Education Resources
Leadhills Primary School
Standards and Quality Report
Session 2014 - 2015
Biggar Learning Community
SECTION / CONTENTSSection 1: Standards and Quality Report
1 A / Introduction, Statement of Purpose and Improvement Objectives and Aims of Learning Community1 B / Establishment aims
1 C / Establishment Standards and Quality
Section 2: Planning for Improvement
2 A / Establishment Position in Relation to Education Resources Improvement Priorities2 B / Improvement Priority Action Plan - Biggar Learning Community
Improvement Priority Action Plan - School Improvement Priorities
1A / Introduction
The Standards in Scotland’s Schools etc Act (2000) places a duty on schools to produce an annual report on its work and the strategies it is implementing to raise education standards for all pupils.
This report has been written to provide information to parents/carers and other stakeholders about the work of Leadhills Primary and to celebrate our successes.
Leadhills Primary is situated in rural South Lanarkshire and currently has a roll of 26 pupils. It has 2 classes P1-4 and P5-7 respectively. There is a management team consisting of a Head Teacher and Principal Teacher. In addition there is a class teacher and 2 support staff.
/ We promote positive relationships within the school and foster an ethos which encourages all pupils to respect themselves and others.
As a school community we aim to provide a high quality, dynamic education which inspires us all to achieve our full potential and equips us with the confidence and skills for a healthy, happy life.
We will:
· Value the whole child – celebrating strengths and achievements and supporting learning needs
· Provide a welcoming, safe and accessible environment which listens to and values the opinions of all.
· Promote independence and resilience so learners feel confident in making choices and embracing change
· Deliver a fun, stimulating and skills based curriculum
· Emphasise literacy, numeracy and health & well- being as key skills for life.
· Ensure learners experience and recognise progress
· Give as many opportunities as possible for active learning, allowing learners to co-operate, persevere and achieve
· Encourage respect for ourselves and others
· Play a positive role in our community and develop an understanding of our role as citizens within the wider world
· Work in partnership with others to enable all learners to reach their full potential.
Through partnership working with Active Schools and parents we are able to deliver sports coaching throughout the year such as science, chess, art, athletic, football and cookery.
1A / Education Resources Statement of Purpose
The vision of South Lanarkshire Council is to ‘Work Together to improve the quality of life for everyone in South Lanarkshire’.
The purpose of Education Resources is to support this vision through ensuring that all learners:
· are effectively supported to raise their attainment and achieve their full potential;
· benefit from an appropriate range of learning opportunities which match their individual needs;
· are actively engaged, as appropriate, in evaluating the quality and impact of their learning experiences, and
· are safe and feel valued when using Education Resources premises.
This will be achieved by ensuring that all learners:
· access a curriculum which reflects national and council priorities and best practice in education;
· experience a motivated and professional workforce who demonstrate best practice in providing opportunities for learning;
· have access to modern resources which are used effectively to maximise the impact of learning experiences, and
· benefit from partnership working and the integration of services.
Aims of the Learning Community
All staff in establishments and teams in the Biggar Learning Community are committed to working together to :
· raise standards of educational attainment and achievement especially in the core skills of literacy and numeracy at all stages;
· share practice, use current knowledge, reflect on and evaluate practice to support continuous improvement;
· promote and secure equality and help every young person benefit from education with particular regards to pupils with additional support needs;
· work in partnership with parents and others in the community to develop the children’s respect for self, one another and others in their community;
· integrate services to support all children to become successful learners, confident individuals, responsive citizens and effective contributors, and
· create and maintain environments which are conducive to high quality learning and teaching.
1B / Establishment Aims
We will:
· Value the whole child – celebrating strengths and achievements and supporting learning needs
· Provide a welcoming, safe and accessible
· Foster an environment which listens to and values the opinions of all.
· Promote independence and resilience so learners feel confident in making choices and embracing change
· Deliver a fun, stimulating and skills based curriculum
· Emphasise literacy, numeracy and health & well- being as key skills for life.
· Ensure learners experience and recognise progress
· Give as many opportunities as possible for active learning, allowing learners to co-operate, persevere and achieve
· Encourage respect for ourselves and others
· Play a positive role in our community and develop an understanding of our role as citizens within the wider world
· Work in partnership with others to enable all learners to reach their full potential
Education Resources
Executive Director Jim Gilhooly
Curriculum and Quality Improvement Service
Improvement Planning Priorities 2013/2014
Improvement Plan Priority / Sector/ServicesAchievement and Curriculum
1. Improve achievement and attainment outcomes in all establishments annually till March 2014
2. Implement key aspects of Curriculum for Excellence in all schools, establishments and services as appropriate annually till March 2014 / All Sectors and Services
(as appropriate)
Inclusion
3. Implement key aspects of legislative duties as prescribed in revised/new legislation annually till March 2014
4. Progress recommendations of Getting it Right for Every Child (GIRFEC) till March 2014 / All Sectors and Services
(as appropriate)
Lifelong Learning
5. Increase involvement in lifelong learning for young people and adults till March 2014 / All Sectors and Service
(as appropriate)
Improvement
6. Progress the key themes of self-evaluation and leadership in all establishments and services till March 2014 / All Sectors and Services
(as appropriate)
1C / Establishment Standards and Quality
How well do our children learn and achieve? (1.1 , 2.1)
Existing Strengths:
Leadhills Primary School continues to improve levels of attainment reading, with Guided reading strategies / reciprocal reading embedded within the upper stages. This is beginning to be reciprocated in the lower stages and will continue this session. Improvements in methodology paired reading, interactive / collaborative literacy activities and active learning have raised the expectations of pupils, improved their confidence and made them more active, responsible citizens.
All P1’s attain early level in numeracy and mathematics, reading, writing and talking and listening.
Most P4 pupils attain First level in numeracy and mathematics, reading and talking and listening.
Primary 7 pupils have attained second level in number and mathematics and reading. Almost all P7 pupils have achieved second level in writing and spelling.
P1 (secure at Early Level) / P4 (Secure at First Level) / P7 (Secure at second level)
Reading / 100% / 100% / 100%
Writing / 100% / 100% / 75%
Spelling / n/a / 90% / 75%
Numeracy/Maths / 100% / 90% / 100%
Attainment is monitored regularly through baseline assessments, moderation within literacy, staff dialogue, revision weeks, verbal feedback, observation and target setting. Each pupil has assessment profile documentation which is regularly updated.
The school has achieved RRSA recognition of commitment certificate and will continue to develop the ethos of RRSA next session using SLC programme. Pupils understanding and perception of global citizenship has been raised through a serious of charity days, whole school assemblies and working with the community and toddler groups to promote greater awareness of Fair Trade issues. This will continue to be developed and progressed upon during the coming session.
The school has taken positive steps in tracking and encouraging pupils to develop their wider achievements and celebrate their success and this will now be embedded. Pupil voice is strong through various committees and informal discussions. Pupils are actively involved in the life of the school through clubs, committees and pupil discussions.
Through responsive planning pupils are given opportunities for personalisation and choice. Pupils are encouraged to be involved at the early stages of topic planning within the class. Staff continually seek ways to motivate and engage learners through active learning.
Pupils are beginning to identify their own strengths/weaknesses and negotiate their next steps in collaboration with staff. Self evaluation at all levels will continue to be built upon.
Pupils have benefitted from outdoor learning experiences, including educational outings active school activities throughout the session. These have included triathlon, cross country, orienteering, rugby and football.
Areas for development:
· Continue to track and monitor pupil progress in the context of CfE using a balanced programme of moderation and assessment.
· Continue to develop effective ways of ensuring pupils know what they need to do to achieve the next level of their learning through effective target setting and reflection.
· Continue to establish a robust programme which will show progression and impact on attainment in maths & numeracy from P1-7 using a variety of resources.
· Improve collaborative and active learning opportunities P1-7 through staff CPD and shadowing opportunities.
· Continue to build capacity with staff in order for methodology to have positive impact on pupil learning.
· Moderation across other subject areas will be worked on this session. This will take place during collegiate time as well as IN SET days. Staff were favourable to the model adopted last session and valued moderating across ‘mini-clusters’ with the discussion generated being most valuable.
· Skills agenda permeating throughout the curriculum.
1C / How well does the establishment support children to develop and learn? (5.1, 5.3)
Existing Strengths:
All staff are more familiar with the new GIRFEC framework and their role within it. New staff members are updated as they come into the school. They are aware of documentation required; however this needs to be more robust in its use. Appropriate ASN materials have been identified and continue to be established. These include more detailed staged intervention paperwork for staff to use ‘in house’, within their forward plans. Also a more detailed record of formal/informal meetings are required. A designated ASN resource area within the staff room provides a starter for staff who are looking for further strategies to try before seeking support from outside agencies. ASN materials are continuously reviewed and evaluated on a regular basis with relevant partnership agencies being involved. Parental views are welcomed and are encouraged to actively participate in discussions.
Children enjoy a curriculum based on the seven principles and within the four capacities. Professional dialogue (formal and informal) between staff and parents has led to a differentiated curriculum based on individual learning needs.
Robust transition activities and opportunities are in place for P7 to secondary. There are also opportunities for pupils within their learning communities to build relationships. Positive transition opportunities continue to be built upon to ensure progressive learning from stage to stage. For example: Scarecrow competition, Fair Trade – Go Bananas, Monster Ink, Meet your Teacher events, sporting events and Gardening, regular newsletters, staff information folder/ Parent Council.
Learning is differentiated to suit individual needs. This continues to be supported by staff, support staff, varied resources and new technology.
Regular review meetings between parents, pupils and multi agencies take place to inform and evaluate learner’s needs.
Areas for development:
· Continue to ensure all staff are confident in GIRFEC procedures / literature. Use of Pastoral notes requires training for teaching staff as well as support staff. Although Support Staff will not necessarily enter data into Pastoral notes, they need to be aware of the importance of recording/reporting incidents in detail so that a detailed ‘picture’ can be pieced together, where appropriate.
· Ensure all staff are fully utilising and embracing ICT resources to promote challenge and enjoyment throughout the curriculum.
· Continue to involve parents and learners in formulation and reviewing of learning plans and in the identification of appropriate targets.
· Continue to encourage parents and learners to become more informed about current developments within CfE through workshops and presentations.
· Provide training for staff, pupils and parents in new ICT technology to promote learning.
· Continue to monitor and support ASN pupils, their parents and requirements.
· The totality of the curriculum will continue to be developed through P.of.S being developed – working parties & CAT sessions.
· Develop / evaluate transition opportunities for each stage. (Includes: transition paperwork, opportunities etc)
· Develop a culture where shadowing opportunities/shared visits are embedded within the cycle for curriculum development throughout all areas.
1C / How well does the establishment improve the quality of its work? (5.9)
Existing Strengths:
Leadhills Primary continues to establish a strong collegiate approach to decision making. Staff evaluate their practice on a regular basis, in order to improve their practice, therefore impacting on the learning experiences of the children.
Classroom visits are carried out, although a more robust system is required. Staff engage in collegiate dialogue within their own establishment and across mini clusters and cluster schools. The Head Teacher tracks CfE progress, behaviour and attendance. (Although achievements are celebrated and tracked; this needs to be formally recorded). Staff are taking forward Curriculum for Excellence ensuring high quality experiences for their learners.
School employs a variety of strategies to engage with staff, parents, pupils, external agencies and other stakeholders to evaluate its work. These include questionnaires, school notice board and workshop evaluations. Results are used to inform future action and secure improvement.
Leadhills Primary is establishing a systematic approach to self-evaluation. However, this requires improvement. Our consultative system involves staff, pupils and parents. Staff annual PDR’s are linked to improvement planning process and all staff engage in CPD to improve their practice. This will continue to be linked to the new Standards for Registration at every level. We actively encourage pupil voice through various committees and discussion. (Pupil Council/Parliament, Fair Trade/Health & Eco – incorporating RRSA methodology, JRSO)
School works collaboratively with cluster schools to take forward CfE ensuring standards are consistently applied. Good practice is shared across the school in a variety of ways including Teacher Learning Communities with all staff, peer learning visits and collegiate meetings.
School makes effective and good use of partnerships with parents and has an active parent council / PTA.
Areas for development:
· Develop a framework of peer visits within and outwith school to further develop the sharing of good practice
· Establish a model of class visits by HT and other staff; including shadowing and teacher led visits.
· Continue to involve all staff in sharing good practice by having a standing item on collegiate meeting agendas.
· Continue to seek the views of all staff, pupils and parents – and the wider community (where appropriate)
1C / How do you we ensure equality and inclusion and promote diversity across the establishment? (5.6)
Leadhills Primary School promotes a positive ethos, where children are treated equally and fairly. Children are encouraged to respect each other’s differences. Staff model good practice.
We actively encourage parents to participate in their children’s education and seek opportunities through homework challenges, showcase events, sharing of skills and expertise.
School has an inclusive approach and we welcome and celebrate diversity encouraging all pupils and staff to take leadership roles across a range of activities. For example this year P7 are organising Sport’s Day.
The school takes steps to engage all learners and their families to enable them to experience success as valued members of our school community. This involves looking closely at individual learning targets and tailoring the curriculum for particular needs and abilities.
A system of early intervention is established and acted upon.
We adopt a holistic approach to equality, inclusion and diversity which respect and promote individual learner achievements. This is further supported through our RRSA and Global Citizenship work.
Areas for development:
· Continue to establish and develop a framework for assemblies, incorporating Rights respecting and Global Citizenship themes. This will be achieved in conjunction with pupils, staff and the wider community, where appropriate.
· Establish familiarity and confidence in staff using pastoral notes and recording of ASN information
· Continue to develop a global citizenship programme and link, where appropriate, to IDL/ Social Studies topics.
· Review RME programme to incorporate global citizenship links, where appropriate.
· Continually evaluate current systems to ensure that we are reflective and informing our Standards & Quality accurately.
· CEOP training for staff at school level and across the cluster.
Section 2: