School Name / New Cumnock Primary
Session / 2015 - 2016
1. Introduction and Key Strengths
New Cumnock Primary serves the village of New Cumnock in East Ayrshire. During session 2014 – 2015 our school roll was 201 and we had an eight class structure in place. We are proud to report our key strengths as follows:
- Visitors to our school comment on school ethos, namely:
-Welcoming environment with our open door policy and a nurturing approach across the school
-Purposeful learning and teaching in classes
-School dress code in evidence with almost all pupils/parents supportive
-Staff and pupils sharing a pride in their school
- Shared vision reviewed regularly by staff and pupils:
children aspire to achieve their true potential.”
- Staff are committed to providing a high standard of education for all pupils and demonstrate this through participation at community events, provision of after school clubs, commitment to personal CPD, supportive team work and through collegiate activity over and beyond the workplace.
- Pastoral care of pupils is of a high standard – we pride ourselves in ensuring that the pastoral needs of our pupils are of paramount importance if learning is to be of value. Bounce Back, Restorative Practices are fully embedded.
- Self evaluation informs best practice and next steps in learning.
2. How well do young people learn and achieve?
Q.I. 1.1. Improvements in Performance
Overall evaluation of strengths identified by staff are as follows:
- In the last three years pupils have been making very good progress from prior levels of attainment and this can be evidenced through pace and challenge meetings, classroom monitoring, jotter monitoring, Big Writing, Big Maths, WRATT, ELLAT and Quest data as well as evaluation of Aps and ILPs.
- Our Improvement Plan targets are designed to have a measured impact on attainment and achievement.
- Our pupils are encouraged and supported to achieve through - in school, community and national activities. These include STEM Scottish Leaders Award, Dumfries House STEM activities, Burns Federation Poetry and Music, Lapraik poetry, New Cumnock Regeneration Plan, Keir Mining, ‘Walk a Mile’ each day, after school clubs, interschool challenges, ‘Nature Detectives’ etc.
- Staff regularly build educational visits into the curriculum they deliver to enhance learning. Examples of this this session include ‘The Gruffalo’ experience in the Lagoons for P1/2 and P2, Scotland Street Museum WW2 for P7, Scottish Parliament for P6 and P7, Falkirk Wheel and Kelpies for P4 – 7, bi-annual residential trip to Paris for P6 and P7, Dundonald Castle for P4/5 and BBC 10 Pieces.
- Staff are confident in the use of moderation to support professional judgement.
- The majority of pupils contribute enthusiastically to the life of the school.
Overall evaluation of strengths identified by staff are as follows:
- The majority of pupils are motivated, actively involved and show increasing skills as learners. This is evident through active learning, AifL and Critical Skills strategies.
- All pupils receive feedback on their learning from their teachers and through jotter feedback.
- All pupils set personal targets by means of their e-portfolios and PLP’s.
- There are a variety of approaches used to develop all aspects of the four capacities. This is evident through Rich Tasks, Get2Gethers, enterprise activities, outdoor learning and community/business partnerships.
- All pupils are treated with fairness, equality and respect through 1,2,3 Magic, Restorative Practices, class contracts, Get2Gethers and Bounce Back where they have ample opportunities to express their opinions and be listened too.
- We have a culture of inclusion, participation and positive behaviour based on respect and mutual respect and additional support needs do not present a barrier to achievement. Support is put in place to allow everyone to be included and to participate.
- We actively encourage parents and carers to participate in their child’s learning through class showcases, parents’ evenings, parental workshops, ‘talk’ homework, parent helpers and after school clubs.
- All staff are aware of their roles and responsibilities in ensuring a healthy and safe environment.
3. How well does the school /centre support young people to develop and learn?
Q.1 5.1 The Curriculum:
The curriculum in our school aims to ensure that all of our pupils develop the knowledge, skills and attributes they will need to flourish in life, learning and work, now and in the future. Pupils have an entitlement to a curriculum which they experience as a coherent whole, with smooth and well-paced progression through the experiences and outcomes, particularly across transitions. We plan our curriculum, taking account of these entitlements and the principles of the curriculum to enable our pupils to achieve their full potential.
The Curriculum for Excellence has allowed for greater flexibility in the curriculum and changes the way we link curricular areas. This session we have continued to focus on the delivery of cross curricular programmes which are designed to allow for well -paced progression through the experiences and outcomes and the acquisition of skills to build upon prior knowledge and pupil interest. Teachers’ forward planning – annual, termly and daily –clearly identifies content, methodology and assessment and consistent evaluation to inform next steps in learning and teaching.
Staff in New Cumnock Primary, liaise closely, with colleagues in New Cumnock Early Years Childhood Centre and Cumnock Academy to ensure smooth transition between establishments and to provide a cohesive curriculum which best meets the needs of the pupil. At points of transition, which includes stage to stage, we use individual pupil assessment data to make certain that the professionals meeting the needs of all pupils have accurate professional judgement and relevant assessment and achievement information. Throughout the school we teach ‘Bounce Back’ resilience, Restorative Practices and the Health and Well Being experiences and outcomes relating to ‘Changes’ to prepare our pupils for transition.
The broad general education we provide from P1 to P7 includes all of the experiences and outcomes across all curricular areas in a motivating active learning environment. As well as raising attainment in Literacy, Numeracy and Health and Well Being, we are conscious of our responsibility to ensure pupils develop well informed views, adopt a healthy lifestyle and enjoy exposure to a wide range of cultural and creative opportunities. Staff take care to build on prior learning to provide breadth, depth and enrichment and a basis for developing the four capacities.
Overall evaluation of strengths identified by staff are as follows:
- We have a clear rationale for curriculum design and are taking steps to ensure that the seven principles are embedded in practice through the introduction of ‘backdrop planning.’
- Our programmes are innovative and flexible to meet the needs of the majority of our learners and staff use e’s and o’s well to plan a coherent approach to learning, teaching and assessment.
- Staff all engage in a variety of CPD sessions and share experiences with each other during collegiate sessions, in-service days and classroom observations.
- Where appropriate we offer pupils personalisation and choice.
- Pupils’ prior learning is taken into account through transition discussions, KWLs, ‘Bump Up’ day, forward Planning and AP/ILP.
- Pupils’ literacy, numeracy and health and wellbeing skills are being developed and assessed appropriately.
Overall evaluation of strengths identified by staff are as follows:
- Tasks, activities and resources demonstrate that our centre is committed to high quality provision for all learners.
- All learners engage with adults other than teachers, such as those from external agencies, community learning and development, business and the wider community, and further and higher education, to ensure that their needs are identified and met.
- Personal support ensures that all learners participate meaningfully in all activities.
- Support staff, including those providing additional support for learning, contribute effectively to the timely and appropriate identification and meeting of needs.
- Programmes and courses are structured to ensure progression for learners with additional support needs, offering appropriate challenge for all including higher-attaining learners.
- A range of learning and teaching approaches is practised to accommodate and promote different learning styles, thinking skills and creativity.
- Curriculum provides opportunities, outside mainstream schooling if appropriate, to meet learners' needs.
- Programmes are monitored to ensure that the needs of vulnerable learners and those at risk of missing out are met.
- Yearly, termly and daily planning shows different expectations for groups of children and are related well to the outcomes at different levels.
- Literacy, Numeracy, Health & Wellbeing, RME, and Expressive Arts programmes are designed to show progress and challenge across the different levels.
- Regular pace and challenge meetings, reviews of forward planning and pupils' work all review pupil progress and the impact that the programmes are having on pupil attainment and performance - pace and challenge meetings, assessment noted on teacher planning.
- The classrooms are always bright, interactive and show current relevant displays of children's work.
- There is a wide range of interactive games and resources available for the children - in daily planning, all infant interactive games, use of Promethean Boards, critical skills challenges.
- Children which have particular emotional, social or development needs have their own plans with clearly identified targets and next steps. The plans are reviewed regularly and discussed with management to ensure appropriate supports are put in place - AP's, ISPs, minutes of P&C meetings, review minutes.
- Nurture class ensures that the most vulnerable young children have the opportunity to develop their personal social and emotional targets. They have the opportunity to develop positive relationships with adults and their peers in a structured, supportive and challenging way -nurture planning, ISPs, individual pupil assessment files.
- Good links with Educational Psychologist, school nurse, social work colleagues and community learning and development all used to provide best possible support for all pupils.
- Pupils all review success criteria during a variety of subjects and lessons. They have a good idea of when they are achieving.
4. How well does the school/centre improve the quality of its work?
This session we have used East Ayrshire’s self-evaluation tool designed by Head Teachers, both primary and secondary, to evaluate our progress as part of an agreed 3 year cycle. Our self-evaluation exercise assists us to plan for the continuous delivery of a Curriculum for Excellence and our PDR process enables staff engagement in professional development activities designed to allow them to meet the needs of learners and deliver Curriculum for Excellence. We track pupil progress through pace and challenge meetings, classroom observations, monitoring pupils’ work and through the use of ‘On Track With Learning’.
Our priorities for improvement detailed in our Improvement Plan 2014 – 2015 were as follows:
1. Improve standards of literacy and numeracy by establishing an approach to assessment
involving P4 and P7 staff to enable professional dialogue, support sharing standards and
expectations and underpin professional judgements.
- EAC P4 numeracy assessments are now in place and presented to pupils when the class teacher deems this to be appropriate.
- All staff have participated in moderation twice yearly, once in literacy and once in numeracy, with colleagues in school and in the Learning Community.
- Pupils at all stages are assessed in Big Writing and Big Maths.
focused and involves all stakeholders.
- Three year cyclical self – evaluation calendar is in place and in use
- EAC’s electronic self- evaluation resource is in place and in use.
- Greater pupil involvement in reviewing own and others’ progress, and personal target setting.
- Greater parental involvement in the self -evaluation process.
and reporting linked to Backdrop Planning which is beneficial for staff, parents/carers and
pupils.
- Backdrop Planning has replaced the annual overview of the ‘Powerful Planning Tool’
- Staff have piloted ‘On Track With Learning’ in place of ‘Powerful Planning Tool’
- Staff report satisfaction with Backdrop Planning and ‘On Track With Learning’
and secondary transition projects.
- Training was provided for all staff
- The STEM programme was fully implemented
- An IPrimEng committee comprising of pupils, teachers and a parent engineer is now established.
- Pupils undertook the STEM Leaders Award forming the core to the Institution of Primary Engineers (IPrimEng) membership.
- A science and Technology Week took place with local businesses and engineers supporting pupils
- Two transition ‘Bridges’ projects took place successfully: early years/ primary and primary/secondary
opportunities to learn outdoors.
- Staff have made use of Dumfries House, local and wider community as an Outdoor Learning resource.
- Staff have planned together across levels/stages to include Outdoor Learning experiences in Literacy, Numeracy and Health & Wellbeing which are recorded within Backdrop Planning and OTWL to form an establishment overview.
- Staff have continued to use external community partnerships to progress Outdoor Learning in our establishment.
- Staff have embedded Outdoor Learning as part of our Eco School agenda
- An establishment OL report (see page 13 2013-2014 The steep climb) has been prepared.
early years’ staff in order to facilitate professional dialogue, continue to share standards and
expectations and to underpin professional judgements leading to improved outcomes for our
young people.
- CLC have agreed a Moderation Calendar, moderating two learning experiences each year.
- Moderation sessions following the Revised East Ayrshire Primary Model have taken place.
- Samples have been collated and forwarded to East Ayrshire Local Quality Assurance Group
- Procedures for sharing standards across levels with colleagues in school and within the Learning Community (Evidence Folders, Moderation Walks, Discussion Sessions, etc.) have been established.
- The outputs from moderation activities have been used to improve learning, teaching and assessment practice and to inform schools, learning communities and the local authority to report on standards over time.
- D. McNulty has continued with EAC’s Tapestry project.
- Opportunities have been provided for all staff to gain knowledge and understanding of deep learning and skills development.
- A working party to research ways to encourage deeper learning/higher order thinking skills and skills development to support pupils to develop greater independent thinking was set up.
- Staff agreed to use Keir Bloomer’s Taxonomy in class and to support pupils to use these when setting learning intentions and success criteria.
- Staff have completed year 1 of a 2 year journey towards becoming a Dyslexia Friendly School.
5. Equalities
New Cumnock Primary provides a welcoming environment and staff are committed to ensuring an inclusive environment and access to a full curriculum for all. Pupils who have additional support needs due to a learning disability, physical disability, behavioural difficulty or are more able, have individual support plans in place to meet their needs. This may take the form of an Action Plan (AP) or an Individual Support Plan (ISP). We follow the EAC staged intervention process to identify and support pupils with additional support needs and our Educational Psychologist and parents/carers are always involved in the review and setting of targets for their child.
All staff have had basic GIRFEC training (Getting It Right For Every Child) and we work in partnership with a wide range of professionals, voluntary agencies, community groups etc. to ‘get it right for every child’ in our school. Relevant staff have now been trained in AYRSHARE.
Pupils are supported in a range of ways to review their learning and plan next steps, access learning activities which meet their needs, plan personal achievement and prepare for changes and choices. Staff work with pupils to ensure personalisation and choice within the curriculum. Examples of personal support with the active involvement of the pupil are:
- Learning Conversation records for P1-P3
- E-portfolios for P4-P7
- P7 Transition Profile
- ELLAT Nursery – Primary assessment
- VCOP, Big Maths, goal setting discussions with teachers
- Peer and self – assessment
- Care and welfare of all
- Nurture Provision and a whole school nurturing approach
Areas of Improvement for the next academic year
Our priorities for session 2015 – 2016 have been agreed as follows:
- Planning and Assessment – ‘On Track with Learning’ ; Backdrop Planning; Significant Aspects of Learning
- Health and Well Being – Relationships, Sexual Health and Parenting P1-7; GIRFEC
P1-7 to ensure that they have the knowledge and understanding of these experiences and
outcomes to enable them to lead positive lifestyles.
To ensure that all staff are aware of the importance of their responsibilities regarding
GIRFEC provisions in the Children and Young People (Scotland) Act 2014 to safeguard the
health and well being of pupils.
- Dyslexia Friendly Schools – Year 2
- 1+2 Languages
- Deep Learning/Tapestry; Independent Thinking (Cognitive Taxonomy)
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