Ladywell Primary School Improvement Report June 2014

1. Introduction

Ladywell Primary School is a non-denominational school that serves North Motherwell. The school is of open plan design, which has been extended to accommodate three more class bases and a dining room / GP room. The school roll is presently 359. The very experienced Headteacher is very well supported by a Depute Head Teacher, two Principal Teachers, a team of committed class teachers, support staff and a very willing janitor. The school has visiting brass, woodwind and strings instructors. Ladywell primary also has an active Parent Council and PTA who are fully engaged in the school.

2. How well do young people learn and achieve?

Almost all children are developing and achieving at their own level. Mostare making very good progress, while others are making good progress within Literacy. Staff continue to take an active approach to literacy. The children remain motivated in Language activities and are becoming more confident when writing across a variety of genre.

A consistent approach continues to be implemented by all as a result of working party guidance. Internal Benchmarking and the use of Reading and Spelling Tests have shown that most children are achieving Es and Os at the appropriate age. Across the school children read texts from a variety of genre. New sets of novels have been specially boughtto support those children with specific literacy needs. Monitoring of Reading and Writing has shown that there has been excellent progress made in both P1 and P7 classes this year.

In Numeracy we continue to use a more active approach. Maths continues to be taught in more relevant learning contexts which has resulted in the children being more interested and engaged in their learning. Children use their skills in real life situations and most are becoming more confident at problem solving. Children have now improved their mental maths skills as a result of this active approach.

As a result of the Maths working party initiative children have had the oportunity to develop their financial skills during money week. e.g. how to save, where to save, best ways to sa

School staff are tracking progress through the Experiences and Outcomes.

The school uses standardised assessment information including the results of baseline assessments, benchmarking and standardised tests in reading and spelling to monitor and track attainment. This shows that almost all children are progressing very well with their learning. Children are extremely motivated by the range of high quality active learning experiences, proud of their learning, progress, achievement and attainment. All teachers discuss learning intentions and success criteria very effectively with children. Explanations and instructions are clear and build on prior learning. High quality feedback is used in almost all classes to help children to reflect on their learning. Almost all children are able to identify appropriate next steps. We will continue to focus on the quality of self and peer assessment comments. Staff use active learning strategies well and ensure that children have opportunities to work independently and collaboratively.All children continue to be involved in their own learning. Pace and challenge is being addressed through a variety of methods: such as differentiated tasks, higher order thinking, additional challenges, opportunities for children to self reflect, complex questioning. All children regularly use computers, interactive whiteboards and ipads with confidence to enhance and support their learning.

The school provides an extensive range of learning both in and out of the classrooms. Children benefit from outdoor learning by making use of real life resources and opportunities.

Maths, Language, Science, Physical Education, play, gardening and nature activities continue to be developed through outdoor learning.

This has been further enhanced this year through the EDINA Trust Bulb project, new outdoor gym equipment and the creation of a willow tunnel.

A variety of different learning opportunities including visits to local heritage centres, secondary school departments and surrounding areas also benefits children’s learning by making it more meaningful. It is often rich in resources and relevant in context.

Children demonstrate their care and respect for others through a range of events such as:

Build a Pound Week, Fairtrade Events, MacMillan Coffee Morning, Eco Door, Anti Bullying Week, Choir Visits to local churches and raising money for various charities. e.g. St Andrew’s Hospice, Endangered Animals.

Children also participate in a wide range of after-school clubs.

Children exercise responsibility through participation in a range of groups and committees. These include the Pupil Council, the Eco Committee, the Fair Trade Force, Number Crunchers, Sports Committee, Playground Squad or as JRSOs. Peer Mediators were all trained in P7 as part of the Health and Well Being Programme. The impact of the work of these committees have seen improvements in the school environment, the school grounds, and pupil involvement in special assemblies, developing the travel plan and representing the school. We have achieved Gold Health Promoting status,five Eco-school flags and have continued to develop and adapt our wildlife garden with the help of local businesses and grants from various organisations. e.g. EDINA Trust Science Grant for new resources, Awards for All for outdoor play equipment and local volunteers from the Clydesale Bank to erect a Willow tunnel. As a result children have an opportunity to take a greater responsibilty for their fitness levels as well as further developing their knowledge and understanding of biodiversity, gardening / plant life, recycling and the effects of litter. Primary 7 pupils benefit from a week’s residential experience at Kilbowie Outdoor Centre by developing confidence and team building skills, being effective contributors and having success in active activities rather than academic. Following an audit each August we establish the children’s interests and then set up a range of activities or clubs to try and meet the interests of most of our children. Children’s achievements, in and out of school, are recognised through a range of awards and certificates and are celebrated at assemblies. Children feel their views are regularly sought, listened to and opinions valued. Children feel safe and secure.

3. How well does the school/centre support young people to develop and learn?

All staff are delivering quality programmes. Working parties continue to lead developments in the curriculum in line with Curriculum for Excellence. This year there has been a particular focus on Assessment, Numeracy,Science and Health and Wellbeing. Staff have continued to work on assessment and have begun to implement moderation strategies. A consistent approach to marking was also devised. In Numeracy, all targets were achieved and staff will use new resources to continue to promote an active approach to maths. A new progressive programme of study was developed for Science and a grant was used to purchase new resources to complement this. A link with STEM Ambassadors has also been initiated. In HWB an anti-bullying policy was created and adopted by the Parent Council. The new Respect Me pack is now in use and we have had cluster events with the local High School to promote the dangers of Social Media. A broad and balanced curriculum now fully reflects the Curriculum for Excellence design principles and the four contexts for learning. Class visits, observations and discussions with children show a variety of motivating tasks and activities thatengage children as enthusiastic participants in the learning process. They have shown increased pace and challenge. The curriculum is differentiated to meet children’s needs. Children carry out a weekly and monthly review of their learning. Children set their targets with their teachers and parents are given the opportunity to comment and support their child in achieving them. This year staff once again used the SEEMIS reports. (aahhhh !!!)

The school maintains very effective links with a variety of other professionals / agencies to support children and families (Social work, CAMHS, CLD). Staged Intervention procedures are used and staff liaise very well with appropriate partners.

Additional Support Plans are written in line with HWB targets, which support children to improve their learning. These are shared and reviewed on a termly basis with children, parents and carers.

Learning support staff and partner agencies provide valuable support and advice to class teachers to help them to meet children’s needs. This year additional school staff have provided extra support to individual pupils which has enhanced their learning and development. We work very well with parents/carers and partners to ensure that pupils with barriers to learning are very well supported.

The school continues to have very good partnerships with parents and the wider community including local businesses. The school communicates very well with parents/carers through regular newsletters, weekly diaries, parents’ evenings, workshops and written reports about their children’s progress. Information regarding IDL topics / homework activities are also communicated.

The very supportive Parent Council continue to work well with the school and are actively engaged with parents and staff. There is also a very active Parent Teacher Association that helps fund raise for the school and purchase resources to benefit the children.

There continues to be very effective transition programmes in place to support children moving from local nurseries into Primary1 and children transferring from Primary 7 to Braidhurst High School and Dalziel High School.

Children make an important contribution to the life of Ladywell Primary School and the wider community. During the recent Numeracy and Literacy weeks pupils were proud to demonstrate their learning to parents and showcase their work.

All staff have high expectations about the behaviour and the quality of work expected of pupils. They will continue to develop effective strategies to ensure these standards are met. This is a priority next year.

Staff encourage and support children very well through regular and effective use of praise and a variety of other appropriate reward systems.

The school follows authority policies and procedures to support pupils and protect them from harm, abuse and neglect. There are clear policies and procedures for dealing with bullying, racial incidents and safe use of the Internet. This year we offered Parent workshops on aspects of the Health and Wellbeing Programme. All pupils are treated with equality and fairness. The development of a healthy lifestyle continues to be promoted across the school. All children continue to benefit from 2 hours of quality PE.

There are appropriate arrangements for religious observance and opportunities for children to learn about other religions.

4. How well does the school/centre improve the quality of its work?

The headteacher, children and staff are highly committed to improving the school. All teachers contribute to the process of school improvement through their active involvement in working parties that support the effective implementation of Curriculum for Excellence. The headteacher has set out a clear vision for the school and her high level of commitment, leadership and enthusiasm has been the impetus for improvement in all aspects of the life of the school. With her very effective acting DHT and acting PTs and very hard working, committed staff, she has continued to improve learning and teaching and the achievement of all children.

The headteacher has ensured that there is a rigorous and systematic approach to self-evaluation across the school. Staff know the school and its children very well and are using the results of self-evaluation to cater for the needs of the children and influence next steps. A comprehensive monitoring calendar continues to be in place.

This allows opportunities for staff to reflect on Learning and Teaching. The Headteacher and Acting DHT monitor forward plans with the MT carrying out other monitoring duties e.g. jotters and learning visits.

A focus on self-evaluation continues to have a positive impact on learning and teaching, particularly in relation to active learning and Assessment for Learning strategies.

All staff have had further opportunities to implement the new assessment structure / process across various aspects of the curriculum; thus helping to plan for the next steps in learning.

Self reflection by staff allows them to make improvements in classroom practice and children’s learning experiences. Staff work very effectively together. Pupils’ views are gathered (via a survey) as part of the monitoring process. Information on a variety of matters is gathered from parents, pupils and staff through a variety of ways and is used to help make changes or inform decisions. Their views and those of all others are acted upon. School Improvement Plans are rigorous and involve all staff. Professional Review and Development meetings are carried out annually and identify development needs for staff that are addressed through their Continued Professional Development. Staff use the new PRD tool to identify and evaluate their learning needs. A wide range of CPD opportunities are also matched to the SIP priorities. Staff are given leadership of working parties. A very strong ethos of collaboration encourages staff to play a full part in the process of continuous improvement.

5. Assigning levels using Quality Indicators

Quality Indicator / Level
1.1
Improvements in performance / 5
2.1
Learners’ / Children’s experiences / 5
5.1
The curriculum / 5
5.3
Meeting learning needs / 5
5.9
Improvement through self-evaluation / 5

6. Areas for Improvement

To provide learners with the opportunity to reach their full potential by participating in a series of assessment activities and to be made aware of the quality and standard of work they should be achieving, through moderation.

To provide learners with an updated framework which will include the “Respect Me” programme, changes to the “Relationships, Sexual Health and Parenthood” guidelines and the relevant challenges outlined in the Better Eating, Better Learning document.

To further develop the learners’ Scientific Knowledge and Understanding and Investigative Skills by embedding the new Science programme, resources and expertise of the STEM Ambassadors.

1.