School Inspection Progress ECSPB
Renfrewshire Council · 21 May 2026
Back to Education and Children's Services Policy Board — 21 May 2026 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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PUBLIC Page 1 of 16 To: Education and Children’s Services Policy Board On: 21 May 2026 __________________________________________________________________ Report by: Director of Children’s Services __________________________________________________________________ Heading: School Inspection Progress (2024 -2026) __________________________________________________________________ 1. Introduction 1.1. Over the last two academic sessions (2024/25 & 2025/26), 12 schools within Renfrewshire Council engaged in His Majesty’s Inspectorate of Education (HMIe) inspections. Of these 12, 6 schools received the long model inspection covering the following Quality Indicators (QIs) from How Good Is Our School 4th Edition (HGIOS 4): 1.3 Leadership of Change, 2.3 Learning, teaching and assessment, 3.1 Improving wellbeing, equality and inclusion and 3.2 Raising attainment and achievement, and 6 schools received short model inspections covering the following QIs from HGIOS 4: 2.3 Learning, teaching and assessment and 3.2 Raising attainment and achievement. This report provides a detailed account of the very positive progress our schools have made from 2024 to 2026 in relation to inspection findings and gradings, highlighting both achievements and opportunities to support continuous improvement. 1.2. From the data gathered, the inspection findings have shown that Renfrewshire schools have performed better than national averages across all 4 QIs from 2024 until present. 1.3. Of the Renfrewshire schools inspected from August 2024 until present, 100% received a ‘Good’ or higher evaluation across all 4 QIs. 1.4. Additionally, Renfrewshire schools have secured consistently high inspection grading results over the last two academic sessions, maintaining high performance averages from 24-25 to 25-26. From 2024 to the present, Renfrewshire has achieved Excellent evaluations in QI 1.3 and QI 2.3, accounting for 25% of all Excellent gradings nationally. __________________________________________________________________
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PUBLIC Page 2 of 16 2. Quality Indicator Averages 2.1. The following information provides the comparator data for each Quality Indicator averages within HMIe inspections across 24-25, 25-26 and the 2 year average from 2024 - 2026 (Please see Appendix 1 for breakdown). Averages are taken from a scoring as follows: Unsatisfactory – 1, Weak – 2, Satisfactory – 3, Good – 4, Very Good – 5, Excellent – 6. Overall, Renfrewshire has outperformed both the National QI averages across almost all QIs demonstrating a very strong positive trend. 2.2. Quality Indicator 1.3 – Leadership of change National average 24/25 3.77 25/26 3.98 24-26 3.88 Renfrewshire average 24/25 5.33 25/26 4.67 24-26 5.00 2.3. Quality Indicator 2.3 – Learning, teaching and assessment National average 24/25 3.79 25/26 3.89 24-26 3.84 Renfrewshire average 24/25 4.57 25/26 4.40 24-26 4.49 2.4. Quality Indicator 3.1 – Improving wellbeing, equality and inclusion National average 24/25 3.96 25/26 4.08 24-26 4.02 Renfrewshire average 24/25 5.00 25/26 4.67 24-26 4.84 2.5. Quality Indicator 3.2 – Raising attainment and achievement National average 24/25 3.77 25/26 3.85 24-26 3.81 Renfrewshire average 24/25 4.43 25/26 4.40 24-26 4.42 2.6. This demonstrates the impact of the education teams relentless focus on raising standards across all education establishments within Renfrewshire. 2.7. Recommendations from this data set would be to increase QI 2.3 and QI 3.2 averages in line with the other QI’s. __________________________________________________________________ 3. Inspection Grading % across Quality Indicators 3.1. Across all schools inspected in 2024 until present, 100% were given ‘Good’ or higher from HMIe inspectors. (Please see appendix 1 for breakdown) 3.2. QI 1.3 Leadership of change Excellent 1 17% Very Good 4 66% Good 1 17%
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PUBLIC Page 3 of 16 3.3. QI 2.3 Learning, teaching and assessment Excellent 1 8% Very Good 4 34% Good 7 58% 3.4. QI 3.1 Improving wellbeing, equality and inclusion Very Good 5 83% Good 1 17% 3.5. QI 3.2 Raising attainment and achievement Very Good 4 34% Good 8 66% ___________________________________________________________________ 4. Maintaining High Level Gradings 4.1. Over the last 3 year period (2022/23 - 2024/25) schools within Renfrewshire have established increasingly high average gradings across all 4 QIs with academic session 2024/25 showing the highest increase in all QIs. (Please see Appendix 1 for breakdown) 4.2. Average of QI 1.3 by Session Year 2022/23 4.67 2023/24 5.00 2024/25 5.33 4.3. Average of QI 2.3 by Session Year 2022/23 4.33 2023/24 4.33 2024/25 4.57 4.4. Average of QI 3.1 by Session Year 2022/23 4.67 2023/24 4.67 2024/25 5.00 4.5. Average of QI 3.2 by Session Year 2022/23 4.00 2023/24 4.33
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PUBLIC Page 4 of 16 2024/25 4.43 4.6. There is clear improvement across all QIs with leadership showing the largest increase in gradings. Leadership capacity has been a core aspect of the education team’s improvement journey within both the quality of leadership programmes teachers engage in and the quality improvement framework in place across all education settings. The increasing averages within QI 1.3 demonstrates the impact of this work. ___________________________________________________________________ 5. QI 1.3 Summarised themes from school inspection findings The following information has been collated from HMIe summarised inspection findings reports from Renfrewshire schools inspected from August 2024 until present. As this is a generalised summary, more detailed information can be found by searching for individual schools. High level messages consistent across all reports were combined for the information gathered to best illustrate ‘what is working well’. Summarised recommendations are also included to support further developments. 5.1. Developing a shared vision, values and aims relevant to the school and its community School values are deeply embedded and strongly influence culture, relationships and decision-making across the school community. Vision, values and aims are frequently co-designed with stakeholders including children, staff and parents, resulting in strong ownership and consistent enactment. Children’s rights underpin the school ethos, shaping inclusive, nurturing environments where respect, dignity and participation are highly valued. Senior leaders are highly visible, consistently modelling school values and promoting a culture of kindness, ambition and high expectations. Schools demonstrate a clear moral purpose, with leadership grounded in equity, inclusion and meeting the needs of their specific communities. In a number of settings, values-driven and rights-based approaches represent sector-leading practice. 5.2. Strategic planning for continuous improvement Headteachers provide highly effective, strategic and compassionate leadership, trusted by staff, families and learners. Senior leadership teams set a clear direction for improvement, ensuring change is well paced, realistic and responsive to context. Improvement planning is rooted in robust self-evaluation, informed by: o Attainment and achievement data o Wellbeing and attendance information o Learning visits and quality assurance activities o Stakeholder voice, including children and families
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PUBLIC Page 5 of 16 Improvement priorities are clearly identified, often within multi-year planning cycles, supporting sustainability and coherence. Where appropriate, schools are continuing to strengthen the use of measurable outcomes to evaluate impact more precisely. Pupil Equity Funding (PEF) is planned strategically and transparently, with decisions based on analysed need and clear rationales. 5.3. Implementing improvement and change Staff feel empowered, trusted and supported to lead change through a strong culture of distributed leadership. Professional learning is a key driver for improvement, including: o High-quality CLPL o Practitioner enquiry o Professional reading and reflective practice o Cross-school collaboration and sharing of practice Teachers lead and implement developments with clear and demonstrable impact, for example in: o Early years’ play pedagogy o Writing and literacy approaches o Nurturing and inclusive practices o Digital and curriculum innovation Collegiality and collaboration are strong, supported through: o Shared planning and moderation o Professional dialogue o Peer observation, learning walks and feedback cycles Robust quality assurance processes ensure consistency and improvement in learning and teaching, including the effective use of HGIOS4. Children play a meaningful role in leading change, with leadership opportunities aligned to interests and strengths. Pupil voice informs learning, teaching, school improvement and the wider school environment. Parents and communities are active partners in change, with high levels of trust, consultation and engagement evident. Partnerships with families and community organisations strengthen implementation and improve outcomes, particularly for wellbeing, inclusion and equity.
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PUBLIC Page 6 of 16 5.4. Summary and recommendations Across schools, leadership of change is values-driven, inclusive and evidence-informed. Clear vision setting, strategic planning and empowered implementation have led to sustained improvements in culture, learning and outcomes. Schools demonstrate strong capacity to continue leading improvement, with many showcasing practice that is highly effective and, in some cases, sector leading. ___________________________________________________________________ 6. QI 2.3 Learning, teaching and assessment -Summarised themes from school inspection findings 6.1. The following information has been collated from HMIe summarised inspection findings reports from Renfrewshire schools inspected from August 2024 until present. As this is a generalised summary, more detailed information can be found by searching for individual schools. High level messages consistent across all reports were combined for the information gathered to best illustrate ‘what is working well’. Summarised recommendations are also included to support further developments. 6.2. Learning and engagement Staff work collaboratively to create calm, nurturing and inclusive learning environments, where positive relationships are a clear strength. A strong and developing rights-based approach, underpinned by shared values, supports respectful interactions and a positive school ethos. Almost all children and young people feel safe, supported and encouraged to achieve their best, and demonstrate pride in their school and achievements. Well established routines, clear expectations and nurturing approaches support positive behaviour and readiness to learn. Targeted, sensitive support helps a small number of learners to regulate emotions and re-engage in learning, ensuring minimal disruption. Learning environments are purposeful, well organised and increasingly designed to celebrate achievement, promote independence and support engagement. Most learners are motivated and purposeful, particularly when learning is relevant, creative and well matched to interests. Play-based and outdoor learning approaches support curiosity, wellbeing and engagement, especially in early and first levels, with increasing use across stages. 6.3. Quality of teaching Shared learning and teaching frameworks contribute to improving consistency of practice across classes and departments. Almost all teachers provide clear explanations and instructions, supporting learners to understand what they are learning and why.
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PUBLIC Page 7 of 16 Learning intentions are usually shared effectively; in stronger practice, these are revisited through plenaries and reflection. In the most effective learning, children and young people are actively involved in co-creating success criteria, supporting ownership of learning. Planned opportunities for learning independently, collaboratively and in groups develop confidence, communication and teamwork skills. Playful, inquiry-based and creative approaches, including STEM/STEAM learning, are increasingly being implemented, with positive impact on engagement. Digital technologies are used effectively to support teaching and learning, including assistive technologies to reduce barriers, though consistency varies. Continued professional learning is strengthening teaching practice, with scope to share highly effective practice more systematically. 6.4. Effective use of assessment Agreed assessment approaches are increasingly embedded, with stronger consistency in literacy and numeracy. Teachers use a range of formative and summative assessment strategies to support learning and check progress. In more effective practice, feedback is timely, specific and constructive, enabling learners to understand progress and next steps. Peer and self-assessment are developing, particularly where success criteria are clear and well understood. Target-setting approaches, including skills-based frameworks, are beginning to support learners to recognise progress and achievements. Moderation within schools, clusters and subject networks supports greater confidence and consistency in professional judgements. Assessment practices should continue to focus on application of knowledge and skills in varied contexts, including listening and talking. 6.5. Planning, tracking and monitoring Staff use agreed planning formats, progression pathways and curriculum frameworks to support coherent learning across timescales. Planning in literacy and numeracy is generally well matched to the needs of most learners, with effective staged intervention planning supporting inclusion. Increasingly, planning is responsive to learners’ interests and voice, particularly in interdisciplinary, play-based and skills-focused learning. Senior leaders use digital tracking and monitoring systems effectively to analyse progress of individuals, cohorts and targeted groups. Regular attainment and tracking meetings support timely identification of support and challenge needs, informing intervention planning. Monitoring of interventions supports evaluation of impact and next steps; this contributes to improving outcomes for most learners.
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PUBLIC Page 8 of 16 6.6. Summary and recommendations Across schools, learning, teaching and assessment are underpinned by strong relationships, nurturing environments, and improving consistency of practice. Sustained focus on increasing challenge, strengthening learner agency, sharing effective practice, and extending assessment and tracking across the curriculum will further enhance outcomes for all learners. ___________________________________________________________________ 7. QI 3.1 Improving wellbeing, equality and inclusion - Summarised themes from school inspection findings 7.1. The following information has been collated from HMIe summarised inspection findings reports from Renfrewshire schools inspected from August 2024 until present. As this is a generalised summary, more detailed information can be found by searching for individual schools. High level messages consistent across all reports were combined for the information gathered to best illustrate ‘what is working well’. Summarised recommendations are also included to support further developments. 7.2. Wellbeing Across all schools, staff demonstrate a strong commitment to nurturing, respectful and inclusive relationships, creating environments where children and young people feel safe, cared for and valued. Positive relationships are a defining strength, underpinned by school values, children’s rights and high expectations for behaviour. Children consistently model kindness, empathy and respect in their interactions with peers and adults. Older pupils play a particularly important role in supporting younger learners, which strengthens wellbeing and develops leadership skills. Almost all children have a well-developed understanding of the wellbeing indicators and can explain how these support their daily lives. Schools provide frequent and meaningful opportunities for children to reflect on their emotional wellbeing, through daily check-ins, wellbeing surveys and structured conversations. Staff use wellbeing information sensitively and effectively to plan timely support and interventions, ensuring children feel listened to and supported. Nurturing, restorative and trauma-informed approaches are embedded across schools, enabling children to regulate emotions independently and increasing engagement in learning. Behaviour is consistently very good, with reductions in exclusions and serious incidents where nurturing and restorative approaches are firmly embedded. The health and wellbeing curriculum is well planned, progressive and relevant, supporting children’s emotional, social, physical and mental wellbeing. Children benefit from regular opportunities for physical activity, outdoor learning and teamwork, and most understand the importance of healthy choices, nutrition and staying safe in school, online and in the community.
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PUBLIC Page 9 of 16 Staff wellbeing is prioritised by senior leaders, fostering strong teamwork, resilience and calm, purposeful learning environments. 7.3. Fulfilment of statutory duties Staff and senior leaders demonstrate a clear understanding of statutory duties in relation to wellbeing, equality, inclusion and child protection. Schools fulfil responsibilities aligned with Getting it Right for Every Child (GIRFEC), ensuring children feel safe, valued and supported. Robust staged intervention processes are in place, supported by: o Effective use of data and wellbeing information o Children’s plans with regular review o Clear tracking of progress and outcomes Anti-bullying approaches are generally effective, with most children and families confident that concerns are addressed appropriately. Senior leaders have appropriately identified next steps, including: o Strengthening shared understanding of bullying o Reviewing and updating positive relationships or anti-bullying policies o Increasing children’s and parents’ involvement in shaping approaches Staff engage in high-quality professional learning (including nurture, neurodiversity, trauma-informed and inclusive practice), ensuring statutory duties are met consistently and effectively across the school. Partnerships with external agencies support schools well, particularly for children requiring additional or enhanced support. 7.4. Inclusion and equality Staff have a deep understanding of children and families, including social, emotional, cultural and socio-economic contexts. Universal approaches to inclusion are strong and are well complemented by targeted interventions for children who require additional support. Children with additional support needs, including care-experienced children and young carers, make good or very good progress in wellbeing and learning. Schools proactively remove barriers to learning by: o Signposting families to appropriate supports o Providing access to uniforms, resources and school activities o Adapting learning environments, routines and expectations Children’s rights and pupil voice are central to inclusive practice, with many schools achieving national recognition for rights-based learning. Pupil parliaments, wellbeing groups and leadership roles empower children to influence learning, wellbeing and school ethos, ensuring equity of voice.
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PUBLIC Page 10 of 16 Schools work very effectively with a wide range of partners, including health services, educational psychologists, early learning settings and community organisations, to enhance inclusive outcomes. Transition arrangements are well planned, inclusive and supportive, particularly for children requiring additional support. In secondary settings, strong partnerships support young people to achieve positive and sustained post-school destinations, promoting equity in future pathways. 7.5. Summary and recommendations Across the schools, QI 3.1 is a clear strength. Highly nurturing relationships, robust inclusive practices and a strong focus on children’s rights and wellbeing result in positive outcomes for almost all learners. Schools are well placed to build further on this strong foundation by deepening impact evaluation, extending inclusive curriculum approaches and continuing to empower children as active partners in their wellbeing and learning. ___________________________________________________________________ 8. QI 3.2 Raising attainment and inclusion - Summarised themes from school inspection findings 8.1. The following information has been collated from HMIe summarised inspection findings reports from Renfrewshire schools inspected from August 2024 until present. As this is a generalised summary, more detailed information can be found by searching for individual schools. High level messages consistent across all reports were combined for the information gathered to best illustrate ‘what is working well’. Summarised recommendations are also included to support further developments. 8.2. Attainment in literacy and numeracy Attainment in literacy and numeracy is consistently strong across all schools, with most children achieving expected Curriculum for Excellence (CfE) levels at key stages. A minority to significant minority of children exceed expected levels, particularly in literacy, demonstrating effective challenge and stretch. Children requiring additional support for learning make good to very good progress from their prior attainment and towards individual targets. Attainment in literacy and numeracy has improved over time and, in several schools, now exceeds pre-pandemic levels, reflecting effective school-wide improvement strategies. 8.3. Attainment in Literacy and English 8.4. Listening and Talking Almost all children across schools are confident, articulate communicators who listen well and engage respectfully with others.
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PUBLIC Page 11 of 16 Children demonstrate strong audience awareness and confidence when sharing ideas in class, assemblies and wider school events. Older children would benefit from more systematic opportunities to develop persuasive communication skills, for example through debates, presentations and solo talks. 8.5. Reading Staff promote a strong culture of reading for enjoyment, reflected in reading awards, attractive libraries and links with community libraries. Most children read with fluency, accuracy and expression, and confidently discuss authors, genres and preferences. Across schools, children would benefit from greater support in higher-order reading skills, particularly inference, summarising and predicting. 8.6. Writing Writing is a key strength, particularly where consistent approaches, literacy-rich environments and shared writing have been established. Children write across a wide range of genres and contexts, often using sophisticated vocabulary and literary techniques by first and second level. Targeted professional learning and agreed approaches to teaching writing have led to increased attainment and improved confidence. Next steps include: • Extending non-fiction and real-life writing contexts • Improving presentation and handwriting at early and middle stages • Supporting a minority of children to apply writing skills independently across the curriculum 8.7. Attainment in Numeracy and Maths Most children make good or very good progress in numeracy and mathematics, with strong performance in number, money and measure. Children apply mental agility and problem-solving strategies increasingly well, particularly in real life contexts such as enterprise activities. Strengths include: • Secure understanding of place value and number facts • Confident use of mathematical language at second level • Effective data collection and interpretation in information handling
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PUBLIC Page 12 of 16 Areas for further development include: • Mental recall and mental maths strategies • Consolidation of learning in fractions, percentages and division • Deeper understanding of shape, properties and positional language • Increased use of digital technologies for data handling and analysis 8.8. Attainment over time All schools have robust systems for assessing, tracking and monitoring attainment over time, enabling early identification of gaps. Senior leaders and teachers use data effectively to: o Track individual, cohort and group progress o Inform targeted interventions o Support continuity of learning, including at transition points Where attainment has dipped, particularly during the pandemic, swift and well-targeted actions have resulted in strong recovery. Attendance is regularly monitored; where attendance improves, there is clear evidence of positive impact on attainment. Next steps include extending tracking to all curricular areas and skills development, not just literacy and numeracy. 8.9. Overall quality of learners’ achievement Children benefit from a wide range of leadership roles, clubs, awards and enrichment experiences that develop skills for learning, life and work. Schools foster a strong culture of celebrating achievement, with children confident in talking about successes in and out of school. Participation in wider achievement activities continues to rise, supported by effective staff monitoring. Children develop key attributes including: o Confidence and communication skills o Teamwork and leadership o Responsibility and citizenship As a next step, schools should track skills development more systematically across wider achievement activities to strengthen links with learning. 8.10. Equity for all learners Staff across all schools demonstrate a strong understanding of the social, cultural and economic contexts of their communities.
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PUBLIC Page 13 of 16 Pupil Equity Funding (PEF) is used strategically and effectively to provide targeted support in literacy, numeracy and wellbeing. Evidence shows that interventions have narrowed attainment gaps for most targeted children. Schools take a sensitive and proactive approach to reducing barriers, including: o Uniform hubs and swap shops o Subsidised trips and experiences o Breakfast provision and community partnerships Next steps include: o Continuing to evaluate the impact of PEF o Developing or refining a cost of the school day policy o Strengthening children’s and families’ participation in equity planning 8.11. Summary and recommendations Across the schools, QI 3.2 is another key strength, with high levels of attainment, improving outcomes over time, strong equity practices and a rich range of achievement opportunities. Consistent next steps focus on deepening learning, increasing challenge, consolidating skills and strengthening tracking of skills and achievements across the curriculum. This report highlights the strength of the schools in Renfrewshire. The HMIe inspection process is rigorous, and it is reassuring that we are performing very well nationally. The grades which our schools have received over the last two years reflect the hard work of the staff, children and young people in the schools themselves, as well as the support provided by the central Children’s Services team. The well established quality improvement framework in Renfrewshire supports the inspection process as the central education team undertakes school reviews which identify areas of good practice and areas for development. ___________________________________________________________________ Implications of this report 1. Financial – No financial implications 2. HR and Organisational Development – No HR implications 3. Community/Council Planning - engaging with, and learning from external inspection, ensures that our Renfrewshire is thriving. High standards of education provision ensure that children and young people are given the best start in life so that they promote and contribute to a more prosperous, fairer society. It also ensures our Renfrewshire is well – by providing an environment which encourages care, welfare and development, establishments play a crucial role in developing children and young people so that they become responsible citizens.
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PUBLIC Page 14 of 16 The inspection process also supports delivery of the Council Plan crosscutting theme of improving outcomes for children and families as well as other Council Plan key strategic outcomes. 4. Legal – HM Inspectors evaluate the school’s Fulfilment of Statutory Duties related to attendance, exclusions, ASL Act and Associated Code of Practice, Bullying, Equality Act, Health and Nutrition, and Gaelic education. 5. Property/Assets – No risks to property/assets. 6. Information Technology – No information and technology risks. 7. Equality and Human Rights – The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. 8. Health and Safety – No negative impacts on health and safety. 9. Procurement – No procurement risks. 10. Risk – No risks identified. 11. Privacy Impact – no impact on privacy. 12. 13. Climate Risk – None. Children’s Rights - This links to, Article 12 (respect for the views of the child) Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life. Article 28 (right to education) Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this. Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. 14. Cosla Policy Position – N/A List of Background Papers Find an inspection report | His Majesty’s Inspectorate of Education in Scotland __________________________________________________________________ Children’s Services EH/KO 21 April 2026 Author: Emma Henry, Head of Education (Inclusion, Wellbeing and Attainment)
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PUBLIC Page 15 of 16 Appendix 1 Breakdown of Quality Indicator Gradings and Averages taken from HMIe inspection reports and data from August 2024 until present National Vs QUAD Vs Renfrewshire: National Average Quality Indicator gradings QI 24/25 25/26 2yr average 1.3 3.77 3.98 3.88 2.3 3.79 3.89 3.84 3.1 3.96 4.08 4.02 3.2 3.77 3.85 3.81 Renfrewshire Average Quality Indicator gradings QI 24/25 25/26 2yr average 1.3 4.75 4.67 4.71 2.3 4.33 4.40 4.37 3.1 4.75 4.67 4.71 3.2 4.43 4.40 4.42 Renfrewshire School Inspection Gradings Schools’ gradings for QI 1.3 Leadership of change Excellent 1 17% Very Good 4 66% Good 1 17% Schools’ gradings for QI 2.3 Learning, teaching and assessment Excellent 1 8% Very Good 4 34% Good 7 58% Schools’ gradings for QI 3.1 Improving wellbeing, equality and inclusion Excellent 0% Very Good 5 83% Good 1 17% Schools’ gradings for QI 3.2 Raising attainment and achievement Excellent 0% Very Good 4 34% Good 8 66%
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PUBLIC Page 16 of 16 Renfrewshire Average of QIs by Session year from 2018/19 – 2024/25 (Please note no inspection activity took place during 2020/21 – 2022/22 due to COVID) Renfrewshire Inspection Gradings per school School Report Date Sector 1.3 2.3 3.1 3.2 Ralston PS & ELCC 27/08/2024 Primary Short VG VG Kirklandneuk Primary School 10/12/2024 Primary Full VG G VG G Bargarran Primary School 11/02/2025 Primary Full Exc VG VG VG Mossvale Primary School & NC 01/04/2025 Primary Short VG G Kilbarchan Primary School 29/04/2025 Primary Short G G Gleniffer High School 10/06/2025 Secondary Short G G Rashielea Primary School 26/08/2025 Primary Full VG VG VG VG St James' Primary School - Paisley 25/11/2025 Primary Short G G Glencoats Primary School 16/12/2025 Primary Short Exc VG Castlehead High School 20/01/2026 Secondary Full VG G G G St. Charles PS 10/03/2026 Primary Full G G VG G Bushes Primary School & NC 17/03/2026 Primary Full VG G VG G