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Plenary, 15 Feb 2007

15 Feb 2007 · S2 · Plenary

Item of business

Education

McAveety, Mr Frank Lab Glasgow Shettleston Watch on SPTV

I welcome Peter Peacock to the bad boys benches at the back of the chamber. Looking at the members who are seated in the back rows confirms my view about those seats.

There is unanimity among members on the benefit of HMIE's work. That is a bit of heresy for me, as a former schoolteacher, who, like many other members, experienced the dread of inspections and the cupboard rummaging when the inspectors asked how we had acquired various resources and curriculum materials that perhaps contradicted some of the inspectorate's principles on copyright. That is my opening confession. However, HMIE certainly benefits pupils' education.

Brian Monteith has raised three fundamental issues. One is how we ensure a worthwhile frequency of HMIE reports, so that individuals in schools get the benefit of those rigorous reports and can continue to improve. The second is about the value of HMIE reports. Members have mentioned the role of schools when they are found to have both strengths and weaknesses. That is a welcome contribution by HMIE. The third and most important issue is how we engage with teachers, pupils, other staff and parents to ensure that we have a philosophy of trying genuinely to improve the quality of education in schools.

Obviously, debates will arise about what HMIE can assess. We have heard good comments about that from members. It strikes me that the broad principles on which HMIE should base its work are similar to those of schools that operate the philosophy in "How good is our school?" First, HMIE needs to consider the ethos and values of schools, as they can influence and shape the future development of our young citizens. Secondly, it must consider the leadership in schools, not just at head teacher level, but at subject and curriculum level, as well as other good role models in the janitorial and support staff. Thirdly, it should consider the range of activities that are provided; Robin Harper identified that issue. Good state and private sector schools provide a range of activities for youngsters to ensure that they develop. HMIE tries to address those issues, as well as other strengths and weaknesses.

I have taught and been an elected representative in the west of Scotland. The schools in which I taught were in some of the most challenging neighbourhoods in Scotland, if not the United Kingdom but, at secondary level, I have not yet encountered what I consider to be a failing school, although I have encountered failing elements within schools. The frustrating part is that systems have not been put in place to address those issues, week by week or year by year. Departmental failings and attitudinal failings among some staff and others in schools arise consistently. Quality assurance identifies ways in which we can deal with such issues.

We can create a culture of improvement and HMIE is absolutely central to that. However, the culture is predicated on partnership. In my area, Eastbank academy and St Mungo's academy have demonstrated that culture of improvement. Children in those schools, which are in the most disadvantaged part of Scotland, have better work destinations than pupils from any other school in Glasgow and the west of Scotland. That is a remarkable achievement. That work can be assisted through the work of HMIE and through other assessment frameworks.

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Plenary, 15 Feb 2007

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