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Dollar Academy 22 February 2005 Contents
The school is a non-denominational independent school situated in the town of Dollar. Pupils aged 5-18 attend the school from Clackmannanshire, Fife, West Lothian, Perth and Kinross, Stirlingshire and Falkirk. Boarding pupils from other areas of Scotland and the UK and from a range of other countries also attend the school. At the time of the inspection, the roll was 1,233, with 387 in the prep and junior school, and 846 in the senior school. Pupils’ attendance was well above the national average in the prep, junior and senior schools. HM Inspectors interviewed groups of pupils, including members of the senior school pupil councils, and staff. They also analysed responses to questionnaires issued to samples of parents, pupils from Prep 4 to Form 6 and to all staff. Information about the responses to the questionnaires appears in Appendix 2. Members of the inspection team met the Chairman of the Board of Governors and representatives of the Board and the Dollar Academy Parents’ Association (DAPA). They also met a group of parents, representatives of the local community and agencies associated with the school.
The curriculum had major strengths. It provided coherent, continuous and progressive learning experiences for pupils from Prep 1 to Form 6. There was increasing choice for pupils, in line with their future career aspirations. In the prep and junior school, the curriculum was suitably broad and balanced. Pupils benefited from the contribution of specialist teachers in physical education, expressive arts, technology, science and modern languages. In the junior school, pupils also benefited from the expertise of class teachers who specialised in history, geography, classical studies and science. Annual events such as a science fair, a Burns competition and residential excursions contributed to the overall strength of provision. The curriculum in the senior school offered breadth at all stages, and opportunities for depth of study from Form 2 onwards. There was very good continuity and progression in pupils’ learning experiences from the junior school into Forms 1 and 2. The school planned carefully for the integration of new pupils at that stage. In Forms 3 and 4, most pupils studied a well-balanced range of courses, with most pupils taking seven subjects. Many took additional subjects, notably through "compressed" courses which offered pupils the opportunity to study three subjects in the time normally allocated to two. The curriculum at Forms 5 and 6 was particularly strong. Almost all pupils in Form 5 took five Higher courses from a very broad range. In Form 6, there were opportunities for pupils to broaden their studies through subjects such as philosophy, photography or biotechnology. Commendably, the school offered a ‘pre-medical’ course, a ‘pre-law’ course and a course for pupils aspiring to an education in art and design. Throughout the senior school, pupils had limited dedicated opportunities to study aspects of religious and moral education. At all stages, teachers had very positive relationships with their pupils. They planned their lessons carefully, gave clear explanations and made effective use of praise to encourage pupils’ contributions. Many teachers used questioning very skilfully to develop pupils’ thinking, although this was not a consistently strong feature across the school. In some lessons, teachers gave too much direction and did not provide pupils with enough opportunities for collaborative learning. Homework and constructive feedback from assessment were well used to consolidate and extend learning. Overall, teachers used a limited amount of information and communications technology (ICT) to support and enhance learning. Across the school, pupils were keen and enthusiastic learners and worked diligently in class at all times. They responded very well when asked to take responsibility for and be actively involved in their learning. Pupils from Junior 1 to Form 2 responded very positively to high expectations for their progress and attainment. While some teachers used a wide range of effective approaches to meet pupils’ learning needs, some activities and resources were not sufficiently effective. In some lessons in the prep and junior school, a few pupils needed more support while others would have benefited from an even greater degree of challenge. In the senior school, pupils took up opportunities to refer themselves to additional support sessions before and after school. Attainment in English language and mathematics in the prep and junior school English language Attainment in English language was very good. At all stages, almost all pupils reached appropriate national levels of attainment in listening, talking, reading and writing. A high proportion of pupils exceeded these levels. Pupils listened well to their teachers and to each other when working collaboratively. They talked confidently and made good contributions to class discussions. Pupils enjoyed reading and using the school library. They were skilled in reading for information and talking about texts. At all stages, pupils’ writing was well-structured, lively and interesting. Pupils wrote well for a range of purposes across the curriculum, including very expressive poetry and factual reports of recent educational excursions and current affairs activities. Standards of presentation of written work were very high in all curricular areas. Mathematics Attainment in mathematics was very good. At all stages, almost all pupils achieved appropriate national levels of attainment. A significant number were attaining beyond these levels. Almost all pupils showed secure knowledge of number, money and measurement, shape, and handling mathematical information. At all stages pupils were developing sound skills in written and mental calculations. Teachers used ICT to a limited extent to support pupils’ learning in mathematics. Pupils solved mathematical problems well. However, they did not have a sufficiently secure knowledge of the range of strategies they could use, in order to tackle more challenging problems. Attainment from Form 1 to Form 6 The overall quality of attainment in Forms 1 and 2 was very good. Pupils were making very good progress in all aspects of their coursework. They were working at or beyond appropriate national attainment levels in English and mathematics. The following comments draw on SQA data for the three-year period 2002-2004. The overall quality of attainment in Forms 3 and 4 was very good. The proportion of pupils achieving five or more Credit awards in Form 4 was consistently well above the national average. Almost all pupils presented at Intermediate 2 achieved A or B grades. The overall quality of attainment in Forms 5 and 6 was very good. At Higher, the proportion of pupils achieving five or more A-C grades was consistently well above the national average at both Form 5 and Form 6. In a number of subjects, almost all pupils achieved an A or B grade. This was also the case for the few pupils presented at Intermediate 2. All of the large number of pupils presented at Advanced Higher were successful and many achieved A grades. The proportion of pupils achieving one or more award at this level was consistently well above the national average. Significant features of pupils’ attainment in the subjects not inspected included the following. At Standard Grade, pupils had performed notably better in history and
modern studies, and better in classical studies, than in their other subjects.
In the prep and junior school, pupils produced extended and attractively presented project reports in the areas of history, geography and science. In science, pupils collaborated well on an experiment on wind power. Pupils showed good research and cooperative skills in classical studies. Pupils’ striking art work enhanced the learning environment in classrooms and corrridors. At all stages, pupils responded well to the many opportunities offered for extra-curricular activities. A significant number of pupils performed in a range of bands and ensembles and, particularly in the senior school, participated regularly in debates. Standards of performance in areas such as chess, skiing, curling and the performing and visual arts were very high. A pupil-run newspaper was published regularly. Pupils performed in concerts and plays for parents and the wider community. Many pupils took an active part in the Duke of Edinburgh Award Scheme and the Combined Cadet Force. The Academy pipe band had been Scottish schools’ champions for the past five years and played regularly at important national events. Sport had a very high profile in the school and hockey and rugby teams excelled at both local and national level. Girls also played in school football and cricket teams. Pupils developed additional language skills and confidence through their active involvement in exchange trips abroad. They were developing effective enterprise skills. Learning and teaching in the inspected subjects in the senior school English Learning and teaching Teaching was of a very high quality. Teachers used a commendable range of approaches and shared the purposes of lessons effectively with pupils. They set challenging tasks and used questioning skilfully to extend pupils’ thinking and language development. Pupils worked conscientiously and, in many lessons, with notable enthusiasm. They collaborated well in group tasks and worked thoughtfully and with concentration on independent tasks. Teachers provided helpful verbal and written feedback on pupils’ work and had sound arrangements to meet particular learning needs. They used homework regularly to consolidate and extend class work. Attainment and achievement At all stages, pupils performed well in all aspects of their coursework. In Forms 1 and 2, pupils were making very good progress. At Standard Grade, the proportion of pupils achieving Credit awards was consistently well above the national average. The majority of pupils presented at Intermediate 2 achieved A-C grades. At Higher, the proportion of pupils achieving A-C grades was well above the national average. Almost all pupils presented for Advanced Higher achieved A-C grades. Other features of pupils’ attainment and achievement included the following. Pupils, particularly in Forms 1 and 2, wrote well and purposefully in
‘spontaneous writing’ tasks. Learning and teaching Teachers had high expectations of performance and attitude, to which pupils responded very well. They consistently gave effective explanations and used questioning very well, encouraging pupils to explain their mathematical reasoning clearly. They used homework well to monitor pupils’ progress and give feedback on performance. Pupils worked purposefully and often with enthusiasm in briskly paced lessons and responded well in class discussion. Teachers matched pupils’ needs very well through organising classes by prior attainment and phasing course content to accelerate the learning of higher attaining pupils. Attainment and achievement At all stages, pupils’ coursework was of high quality. In Forms 1 and 2, pupils were making good or very good progress from previous levels of attainment. The proportion of pupils achieving a Credit award at Standard Grade was well above national averages. Almost all of the small number of Forms 5 and 6 pupils presented at Intermediate 2 gained A-C grades. The proportion of pupils gaining A-C grades at Higher was well above the national average. In Form 6, most of the pupils presented for mathematics or applied mathematics at Advanced Higher gained an A-C grade. At Higher and Advanced Higher, the proportions of pupils gaining A grades was well above national averages. Other features of pupils’ attainment and achievement included the following. Pupils were able to explain their mathematical reasoning well, both orally
and in writing. Learning and teaching In almost all classes observed, there was effective direct teaching. Teachers questioned pupils skilfully, used the foreign language appropriately and maintained high expectations of the amount and quality of pupils’ work. Pupils responded well, were attentive learners and, when required, took responsibility for their own learning. Teachers set appropriate homework. They supported pupils very well, both in class and at other times by pupil request. Foreign language assistants provided additional support. There was scope for teachers to offer pupils more opportunities for collaborative learning, and for extended reading and speaking. Attainment and achievement At all stages, almost all pupils performed well in all language skills. They were developing good knowledge of grammar and of the culture of the countries whose language they were studying. Pupils in Forms 1 and 2 could produce good pieces of extended writing. At Standard Grade, pupils’ performances in French, German and Spanish were consistently well above national averages. At Higher by the end of Form 5, pupils performed well above national averages in all languages with almost all pupils achieving an award at A—C grade and most at A. In Form 6, almost all of the relatively high number of pupils presented at Advanced Higher achieved A-C grades. Other features of pupils’ attainment and achievement included the following. A number of pupils in Forms 5 and 6 showed good fluency and confidence
in their use of a foreign language. Learning and teaching Teachers organised lessons well. They provided clear explanations and expected high standards of work from pupils. On some occasions, teachers’ explanations were enlivened with effective use of ICT or with demonstrations of computer hardware. However, teachers generally relied too much on a limited range of teaching approaches and, as a result, sometimes did not sustain the interest of pupils. Teachers used questioning to help pupils recall information but sometimes did not probe sufficiently pupils’ understanding of the subject. Teachers gave homework regularly to reinforce classwork. Pupils worked well in class usually on individual tasks and their efforts were encouraged by teachers. Teachers also provided well-targeted individual support. Attainment and achievement In Forms 1 and 2, pupils were able to use general purpose software to create documents in which they combined text and graphics. They were also able to use simple databases and spreadsheets. The proportion of pupils achieving a grade 1 at Standard Grade was well above the national average. In Form 5, almost all pupils achieved A-C grades at Higher, and the proportion gaining an A grade was well above the national average. At Advanced Higher all pupils achieved an A grade. Other features of pupils’ attainment and achievement included the following. All pupils used the school’s networked computers confidently and
were proficient at storing and retrieving electronic files. Pupils were confident that staff would respond positively if they were concerned about any aspect that could affect their health or safety. New pupils joining the school at various stages were also helped to settle in with a ‘buddy’ from the same class or year group. The school provided a large measure of continuity and support for pupils through class teachers in the prep and junior school and form tutors, heads of year and assistant heads of year in the senior school. Effective arrangements helped pupils to transfer from the junior school and settle in the senior school. This support and the close links with parents, helped pupils and staff to get to know each other very well. The personal and social education (PSE) programme contained a suitable range of topics in the junior school and in Form 1 to Form 3. These programmes built successfully upon approaches in the prep school. In Form 4 and Form 5, year group assemblies were used to reinforce important messages about various key topics. However, pupils in the senior school found that some topics were repetitious and did not think that later topics built on earlier learning. A very strong feature of the whole-school approach to personal and social development was that staff took account of pupils’ interests and preferences in designing and amending activities and materials. A series of Form 6 seminars provided a very good range of topics to prepare pupils for leaving school. The extremely rich variety of extra-curricular activities, enterprise activities, the senior school pupil councils and work experience provided excellent opportunities for pupils to develop further their personal skills and active citizenship. Senior pupils had responsibility for a range of tasks which included supporting pupils in the prep and junior school. Across the school, pupils demonstrated care and concern for others through very successful fund-raising for charities. They had earned a ‘Giving Nation’ Scottish award, as a result of a whole school sponsored walk. The senior school provided very good curricular and vocational guidance. Pupils were well prepared to take course decisions as they moved up the school and to choose post-school destinations. The very effective external careers adviser played an important role in providing information and advice to pupils. This advice was complemented by a programme of senior staff and heads of year interviews. Form 5 pupils had good opportunities for work experience and work shadowing locally, in the UK and in mainland Europe. Pupils’ progress was monitored closely with annual interviews with pastoral staff and regular reports from teachers. At all stages, teachers identified pupils’ learning needs systematically and appropriate support strategies were put in place in partnership with parents. An extensive range of appropriate programmes and contributions from specialists, such as the visiting orthoptist, enabled pupils with additional support needs to make appropriate progress. In the prep and junior school, support for learning teachers worked closely and effectively with class teachers to support pupils’ learning needs at an early stage. However, the quality of delivery varied. Teaching approaches used with individuals and small groups were not always interactive enough. From Form 3 onwards, instead of taking another subject, a few pupils had additional time with support for learning teachers to help them with their classwork. The head of support for learning provided staff with well-targeted professional development and clear practical advice on strategies for meeting pupils’ needs. Promoted staff and heads of year had very good links with the head of support for learning. Assistant rectors successfully coordinated whole-school approaches to pastoral care and child protection. There was effective informal and formal communication which enabled the school to provide a very sound, integrated approach to supporting pupils.
7. Improving the school The rector was highly respected and provided very good leadership for the school. He had inspired the confidence and support of pupils, parents, staff and others. He had taken the lead in establishing a culture of lifelong learning for pupils and staff. He was very ably supported by the senior staff group (SSG) who worked very well as a team. The deputy rector demonstrated very effective management skills and fulfilled well his extensive remit. He had a central role in the annual review of the school’s progress and future priorities. Assistant rectors and the director of studies were particularly effective in providing strong leadership of the curriculum, effective timetabling, pastoral care and improvements to the school’s reporting systems. One assistant rector was also head of the prep and junior school. In this role she had won the strong support of staff. Her contributions in the area of staff welfare and the pastoral care of pupils had been particularly effective. Responsibility for the curriculum, learning and teaching in the prep and junior school was delegated to two assistant headteachers (AHTs). Both AHTs were strongly committed to the school and worked very hard to provide a very good curriculum for pupils. The SSG was well supported by the directors of communication, music and sport, by heads of departments, heads of year, assistant heads of year and subject coordinators. Collectively, staff with additional responsibilities provided a clear sense of direction and sustained momentum for improvement. The school used a comprehensive system of annual reviews as a major means of self-evaluation and improving the quality of its work. The reviews involved the SSG, all teachers and, commendably, pupils. They identified strengths, innovations and areas for development which informed the school’s improvement plan. The outcomes of reviews were closely linked to teachers’ continuous professional development and had led to improvements in, for example, courses and programmes, attainment and staffing. Promoted staff monitored progress closely. The school had adopted new approaches to the sharing of good practice in learning and teaching. However, individual teachers needed clearer criteria against which to evaluate the quality of their practice of teaching. There was some inconsistency in the approach of heads of department and AHTs in the prep and junior school to the monitoring and evaluation of learning and teaching. Members of the SSG, and AHTs in the prep and junior school, required to have a more clearly defined and more rigorous role in the monitoring and evaluation of teaching and learning. Throughout the school, staff felt valued, well supported and were highly committed to continuous improvement. The school was well placed to continue to improve. Appendix 1 provides HM Inspectors’ overall evaluation of the work of the school.
As a result of the high performance, the strong record of improvement, and the very effective leadership of this school, HM Inspectors will make no further reports in connection with this inspection. The school and the Board of Governors 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 and carers. Within two years of the publication of this report the Board of Governors, working with the school, will provide a progress report to parents and carers. Mary Ritchie Jane
B Renton 22 February 2005
Appendix 1 Indicators of
quality We judged the following to be very good
No aspects were found to be in this category No aspects were found to be in this category
Appendix 3 Attainment in
Scottish Qualifications Authority (SQA) National Qualifications
All 2004 figures are Pre Appeal.
Copies of this report have been sent to the rector and school staff, the chairman of the Board of Governors and appropriate Members of the Scottish Parliament. Subject to availability, further copies may be obtained free of charge from HM Inspectorate of Education, T1 Spur, Saughton House, Broomhouse Drive, Edinburgh EH11 3XD or by telephoning 0131 244 8142. Copies are also available on our website: www.hmie.gov.uk . If you wish to comment about inspections Should you wish to comment on any aspect of inspections, you should write in the first instance to Chris McIlroy, Acting HMCI, at HM Inspectorate of Education, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA. Our complaints procedure If you have a concern about this report, you should write in the first instance to Hazel Dewart, Business Management Unit, HM Inspectorate of Education, Second Floor, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA. A copy of our complaints procedure is available from this office or by telephoning 01506 600265 or from our website at www.hmie.gov.uk. If you are not satisfied with the action we have taken at the end of our complaints procedure, you can raise your complaint with the Scottish Public Services Ombudsman. The Scottish Public Services Ombudsman is fully independent and has powers to investigate complaints about Government departments and agencies. You should write to The Scottish Public Services Ombudsman, 4-6 Melville Street, Edinburgh EH3 7NS. You can also telephone 0870 011 5378 or e-mail enquiries@scottishombudsman.org.uk. More information about the Ombudsman’s office can be obtained from the website: www.scottishombudsman.org.uk . Crown Copyright 2005 This report may be reproduced in whole or in part, except for commercial
purposes or in connection with a prospectus or advertisement, provided
that the source and date thereof are stated. |
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