2008. This is also appended.

RECOMMENDATIONS

3.1 It is recommended that the Comhairle note a) the main points for action as listed in this Report; b) the appended Action Plan which sets out how the main points for action are currently being addressed; and c) the support provided to the school.

APPENDIX A A report by HM Inspectorate of Education: Castlebay Community School, Isle of Barra – 22 January 2008 B Castlebay School Action Plan

CONTACT OFFICER: Murdo Macleod, 01851 709430

BACKGROUND PAPERS: NONE

MM/DS 6/8/08 INTRODUCTION 4.1 Following the recent inspection of Castlebay School HMIe identified the following as key strengths of the school.

• The high levels of motivation and interest in learning which pupils brought to school. • The wide range of activities within the school and community which promoted pupils’ broader interests. • Learning and teaching in social subjects. • The quality of relationship between and among teachers and pupils in the primary department.

There are however a significant number of areas, particularly in the Secondary Department, in which the school requires to implement strategies for improvement.

THE PRIMARY DEPARTMENT

5.1 The Primary Department provided a positive learning environment and aspects of learning and teaching were improving. The quality of the relationship between teachers and pupils in the Primary Sector was also commended. The areas where the need for improvement has been highlighted are writing skills and attainment in language and mathematics.

THE SECONDARY DEPARTMENT

6.1 In the secondary sectors of the school the performance in most of the subjects areas were described as adequate and one department was described as weak. The Social Subjects Department, however, was commended as it demonstrated a number of strong features in attainment.

6.2 Overall, there is a significant number of challenges which require to be confronted as well as general areas where improvements must be made. These are outlined in the report.

MAIN POINTS FOR ACTION

7.1 The school and education authority, in liaison with HM Inspectors, will take action to ensure improvement in: • the corporate leadership of the school by improving the leadership for learning of all staff within the school; • the quality of support for pupils, including pastoral care in the secondary department; • the climate for learning and relationships among secondary staff; • communication and joint working between and among primary and secondary teachers so that pupils gain maximum benefit from the school’s status as an all- through school; • the approaches taken by staff to evaluate and improve pupils’ attainment, achievements and attendance, and the quality of education overall; and • the fabric of the building, and aspects of safety and security. ACTION BEING TAKEN

8.1 A Plan setting out how the main points for action are being addressed has been prepared and is appended to this report. The school has also been provided with extensive support in the following way.

• Education Department Support A Member of the Directorate and three Quality Improvement Officers have been assigned to work with school management to demonstrate progress in preparing an Action Plan and demonstrating their capacity to improve. The support team has organised school visits on a weekly basis in a way such that at least two out of the four staff visits each week. This Team will prepare an initial report at the end of April 2008. The Quality Improvement Manager will then review progress in preparation for a visit by the HMIe District Inspector in June 2008

• Strengthening of School Management The Depute Headteacher (primary) is currently released from teaching duties to enable her to work with the Headteacher to address the requirements of the Action Plan. At Secondary level a member of the teaching staff has been assigned to work as a member of the Senior Management Team.

• Training External training for management, teaching staff, and parents has been commissioned and will be delivered over a number of occasions between now and the end of the current session.

• Parent Council Contact has been maintained with the Chair of the Parent Council and the assigned member of the Directorate has reviewed the Action Plan with the Parent Council. He will continue to meet with the Parent Council on a monthly basis. As detailed in the Action Plan, the Chairperson of the Parent Council has been assigned to the Monitoring Group and this Group will prepare monthly progress reports for sharing with the wider Parent Forum.

8.2 The school staff, professional associations, pupils and parents are co-operating with the Support Team and Senior Management. Three Working Groups, as detailed in the Action Plan, have been established and timescales for targets are being met.

8.3 HM Inspectors will engage with the school and the education authority to monitor progress and will publish an interim report on progress within one year of the publication of the report. Thereafter, HM Inspectors will continue to engage with the school and the education authority in monitoring progress, and will undertake a follow-through inspection. This will result in another report to parents, within two years of the publication of this report, on the extent of improvement that has been achieved. APPENDIX A

Castlebay Community School Isle of Barra Comhairle nan Eilean Siar

22 January 2008

Contents

1. Background 2. Key strengths 3. How well does the school raise achievement for all? 4. How good is the environment for learning? 5. Leading and improving the school Appendix 1 Indicators of quality Appendix 2 Summary of questionnaire responses Appendix 3 Attainment in Scottish Qualifications Authority (SQA) National Qualifications How can you contact us?

1. Background

Castlebay Community School was inspected in September 2007. The inspection covered key aspects of the school’s work at all stages. It evaluated the quality of the curriculum and pupils’ achievements, including their performance in examinations ( see Appendix 3 ). Inspectors also evaluated the quality of learning and teaching and pupil support, the environment for learning, the school’s processes for self-evaluation, and its overall effectiveness and capacity for improvement. There was a particular focus on attainment in English language, mathematics, Gaelic and social subjects.

The school is a non denominational school serving the island of Barra. At the time of the inspection, the roll was 170, with 62 pupils in the primary department and 108 in the secondary department. The percentage of pupils entitled to free school meals was below the national average. Pupils’ reported attendance was well below the national average. The headteacher had overall responsibility for the whole school. In addition to the headteacher, the senior management team was made up of a depute headteacher and three principal teachers, all with management responsibilities within the secondary department, and a depute headteacher with responsibilities for the primary department in addition to whole-school duties.

HM Inspectors examined pupils' work and interviewed groups of pupils, including members of the pupil council, and staff. Members of the inspection team also met the acting chairperson of the Parent Council, representatives of the parent teacher association and a group of parents. They analysed responses to questionnaires issued to all parents and pupils and to all staff.

The inspection team also evaluated aspects of the school's progress in implementing national recommendations related to improving aspects of school meals provision.

Evaluations in this report, except where otherwise indicated, apply equally to the Gaelic medium and English medium classes, and to both primary and secondary stages.

2. Key strengths

HM Inspectors identified the following key strengths.

• The high levels of motivation and interest in learning which pupils brought to school.

• The wide range of activities within the school and community which promoted pupils’ broader interests.

• Learning and teaching in social subjects.

• The quality of relationships between and among teachers and pupils in the primary department. 3. How well does the school raise achievement for all?

Curriculum

Overall, the quality of the curriculum was adequate. Primary pupils experienced a broad curriculum, including a strong emphasis on French and Gaelic. Weekly input from secondary specialist teachers of art and design, music and physical education (PE) improved the quality of pupils’ learning experiences. Pupils learned how to keep healthy and safe, although programmes did not plan for sufficiently steady progression in their knowledge and attitudes. Recent improvements in information and communications technology (ICT) and enterprise education had helped to improve pupils’ learning activities and skills. Commendably, teachers made good use of local contexts such as musical productions and the ‘Merchant Navy Days’ to link and reinforce pupils’ learning activities in a meaningful way. However, the primary department’s approaches to developing pupils’ writing skills required improvement. Learning through purposeful play was too limited. Staff had allocated additional teaching time to language and mathematics but this had not yet resulted in clear improvements to pupils’ attainment.

At S1/S2, all fluent speakers could transfer to secondary Gàidhlig courses and learners to secondary Gaelic learners’ courses. However, personal and social education (PSE) was the only other secondary subject available through Gaelic medium, together with registration. In most curricular areas, links with associated primary schools, including the primary department within Castlebay Community School, were limited and courses did not build sufficiently on pupils’ prior knowledge and experiences. At S3/S4, all pupils studied eight Standard Grades or equivalent. The secondary department widened pupils’ options through the provision of vocational courses, including hospitality, social and vocational skills, practical craft skills and nautical studies. A well- developed work experience programme and an ambitious annual careers convention prepared pupils well for making decisions about their future careers. At S5/S6, almost all pupils could continue with their S4 choices to an appropriate level, including Intermediate and Advanced Higher courses. In a very small number of subjects, courses at Intermediate level were not offered, restricting pupils’ course choices and the extent to which their needs were met. More flexible approaches to learning were required to address individual needs when class numbers were too low for specific courses to run. To supplement time for PE, the timetable was periodically suspended to enable pupils to take part in a broad range of physical activities. The school provided religious and moral education for denominational and non-denominational groupings of pupils. Pupils had good opportunities to discuss and develop their attitudes in PSE lessons. The programme did not adequately address issues such as personal safety online and how to combat bullying. Individual subject departments were at an early stage in working together on developing pupils’ skills across the curriculum. Awareness of health promotion needed to be raised in both primary and secondary departments, with clearer links between teaching on healthy eating and the range of food provided in school.

Teaching and meeting pupils’ needs

The quality of teaching was adequate overall. Most teachers gave clear explanations and used questioning well to check pupils’ understanding. Homework was regular and well planned. In the majority of classes, teaching approaches were not sufficiently varied. Pupils responded positively to approaches designed to develop and reinforce specific skills, such as in Gaelic at the upper primary stage, and in social subjects at S1. Only a minority of teachers explained to pupils what they were expected to learn and encouraged them to review their progress. Teachers’ use of ICT to engage and motivate pupils in their learning was improving but was still too limited. Most teachers used praise effectively to encourage pupils in their learning. Overall, however, the quality of teaching across the school was inconsistent, with the result that pupils did not experience coherent approaches to learning.

The approaches staff used to meet pupils’ learning needs were adequate in the primary department. Overall, in primary classes, pupils’ skills, for example, in writing, developed too slowly, because their learning experiences lacked clear planned progression. However, primary staff made good use of detailed information about the additional support needs of individual pupils, and deployed effective strategies to help them make progress towards appropriate learning targets. Approaches for meeting pupils’ learning needs were weak in the secondary department. In the majority of secondary classes, teachers did not meet the needs of all pupils effectively. At S1, secondary staff did not make use of the detailed information about individual pupils which primary teachers had passed on. Approaches used to identify and support secondary pupils with additional support needs had major weaknesses. Secondary class teachers did not receive sufficient information about their pupils’ additional support needs nor how to help them. Parents of secondary pupils were insufficiently involved in decisions made about additional support for their children’s learning. In neither the primary nor secondary departments were pupils systematically involved in setting their own learning targets. Across both departments, support staff promoted most pupils’ learning well in small groups and in classes. However, staff in general did not use individualised educational programmes effectively to help pupils to make progress in their learning. Learning and personal development

The quality of pupils’ learning experiences was adequate. Almost all pupils were interested and attentive and concentrated well for significant periods of time. Pupils in P1 to P4 watched and listened carefully to a video clip about the work of local Royal National Lifeboat Institution personnel. In the upper primary in Gaelic, pupils were active in their learning and collaborated well. Some lessons in the secondary department encouraged pupils to reflect and make decisions in their learning. In social subjects, S1 pupils were developing a range of appropriate skills when making class presentations, for example, about their family history. Pupils in S3/S4 were developing their critical skills through discussing key features of films they had observed. Those at S5 worked well collaboratively when discussing attitudes to alcohol. Across both primary and secondary departments, pupils at times learned at a suitably brisk pace. Overall, however, the pace of learning was too variable and did not result in sufficient and consistent challenge to pupils in their coursework. Pupils were not sufficiently involved in reflecting on how to improve their work. They made good use of the library to improve their learning but approaches to developing their research skills were not sufficiently systematic.

The school had taken steps to help pupils develop their wider achievements, though this was an area that required improvement. Pupils had responded very well to the few opportunities they had to exercise responsibilities through involvement in particular whole-school activities. Primary pupils, for example, had benefited from involvement in the Eco committee and primary pupil council. The secondary pupil council had had some limited success in suggesting improvements to aspects of school life. The school had recognised the need to develop pupils’ self-confidence by introducing a buddy system. Implementation of this was at a very early stage and had had little impact. Senior pupils had responded positively to involvement in sports leadership training. Activities organised beyond the school day made positive contributions to developing pupils’ confidence and citizenship. A significant number of pupils enjoyed playing table tennis and benefited from representing their school in competitions. Pupils participated actively in charitable fundraising and were developing a sound understanding of challenges faced by others. The headteacher had prioritised the need to improve pupils’ skills in public speaking. Pupils had responded positively to this during assemblies and other public occasions. Pupils had represented the UK at the Novia Scotia International Tattoo. Recent European visits, and exchanges with bi-lingual schools had broadened their experiences and enriched their sense of achievement. Pupils had achieved success in Gaelic writing and produced a DVD which highlighted their successes in singing. Secondary pupils were developing valuable skills in debating in Gaelic. Gaelic (Learners) classes had participated successfully in a competition organised through the professional association for secondary teachers of Gaelic. More effective recognition and recording of pupils’ achievements across the range of their activities, personal and social as well as academic, was needed.

English language

The overall quality of attainment in English language was adequate. Attainment levels in the primary department had not improved greatly in recent years. At the primary stages, most pupils were achieving appropriate national levels of attainment in reading. A majority were achieving these levels in writing. Only a few pupils were attaining these levels earlier than might normally be expected. Pupils with additional support needs were making very good progress in their coursework. By the end of S2, most pupils achieved appropriate levels of attainment in reading and the majority achieved them in writing. The evidence available indicated that the majority achieved these levels in listening and talking. By the end of S4, all pupils achieved General or Credit awards. Of these awards, the majority were at Credit level. At S5/S6, the majority of those presented for Higher and Intermediate 1 and 2 achieved A-C grades. Across the school, almost all pupils listened attentively and responded well in class. They talked confidently and expressed their ideas clearly. Most read fluently and talked knowledgably about their favourite authors. However, in the primary department, the quality of pupils’ writing had important weaknesses. Pupils did not write at sufficient length nor were they skilled in writing for different purposes and audiences. Their writing was not sufficiently well structured. At all stages across the school, pupils enjoyed reading. By S3/S4, they could identify significant features of the texts they had studied, including film. At the secondary stages, discussion groups were well-organised and kept to task, but pupils needed greater encouragement to challenge each other’s views. Secondary pupils produced very effective poetry, some of which had won national prizes.

Mathematics

The overall quality of pupils’ attainment in mathematics was adequate. By the end of P7, only a majority of pupils were achieving appropriate national levels of attainment. Most at the early stages and a few at other stages were achieving these levels earlier than might normally be expected. By the end of S2, the majority of pupils were achieving appropriate national levels. By the end of S4, the proportion of pupils achieving Credit awards was in line with the national average. The proportion achieving General or Credit awards was well below the national average. At Higher and Intermediate 2, the majority of those presented at S5/S6 achieved A-C grades. At Intermediate 1, all of the small number presented achieved A-C grades. At Advanced Higher, all of those presented in 2007 achieved A grades. Across both primary and secondary departments, pupils could use graphs and tables appropriate to their stage but had not yet had sufficient experience of using computers to organise and display information. At S5/S6, pupils at Higher could use algebraic expressions to identify properties of graphs. Most pupils in both primary and secondary departments were making good progress developing skills in mental and written calculations. A few at the primary stages lacked confidence in ordering large numbers. Most pupils across the school were able to identify shapes and use angles in practical situations, such as compass points at the upper stages. At S1/S2, most pupils were able to solve simple equations and simplify expressions. Across the school, pupils had had some experience in using strategies to solve problems.

Gaelic

The overall quality of attainment in Gaelic was weak. There was no formal approach to recognising pupils’ attainment in listening and talking. On the limited evidence available, the majority of pupils achieved appropriate levels in listening and talking. School expectations for pupils’ attainment in Gaelic were lower than nationally expected levels. As a result, by the end of P7 and the end of S2, in Gàidhlig, no pupils were attaining appropriate national levels in reading or writing. At S4, all of the very small number of pupils entered for Standard Grade Gàidhlig achieved Credit or General awards. At S5/S6 in Gàidhlig, all pupils presented attained A-C grades at Higher, and the majority at Intermediate 2. Performance in S4 Standard Grade Gaelic (Learners) had improved slightly and all pupils achieved a Credit or General award. At S5/S6, all those presented for Higher Gaelic (Learners) achieved A-C grades. Overall, pupils were making good progress in their classwork but needed greater challenge. The quality of pupils’ classwork in the primary department was showing signs of improvement. Primary pupils listened well to instructions and directions. They contributed well to discussions led by their teachers. Most read with fluency and were enthusiastic about their reading. At the early stages, pupils were making a promising start to developing writing skills. At other stages, pupils communicated in a variety of forms but needed to pay more attention to spelling and grammar. Pupils needed a more focused approach to developing their writing skills in order to achieve their potential. In Gàidhlig at all stages, pupils responded with fluency and in detail to teacher-led discussions. They had an understanding of grammar and idiom appropriate to their levels. In Gaelic (Learners) classes, pupils in S1 were beginning to convey personal information. Some S2 learners could answer a range of questions appropriate to their level while others required rephrasing and prompting.

Social subjects

There were a number of strong features of attainment in social subjects. From P1 to S2, pupils were making good progress in developing relevant knowledge and understanding. In both history and geography, by the end of S4 almost all pupils attained General or Credit awards at Standard Grade. Almost all of those presented for Higher history and the majority of those presented for Higher geography achieved A-C grades. At Advanced Higher, the majority of the small number presented for history and geography achieved A-C grades. Pupils in the primary department displayed a real interest in the area of social studies. Almost all responded very positively to learning about features of island life and their local environment. Pupils at the early stages enjoyed and gained from looking at a range of sources and artefacts related to the study of their community. At P5 to P7, pupils were developing an understanding of historical evidence and how this can be used to inform us about life in the past. In the secondary department, staff in the history and geography departments worked together very well to develop a consistent approach to learning and teaching. Commendably, they were also working in close collaboration with teachers in the primary department to promote greater continuity and progression in pupils’ learning. Positive features of pupils’ attainment and progress included an emphasis on linking knowledge and understanding in geography to the pupils’ own environment. In both history and geography, pupils at a number of stages were able to discuss aspects of topics in appropriate detail. In history, pupils at S3 and S5/S6 displayed a sound knowledge of key course topics.

In both subjects, pupils set their own learning targets which assisted them in contributing to their own development and progress.

Attainment at S1 S6

Information about the subjects inspected has been given earlier in the report. Across the secondary department, particular features of pupil’s progress, results in examinations and other qualifications, including those awarded by Scottish Qualifications Authority (SQA) within the Scottish Credit and Qualifications Framework (SCQF)1 for the three-year period 2005-2007 are included below. The inspection team’s evaluations of attainment also draw on evaluations of the quality of learning, teaching and meeting pupils’ needs. At all stages, the small school roll led to fluctuations in attainment figures from year to year.

By the end of S2 attainment was adequate. Particular features included the following. • Most pupils were attaining appropriate national levels in English language in reading and a majority in writing and mathematics. Teachers in the secondary department were not building successfully on pupils’ prior learning across most of the curriculum.

By the end of S4 attainment was adequate. Particular features included the following.

• The proportions of pupils attaining English and mathematics at level 3 were well above the national average.

• By the end of S4, almost all pupils achieved five or more awards at SCQF level 3. The proportion of pupils achieving five or more awards at SCQF level 4 was below the national average overall. The proportion of pupils achieving SCQF level 5 was in line with the national average. Boys’ attainment at SCQF levels 4 and 5 was well below the national average.

• Most of those presented for French and physics achieved Credit awards at Standard Grade. Less than half of the small number presented for art and design achieved Credit awards.

By the end of S6 attainment was adequate. Particular features included the following.

• By the end of S6, the proportion of pupils achieving one or more award at SCQF level 6 was well above the national average. The proportion achieving three or more awards was above the national average and the proportion achieving five or more awards was, overall, in line with the national average.

• The majority of those presented for Intermediate 2 achieved A-C grades.

• All of those presented for Higher music achieved A-C grades. All of those presented for Intermediate 2 woodworking skills achieved A-C grades.

4. How good is the environment for learning?

Aspect Comment

Pastoral care The quality of pastoral care was good in the primary department. Primary staff knew pupils and their families well and were sensitive to their needs. Most primary pupils felt that class teachers were approachable and would address any concerns they raised in a caring and positive manner. There were important weaknesses in arrangements for pastoral care in the secondary department. Individual teachers, including guidance teachers, showed concern for the care and welfare of pupils in class and pupils largely considered them to be approachable. Pupils did not have regular planned opportunities to talk to a guidance teacher. Some pupils were not aware who their guidance teacher was. As a result, guidance staff did not act promptly or consistently enough to provide support to individual pupils when they needed it. At the secondary stages, pupils and parents were not confident that any concerns they might have about bullying or other pastoral matters would be dealt with effectively. Teaching and support staff did not always have access to the information necessary to support pupils effectively. For example, many were unclear about the school’s procedures for child protection, anti-racism and dealing with bullying. Effective pastoral arrangements were in place to help pupils transfer from local pre-school provision, including cròileagan (Gaelic medium pre- school provision), to primary school and from the primary to secondary school. There were important weaknesses in the monitoring of pupils’ attendance throughout the school.

Quality of accommodation and Accommodation was adequate. Overall, the school had sufficient space for facilities learning, although a number of areas, including the dining hall, were in need of redecoration.

• A spacious games hall and the swimming pool provided good facilities for developing pupils’ health and fitness.

• While most teaching rooms were of a good size, a few were small, limiting the range of learning and teaching approaches provided. • The community library was sited within the secondary department, limiting access by primary pupils.

• The school was well provided with ICT.

A number of weaknesses in accommodation were brought to the attention of the school and the education authority, including the poor condition of the toilets and the need for improved maintenance in some areas. The school and authority needed to improve aspects of the building’s security.

Climate and relationships, Climate and relationships were very good in the primary department. In the expectations and promoting primary department, pupil and staff morale were high. Relationships between achievement and equality staff and pupils were very positive. In the secondary department, there were serious and longstanding tensions amongst members of staff, and between staff and senior and middle managers. These tensions had impaired the school’s ability to progress in a number of important areas. The morale of secondary staff and some secondary pupils was low. It had restricted the capacity of the school to deliver a consistently high standard of education for its pupils over a considerable period of time. Overall, climate and relationships were unsatisfactory in the secondary department. Across the school, staff expectations of pupils’ attainment, achievement and attendance were not consistently high. The school had recently introduced regular assemblies which were being used effectively for religious observance and to celebrate pupils’ achievements. Approaches to behaviour management in the secondary department were inconsistent and required immediate improvement. Overall, pupils required greater encouragement and support to raise their self-esteem and expectations of themselves. Primary pupils reported that they were treated fairly in school. A significant number of secondary pupils did not feel that all pupils were treated fairly.

Climate and relationships, Major weaknesses in the quality of climate and relationships had had a negative expectations and promoting impact on aspects of the school’s ability to promote and ensure equality and achievement and equality fairness. Staff had received training in racial equality. The school recognised the need to develop further its approaches to the promotion of equality and fairness through the curriculum.

Partnership with parents and Overall, the quality of partnerships with parents and the local community was the community adequate. The school had good links with local employers, who provided a range of work placements for secondary pupils. Links with local churches were positive and supportive, as were links with the School Board/Parent Council. The school had organised a number of successful charitable and community- based activities, for example, a performance of South Pacific and the recent ‘Merchant Navy Days’. Parents provided helpful support for excursions and activities beyond the school day. However, the various efforts to involve them in their children’s learning had been largely unsuccessful. Parents did not have a clear idea of the school’s priorities for improving the quality of education. They needed to be more fully involved in discussions about the resources used for teaching about sensitive health issues. Relations between primary staff and parents were generally strong. Some parents of secondary pupils, however, lacked confidence that the school would address effectively any concerns they might have. A significant number of parents and their children were aware of the tensions among secondary staff. Only about half of parents of secondary pupils believed that the school had a good reputation within the community.

5. Leading and improving the school

Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.

Castlebay Community School had some strengths. Almost all primary pupils and most secondary pupils enjoyed school and came to school wanting to learn. They were polite and well behaved in classes in both departments, although in the secondary department approaches to dealing with the few instances of poor behaviour were inconsistent. The primary department provided a positive learning environment and aspects of learning and teaching were improving. However, important and longstanding weaknesses in climate and relationships in the secondary department adversely affected the quality of education overall. Despite support by the education authority, some secondary staff had not recognised the need to develop their teaching approaches in order to improve the quality of pupils’ learning experiences. Staff morale in the secondary department was low. The negative attitudes of a few secondary staff towards senior and middle managers made it difficult for the management team to lead the school forward. This atmosphere of distrust was not conducive to promoting the learning and achievements of young people or nurturing and safeguarding their safety and well-being. As a result, the school as a whole was performing below its potential, and would continue to require significant support from the authority to enable it to improve.

There were important weaknesses in the leadership of the school. The headteacher wanted to improve children’s education and cared about their individual achievements. He was committed to promoting and using the Gaelic language and to the culture and heritage of the island of Barra. He was hard working, and had a sound knowledge of the strengths and weaknesses of learning and teaching in the school. However, the headteacher’s attempts to improve the quality of education in line with national expectations had not been well received. He had not been successful in communicating to staff and parents the importance of developing key aspects of the school’s work, or in gaining their support. Secondary staff had not responded positively to his attempts to deal with weaknesses in learning and meeting pupils’ needs in order to improve outcomes for children. Teamwork was still at an early stage of development. Although levels of staffing were good overall, there were high rates of staff absence and difficulties in filling vacant posts. Administrative support was of variable quality. Until the appointment of the current depute headteacher of the primary department, who had given him valuable professional assistance across the school, the headteacher had received little support from senior managers. The work of the secondary depute and three principal teachers had had little positive impact on the quality of learning and teaching and pastoral care in the secondary department. The extent to which all staff demonstrated leadership to improve learning varied considerably, with the result that good practice was not shared effectively across the school.

The school had benefited from help from the education authority in evaluating the quality of its work, which had identified suitable priorities for improvement and led to some appropriate action. The headteacher had introduced some potentially effective approaches to evaluation, for example, staff consultation through committees, surveys of pupils and staff on a number of issues and approaches for monitoring pupils’ progress. However, most staff were at a very early stage in understanding how analysis of pupils’ progress and attainment could help them to improve the quality of learning and teaching in the classroom. Weaknesses in approaches to assessment meant that attainment information was sometimes unreliable and predictions of pupils’ performance inaccurate. As a result, teachers did not plan well for pupils’ next steps in learning. Weaknesses in the recording and tracking of attendance data reduced its reliability, and also the effectiveness with which staff addressed the needs of pupils at risk of missing out on education. The school had made a start to using classroom observation as an approach to improving learning, but this was inconsistent across classes. Staff reflected on the quality of teaching within their own classrooms, but did not reflect objectively on the quality of education across the school. As a result, pupils experienced inconsistent approaches to teaching and behaviour management and, overall, neither their learning needs nor their pastoral needs were well met. In order for the quality of education to improve, staff as a body needed to direct their attention beyond internal tensions and focus on serving the needs and interests of the children of Barra.

As well as building on the strengths and addressing the issues raised throughout this report, the school and the education authority should address the following main points for action.

Main points for action

The school and education authority, in liaison with HM Inspectors, should take action to ensure improvement in:

• the corporate leadership of the school by improving the leadership for learning of all staff within the school;

• the quality of support for pupils, including pastoral care in the secondary department;

• the climate for learning and relationships among secondary staff;

• communication and joint working between and among primary and secondary teachers so that pupils gain maximum benefit from the school’s status as an all-through school; • the approaches taken by staff to evaluate and improve pupils’ attainment, achievements and attendance, and the quality of education overall; and

• the fabric of the building, and aspects of safety and security. What happens next?

The school and the education authority have been asked to prepare an action plan indicating how they will address the main findings of the report, and to share that plan with parents. HM Inspectors will engage with the school and the education authority to monitor progress. They will publish an interim report on progress within one year of the publication of this report. Thereafter, HM Inspectors will continue to engage with the school and the education authority in monitoring progress, and will undertake a follow through inspection. This will result in another report to parents, within two years of the publication of this report, on the extent of improvement that has been achieved.

Elisabeth Morris HM Inspector

22 January 2008 Appendix 1 Indicators of quality

The sections in the table below follow the order in this report. You can find the main comments made about each of the quality indicators in those sections. However, aspects of some quality indicators are relevant to other sections of the report and may also be mentioned in those other sections.

How well does the school raise achievement for all?

Structure of the curriculum adequate

The teaching process adequate

Meeting pupils’ needs in the primary department adequate

Meeting pupils’ needs in the secondary department weak

Pupils’ learning experiences adequate

Personal and social development adequate

Pupils’ attainment in English language adequate

Pupils’ attainment in mathematics adequate

Pupils’ attainment in Gaelic weak

Overall quality of attainment: S1/S2 adequate

Overall quality of attainment: S3/S4 adequate

Overall quality of attainment: S5/S6 adequate

How good is the environment for learning?

Pastoral care in the primary department good

Pastoral care in the secondary department weak

Accommodation and facilities adequate

Climate and relationships in the primary department very good

Climate and relationships in the secondary department unsatisfactory

Expectations and promoting achievement adequate

Equality and fairness adequate

Partnership with parents, the Parent Council and the adequate community Leading and improving the school

Leadership: headteacher weak

Leadership across the school weak

Self-evaluation weak

This report uses the following word scale to make clear judgements made by inspectors: excellent outstanding, sector leading very good major strengths good important strengths with some areas for improvement adequate strengths just outweigh weaknesses weak important weaknesses unsatisfactory major weaknesses Appendix 2 Summary of questionnaire responses

The following provides a summary of questionnaire responses. Key issues from the questionnaires have been considered in the inspection and comments are included as appropriate throughout the report.

What parents think the school does well What parents think the school could do better

Parents across the school thought that: Parents across the school wanted:

• their children enjoyed school and found school • better information about the standards of work work stimulating and challenging. expected and how they could help their children with their homework; and Parents of primary pupils thought that: • a clearer idea of the school’s priorities for • staff made them feel welcome in the school improvement. and showed concern for their children’s care and welfare; In the secondary department:

• if they raised a matter of concern the school • about half of parents did not think that teachers would do something about it; and set high enough standards for attainment or let them know their children’s strengths and • the school was well led. weaknesses;

• about half did not think that their children were encouraged to work to the best of their ability; and

• very few parents thought that the school was well led.

What pupils think the school does well What pupils think the school could do better

Across the school pupils said that: Pupils in the primary department had no significant concerns. • they enjoyed being at school and got on well with each other; Over a third of secondary pupils thought that:

• teachers expected them to work as hard as • staff were not skilled at dealing with bullying they could and let them know how they were or sorting things out when things were getting on; and worrying them; and

• teachers explained things clearly and helped • they were not treated fairly. them when they were having difficulties.

What staff think the school does well What staff think the school could do better

• All staff thought that they showed concern for Primary staff had no significant concerns. pupils’ care and welfare. Secondary staff thought that: • All staff thought there was mutual respect between teachers and pupils. • standards of behaviour were not consistently upheld and indiscipline was not dealt with • Teaching staff thought that they set high effectively; standards for pupils’ attainment. • they did not have good opportunities to be • Primary staff thought that the school was well involved in decision making; led. • communication between senior managers and staff was not effective and senior managers did not operate effectively as a team; and

• the school was not well led.

Appendix 3 Attainment in Scottish Qualifications Authority (SQA) National Qualifications

Scottish Credit and Qualifications Framework (SCQF) levels: 7: Advanced Higher at A-C/CSYS at A-C 6: Higher at A-C 5: Intermediate 2 at A-C; Standard Grade at 1-2 4: Intermediate 1 at A-C; Standard Grade at 3-4 3: Access 3 Cluster; Standard Grade at 5-6

Percentage of relevant S4 roll attaining by end of S4

2005 2006 20073

English and Mathematics Castlebay 89 100 100

@ Level 3 National 90 91 91

5+ @ Level 3 or better Castlebay 93 100 92

National 90 91 91

5+ @ Level 4 or better Castlebay 71 80 67

National 76 77 75

5+ @ Level 5 or better Castlebay 36 45 33

National 34 35 32

Percentage of relevant S4 roll attaining by end of S5

2005 2006 20073

5+ @ Level 4 or better Castlebay 100 71 85

National 78 78 79

5+ @ Level 5 or better Castlebay 78 57 55

National 45 45 46

1+ @ Level 6 or better Castlebay 65 57 55

National 39 38 38

3+ @ Level 6 or better Castlebay 30 29 35

National 23 22 22

5+ @ Level 6 or better Castlebay 13 11 10

National 10 10 9 Percentage of relevant S4 roll attaining by end of S6

2005 2006 20072

5+ @ Level 5 or better Castlebay 78 78 57

National 47 48 47

1+ @ Level 6 or better Castlebay 67 65 64

National 43 43 42

3+ @ Level 6 or better Castlebay 50 39 36

National 30 30 29

5+ @ Level 6 or better Castlebay 11 22 18

National 19 20 19

1+ @ Level 7 or better Castlebay 0 0 11

National 12 13 12 How can you contact us?

If you would like an additional copy of this report

Copies of this report have been sent to the headteacher and school staff, the Director of Education, local councillors, and appropriate Members of the Scottish Parliament. Subject to availability, further copies may be obtained free of charge from HM Inspectorate of Education, Europa Building, 450 Argyle Street, Glasgow, G2 8LG or by telephoning 0141 242 0100. Copies are also available on our website www.hmie.gov.uk .

HMIE Feedback and Complaints Procedure

Should you wish to comment on any aspect of all-through inspections, you should write in the first instance to Frank Crawford, HMCI, at the above address.

If you have a concern about this report, you should write in the first instance to our Complaints Manager, HMIE Business Management and Communications Team, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA. You can also e-mail [email protected]. A copy of our complaints procedure is available from this office, by telephoning 01506 600200 or from our website at www.hmie.gov.uk.

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Footnotes

1. Scottish Credit and Qualifications Framework (SCQF) levels: 7: Advanced Higher at A-C/CSYS at A-C 6: Higher at A-C 5: Intermediate 2 at A-C; Standard Grade at 1-2 4: Intermediate 1 at A-C; Standard Grade at 3-4 3: Access 3 cluster; Standard Grade at 5-6 2. Pre Appeal APPENDIX B

Castlebay Community School Sgoil Bhàgh a’ HMIE Action Plan

FEBRUARY 2008

20 APPENDIX B

Key to abbreviations

Man. Team: Management Team SMT: Senior Management Team DB: David Bowman JMcK: James McKeeman AML: Annag Maclean CH: Catriona Henderson JR: Janice Ross NMD: Neil Macdonald PD: Paul Donnelly HOS: Head of Service QIO: Quality Improvement Officer BSO: Business Support Officer

21 APPENDIX B

Sgòil Bhagh a’Chaisteil/Castlebay Community School

Main points for action:-

HMIe Action The six main points for action are: point

1 The corporate leadership of the school by improving the leadership for learning of all staff within the school.

2 The quality of support for pupils, including pastoral care in the secondary department.

3 The climate for learning and relationships among secondary staff.

4 Communication and joint working between and among primary and secondary teachers so that pupils gain maximum benefit from the school’s status as an all-through school.

5 The approaches taken by staff to evaluate and improve pupils’ attainment, achievements and attendance, and the quality of education overall.

6 The fabric of the building, and aspects of safety and security.

22 APPENDIX B `Sgoil Bhàgh a’Chaisteil/Castlebay Community School: HMIe ACTION PLAN: February 2008 Working Group ‘A’ Leadership for Learning and Teaching of all staff and management across the school - Lead: D Bowman/P Donnelly

HMIe Target Strategy Lead Time-scale Resources Success Criteria Action Point 1 + 3 A.1 • Undertake consultation exercise DB March 08 Time • Consultation taken place. Revise school with parents, pupils, and staff. • Revised aims agreed. aims to reflect A • Produce and share revised aims • Evidence of aims Curriculum for with all stakeholders informing all work of the Excellence • Aims posted on all classroom walls school. and in school homework diary • School aims prominently displayed in all rooms 1 + 3 A.2 • Allocate all staff to 1 of 3 working Lead Feb 08 Time • Production of an effective Involve all staff in groups. Teams Action Plan action plan plus Budgets • Time scales for implementation • Actively involve Parent and Pupil Link March 08 implementation met. Council participation in all working Officer Training • Evidence of the active groups. involvement of all staff, pupils and parents in the implementation of the action plan. • Other stakeholders given feedback on the plan and its implementation.

1. A.3 • Match the role and responsibilities Man Mar 08 Time • Staff deployed according Revise roles and of staff against the needs of the Team to role and remit. responsibilities of school Training • Staff undertaking all all staff • HT reviews responsibilities with SMT April 08 tasks assigned. SMT and SMT with PTs and unpromoted staff • SMT/Business Support Officer to JMcK April 08 review non teaching staff roles. DR

23 APPENDIX B Sgoil Bhàgh a’Chaisteil/Castlebay Community School: HMIe ACTION PLAN: February 2008 Working Group ‘A’ Leadership for Learning and Teaching of all staff and management across the school - Lead: D Bowman/P Donnelly

HMIe Target Strategy Lead Time-scale Resources Success Criteria Action Point 1 + 5 A.4 • Introduce whole school quality DB March 08 • Follow-up/next steps Implement a assurance calendar of activities included in classroom programme of as per HGIOS3 observation records self-evaluation • Guidance notes provided to all Man Team March 08 • Effective quality for effective staff regarding their QIO assurance system in improvement responsibilities in quality place as per guidance assurance. • Self evaluation calendar • Supervise implementation of all Man Team May deadlines met quality assurance procedures. onwards • Ensure SMT sampling of all quality assurance systems. DB May onwards 1 A.5 • Timetable constructed to DB April 08 Time Improve ensure effective deployment of • Staff deployed management/ staff Training efficiently . deployment of • Produce a staff absence DB/Man Team. May 08 • Effective staff absence all staff management strategy DB management strategy in • Investigate the potential for use May 08 place. of IT and video conference in • Improvement in choice the delivery of the curriculum. available to pupils.

6 A.6 • Calendar of all meetings Man Team March 08 • Meetings take place and Improve scheduled and shared with communications are effectiveness of staff Man Team March 08 effective. communication • Standardised procedures for • Targets met within meetings. Man Team March 08 timescales • Sharing of minutes with all DB/Man Team April 08 • Training provided where staff needed. • Revise and review all Man Team/ • Administration handbook communications systems with BSO May 08 in use school and wider community • Develop administrative support in line with education department guidance

24 APPENDIX B

25 APPENDIX B

Sgoil Bhàgh a’Chaisteil/Castlebay Community School: HMIe ACTION PLAN: February 2008 Working Group ‘A’ Leadership for Learning and Teaching of all staff and management across the school - Lead: D Bowman/P Donnelly

HMIe Target Strategy Lead Time-scale Resources Success Criteria Action Point 1. A.7 • Undertake audit of management HOS/QIO April 08 Time • Improved management Develop and skills requirements of all staff. • Training undertaken by improve • Commission and provide DB/HOS April Funding staff and evidence of management appropriate training. onwards impact skills • Evidence of distributed leadership and collegiate working of staff in place.

1 + 3 A.8 • Audit of school policy portfolio. Man Team March 08 Time • Comprehensive policy Undertake policy • Identify gaps in policy and Man Team March 08 and procedures port folio and procedures procedure. Training in place. overview. • Implement a programme for Man Team May • Folio review is compliant revision and/or production of new onwards with LA review guideline policy and procedures. schedule. • Policy and procedures are effectively implemented.

1 + 3 A.9 • Upgrade all pupil toilets. DB/HOS Aug 08 Time • Pupil toilets upgraded. Improve the • Refurbish canteen area including DB/HOS Aug 08 • Front entrance upgraded. building and Upper School Area. Capital • Canteen Area/Upper learning • Upgrade entrance safety and DB/HOS June 08 funding. School Area upgraded environment. security provision. • Evidence of more pupil- • Improve the physical learning SMT June 08 friendly conditions in environment in classrooms classrooms.

26 APPENDIX B

Sgòil Bhàgh a’Chaisteil/Castlebay Community School: HMIe ACTION PLAN: February 2008 Working Group ‘B’ Leadership for Learning, Teaching and Self Evaluation – Lead: A MacLean , C Henderson

HMIe Target Strategy Lead Time- Resources Success Criteria Actio scale n Point B.1 • Copies of ‘leadership for all’ AML/CH March Leadership • Improved leadership at all 1 Foster leadership document available to all staff, 2008 for learning levels of the school for learning and to inform practice May 08 document teaching at all • All staff to maintain a personal All staff Training. • Evidence of increased levels across the action plan to promote and levels of collegiate school document active participation Budget working. in the work of the school according to strengths and abilities B.2 • Embed self evaluation in all AML/CH May Time • Quality assurance self 5 Implement a the work of the school onwards evaluation records. robust policy and • Disseminate and share good Working April Training • Best practice uptake procedure for practice through working Group. onwards across departments. monitoring of groups and team meetings. Lead May Budgets • Improve pupil attainment. learning and • Ensure pace, challenge and Officer onwards • Pace and challenge teaching differentiation in the AM/CH increased across curriculum is appropriate to subjects. the needs of all pupils through • Audit of subject planning strategies such as peer documents. observation, training, quality • Record of meeting. assurance, activities etc. • Subject planning to reflect a AM/CH May variety of teaching methods onwards matched to learning styles and needs. • Link single teacher AM/CH Aug departments to other schools onwards in order to share best practice. AML/CH May • Consistent application of Aifl onwards strategies across the school

27 APPENDIX B

4 B.3 • Calendar regular meetings to AML/CH May 08 Time • Pupil transfer Build success on ensure the transfer of information. the prior learning information between sectors Training • Evidence of continuity in of pupils. and across the school. programmes of learning • Develop pupil information AML/CH June 08 and improved attainment. formats to ensure continuity in • Staff engage with CfE programmes of learning. • Audit and revise AML/CH June documentation in line with CfE onwards recommendations.

5 B.4 • Target setting effectively Implement Target • All pupils to have agreed AML/CH Aug 08 Time used to inform learning setting targets, informed by CAT and teaching. Policy and • Establish links with primary to AML/CH May 08 Training • Raised attainment Procedures ensure progression evident. • Strengthen links with ASN staff AML/CH/ April • PLP and IEPs in place through regular meetings and JMK onwards and reviewed regularly. the sharing of pupil information profiles with all staff Man Team March • 5-14 targets on CNES format to 08 be recorded and submitted as per Council timeline.

5 B.5 • Effective use of ICT in all Develop effective • Audit ICT resource AML/CH/ April 08 Time subject areas. use of ICT in all requirements by subject JMK subjects • Structure timetable to make the DB/JMK May 08 Budget best use of ICT facilities • Develop a strategy to promote AML/CH/ May 08 Training the more effective use of ICT JMK across the curriculum.

28 APPENDIX B 4, 5 B.6 Develop an • Short life working group to AML/CH/ May 08 Time • Improved curriculum and Action Plan for establish improvement action J Ross/ attainment. English, Maths plan. PD Training and Gaelic Budget

29 APPENDIX B

1, 3, 4, B.7 • Audit training needs AML/CH April 08 Time • More active participation 5 CPD training • Commission training DB May 08 in CPD. requirements • Implement career review for all SMT April 08 Budget • Evidence of impact in identified for all staff HOS/DB learning and teaching. staff and record • Ensure CPD and training in Training of impact Barra as often as possible maintained. • Shared evaluation of CPD undertaken

30 APPENDIX B

Sgoil Bhàgh a’Chaisteil/Castlebay Community School: HMIe ACTION PLAN: February 2008 Working Group ‘C’ - Improving the Quality of Support for Pupils: Lead: J McKeeman; N Macdonald; J Ross

HMIe Target Strategy Lead Time - Resources Success Criteria Action scale Point 2, 4, 5 C.1 • Evaluate existing policy March 08 Time Revise Guidance against best practice and JMcK/ • Revised policies and policy and national guidelines. NMD/JAR Training procedures effectively procedures. • Revise guidance system, April -8 implemented policies and procedures Budget • Guidance calendar • Revise roles and remits of May 08 produced and well used to guidance staff support pupils. • Publish calendar of June 08 guidance meetings events 2, 5 C.2 • Identify achievement JMK/JR/NM Aug 08 Time Celebrate pupil targets for all pupils. • All pupils attain achievement and • Record and celebrate all SMT achievement targets. communicate with pupil achievements Aug 08 • A record of achievements parents and through awards, onwards maintained. community. certification, presentation and newsletters.

4 C.3 Develop Additional • Audit existing system and JMK/NMD/ March 08 Time • ASN policy in place and Support Needs procedures against best JR effectively used. policy and practice and authority Budget • All staff compliant with procedures guidelines. timelines. • Develop policy/procedure April 08 Training • Consult with May 08 pupils/parents • Prepare and distribute revised policy. June 08 • Implement training programme. Aug • Monitor implementation ongoing

31 APPENDIX B

2, 5 C.4 • Develop rigorous and • System implemented Improve Attendance robust system for JMcK June 08 Time successfully Monitoring System identifying absence • Improved attendance patterns • Develop a staged system of intervention • Inform parents/pupils/staff of revised system 1, 5 C.5 • Audit PSE curriculum and JMcK/JR/ March 08 Time • A cohesive PSE Update the personal materials. NMD programme in place for all and social • Consult with parents and April 08 Budget pupils and being effectively education young people delivered by staff. programme • Identify gaps in April 08 Training programme and resources required. April 08 • Purchase/obtain new resources or materials as required. May 08 • Provide appropriate June 08 training. Jan 09 • Implement new ongoing programme. • Evaluate impact.