5. How well are pupils supported?

The school had sound procedures and provided regular training for staff to ensure the care, welfare and protection of pupils. Pupils felt very well supported by their guidance teacher and were confident that prompt, effective action would be taken to deal with their concerns. The attendance and education welfare officers worked closely with guidance staff to improve pupils' attendance and provide support for some vulnerable pupils and their families. The role of behaviour support staff required development to meet the needs of pupils displaying challenging behaviour. Pupils from S6 worked very effectively as peer educators and counsellors, enhancing primary liaison and S1 social education programmes, and providing a lunchtime drop-in service for pupils.

Programmes in PSE were very well planned, had clearly-stated aims and good opportunities for pupil and staff evaluations. The programmes progressed well from stage to stage and took good account of pupils' previous knowledge, experience and maturity levels. Pupils enjoyed the differing methodologies in use which allowed them to be active in their learning. They valued working with their own guidance teacher which helped develop this relationship. A very wide range of extracurricular activities encouraged pupil participation and development as young citizens.

The school had well-planned programmes for all transition stages and provided good curricular information and advice to pupils and parents. The bilingual support service enhanced provision in this area. Parents were encouraged to participate in meetings to discuss subject choice and pupils' progress. Information on pupils' progress and needs was not fully utilised to establish effective systems for target setting and tracking of achievement and attainment. Pupils had access to good careers advice. They were very well prepared for work and further study through work experience placements, vocational apprenticeships, visits, talks, and links with educational institutions and local business.

The range of strategies to support pupils' learning was fair. Extracting groups from class and team teaching in classes were not used to full effect. Better joint planning, monitoring and evaluation between learning support and subject departments was required. Individualised educational programmes (IEPs) had not been introduced. The bilingual support teacher worked very well with some pupils for whom English was an additional language. She provided very good information to staff and communicated well with parents. However, further support in classes was needed for these pupils at all stages to raise their attainment, achievement and career aspirations.

The resourced location was established four years ago as a specialist centre, serving much of Dundee, to improve the inclusion of pupils with Autistic Spectrum Disorder (ASD) within a mainstream secondary school. Admission criteria needed to be clarified to ensure that resourcing was appropriate for pupils' needs. Resourced location staff were very committed to the pupils. They worked very hard to ensure that the curriculum provided by both the resourced location and mainstream school was broad, balanced and provided continuity of learning. Pupils learning experiences were very good. Staff used a broad range of very effective strategies and structures to fully meet the specific needs of children with ASD. Good assessment procedures were used to develop IEPs that were monitored and reviewed regularly. Targets and the next stages in pupils' learning were shared with parents and pupils. Most mainstream staff were working in partnership with resourced location staff to ensure the use of appropriate approaches and methodologies. However, promoted staff needed to monitor the quality of the integration experience more closely. Resourced location staff had appropriately high expectations of pupils, and pupils were engaging in supported study opportunities in mainstream to maximise their potential.

The depute headteacher with responsibility for support for pupils provided clear vision and strategic direction for the development of a fully integrated pupil support structure. He was aware of the need to share and extend the good practice within the team and to increase the involvement of external support agencies. A broader range of strategies, including the use of IEPs, was required to meet the emotional, physical and social needs of all pupils receiving support.