Education Scotland inspectors give Plockton Primary School ‘good’ and ‘satisfactory’ ratings following visit to Wester Ross school
A Wester Ross school has secured "good" and "satisfactory" ratings from inspectors following their latest visit.
Plockton Primary School received a "good" for the quality of its work to "ensure wellbeing, equality and inclusion".
And it secured "satisfactory" in three areas - leadership of change; learning, teaching and assessment; and raising attainment and achievement.
Inspectors from Education Scotland praised a number of strengths as well as highlighted as some areas for improvement.
“Children, staff and families benefit from supportive and positive relationships. This contributes towards a nurturing, caring and inclusive culture, which results in children’s
resilient attitudes towards their learning.
“Children are proud of their school and engage well in planning and making decisions on important aspects of school life. Their interactions reflect their agreed values.
“The staff team meet children’s wellbeing needs effectively. They offer children a safe, successful and happy place of learning.
“Senior leaders’ reflective and solution-focused leadership of Gàidhlig (Gaelic) is increasing the numbers of speakers in both Gàidhlig Medium and Learner Education. The staff team are positive role models in their use of Gàidhlig for children’s education and to socialise with each other.”
As well as those strengths they also spoke to staff about working to “raise children’s attainment” further, and increase the pupils’ opportunities to use and develop their Gaelic.
They said: “Senior leaders should continue working with staff to raise children’s attainment. They should plan further how they will deliver well-paced learning and teaching that sets higher and realistic expectations.
“Senior leaders, staff and children should continue to increase partnerships with speakers of Gàidhlig in the community, Gàidhlig groups, and other local and national groups. This should give children more opportunities to use and develop their Gàidhlig.
“Senior leaders and staff should continue developing the curriculum, and related professional learning, to support further purpose, clarity, and progress in children’s learning and achievements.”
