PROGRESS has been made at Coalsnaughton Primary School following a negative report from inspectors, Clackmannanshire Council heard last Thursday.
The Scrutiny Committee debated a paper, comprised of an Education Scotland report as well as the council’s own information, along with the news that the inspectors will be returning in November to assess the progress that the school and nursery has made.
The original report, published in January this year, highlighted a number of areas Coalsnaughton would have to improve in, both across the nursery and primary school.
The school received nothing higher than a “satisfactory” grade in the inspectors’ findings. Particular fault was found with the curriculum, the improvements in performance, and the meeting of learning needs in the primary school, all of which received a rating of “weak”.
Coalsnaughton Primary was then instructed to increase the level of attainment in numeracy and English, ensure the learning needs of all children are effectively met and develop the curriculum to ensure children build on their knowledge as they progress.
The report did, however, praise the school for its ethos, and the children’s pride in the establishment, as well as their care for each other.
Headteacher Colleen ClarkBurns was singled out for praise for her outreach to parents and the community.
The report then went on to say that the instability in staffing was a major factor as to why the school was struggling to improve.
At the council chambers in the Patons Building at Kilncraigs, the findings were presented by education officials and chief education officer Anne Pearson, who took questions from elected members.
Ellen Forson, SNP councillor for Clacks South, asked if the service was confident that the school would be improved in time for the return of the inspectors.
In response, Ms Pearson stated that she was confident of improvement in the school, and that the curriculum rationale and framework had been overhauled.
Elected members were then told that the staffing issue had been stabilised in both the primary school and the nursery.
The nursery staff now have a full-time teacher, as well as another practitioner who will be mentoring one of the workers already in the nursery.
Staff also underwent a regime of professional learning to advance their skills as teachers, particularly in the nursery class, which will be taking on two-year-old children from this school year.