No, it's not all woe in the workhouse

Closer analysis reveals that 145 pupils out of 198 achieved five or more passes at Higher with three pupils, the only ones in Scotland, achieving seven Highers. The English department enjoyed a 99% pass rate at Higher, and in Standard Grade all subjects achieved grade three or above.

These figures are challenged. Were all children put forward or were the weak weeded out? Then there's the comment: ``Of course, there is an entrance test, so all the children are clever to start with'', followed by: ``It must be an unhappy pressure cooker of a place, with no time to develop the child's self-esteem and outside interests''. Assumptions are made about most children having a private tutor or being financially blessed with supportive (read pushy) parents.

The school would refute all these points. Only one pupil in fifth year did not sit a Higher this year and that was because the candidate did not turn up. 13% are on assisted places, receiving financial help to attend the school, and most staff couldn't tell you who these children are.

There is an unwritten rule, widely accepted among teaching staff, that tutoring a Hutchesons' child is bad form. ``Of the 100 children I had close contact with in my first year of teaching there, only one had a tutor and I told the parent it was an unnecessary arrangement, but what can you do about over-anxious parents?'' a member of staff commented.

The picture of a Dickensian workhouse with traditional teaching taking place in soulless silence is one that staff, pupils and parents do not recognise. The rector, David Ward, is so confident of the positive atmosphere and ethos that prospective parents are shown round by pupils, not staff. He sees the selection of pupils as the ``second most important aspect'' of his job. ``Hiring staff is the first, most important part,'' he says.

An HMI Inspection took place last year. It found no dirt to dish although, while the school deploys various teaching methods, including group discussion, the emphasis was on whole class teaching, streamed according to ability with the pupils ``happy'' in their work. Relationships between staff and pupils were noted to be friendly and productive.

More than 200 pupils enter the secondary school each year, half from Hutchesons' primary school and half from other state and independent schools. Intermediate entry is possible at other times according to availability (such as people moving). All intermediate entrants are interviewed by the rector.

Mrs Morag Wallace sent her children Morven and Scott to the school in sixth and third years respectively. It is a decision she remains comfortable with one year on. ``My children were at local state school,'' she says. ``My daughter was going into sixth year and wanted music but the principal teacher, who had been the inspiration in the department, was on maternity leave. Morven was accepted into Hutchesons' and got such a lot out of that. There was personal attention, everyone made her feel welcome.

``Everyone seems keen to get on. Scott found the level markedly different but was happy to get on with the work.''

Mrs Jeanette Kerr of East Kilbride was happy with her children's local school and had most reservations when daughter Jennifer said she would like to go to Hutchesons' to do A levels not available locally. After visiting the school she decided to send her younger son Miles as well.

``At local parents' evenings we got the feedback that Miles was capable but, rather than rising, was coming down to the level of the class, not pushing himself. He didn't like being the centre of attention, but at Hutchesons' it is normal to work hard and there is a lot of extra-curricular activity.''

Another parent said her child was suffering from peer pressure at his local school and was mocked when he answered in class. The parents were told he was not given homework because he was ahead of the class and there was nothing to worry about.

``It's difficult to criticise his teachers but we didn't get enough feedback; they thought it strange we were asking about him when they all felt he was doing well. A bonus is that he gets rugby, which disappeared from his old school after the last teachers' strike.''

One sixth-year boy at Hutchesons' came to the school in fifth year. He admits he came less than enthusiastically. ``It was my parents' idea, I had no say. I expected everyone to be stuck up but they're not. I got four Highers. I don't think I would have sat them at my old school.

``There are things I miss. They didn't mind you nipping out of the grounds at intervals for a smoke but you're not allowed to smoke in uniform here. It is nice, though, to be able to stay in the building and not be shut outside because they expect you're going to throw desks out of the window.''

Intermediate entrants from state and independent schools, co-ed and single sex, offered these revealing comments:

l ``Teachers here are more laidback and approachable and spend their intervals and lunchtimes going over work with you if you don't understand it.''

l ``It can be horrible if you're below the class average but you can tell yourself there's always someone worse in a bottom section.''

l ``I found the exams a really new thing. After a few you know what to expect and don't get nervous.''

l ``There's better sport here and the classes are slightly bigger.''

Mary Teresa Fyfe, principal teacher of maths, says: ``Until last year I was head of maths at St Bride's in East Kilbride, a good school with an outstanding maths department. I had been there a long time and needed a new challenge. I like the support I get here, the calmness, the work ethic and the happiness of the children in their work. Children are children, the same everywhere; the children here are no smarter than anywhere else, it is the organisation and the ethos that spurs them on.

``I think the teachers are the same quality as everywhere else. Children are encouraged to achieve in all areas. Teaching methods accelerate the pupils through the curriculum. They are traditional to avoid the difficulties caused by individualised teaching methods. My challenge is to get a pupil into the Maths Olympics. I achieved that with a pupil from St Bride's and I'm on the look-out for someone to train here.''

q Jackie Cockburn is a former journalist who teaches English at Hutchesons' Grammar School