Standards and Quality Report 2018-19

School Name: Bankhead Primary

Context of the school:

Bankhead Primary and Nursery School is situated in Rutherglen in South Lanarkshire. There are

330 pupils in the school. In session 2018/19 there were 24 children attending full-time and 48

attending part-time. In session 2019/20 there will be 48 full-time placements. There are 12 classes

in the school. There is a 16.9 teaching staff entitlement in the school and nursery. We have a Head

Teacher, two Depute Head Teachers and a Principal Teacher. We have support staff who help

with children’s learning throughout the school. We have a Team Leader for support staff. In the

nursery we have a teacher, a team leader and a team of Early Years Workers who provide

educational opportunities for our youngest children.

25.5% of children attending Bankhead PS are entitled to free school meals. 31% of the children

live in SIMD areas 1 and 2. We employ additional teaching and non-teaching staff using the Pupil

Equity Fund to address the attainment gap in Bankhead.

We promote positive relationships within the school and foster an ethos which encourages all

pupils to respect themselves and others. Bankhead Primary and Nursery School, building upon the

support of effective partnerships with parents and the wider community, values each and every

child and provide a safe and nurturing learning environment.

Our School Vision is:

Working and Learning in partnership to ensure all our children are safe, included and reaching

their potential.

Our Values are incorporated into our school motto: Bankhead Will SOAR: Success Opportunity,

Active, Respect.

Our school Aims are: To create a happy, caring and co-operative school community. To learn a

range of lifelong skills both indoors and out. To ensure all pupils’ rights are met by being nurtured,

safe, active, healthy, achieving, included, respected and responsible. To provide opportunities for

pupils to become successful learners, confident individuals, responsible citizens and effective

contributors. To develop creative, curious and inquiring minds.

The school offers a wide range of extra-curricular activities. Some of the clubs in recent times

include football, basketball, netball, dance, chess, art, ICT, athletics, cookery and homework.

There is before and after school childcare provision within the establishment.

Being a fairly large school, there have been some changes in staffing in the past years due to

maternity leaves and absences. The SMT of the school have therefore covered classes on a regular

basis when cover has been unavailable.

The Friends of Bankhead (Parent Council) play an important role in taking the school forward.

They also raise significant funds for spending on the children.

We are part of the Stonelaw Learning Community and work closely with our partner schools. We

have taken forward joint ventures, most recently looking at moderation in Writing and early years

work around the book Marvin Gets Mad.

The National Context for Education

The National Improvement Framework (NIF) for Scottish Education sets out the Scottish

Government’s vision to continually improve Scottish Education and to close the attainment

gap, delivering both excellence and equity. Our school, working in partnership with South

Lanarkshire Council is fully committed to delivering these ambitious aims.

The key priorities of the National Improvement Framework are:

Improvement in attainment, particularly in literacy and numeracy

Closing the attainment gap between the most and least disadvantaged children

Improvement in children and young people’s health and wellbeing

Improvement in employability skills and sustained, positive school leaver destinations for all young people

Key drivers of improvement have also been identified, these are:

School leadership.

Teacher professionalism.

Parental engagement.

Assessment of children’s progress.

School improvement.

Performance information.

South Lanarkshire Council’s overall vision is to “improve the quality of life of everyone in

South Lanarkshire Council.”

Education Resources’ key purpose is to:

“Raise achievement and attainment, inspire learners, transform learning and work in

partnership to strengthen our communities”

The priorities relating to this are:

Deliver high-quality early learning and childcare to give our children the best educational start

Raise standards in literacy, numeracy and close the poverty-related attainment gap.

Improve health and wellbeing to enable children and families to flourish.

Support children and young people to develop their skills for learning, life and work.

Ensure inclusion and equality are at the heart of what we do.

Our school is committed to taking these priorities forward and developing each driver

through our annual School Improvement Plan (SIP.)

Assessment of children’s progress throughout the Broad General Education (to end

of S3)

As one of the drivers, our school, alongside all schools in Scotland, has been required to

report on Curriculum for Excellence levels for literacy and numeracy achieved by all children

at the end of stages P1, P4, P7 and S3. This data is submitted to South Lanarkshire Council

in June each year and collected subsequently by the Scottish Government. This data is

based on teacher judgement, informed by a wide range of assessment evidence including

standardised testing where appropriate. As from session 2016/17 all schools in Scotland will

be required to participate in the new Scotland National Standardised Assessment (SNSA)

project. This will further help inform teacher judgement of levels.

The following table shows benchmarks for children achieving Curriculum for Excellence

Levels.

Level Stage covering 3 years approx.

Early The pre-school years and P1, or later for some.

First To the end of P4, but earlier or later for some.

Second To the end of P7, but earlier or later for some.

Third and Fourth

S1 to S3, but earlier for some.

The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4.

The fourth level experiences and outcomes are intended to provide possibilities for choice and young people’s programmes will not include all of the fourth level outcomes.

Senior phase

S4 to S6, and college or other means of study.

Some children and young people will start learning at these levels earlier and others later,

depending upon individual needs and abilities. Many children not attaining National Levels

will have an Additional Support Plan (ASP) and may be making good progress but against

different milestones e.g. individual targets. Learning progress is not about how fast children

move through the levels but about ‘how much’ and ‘how well’ children learn, having depth

and breadth of experiences at each level.

Assessment of these levels is based on a wide variety of evidence and ways of measuring

progress such as assessment of projects, general class work, observations and peer

assessment. Where possible, children and young people are encouraged to be directly

involved in the assessment process.

Schools and teachers work with others to set shared standards for assessing progress.

These standards are based on National “benchmarks” for each area of the curriculum. This

process is called moderation and it ensures that schools have similar expectations.

What follows is our school’s data about achievement of these levels for session 15/16

through to session 18/19 which represents a three year trend.

Review of SIP progress session 18/19

Priority 1: Raising Attainment in Literacy and Numeracy, including reducing attainment

gap.

National Improvement Framework Key Priorities

Improvement in attainment, particularly in literacy and numeracy;

National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Closing the attainment gap between the most and least disadvantaged children;

Improvement in children and young people’s health and wellbeing; and

Improvement in employability skills and sustained positive school leaver destinations for all young people.

Parental engagement

Assessment of children’s progress

School improvement

Performance information

HGIOS 4 QI: 3.2 Raising Attainment and Achievement

Progress and Impact: Active Literacy approaches have been embraced by staff and attainment in all areas of literacy is improving, as can be seen in aggregated literacy attainment graphs. Most staff have been trained in Active Literacy approaches and these are being used in classes on a daily basis. Staff have had opportunities to engage in peer observation, professional dialogue and moderation to expand their knowledge and skills of the active literacy approaches. Resources to support Active Literacy have been purchased and reading resources currently used within the school have been book banded and stored in a central area and have been indexed and catalogued. Book banding highlighted gaps in reading materials across all stages and commission raised from two book fairs was used to purchase a variety of fiction and non-fiction texts. This has allowed teachers to select texts that suit interests and engage pupils. Attainment in reading has also been supported through the continued participation in the First Minister’s Reading Challenge. Staff and pupils continue to build a positive reading culture by participating in reading for enjoyment on a daily basis. Events such as Book Week Scotland and World Book Day provided excellent opportunities to engage pupils in reading in a fun, inspiring and stimulating manner. All classes participated in visits to the local community library throughout the year to further augment a positive reading culture and enhance links between school and community.

Parental engagement was enhanced through participation in Read, Write, Count and BookBug bags. A parental workshop was well attended by parents/carers of P1-3 children and advice was provided on supporting children’s reading development at home. The book bags were gifted to children in a presentation ceremony. Both workshop and the ‘gifting’ of the bags received very positive feedback from parents and pupils. Big Maths is used extensively throughout the school and numeracy is showing an overall aggregated improvement in attainment. Tee-Jay resources have been purchased and offer a wide variety of texts and materials to suit diverse needs and learning styles. These new resources have provided a means of offering challenge and support for pupils across all stages. Assessment procedures have been strategically developed or implemented to suit new approaches and resources. All staff have been engaged in assessing progress using a battery of assessments such as SWRT, SWST, Benchmarking, NGRT, Big Maths Challenges, MALT tests, SNAS, Active Literacy assessments and formative assessments. This array of assessments has provided a wider view of pupil attainment and highlighted areas of strength and areas for development and provided valuable information and data to inform next steps. 1.6 PEF teachers and 1.0 Support Assistant have been a valuable resource as a means of closing the attainment gap. Interventions such as Catch-Up Literacy, 5 Minute Boxes, Catch-Up Numeracy, Paired Reading, Nurture, Word Shark spelling programme, IDL programmes have all been delivered through PEF teachers and Support Assistants and have provided targeted support for those pupils in SIMD 1 and 2 or FSM.

Strategic use of interventions such as 5 Minute Boxes and IDL and Catch-Up Literacy/ Numeracy have had a significant impact on targeted pupils. 65 pupils have been able to benefit from the IDL programme, 13 pupils are currently engaged in the Catch-Up Literacy programme, 9 pupils in Catch-Up Numeracy and 38 pupils have 5 Minute Box input. The majority of these pupils have shown an increase in either literacy or maths attainment after input with these interventions. Additional resources purchased such as outdoor literacy and maths games have provided a means of improving skills in these areas through play and collaborative, active learning. Additional training for 2 staff members in interventions such as Catch-Up have allowed a greater number of pupils to be targeted and all support staff trained in delivering 5 Minute Boxes allow for the maximum input for children across the school.

Next Steps:

The school has signed up for SLC Active Literacy pilot project for 2019/20. This will allow us to move towards cohesive delivery of active literacy approaches:

All staff will be trained at their own stage in active literacy and begin to develop an understanding of all other stages.

Resources will be purchased to augment book banded texts to ensure staff and pupils are offered choice and opportunities for personalisation and choice. Reading resources will be expanded to include poetry and other reading formats such as digital texts.

Policies and progression pathways in Literacy will be developed to ensure continuity and consistency across the school and links made to other curricular areas to allow opportunities for pupils to apply their literacy learning.

Reading for pleasure will continue to be promoted and staff will engage in modelling reading aloud behaviours on a daily basis.

Parents will continue to be involved in supporting their children’s learning at home. Information sessions to be held on Active Literacy approaches and Big Maths strategies.

Maths planners to incorporate Big Maths strategies and provide progressive pathways for staff guidance.

Literacy planners to incorporate benchmarks.

Staff become more familiar with assessment resources, particularly benchmarking.

Staff become more confident in interrogating data gathered from summative assessments and using data to inform next steps.

Interventions delivered to targeted pupils, with more staff trained to deliver interventions such as Catch-Up, IDL and Word Shark spelling programmes.

Data to be gathered regularly and systematically and more rigorously interrogated. Staff will be provided with an assessment overview and calendar.

Further resources purchased to support literacy and maths programmes.

Staff engage in ‘Talk for Writing’ approaches to augment Active Literacy.

Staff will expand their knowledge and understanding of literacy pedagogies, particularly ways to improve writing through talking and reading.

Priority 2: Using the school’s Vision, Values and Aims to improve relationships and

engagement of the whole school community.

National Improvement Framework Key Priorities

Improvement in attainment, particularly in literacy and numeracy;

Closing the attainment gap between the most and least disadvantaged children;

Improvement in children and young people’s health and wellbeing; and

National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

Improvement in employability skills and sustained positive school leaver destinations for all young people.

School improvement

Performance information

HGIOS 4 QI: 2.7 and 3.4

Progress and Impact: The school Vision, Values, Aims and Motto have been discussed at assemblies and within classes. The motto Bankhead Will SOAR is included in much correspondence sent home. It is high profile on the school’s Twitter Feed, School App and the School Website. The Vision, Values and Aims are a core part of all strategies and new developments within the school.

Vision and Values Showcased at SLC Early Years Event

There has been a reduction in the number of referrals to SMT for poor behaviour over the course of the year. A reward scheme – Going For Gold – has been introduced this year. Children are rewarded with a termly treat if they achieve expected standards of behaviour in class and in the playground. In term 1, 46 children (14%) missed out on the treat. In term 2, 44 (13%) children missed out and

in term 3 that figure had dropped to 26 children (8%). We feel this shows children are responding to the scheme and being motivated to behave in school. We have used our CUSTTAD room more extensively this session to support children who are experiencing emotional difficulties. We have involved external agencies to support our children such as bereavement counselling. Our Nurture Base is well-established and provides support for a group of children (P1-4) for four sessions per week. We have had 2 members of staff nurture trained this session and they have been using the nurture base for nursery children and older children.

Nurture Café

Nurture Base

We have established a sensory room in the school. This calming environment is being used by children in the nursery and school who find it difficult to control their emotions at times. We have made significant progress in developing our relationships with parents and the wider school community. We have worked closely with the Youth, Family and Community Learning Service to offer a wide selection of parenting workshops and cookery classes. We have established a Nurturing Nature project where parents,

children and staff worked together on a variety of activities in local woods. This involved families from nursery through to P7.

Nurturing Nature

We have involved parents as part of our school Committees with children and staff. We have developed Healthy Eating by having cookery lessons in all classes, as well as an after-school cookery club. We have had Snack Swap Shops where children can swap their snack for a healthier option. We have continued to develop children’s rights as we work towards applying for our UNICEF Rights Respecting School Silver Award. Next Steps:

We will incorporate our Vision, Values and Aims into all new school policies. We will continue to keep them as high profile and at the centre of all we do in Bankhead.

We will use the School App, Twitter and Website to develop positive relationships with the wider school community through regular and purposeful communication.

We will evaluate our Going For Gold behaviour programme to encourage further improvements in behaviour. We will involve the whole school community in developing an anti-bullying policy and programme to ensure all children feel safe and happy in Bankhead.

We will continue to develop CUSTTAD in the school and will operate Give Us a Break sessions for children who have suffered loss.

We will develop a whole school nurturing approach in Bankhead. All staff will be trained in “Nurture Talk” and our Principal Teacher will drive forward Nurture as a whole school initiative.

We will transform a changing room into a chill out zone for pupils.

We will look to develop our parental involvement through workshops, classes and by utilizing specific skills they have to support our children in school.

We will be introducing a House System in the school to encourage good behaviour and develop a sense of belonging amongst the pupils.

Interventions and progress towards closing the poverty-related attainment gap 2018-19

Intervention 1 Developing HWB through Nurture

Group of children (mainly 1-3) will received Nurture group support for 4 x 1.5 hours per week.

Nurture Lead Teacher provided support and guidance for all staff. All 5 trained staff worked

together to develop nurturing approaches at a whole school level. Class teachers of nurture group

children used online Boxall Profiles as a baseline, and worked co-operatively with the Nurture Lead

teacher to develop useful interventions in the nurture base and in the classroom for targeted

children.

Evaluation

P1 to P3 nurture classes ran across 3 terms. Throughout each term 5

children were targeted and attended the full nurture (4 x1.5 hours session

per week). 12 children have attended nurture throughout session 2018/19.

4/5 are coping better in class with boxalls providing evidence. 1 child will be

finishing with nurture as their boxall showed that is has been detrimental to

them being out of class.

1 child has been reintegrated into class as the intervention has been

successful after 3 separate sessions. Three of the children will remain 1st

part of the nurture group in the next school session for intended re-

integration before end of first term.

We have had three open mornings across the year with parents this term

with food tasting, pizza making and play/talk based with our

resources/strategies.

A nurture Cafe was also run this term with the group to raise the profile and

money for the group to ensure sustainability. Children baked and sold with

adult support. This event was well attended by all children throughout the

school.

Passports with children’s learning, targets comments from staff and parents

have been created as an evaluation tool for this session. Parents have been

invited into the beginning of next session to discuss plans based on profiles

and intended targets going forward. All other terms have had detailed

parent consultations

Intervention 2 Raising Attainment in Numeracy

Whole school approach to Numeracy using Big Maths.

Targeted supported for pupils through specific interventions and programmes: 5 Minute Box, Catch-Up Numeracy, IDL programme.

Use of digital technology increased and additional resources purchased to support this.

Additional direct teaching sessions for targeted pupils.

Evaluation

Staff are more confident in using Big Maths approaches and pupils are more confident in applying

these strategies. This is reflected in learning conversations and ongoing formative and summative

assessments.

3 members of staff have been trained in Catch-Up Numeracy and all Support Staff have been

trained in 5 Minute Boxes. This has allowed 34 pupils to be supported using these interventions.

Two Chromebooks in each classroom and the purchase of IDL programme has allowed 45 children

to be supported in the development and reinforcement of numeracy skills. The Chrome books

have allowed other digital resources to be employed regularly in class such as Easimaths and

Education City.

The IDL programme provided summative assessments and the purchase of standardised

summative maths assessments (MALT) have provided staff with verified baselines from which to

track and monitor pupil progress.

After school Numeracy clubs provided valuable support for around 40 pupils over the course of 10

weeks. Almost all were PEF children. This was a highly successful venture, enjoyed by many pupils

and valued by many parents. The sessions were very much in demand, with some sessions

waitlisted.

76% of all pupils on track in maths. (251 out of 329)

Intervention 3 Raising Attainment in Literacy

Staff trained in Active Literacy and Implementation of Active Literacy approaches across the school.

Targeted support for pupils through specific interventions and programmes: 5 Minute Box, Catch-Up Literacy, IDL programme.

All reading resources book-banded and additional resources purchased to provide a variety of genres, contexts and formats.

Digital resources purchased to support spelling, phonics and reading. Evaluation All staff are now trained in Active Literacy approaches and pupils are engaging more confidently in

approaches to Spelling, Reading and Writing. This is reflected in learning conversations and

ongoing formative and summative assessments.

3 members of staff have been trained in Catch-Up Literacy and all Support Staff have been trained

in 5 Minute Boxes. This has allowed the number of pupils being supported by these interventions

to continually extend throughout the year and is providing sustainability for the future. 47 pupils

are currently supported using Catch-Up and 5 Minute Boxes.

Two Chromebooks in each classroom and the purchase of IDL programme has allowed 56 children

to be supported in the development and reinforcement of literacy skills. Other digital resources

have been purchased and staff trained in the delivery of these. 20 pupils are currently supported

using a variety of spelling and phonics programmes and 15 pupils are supported with additional

reading resources.

Reading resources have been supplemented to ensure a wide variety of texts are available for

pupils and all reading resources available within the school have been book-banded.

Staff have begun to be trained in Talk for Writing and this training will be cascaded to other staff

to enhance the teaching of writing.

72% of pupils on track in Reading (239 out of 329)

61% of pupils on track in Writing (201 out of 329)

83% of pupils on track in L&T (274 out of 329)

Intervention 4 Family Engagement

Tightening up of procedures in relation to attendance and latecomings. Head Teacher calling home

/ arranging meeting with parents to discuss ways of supporting improved attendance. Increased

awards for good attendance. Awareness raising amongst parents / carers about the importance of

good attendance. Awareness raising amongst parents / carers about the importance of punctuality.

Evaluation

90% of children had attendance above 85%.

33 (10%) of pupils had attendance rates below 85%, of these 33 (51%) were SIMD 1-2

+ FSM.

This was reflected in the late-comings with 25 pupils (50%) SIMD 1-2 + FSM.

1.1 Attainment data - Attainment of Literacy Curriculum for Excellence levels 2015/16, 2016/17 and 2017/18 (teacher judgement – confirmed levels – 3 year trend).

0.00

20.00

40.00

60.00

80.00

100.00

2015/16 2016/17 2017/18 2018/19

% A

chie

ved

Reading

School

SLC

National

0.00

20.00

40.00

60.00

80.00

100.00

2015/16 2016/17 2017/18 2018/19

% A

chie

ved

Writing

School

SLC

National

0.00

20.00

40.00

60.00

80.00

100.00

2015/16 2016/17 2017/18 2018/19

% A

chie

ved

Listening & Talking

School

SLC

National

1.2 Attainment data - Attainment of Numeracy Curriculum for Excellence levels 2015/16, 2016/17 and 2017/18 (teacher judgement – confirmed levels – 3 year trend).

1.3 Poverty-related attainment gap data The following four graphs will be updated on receipt of new data in September 2019.

0.00

20.00

40.00

60.00

80.00

100.00

2015/16 2016/17 2017/18 2018/19

% A

chie

ved

Numeracy

School

SLC

National

75.86

55.3660.34

79.76 78.57 77.14

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

2015-2016 2016-2017 2017-2018

Pe

rce

nta

ge %

Ach

ieve

d C

fE le

vels

, P

1, P

4 a

nd

P7

Academic Year

Closing the Gap Attainment Over Time: Reading

SIMD 1 and 2 plus FME

SIMD 3-10 not on FME

57.89

41.07

51.72

63.86

75.00

61.43

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

2015-2016 2016-2017 2017-2018

Pe

rce

nta

ge %

Ach

ieve

d C

fE L

eve

ls, P

1, P

4 a

nd

P7

Academic Year

Closing the Gap Attainment Over Time: Writing

SIMD 1 and 2 plus FME

SIMD 3-10 not on FME

91.07

58.93

79.31

83.33 82.1478.57

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

2015-2016 2016-2017 2017-2018

Pe

rce

nta

ge %

Ach

ieve

d C

fE le

vels

, P

1, P

4 a

nd

P7

Academic Year

Closing the Gap Attainment Over Time: Listening and Talking

SIMD 1 and 2 plus FME

SIMD 3-10 not on FME

Reading No. not achieving

CfE Level

No. of pupils

SIMD 1-2 +FSM

No. of pupils

SIMD 3-10

without FSM

Primary 1 11 4 7

Primary 2 10 8 2

Primary 3 19 10 9

Primary 4 15 9 6

Primary 5 11 6 5

Primary 6 5 4 1

Primary 7 20 10 10

Total 91 51 40

Percentage

of school

27% 15% 12%

% of total 56% 44%

72.41

41.07

62.07

73.8169.05

77.14

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

2015-2016 2016-2017 2017-2018

Pe

rce

nta

ge %

ach

ieve

d C

fE le

vels

, P

1,P

4 a

nd

P7

Academic Year

Closing the Gap Attainment Over Time: Numeracy

SIMD 1 and 2 plus FME

SIMD 3-10 not on FME

Writing No. not achieving

CfE Level

No. of pupils

SIMD 1-2 +FSM

No. of pupils

SIMD 3-10

without FSM

Primary 1 11 3 8

Primary 2 11 8 3

Primary 3 20 11 9

Primary 4 15 10 5

Primary 5 13 7 6

Primary 6 6 4 2

Primary 7 23 12 11

Total 99 55 44

Percentage

of school

30% 17% 13%

% of total 56% 44%

L&T No. not achieving

CfE Level

No. of pupils

SIMD 1-2 +FSM

No. of pupils

SIMD 3-10

without FSM

Primary 1 8 1 7

Primary 2 7 4 3

Primary 3 12 7 5

Primary 4 7 5 2

Primary 5 4 1 3

Primary 6 3 2 1

Primary 7 12 7 5

Total 53 27 26

Percentage

of school

16% 8% 8%

% of total 51% 49%

Maths No. not achieving

CfE Level

No. of pupils

SIMD 1-2 +FSM

No. of pupils

SIMD 3-10

without FSM

Primary 1 5 1 4

Primary 2 6 5 1

Primary 3 16 10 6

Primary 4 12 9 3

Primary 5 9 9 0

Primary 6 8 4 4

Primary 7 21 10 11

Total 77 48 29

Percentage

of school

23% 14% 9%

% of total 62% 38%

The above tables show the gap between PEF groups and Non-PEF groups in attaining expected CfE Levels.

However, the gap between PEF and Non-PEF groups is only very slight. In some stages the pupil numbers

attaining their CfE level in the PEF group outnumber those in the Non-PEF group, for example, in P1 in each

curricular area there are more children not attaining the expected level from the Non-PEF group than

those who are SIMD1-2+FSM.

Overall, P3 and P7 have the biggest gap in achieving CfE levels in all 4 curricular areas.

Maths is the curricular area where the Non-PEF group outperform the PEF group. There are 48 PEF pupils

who are not achieving the expected level in comparison to 29 pupils who are non-PEF and not achieving

their level.

These results suggest that children who require support in attaining their expected levels fall into both

categories with only a very small percent increase in the PEF group.

Achieving Excellence: Overall Progress towards National Improvement Framework Priorities Session 2018-19 Use all available evidence (including data)

Literacy:

Progress satisfactory good very good excellent

x

Strengths

All books now bookbanded in school and children assigned to appropriate level through benchmarking.

In the nursery Literacy strategies are embedded.

Effective use of Bookbags / Storysacks in the nursery.

4 staff trained in Catch-Up Literacy and delivering to targeted children.

Robust tracking and monitoring in place to ensure all children are achieving their full potential.

Aggregated school data for 2018/19 shows upward trajectory for Writing and `Listening and Talking levels. Reading is holding steady.

Most staff have now received Active Literacy training.

Many children supported in learning through Catch-Up Literacy, 5 minute boxes, IDL and other resources. Next steps

Audit and supplement Literacy resources

School taking part in SLC Active Literacy Implementation programme in session 2019/20.

Introduction of Talk for Writing programme. More staff trained in coming session.

Sharing of Active Literacy approaches in coming session with parents / carers.

Support will be provided for individuals and groups across the stages in Literacy. PEF teachers and support staff will provide this.

Numeracy:

Progress satisfactory good very good excellent

x

Strengths

Numeracy sacks used effectively in the nursery.

Big Maths embedded across all stages.

3 staff trained in Catch-Up Numeracy and delivering to targeted children.

Robust tracking and monitoring in place to ensure all children are achieving their full potential.

Aggregated school data for 2018/19 shows upward trajectory for Numeracy levels.

Many children supported in learning through Catch-Up Numeracy, 5 minute boxes, IDL and other resources.

Next steps

Update forward planners to incorporate benchmarks.

Support will be provided for individuals and groups across the stages in Numeracy. PEF teachers and support staff will provide this.

To fully utilise ICT resources to enhance the learning opportunities in Numeracy.

Support parents / carers in becoming confident about supporting their children with all aspects of numeracy.

Health and Wellbeing

Progress satisfactory good very good excellent

x

Strengths

Nurture Base well established. 4 members of staff now nurture trained including Nursery Team Leader.

Nurturing Nature programme involved staff, children and families from nursery to P7 in outdoor learning.

CUSTTAD room used effectively throughout the session.

Sensory room set up in the school – used by selected children from the school and nursery.

Continuing focus on Children’s Rights through UNICEF Rights Respecting School scheme.

A wide variety of after school and lunchtime clubs and activities offered to children at all stages. Next steps

Developing Bankhead as a Nurturing School. Staff being trained in Nurture Talks.

Development of new Bullying policy and practice.

Implement updated Health and Wellbeing programme. Tracking and monitoring of emotional and mental health, and providing targeted intervention where appropriate.

Employability Skills/Positive Destinations satisfactory good very good excellent

x

Strengths

All classes continue to take part in Enterprise activities throughout the school year. This year’s activities have included Christmas Hampers for elderly residents, a French café and a Toy Shop.

World of Work day had a wide variety of stalls and volunteers describing their occupations.

Masterclasses introduced for all pupils to develop a wide range of skills.

My World of Work programme from Skills Development Scotland introduced to P5-7

Next steps

Refine and develop our World of Work day activities and masterclasses.

Re-introduce Pop Up Shop in Rutherglen in coming session.

Overall quality of our learners’ achievements Highlights of session 2018-19

This session we have continued our drive to improve attainment within Literacy and Numeracy to good effect. Our aggregated scores for P1, P4, and P7 have stabilised for Reading and shown improvement for Writing, Talking and Listening and Numeracy. Our range of assessments including Scottish Nationalised Standardised Assessments for P1, P4 and P7 have helped inform our teacher judgements. We have developed our use of Big Maths throughout the school. Children are showing improvement in Number Skills and progressing well in Outer Maths. Our use of Active Literacy throughout the school is now quite well embedded and beginning to have an impact on children’s learning and attainment across the stages. We have bookbanded and benchmarked to ensure children are reading texts at an appropriate level.

We have provided support to many groups and individuals in both Literacy and Numeracy. We have had 1.6 teachers and 1.0 support teacher in place this year to help us to close the attainment gap. We have utilised support materials such as Catch Up Literacy, Catch Up Numeracy, 5 Minute Boxes and IDL computer programme to complement this. Our results show improvements in many children affected by the poverty related attainment gap. We have provided nurture support to some of our more vulnerable children throughout the course of the year. This has resulted in them growing in confidence and better able to cope with the rigours of the school day. We have worked closely with families through cookery and our Nurturing Nature project which have helped families work together with staff to support children.

Nurturing Nature

We have developed our outdoor areas in the school so children can reap the benefits of outdoor education from nursery to P7. We have introduced masterclasses to develop lifelong skills in children across the stages.

Outdoor Learning Experiences

Our children have enjoyed a wide selection of lunchtime and after-school clubs including football, girls’ football, netball, chess, cookery and athletics. Our children attended many sports festivals and events this year. Our athletics team returned with three medals at a finals event attended by many SLC schools. We enlisted coaches

for an array of sports to develop children’s skills. Our P7 attended a 12 week block of swimming lessons. We also provided Literacy and Numeracy clubs for children at all stages after school in the second term as part of our drive to close the poverty related attainment gap.

Staff v Pupils Football Match

School Football Team

Athletics Event

Our wonderful Parent Council (Friends of Bankhead) have provided money, and resources for the school for the children and have organised a variety of treats for the children including discos, Easter egg hunt and a Summer fun day. Our children have been on numerous trips this session including trips to Kelvingrove Museum, Scottish Opera and Summerlee Museum. Our P7 children thoroughly enjoyed their residential trip to Lendrick Muir. All classes showcased their classwork to parents throughout the year. Our P5 children also put on a musical showcase of the work they did through the Youth Music Initiative. Our nursery children had an open afternoon celebrating the many cultures and nationalities we have in Bankhead.

Class Showcase

Comment on strategies that have been successful in engaging with children and young people, staff, parents and the wider community and the impact of these.

We have developed our consultation with the whole school community throughout the session in order to get a clearer idea of how we are doing and how we can take things forward. We self-evaluated as a staff at various points during the year to ensure we were on track to meet our Improvement Plan priorities and targets. We utilised How Good Is Our School and How Good Is Our Early Learning and Childcare to do this. We had a Care Commission inspection in our nursery this year which included an “excellent” grade for Leadership and Management.

We canvassed the opinions of parents / carers on a variety of issues using questionnaires and survey monkeys. We asked about Pupil Behaviour at parents’ evening and had positive results – with almost all parents saying various aspects of our approaches to behaviour were very good or good - but also some suggestions for taking things forward which was very useful. After all initiatives introduced this session, we got the views of parents to ensure we can make improvements in the future. We have worked closely with our Youth, Family and Community Learning Service to provide parenting, cookery and other classes for our parents / carers and families. This has had a positive impact on the lives of many of those involved in the projects.

Healthy Eating Information Session

Family Cooking Workshop

Family Masterchef Winners

We meet monthly with our Parent Council (Friends of Bankhead) who provide suggestions for school improvement as well as supporting ongoing initiatives. Our committees have met regularly to improve a variety of areas of school life including Sports Committee, Charities Committee and Eco Committee. We have invited parents / carers to be a part of our committees and have benefited from their expertise and enthusiasm in these areas. We have continued to work closely with Rutherglen Library to foster a love of reading in the school. This is complemented by our participation in the First Minister’s Reading Challenge. We enjoyed another fun-filled and exciting World Book Day. Pupils had the opportunity to dress up as book characters, relax and ‘cuddle up with a good book’ have some snacks at the Mad Hatters Tea Party and we performed a ‘River of Books’ with every child reading in one long chain winding throughout the school. We continue to work closely with other schools in the learning community. We have moderated in Writing and our Early Level children in nursery and school took part in a joint project based around the book Marvin Gets Mad. Children from learning community schools have got together for French, STEM and sporting events throughout the year. Some of our children benefited from enhanced transition from primary to secondary school and from nursery to primary.

Nursery and P6 Buddy Transition Star Hunt We have continued to forge links and develop relationships with many agencies ho support our children in their learning. These include Educational Psychology, Social Work, Pupil Support Service, School Nurse, and the Youth, Family and Community Learning Service. We have also engaged agencies such as Bereavement Counselling to support our children. We have fostered good relationships with the schools where three of our children attend on split placements to ensure consistency of approach and joined-up working.

Quality

Indicator

How are we

doing?

How do we know?

School Self-

Evaluation

Nursery Self-

Evaluation

1.1

Self-Evaluation for Self-Improvement

As a school and nursery, we seek regular feedback from all stakeholders. We use a variety of methods to garner views, including the use of ICT through Survey monkeys. As a staff we have regular professional dialogue and time is given to self-evaluating and improvement throughout the working time agreement. We share evaluations with the parent body to inform them on progress and areas that require action. Staff participate in PDRs, which informs their CPD, this enhances engagement in improvement across the school. We encourage staff to engage with available data to inform interventions and next steps in learning.

Children are keen to offer their opinions and self-evaluate. Consultation approaches include school committees, pupil council and Rights Respecting Committee. In addition, pupil self-evaluation strategies have included AiFL strategies and whole school and nursery target setting. All stakeholders are familiar with HGIOS 4 and HGIOELC, evaluating against the fifteen quality indicators throughout the school session. Nursery staff also set targets against the Health and Social Care Standards which was identified as good practice from Care Inspectorates. As a school and nursery, we are addressing areas requiring improvement and data highlights the impact.

Good Very Good

1.3 Leadership of Change

Change across the school and nursery are guided by strategy and in consultation with stakeholders. All change is actioned using action plans as part of our cycle of improvement. Time has been given to practitioner enquiry to enhance teacher engagement and professionalism. Staff have taken on leadership roles and we have created leaders at all levels. A roles chart to provide staff with responsibility for

All stakeholders are aware of the vision, values and aims of the school. These are evident in the ethos of the school. Staff have successfully led areas within the school, such as, parent workshops. Initiatives and approaches have been established and are ongoing on a weekly basis, for example, target setting. Systems are becoming embedded in the day to day practice of the school,

Very good Excellent

implementing change has been developed. Innovation and change is embraced.

such as, tracking and monitoring.

2.3 Learning, teaching and assessment

A variety of teaching and learning strategies are employed across the curriculum. This year there has been a focus on developing a consistent approach across the school in literacy and numeracy to ensure a high quality of learning and teaching at all stages. A Quality Management calendar is in place. SLCs tracking and monitoring system is embedded to record attainment across the school as well as to highlight areas of support for learners. Pupil involvement across the school through committees has enabled pupils to develop their leadership of learning resulting in a wider contribution to the school.

Tracking and Monitoring highlights trends, strengths and areas for development across the whole school and provides consistent and robust evidence available for analysis. Quality Management activities highlights key aspects of teaching and learning activities along with areas for development. For example, IDL and bookbanding have been implemented in response to data. Responsive planning has been embedded within the nursery alongside Learning Journals as an online observation tool. Consistency is being achieved by whole school paired reading, committees and masterclasses.

Good Very good

3.1 Ensuring wellbeing, equity and inclusion

Our nurturing approach focuses on promoting wellbeing and the principles and practices of GIRFEC. We have continued to further develop Rights Based Learning through monthly targets. CUSTTAD and Nurture is timetabled for individual pupils. Behaviour tracking sheets are completed daily. An outdoor programme has been created for all stages. Emotional and mental wellbeing approaches have been introduced through feelings charts, bubble boxes and Lucy’s Blue Day.

We are continuing to embed our nurturing approaches in the nurture base and outdoors through nurturing nature. Boxall assessments provide evidence of pupil improvement. A sensory base has been created to support individual learners and is being used frequently. Parent workshops’ evaluations highlight the positive impact they are having on developing home links and enhancing family relationships. EAL cultural event received positive feedback from both pupils and parents.

Very good Very good

All achievements are celebrated during assemblies and in the nursery class developing pupils’ self-esteem. Rights language is evident throughout. Percentage of children attending the Go For Gold event in term 3 has risen.

3.2 Raising

attainment and achievement

Staff identify pupil progress through the use of formative and summative assessment and moderation. Moderation activities within the establishment and with other schools in the learning community has allowed staff to become more confident of what is expected at each level in the assessment of writing. Staff are beginning to use the benchmarks as the main tool to ascertain progress across a level. We provide PEF support in literacy, numeracy and health and wellbeing.

Effective use of AifL strategies resulting in pupils being able to set their targets following assessments. Staff’s confidence in agreeing shared standards increased through moderation of writing. Pupils are becoming more familiar recording their learning and skills development in their Skills Master Class booklets and planners. We make good use of data through assessments such as Big Maths, SNSAs, NGRT and MALT.

Good Good

Overall evaluation of establishment’s capacity for continuous improvement

We continue to make good progress across all aspects of the curriculum and school life at Bankhead Primary and Nursery. We have successfully implemented 1140 hours in the nursery, receiving a very positive Care Inspectorate report this year. We will have 48 full-time places in the nursery next session which should have a positive impact on the children’s experiences and skills and lay strong foundations for the children beginning school. We track and monitor children’s CfE levels with rigour. We have a range of assessment data which we interpret in conjunction with class teachers to gauge children’s levels and to plan for interventions and progression. We are becoming adept at targeting support to specific areas of need and now have a raft of resources at our disposal to provide appropriate support. Our transition processes provide accurate and pertinent information which is used to inform future planning. We work closely with our partner nurseries and high school to ensure that transitions between establishments are as smooth as possible for our children. We provide enhanced transition for those children who require that additional support. We have used the Pupil Equity Fund to purchase resources, set up Nurture Base and Sensory Room and to provide teacher and support assistant support to help close the poverty related attainment gap. Staff have been trained in Catch Up Literacy, Catch Up Numeracy, Five Minute Boxes, IDL, Active Literacy, Talk for Writing and Big Maths to help us achieve this. We are part of the Active Literacy Implementation programme for next session to help us fully embed this in school. We plan to have all staff fully trained in Active Literacy and Talk for Writing this coming year. We will have an additional 1.2 teachers and 1.0 Support staff delivering support through PEF next session. Our nurture base provides support to some of our most vulnerable children for four mornings per week. We have trained three more members of staff in nurture (including Nursery Team Leader) and they will be able to utilise the base to support more groups of children in the coming session. All staff will soon be trained in Nurture Talk and we will have a focus on developing Bankhead as a nurturing school in the coming months. In Bankhead Primary and Nursery we have a staff who are committed to school improvement. We provide leadership opportunities for all staff, which benefits individuals and the school as a whole. Our focus remains to provide excellent learning opportunities for all our children so that they reach their potential.

Signed: G Hamill

Date: 28/6/19