But he noted that new head teacher Fraser Booth, who has been in the post for eight months, is “determined” to improve the quality of the school.

The report states that the majority of staff do not think the school was well led or that there is effective communication between senior managers and staff.

Most staff did not think that indiscipline was dealt with effectively and a third did not think pupil success was regularly celebrated.

The quality of the curriculum was judged to be “adequate”. The quality of teaching was good though struggled to meet the needs of more able pupils.

The Inspector said the quality of learning was “varied”.

He said, “Carnoustie High School provided a very caring environment.

“Staff encouraged pupils towards broad achievements in sports, cultural activities, citizenship and enterprise.

“However, the quality of learning and teaching varied, with weaknesses in the approaches of staff as a whole to meeting the needs of pupils of different abilities and aptitudes.

“At all stages, overall levels of attainment were adequate.

“While performance in external examinations was often above the national average, it could have been much better.

“Pupils generally performed less well than those in similar schools.

“A new headteacher had taken up office.

“He had come to the school at a time of considerable change to its accommodation and its management structures.

“He was beginning to involve teachers in planning important developments and was encouraging them to review their approaches to learning, teaching and assessment.

“An important challenge for him was to develop the trust and confidence of staff in his vision for the future of the school and in the management of change.”

The school was praised for its curricular and vocational guidance, pupils’ broad achievements, including imaginative enterprise activities provided for every year group, high quality pastoral care and effective support for learning.

Most parents and pupils were positive about most aspects of the school’s provision, with almost all parents believing that staff showed concern for the care and welfare of their child.

Most believed their child enjoyed school and was treated fairly and that the school was well led, though about a third did not think the school dealt effectively with inappropriate behaviour.

Main points for action in taking the school forward were listed as ensuring a consistent high quality of learning and teaching, continuing the review of the curriculum, monitoring pupils’ progress more effectively and raise attainment at all stages, improving leadership for learning, communication and teamwork at all levels and improving self-evaluation.