Tuesday February 3rd 2026
Kelso High School
Written by Local Democracy Reporter, Paul Kelly
Disappointment has been expressed after a Borders school was rated ‘weak’ for raising attainment and achievement.
Senior leaders “need to develop and implement a coherent and planned strategy to ensure continuous improvement and better outcomes for all young people”, a new Education Scotland report states.
A spokesperson for Kelso High School says the required improvements highlighted in the report were already being addressed.
During their visit in November last year, inspectors talked to parents, carers and young people and worked closely with the headteacher and staff.
The school was also rated ‘satisfactory’ in three other areas – leadership of change; learning, teaching and assessment and ensuring well-being, equality and inclusion.
The report states, with reference to raising attainment and achievement: “Senior leaders should increase their strategic overview of progress and attainment from S1 to S3 into the senior phase.
“The current lack of oversight is limiting the school’s capacity to secure sustained improvement.
“As a result, patterns of improving progress and attainment across the school are inconsistent, with the school not maintaining high standards over time well enough.
“Promptly, senior leaders need to develop and implement a coherent and planned strategy to ensure continuous improvement and better outcomes for all young people.”
The report does highlight areas of strength, finding that young people are respectful, polite, and keen to learn.
They demonstrate positive attitudes, supportive relationships, and strong aspirations to achieve well and this contributes to a positive ethos across the school.
Young people and staff also have strong digital skills and use a wide range of approaches to support learning, remove barriers, and enhance engagement. This is leading to improved access to learning.
But the report calls on senior leaders and staff to strengthen leadership across the school to ensure a consistent approach to improvement.
It states: “They should lead change in a planned, purposeful, and collaborative way. Parents, young people, and partners should be more actively involved in making the school better.
“Teachers should continue to improve learning and teaching by increasing the pace of lessons and the level of challenge in learning activities. They should use assessment information more effectively to meet the needs of all young people. Teachers should engage in regular professional discussion to share and agree standards of young people’s work.”
As a result of Education Scotland’s inspection findings, the school will be given additional support and more time to make necessary improvements.
Inspectors will then return to carry out a further inspection of the school within one year of the publication of the report.
Harriet Campbell, Chair of school’s Parent Council, said: “I am delighted that HMIE rightly found that our young people are respectful, polite and keen to learn. They are a credit to themselves, the school, and the town.
“The positive findings about the staff and Mrs Lothian’s leadership are also pleasing.
“While it is disappointing that Kelso High School was considered weak in raising attainment and achievement, the parent council is already addressing this with the school.
“We will continue to support the young people, staff, and leadership to improve. In this context, we note the impact of recent significant staffing challenges and look to SBC to provide the support required to allow all young people to aim high and to achieve their best.
“Finally, we note that HMIE hoped that parents would be more active in making the school better and we – the parent council – welcome involvement from any and all parents in helping us meet this aim.”
Headteacher Jill Lothian said “We are delighted that the recent inspection recognised many positive features of our school. Our young people were recognised for their good manners, positive attitudes, and enthusiasm for learning, which all contribute to a welcoming and supportive school environment.
“Staff were acknowledged for their dedication and willingness to work together to improve practice, supported by a strong culture of collaboration. Our partners continue to play an important role in enhancing learning experiences and supporting successful transitions from primary to secondary school.
“The feedback also identified priorities for further development. These include strengthening leadership at all levels and improvement planning and making more effective use of assessment information. A clear focus on raising progress, attainment and achievement from S1 to S6 will underpin our improvement work.
“We remain committed to working closely with parents, young people and partners as we take this work forward.”
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