School pluses and minuses
‘Capacity to continue to improve’
Inspectors who visited McLaren High School want it to do more to capitalise on and record some of its many strengths.
The recently published Education Scotland findings follow a visit in October to the 600-pupil Callander school, which educates children from as far afield as Aberfoyle and Tyndrum.
The inspectors’ report judged leadership of change to be merely “satisfactory”, while learning teaching and assessment, raising attainment and achievement; and ensuring wellbeing, equality and inclusion, were considered “good”.
Among recommendations was that available evidence needed to be used better when making changes aimed at improving pupils’ achievements, with a stronger strategy and continued development of monitoring.
The inspectors said a review of the school curriculum was needed to provide “progressive pathways” which meet the needs of all young people more effectively, adding that “too often” underachievement was being identified too late to support young people to maximise their potential.
“In almost all curriculum areas, learning contexts are relevant and meaningful. As as result, young people enjoy their learning and respond attentively during lessons.
“However, in the majority of lessons, the pace of learning and level of challenge does not meet all young people’s needs. There is scope to improve the balance of teacher-led versus pupil centred learning.”
Staff were said to have a good awareness of the local labour market and local employment opportunities, with the percentage of young people entering employment on leaving McLaren High significantly higher than the Stirling Council average. However, employment and training beyond the local area were not promoted routinely to young people, said inspectors, limiting their aspirations and career choices.
The school was said to be in the early stages of widening opportunities for national and global career choices.
While there was evidence of pupils benefiting from outdoor learning across the curriculum, there was a need to develop a clear outdoor learning policy to drive even greater opportunities.
The existence of strong partnerships with bodies outside the school were acknowledged, however inspectors added: “Staff do not have a good understanding of how partnership working impacts on the wellbeing, attainment and achievement of young people. Senior leaders do not have a sufficient understanding of the benefits these partnerships bring to pupils or articulate the potential benefits to staff.”
The school canteen was said to be well used, but some food and drink standards were not being met, including confectionery products and savoury snacks available that did not meet the specification. The school and catering service were asked to work with young people to look at suitable but popular alternatives.
The 25-page report, however, also acknowledged many positives of the school, including pupils’ achievements and attainment, good manners and behaviour, the climate of mutual respect and learning, very positive relationships between almost all young people and staff, low levels of exclusion and bullying, and relationships with parents and local partners.
Over the past five years almost all leavers had gone on to a “positive” destination. There were also said to be “very strong individual examples” of pupils experiencing significant difficulties who were achieving positive outcomes in National Qualifications.
The inspectors said: “The majority of teachers display strong leadership skills. They lead young people’s learning well in a variety of learning environments and provide a range of school activities, school trips and supported study opportunities.
“Staff are highly committed to the school values. They understand the potential barriers due to the wide geographical context of their school community and strive to overcome these so that all young people are able to access opportunities for achievement.
“The majority of staff enrich learning opportunities by offering lunchtime and after school activities, including sport and music.”
There was also said to be an impressive range of courses leading to Advance Higher and in terms of pupils with additional support needs the school was said to be “supporting those most at risk well”.
The inspectors were impressed at an innovative approach being developed by the school to raise attainment in science, technology, engineering and mathematics, with young people enthusiastically undertaking STEM projects in their own time.
The inspectors said: “We are confident the school has the capacity to continue to improve.”
The majority of teachers display strong leadership skills