Earlston High School Review Summary Report

Quality Services

School Review Summary Report

Earlston High School

A team from Quality Services and two peer reviewers visited Earlston High School in March 2005. The Review team used the level four illustrations from How Good is Our School (HGIOS? 2) as its frame of reference in order to make an evaluation of the review areas listed below. The team made their evaluation on the basis of evidence provided by the school, consultation with representative groups of students, staff and parents and their own reading and observations.

The review team also focused on the work of a sample of 4 Departments in the school. These Departments were art, computing, history and technical studies. The results of their findings are summarised below.

The review programme comprised four areas:

Planning for improvement
Self-evaluation
The use of information and communications technology in learning and teaching (ICT) - the authority focus
Pupils’ learning experiences – the school focus

Strengths of the school

Of the areas reviewed the school demonstrated particular strengths in:

the involvement of staff in planning, developing and delivering staff development activities related to priorities in the school improvement plan
the involvement of S3 pupils in an annual review of learning and teaching experiences course evaluation by pupils in some departments
the use of ICT to support pupils’ learning in some departments
the stimulating learning environment which encourages creativity, independence and takes account of learning styles
the use of praise and encouragement to motivate pupils

Areas for development by the school

The school should implement fully its new procedures for review of departments and the policy for quality assurance/self evaluation.
Existing audit and evaluation processes should be formalised and extended to involve all stakeholders.
In planning for improvement, more attention should be given to the impact of development projects on pupil achievement, the involvement of parents and pupils in identifying priorities and the consistent application of planning processes in each department.
A strategic policy for ICT should be developed and implemented in all departments.
Senior Managers should support the departments reviewed in implementing the areas for the development outlined in the report

What happens now?

Supported by the review co-ordinator and the school Quality Improvement Officer, the school will produce an action plan in response to the action points identified in the review report. This action plan will be incorporated into the school improvement plan for 2005-06.