Special school in Ross-shire told to improve in two areas after being rated 'weak' in them by inspectors
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ST Duthus School in Tain is required to make some significant improvements after it was rated weak in two areas and satisfactory in two others by inspectors.
The school provides specialist education for pupils with severe and complex additional needs with a capacity for 24 children but currently has 31 on its roll at the moment the primary and secondary stages.
In all there are five classes, each with a teacher and pupil support assistants led by the current acting headteacher who started work in September of last year after their predecessor retired.
In its assessment, carried out in December, the inspectors rated as weak the concept of “leadership of change” which pertains to collaborative leadership at all levels in a bid to “develop a shared vision for change and improvement.”
The report stated that: “Overall, the acting headteacher has successfully identified the main areas for improvement across the school.
"He realises that it will be important to work closely with staff, parents, children and young people and other stakeholders to agree on the best way to take each of these areas forward.”
Learning, teaching and assessment fared better and was rated as satisfactory with teachers encouraged to consider how digital technologies could help to “enrich children’s and young people’s learning.”
But the inspectors also found that: “The ethos throughout the school is built on the positive relationships between children and young people and adults. Staff show consideration and respect to all children and young people."
And they also found it was a "positive learning environment" that "helps children and young people to engage meaningfully in their education.”
Similarly ensuring wellbeing, equality and inclusion was also considered satisfactory and was assessed on the “need for policies and practices to be well grounded in current legislation and a shared understanding of the value of every individual.”
“Staff have identified that they are improving a number of outcomes for children and young people and they can demonstrate what learners are able to achieve,” the inspectors said.
But raising attainment and achievement was “weak” as the school seemed to struggle with “success in achieving the best possible outcomes for all learners.”
The report stated: “Lead professionals prepare and review each child’s plan, along with parents, twice a year. It is now important to ensure that all school staff are involved and asked for their views.
“Some parents are unclear if they have been involved in many of these meetings. Teachers are not individualising their medium-term plans enough to reference and take account of the individual wellbeing targets of children and young people.
“The whole learning community does not yet have a shared understanding of wellbeing and children’s rights. The staff has identified this as a priority which is being taken forward in the school improvement plan.”
