HMIE on Loch Duich Primary School

Loch Duich Primary School received a very good report from HM Inspectors who visited the school in June 2006 as part of a national sample of primary education, covering key aspects of the school’s work at all stages.  

Inspectors identified several major strengths including:

The good curriculum provided pupils with a broad and balanced range of experiences.  Staff had allocated additional time to English language and mathematics to help raise pupils’ attainment.  This was having an impact on improving pupils’ experiences in reading, however a few pupils had still to make gains in aspects of mathematics and writing.  Pupils’ learning experiences were very good.  Pupils were keen to learn and frequently had to think for themselves through engaging enthusiastically in interesting activities.  The overall quality of attainment in English language was very good with most pupils achieving appropriate national levels in reading and writing.  A significant minority achieved these levels earlier than might be expected.  The overall quality of attainment in mathematics was good.  Most pupils had achieved appropriate national levels of attainment.  A few had achieved these levels earlier than might be expected.

Staff provided very good support for pupils’ care and welfare and successfully promoted positive relationships.  The school’s approaches to meeting pupils’ needs were good.  Staff provided pupils with a variety of tasks and activities which were well matched to their individual needs and abilities.  However, in a few lessons teachers did not always take enough account of pupils’ prior learning or challenge more able pupils sufficiently. The head teacher used an effective system to track pupils’ progress in order to set appropriate learning targets. 

The pupil council had made some positive contributions to school life.  They knew their responsibilities and consulted well with other pupils. 

The head teacher, Alasdair Earnshaw, and staff were very effective in providing a stimulating environment where pupils were happy, motivated and very well behaved.   The headteacher provided good leadership.  He was approachable and well respected by staff, pupils and parents and successfully promoted pupils’ broader achievements.  The head teacher had put in place effective arrangements within the cluster for communication with parents.  Staff provided effective support for the headteacher, working well to support pupils’ learning.  The headteacher now needed to develop further the school’s approaches to self-evaluation and implement a sufficiently regular programme in evaluating the quality of provision in classes.  The school had very good capacity for further improvement.

The school accommodation and facilities were good although indoor storage was limited.  Staff had enhanced the inside and outside areas of the school to engage pupils in stimulating and high quality learning and teaching experiences.   Appropriate arrangements were in place for security of the school building. 

Main points for action were that the school and education authority should take action to improve learning and teaching and meeting needs.  In doing so they should take account of the need to:

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 and carers.  Within two years of the publication of this report parents and carers will be informed about the progress made by the school.  

Mr Earnshaw, said  “The school staff and community work hard to make the school what it is. It is good to know that we move on to our next stages of development from a strong base.”