1 About our school / centre / The school serves the urban areas of Newlands, Cathcart and Simshill. There is a mix of housing from flats to large mansions. The children come from diverse social backgrounds although there is not a large ethnic mix within our population.
The current school building has been opened since March 2009 and has large grounds. There is a full size football pitch which is surfaced by 3rd generation turf. (The cost of this was subsidised by the Scottish FootballAssociation due to our schools high level of involvement with football at all levels.) There is ample hard surface at the back of the school on which is placed picnic benches, planters and seats provided by funds raised by the Parents Association and community grants. The parents and pupils have planted trees which were donated by the Hidden Gardens and the Children’s Orchard, on a mound area which softens the outlook on to the pitch. There is a large grassed area to the right of the building with a circle of hard surface. This has been developed this term and now has a large trim trail installed. This was made possible by a lottery grant with 10% of the fund provided by the PA fundraising. The circle tarmac area is now the area where our children are offered the opportunity to play creatively with natural materials, tarpaulins etc. The basketball stands have been placed in another area of the playground. Another addition to our outdoor facilities has been an outdoor xylophone. We received a grant from Grounds for Learning and substantial donations from a grandmother and a family who no longer attend Merrylee. Glasgow City Council provided further funding for us to develop another area within the Urban Jungle. This provides platforms for risk taking, developing tool work, science and mathematics.
We share our campus with Lime Tree Day Nursery with whom we enjoy excellent working relations. We benefited from each other through discussions and visits and by the sharing of expertise. Previous practice was enhanced last session with both staff supporting each other and improving transition.
The school boasts the first Natural Play site within a school campus in the UK. The Parent Council, Pupil Council and staff have worked together to raise £80,000 of funds to realise this. The project is supported by the Forestry Commission, Glasgow City Council and local area committees. The site was designed by the pupil council following research at other sites and by working with landscape architect, Felicity Steers, who is a parent. This site offers our pupils wonderful opportunities for more active play within a natural setting thus encouraging imaginative play, opportunities to assess risks in the natural world, respect for their environment and to encourage a love of nature. The whole school community is very proud of its achievement.
The site has blossomed over this session and offers a much more wild and natural setting for play and learning. However with this comes the challenge of maintenance and development. The Head Teacher and Parent Council will focus on this aspect in the coming session.
Our school role is 380 with a full time staffing equivalent of 18.4. The school management team consists of Head Teacher, 2 Depute Head Teachers and a Principal Teacher. The school also has benefited from 0.6FTE EAL (English as an additional language teacher) .
Merrylee is part of the Hillpark Learning Community although we maintain links to King’s Park Secondary as some of our pupils retain the right to transfer there. There is a strong support network amongst the local Primary Head Teachers.
We have established effective learning networks to allow staff to support each other through development and improvement. We have strong partnership links with Battlefield Primary.Over the last 2 sessions we have strengthened our working relations with our neighbouring school, Our Lady of the Annunciation Primary. This has been very well received by both school communities
Merrylee Primary has a high profile and is well respected as an excellent school within our community. We participate in local events, have good ties with local clubs, include the community in our events and aim to provide good access to our school facilities for the community outwith school hours. We have a plot at the adjacent Merrylee allotment site. We work well with fellow plotholders to offer an excellent learning opportunity for our pupils. Merrylee Parent Council raised funds to provide an access gate for both Merrylee and OLA to use to allow children and staff direct access to the plots.
2 Our vision, values and aims / These were established with the support of a highly committed and participative parent body, the professionalism and teamwork of the staff and our community ethos which has children at the heart of the decision-making process of the school through consultation with pupil bodies including the Pupil Council.
The aims of Merrylee Primary School are as follows
- We strive to create a safe, secure happy and health promoting learning environment for all based on active learning, equality of opportunity, mutual respect and co-operation based on our values of wisdom, justice, compassion and integrity.
- We aim to create the climate and offer a range of experiences to encourage each of our pupils and staff members to be successful learners, confident individuals, responsible citizens and effective contributors.
- We endeavour to provide a broad, balanced cohesive and progressive curriculum which is flexible and dynamic and responsive to the needs of all of our pupils.
- We aspire to assimilate local and national advice and guidance on teaching for effective learning strategies to engage our pupils in their own learning, overcome barriers to learning and raise achievement and attainment.
- We aim to build and nurture strong home-school partnership and partnership with the wider school community where we all work together to achieve a common goal. Success for all of our pupils in realising their potential.
- We design to provide staff with opportunities for personal and professional development, ensuring their training needs are met through self evaluation and progressive staff development.
At Merrylee…
Together we are here to LEARN
About ourselves, about each other, about our world.
At Merrylee…
We CARE
About our health, and the well being and happiness of everyone around us.
At Merrylee…
We RESPECT
Ourselves and everyone in our community and the world we share with our neighbours.
At Merrylee….
We have FUN
We learn and tumble on the pitch and jungle
We laugh and play as the turbine spins all day
We AIM HIGH and rise to the challenge, to be all we can be and reach for the top.
3A
Our successes
and
achievements / What outcomes have we achieved?
The overall quality of improvements in performance isexcellent
Existing Strengths
We have consistently maintained high standards of attainment for all learners. Attainment has improved over time. Through local moderation we know our standards are improving. All Primary 7 enjoy mathematics and numeracy and are aware of the purpose of learning for life and enjoy using these skills in real life contexts. Most Primary 4 children are confident with their tables Almost all children in P1 can recognise, count, write and use numbers to 10. In reading almost all Primary 7 children can apply before, during and after reading skills to analyse text. All children in P7 enjoy reading and can talk confidently about their choice of text. In P4 almost all children can use a range of word recognition strategies confidently and independently.Almost all P1 children can use their knowledge of sounds to read cvc words and to have a go at writing and are able to talk about their favourite stories.
Children are able to apply their skills across the curricular areas through their interdisciplinary learning. E.g In P6/5 all children were able apply their talking & listening skills, mathematical understanding and geographical knowledge effectively to work collaboratively to plan and arrange a gig for Bands on Tours.
The school is successfully working with the Learning Community and within learning networks to moderate and share standard. Progress can be tracked through the ‘I can’ statements developed within the school and across the learning networks. Staff are now much more confident in recognising the standards within levels.
The school has effective processes in place to celebrate achievement. Children and staff have the opportunity to nominate and receive weekly certificates based on the four capacities. Certificates are awarded at the weekly assemblies for outstanding personal achievement. Wider achievement is recorded on a display board. These are now also included in the individual Learning Logs.
The school has successfully gained awards through the work of the children on various committees: enterprise, health, eco and safety awards. All children are given the opportunity to participate in a variety of local competitions and events and have gained success.
Attendance is very closely monitored and it is above national and local average. There have been no exclusions for the past two years. The school has been successful in promoting positive behaviour strategies which are shared and followed by all.
All staff now confidently use experiences and outcomes across the curriculum in planning, assessment, personal learning planning and outdoor learning.
Priorities for future development
- Further develop tracking of achievement and attainment
How well do we meet the needs of our school/centre community?
How well do we meet the needs of our school/centre community?
Learners’ experiences (Quality indicator 2.1)
The experiences on offer to our children is excellent
- There are high quality relationships at the heart of our school between all in our community. Our ethos is based on mutual trust and respect and high expectations of all. Staff/ pupils/ parents & carers/ wider community. These impact on our children & ensure they feel good about themselves and learning.
- All teachers work collaboratively to support each other in planning to share their expertise and strengths to ensure high quality learning experiences for our children
- Staff plan with experiences & outcomes across the curriculum with increased confidence and greater understanding. E & Os now broken into ‘I can’ statements which are used by all learners.
- We know our pupils well and seek ways to meet individual need. Able pupils in literacy worked with parents to produce a school magazine. There is a support group for ICT. Specific initiatives are targeted to ensure highest impact.
- Almost all our pupils are highly motivated and engaged in their learning. The current development of learning logs has increased pupil involvement in assessment, recording, reporting and in the planning of their own learning
- Pupils set targets which are reviewed with staff, self and peers. High quality evaluative feedback ensures that almost all pupils can articulate next steps and development needs.
- Almost all pupils are proficient in self and peer assessment and give formative feedback.
- Teachers involve pupils at the planning stage of topics and are responsive to interests. Pupils are encouraged to lead learning.
- Pupils and teachers actively seek ways to enhance their learning by visiting places of interest & working with identified experts.
- Almost all pupils have been engaged in peer assessment across the stages which has informed quality dialogue between children.
- The commitment to health & wellbeing of our staff and pupils is strong and underpins all that we do.
- Boys in P7 are particularly enthused about reading
- Regular focus weeks such as Money Week and Poetry Week give teachers a greater opportunity to plan learning in context and provide pupils with meaningful real life experiences. Pupils have responded enthusiastically to this approach.
- Our whole school topic ‘Our amazing human machine’ was undertaken across the whole school community. This was highly successful and allowed us to address the 7 principles across the school to meet pupil needs. We worked closely with partners and the wider community.
- Through the opportunities provided for them in school, almost all children are developing in confidence and as responsible citizens. Through the opportunities to be involved in outdoor learning, leadership roles & committees, participation in out of school activities, after school clubs, enterprising approach to learning, residential experiences at P6 & P7 and fundraising initiatives opportunities exist for all children to develop the four capacities of Curriculum for Excellence.
- The school has developed very effective strategies to promote the school vision, values and aims. The SMT has worked closely with the Parent Council and pupils to develop a clear Vision, Values and Aims statement. This is promoted regularly at school assemblies and is displayed in posters throughout the school.
- The level of attendance in school is excellent. There were no exclusions.
- Outdoor learning is planned for in a systematic way and detailed on weekly plans. All staff recognise the value of learning in the natural environment and use our school grounds very effectively.
- Staff seek ways to take the learning in all curricular areas to places where the learning can be enhanced by experts or particular settings this bringing the learning to life and making it more meaningful. The school has the support of parents who see this as one of the strengths of the school.
- Children’s conduct across the school is of a very good standard, they are very well behaved, courteous, and polite. They demonstrate clear enthusiasm for learning, and are highly motivated by the variety of stimulating learning experiences provided.
- Almost all children are actively engaged in their learning. The school provides the children with regular opportunities to work in a variety of groupings, and almost all demonstrate a responsible approach when working on tasks.
- Almost all children are aware of a variety of strategies to help them if they have difficulties.
- Pupils were given the chance to work across stages to address individual learning needs. E.g. able pupils working in older stage to affect challenge in maths.
- All children are engaged in child led learning logs. They identify pieces of learning which evidence their progress in learning. The learning logs are commented on by individuals, peers and teachers. These are shared with families. Thus developing the effective partnerships.
- During next session every pupil will have a Personal Learning Log which is directly linked to the ‘I can’ statements from Experiences and Outcomes from Curriculum for Excellence. Each will gather their own evidence, record it in their logs which in turn will inform the next steps in their learning.
- Children are clear that their views are listened to and taken account of, particularly through their many committees/groups. Recent consultations with the children included PLPs and homework. The children consider they are treated equally, fairly, and with respect. There is clear evidence of children treating each other with care and respect as they move round the school.
- Children make an effective contribution to the community in a variety of ways e.g. working on the local allotment plot, supporting local and wider charities, litter picking in the area, participating in competitions, providing entertainment at local venues, working with local churches etc.
- Children in the allotment group experienced global citizenship when working with asylum seekers on a shared project. The children’s input to the Glasgow Allotment Society Information Day led to an invitation to participate in a BBC programme on growing healthy food.
- Working on various projects with OLA has strengthened community partnerships.
- Primary 5 worked with the local housing association on a community project with Great Gardens. This taught the children new skills and helped the local community
How good is the education we provide?
The Curriculum (Quality indicator 5.1) on offer is very good
- In Merrylee it is clear that the learner is always at the centre of every learning experience on offer. The school provides a broad and balanced curriculum with clearly defined programmes of study that take account of the needs of all children.
- Curriculum design is a focus for development during next session. Curriculum policies are in need of updating. Staff have experimented with using each others skills to deliver the curriculum. E.g.Mrs Campbell has supported staff in the development of art & design, Mrs Sutherland has given exemplar lessons in active maths, Mrs Pattie has supported the development in ICT. All staff use our programme of study for IT skill development.
- The use of flexible timetabling continues to be very successful. Children have reported that they especially enjoy the chance to work through an extended piece of work whether it be a whole day of financial education challenge or a day in the life of a castle. This will be maintained next session as it addresses the principles of a Curriculum for Excellence.Teachers report on the greater sense of fulfilment in both them and their children as they embrace the spirit of a curriculum for excellence as they are more able to follow the preferred learning paths.
- Long term forward planning is minimal with the detail in weekly and daily planning. These are responsive and meet the needs of individuals following assessment and evaluations. These are based on Es & Os
- All children are actively engaged in deciding on the contexts for learning to meet the experiences and outcomes. The emphasis is on skill based learning. Children thought shower at the start of topics, and also complete self-assessment questions at end of a topic. Active learning, eco and enterprise activities, the school allotment, the Urban Jungle, storyline and Challenge Glasgow topics, reflect children’s interests and facilitate the opportunities for them to play a leading role in their learning. The link of the allotment work to an asylum seekers allotment project added a global citizenship dimension for the children.
- Outdoor learning continues to lie at the heart of the school’s ethos.All curricular organisers are taught at some point outdoors.
- All children from P1-P7 engage in a progressive programme of study in French. Children in the early stages are confident in speaking the language with clarity and expression. We believe that it is important to begin speaking a foreign language at a young age to stop the reported decline in the uptake in secondary schools.
- ICT is used to enhance the learning in all classes
- All pupils participated in the sexual health and relationships education programme
- Almost all children are aware of the benefits of healthy eating and fitness are impacting on their emotional and physical development
- Almost all classeshave been involved in the positive futures initiative, circle time and the use of the bounce back materials to encourage resilience
- Interdisciplinary topics were very popular and successful
- Children are benefiting from a minimum of two hours of PE weekly, technology challenges, and a youth music Initiative (to improve co-ordination).
- Out of school visits to parks, places of interest, museums linked to topics add richness and relevance to the curriculum and development of life skills especially for children for whom English is not their first language
- Extensive range of extra curricular activities, and residential week for P6 and P7 children.