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SCHOOL STANDARDS AND QUALITY REPORT 2018/19

Standards and Quality Report

Context of the school:

Kinmylies Primary School is a rapidly growing school which continues to be capped due to capacity pressures. We will have 12 classes next session with two demountable classrooms situated within the school grounds. We have 64 pupils enrolled to start P1 next session and a whole school roll of 304.We have a large double roomed nursery offering flexible Early Learning and Childcare to 100 three and four year olds

Kinmylies Primary is situated adjacent to Charleston Academy and as such has excellent links with staff and pupils.

Kinmylies is a diverse social and economic community with a significant Pupil Equity Fund of £60,000. The Kinmylies area continues to expand with new homes being built and therefore many new families moving in. There is also , though, a significant number of families who have lived in the area for several generations with many parents and grandparents who attended the school as children.

Our pupils are rightly proud of their school and community and the school is increasingly successful in extra- curricular events and competitions. The school has just completed two years of Nurture for All training and implementation. We are committed to supporting our families with a high proportion of PEF spend being focused on family engagement.

This session sees a high turnover of teaching staff with 5 vacant posts as of June 2019. The permanent Head Teacher has been on maternity leave since October 2018 and there will be a further period of transition when the Acting HT leaves and the HT returns to post in October. In addition the permanent DHT has been successful in interview for an acting HT post and will be on secondment for the next year.

R SCLOGO School: Kinmylies Primary School

Head Teacher: Faye Lingard (Acting HT)

Date submitted: June 2019

School Vision, Values and Aims:At Kinmylies Primary School we work together to provide a happy, secure and stimulating environment where children are motivated to learn, are valued as individuals and encouraged to reach their full potential through our curriculum for excellence.

This session as part of our nurture for all development we have reviewed our positive behaviour policy and reduced our values and aims to pupils being

Ready, Respectful and Safe.

These three key words are consistently visible around the school and used in all our communication.

Summary of Standards and Quality Report/School Improvement Plan engagement process:Participants Engagement detailsTeachers and other staff, including ELC staff

Teacher Self Evaluation using HGIOS 4 and HGIOELC as per collegiate calendar

Parents SIP is on the agenda of every Parent Council Meeting

PupilsPupil Questionnaires completed for all P6 and P7 pupils.

Volunteers working in school (such as parents taking after-school activities, 3rd sector engagement etc.)Other partners Meeting with GIRFEC partners 19.6.19 to discuss SIP

Associated Schools Group

SIPs are on the agenda of every ASG meeting.At meeting In April ASG priorities for next session were agreed asL3 – Gaelic , Chromebooks, Moderation. ASG digital leaders have completed ASG plan for Chromebooks

Review of School Improvement Work against the National Improvement Framework PrioritiesWhat have we done to close the attainment gap?Relevant Improvement Priority title/ Pupil Equity Funding project/ Scottish Attainment Challenge additional funding project:

Pupil Equity Fund has continued to pay for an Additional Needs Teacher with a community roll within the school offering health and wellbeing activities, literacy and numeracy support, all with the aim of increasing parental and community engagement. Out of our 94 PEF pupils all pupils attended Relax Kids, 71 pupils’ families were invited to targeted activities and 50 pupils’ parents engaged in additional PEF activities. Through this role we have been able to offer Outsider Decider to thirty targeted children from P5 – P7. This is to provide children with alternative skills to self-regulate and cope within the classroom. Children attending have provided positive feedback and have been noted using strategies throughout the school. Parent workshops were held to offer information to families of these targeted pupils so strategies could be mirrored and supported at home. Parents have also given positive feedback on the impact on their child’s ability to make better decisions.Two staff members undertook Forest School Leader training and have continued to run weekly forestschool sessions within the local community. We initially offered forest school s to our whole P7 cohort as a skill building exercise and then targeted pupils in P5 and P6. Parents have been invited to attend this weekly and on average there are 3 parents for a group of 15 pupils. In addition there was an initial parent workshop to provide information on forest schools and to give parents an opportunity to ask questions. P7 pupils highlighted Forest Schools as having a positive impact on their DYW programme and final year of primary school. Targeted P5 and P6 pupils have all given positive feedback on learning in an outdoor environment and the skills they developed.Participating in Outside Decider and Forest Schools have been included in action plans of child plans for individual pupils and parents and pupil comments have been very positive around the impact on mental health and general wellbeing.We have continued to run Peep sessions for our P1 families with an open invitation to the whole P1 yeargroup. Attendance has been varied from a minimum of 3 families at a session to a maximum of 15. Thisallows families to learn together and the feedback is that more parents are reading more stories at home and are using some of the activities shared at the sessions. Parents have also said that they continue to dedicate set time for stories and activities and do more together as a family. We organised Targeted Book Bug sessions to P2 parents sessions to support pupils with literacydifficulties . Attendance dwindled throughout the year from 8 parents attending to 1 and ending the term at 0. The parents have shared that their confidence has increased in this area and their child did not wish them to continue to attend. Whole class book bug sessions for P1, P1/2, P2 and P3 where families are invited once or twice per term have been more successful with an average 50% attendance.A number of staff attended CalmaClass (Relax Kids) training and have been implementing thesestrategies throughout the school to complement our nurture for all action plan. This has beenreinforced by Relax Kids workshops from a licensed coach to all classes, further demonstrating the

strategies children need to have to be in the best mind set to be able to work. This has led to a small but welcome decrease in the number of our pupils indicating that they rarely feel calm in Stirling Wellbeing questionnaires at the start and end of this session.We have supported families through Child Plan and Solution focused meetings and put them in touch with appropriate agencies as required. We supported an 8 week block of parenting workshops lead by Action for Children titled ‘Understanding Children’s Challenging Behaviour and Attachment’. We started with 12 families and the workshops finished with a core of 8 families. Equity Funding has also paid for 17.5 additional PSA hours per week. This support was targeted to both literacy and numeracy with daily consolidation of key skills. Pre and post interventions show a positive impact with all pupils involved making progress. Additional phonics, spelling and reading resources plus Education City subscriptions were purchased with PEF. CODE X reading scheme was bought in and targeted at P3, P4 and P5 pupils who were struggling to achieve any success in reading. Pupil engagement is high with all pupils very positive about the programme. All pupils have made progress and many pupils are now reading at the equivalent of 3 ORT stages higher than they were previously.

What have we done to raise attainment, particularly in Literacy and Numeracy?Relevant Improvement Priority title:

The school has completed three years of Emerging Literacy training with the POLAAR assessments and key principals being embedded in P2 and P4. Next session will see a further rollout to for pupils who are not achieving at the expected levels in literacy and also additional training for EYPs.The Highland Numeracy Progression assessments are being used similarly with teachers assessing pupils who are not yet achieving at the expected level. Whenever possible we have added targeted pupils to any PEF interventions as required.We trained our P5 children this year as Paired Reading buddies. This has allowed them to feel skilledin the task and valued. It has given them a sense of responsibility, while they supported 18 youngerchildren with literacy difficulties from P2 –P4 throughout the school. The P5 pupils have all said that they feel more confident in reading and our incas results show that 88% of pupils are working at an average or above average level. The teachers of the younger pupils tell us that they are more confident at choosing to read real books during class time and are having a go at reading independently.We organised fortnightly targeted Book Bug sessions to P2 parents sessions to support literacydifficulties . Attendance dwindled throughout the year from 8 parents attending to 1 and ending the term at 0. The parents have shared that their confidence has increased in this area and their child did not wish them to continue to attend. Whole class book bug sessions for P2 where families are invited once or twice per term have been more successful with an average 50% attendance. Our data for P2 is very promising with 65% of pupils working at the expected level in reading. Our data last session for those same pupils achieving early level in reading was significantly lower.Wraparound spelling has been introduced by some class teachers from P4-P7. One PT delivered some training and shared resources. It has been received favourably and early next session a literacy development officer will provide training to all staff before spelling assessments are completed. We consulted with pupils and bought in new

sets of novels aimed at second stage including a pack of ‘boy friendly’ texts to encourage reluctant readers. Pupil feedback is that these books have been popular as reading books and more pupils at second level are enjoying reading.Some of our P7 children were trained in numeracy card games which they then cascaded to PSAs pupils and families. These games were then used as activities to link with homework to promote parental engagement with the tasks. Weekly homework diaries evidence that pupils and parents across the whole school regularly play these games together. Pupils are tracked at the beginning of the school year using Highland Numeracy assessments and also post intervention.Equity Funding has paid for 17.5 additional PSA hours per week. This support was targeted to both literacy and numeracy groups with daily consolidation of key skills. Class teachers, ASN teachers and SMT met at the beginning of the year to set up programmes for PEF pupils and also other pupils who would benefit from the same targeted support.Pre and post interventions show a positive impact with all pupils involved making progress. Additional phonics, spelling and reading resources plus Education City subscriptions were purchased with PEF. CODE X reading scheme was bought in and targeted at P3, P4 and P5 pupils who were struggling to achieve any success in reading. Pupil engagement is high with all pupils very positive about the programme. All pupils have made progress and many pupils are now reading at the equivalent of 3 ORT stages higher than they were previously.

What have we done to improve children and young people’s health and wellbeing?Relevant Improvement Priority title/ school project:

We have been able to offer Outsider Decider Groups to 30 targeted children from P5to P7. This is to provide children with alternative skills in order to self-regulate and cope within the classroom. Children attending have provided positive feedback and have been noted using strategies throughout the school. Parent workshops were held to offer information to families of these targeted pupils so strategies could be mirrored and supported at home. Two staff members undertook Forest School Leader training and have continued to run weekly forest school sessions within the local community. This has been targeted to groups struggling within the mainstream classroom and our P7 cohort. Parents have been invited to attend this weekly and on average 3 parents for a group of 15 pupils have attended. For those who could not attend the weekly sessions, parent workshops were held to provide information and allow parents to ask questions. P7 pupils highlighted Forest Schools as having a positive impact on their DYW programme and final year of primary school. Targeted P5 and P6 pupils have all

given positive feedback on learning in an outdoor environment and the skills they developed. Outside Decider and Forest Schools have been included in action plans of child plans for individual pupils and parents and pupil comments have been very positive around the impact on mental health and general well -being. A number of staff attended CalmaClass (Relax Kids) training and have been implementing thesestrategies throughout the school to complement our nurture for all action plan. This has beenreinforced by Relax Kids workshops from a licensed coach to all classes, further demonstrating the strategies children need to be in the best mind set to be able to work. This has led to a small but welcome decrease in the number of our pupils indicating that they rarely feel calm in Stirling Wellbeing questionnaires at the start and end of this session. We have supported families through Child Plan and Solution focused meetings and put them in touch with appropriate agencies as required. We supported an 8 week block of parenting workshops lead by Action for Children titled ‘Understanding Children’s Challenging Behaviour and Attachment’. 12 families began this and the workshops finished with a core of 8 families. We have continued to run Peep sessions for our P1 families with an open invitation to the whole year group. Attendance has been varied from a minimum of 3 families at a session to a maximum of 15 out of 38 families. PEEP sessions allow families to learn together and the feedback is that more parents are reading more stories at home and are using some of the activities shared at the sessions. Parents have also said that they continue to dedicate time for stories and activities as they see the benefits both socially and educationally. Resilient Kids programmes for P3, P3/4, and P5 were run by class teachers and our additional ASN teacher. In P7 we linked with the Charleston Academy CSW therefore P7 pupils beginning to build a relationship with her. Resilient Kids information workshops were attended by approximately 30 families. Class Teachers and pupils have given positive feedback since completing the programme and pupils are generally more supportive and empathetic towards each other and class teachers are not spending so much time sorting out playground issues.

We have been fortunate to get 3 eight weeks blocks of art therapy for pupils with either an ASD diagnosis or ASGD traits. The pupils have all said that they have felt a sense of achievement in their art work and have found different ways to express themselves through art.

This session was the second year of implementing awhole school nurture for all development. Class teachers are developing new strategies for promoting positive behaviour and all staff and pupils are actively encouraged to recognise and reward good citizenship hence shifting the balance towards rewarding positive behaviours. The Hub has also developed Tea and Chat sessions and been an additional nurturing environment both timetabled and as and when required. We have less pupils attending TLC and significantly less classroom transfers plus a record of all staff and pupil citizenship shout outs.

The ASG have developed a new planner encompassing all aspects of HWB. This will be an excellent transition document for next teachers. It has been shared at collegiate time and is to be used from August 19.

What have we done to improve employability skills and help our children and young people achieve sustained, positive school leaver destinations?

Relevant Improvement Priority title/ school project:

Impact and data

Last session there was an ASG DYW working group. The working group met once per term and moderated DYW activities across the ASG. They also planned a DYW transition event for all P7 pupils at Charleston Academy; meeting different local employers and representatives of Highland organisations.The P7 pupils visited the Digital Learning Hub and participated in a coding workshop and a 3D imaging workshop. P6 and P7 pupils have accessed the ‘ My World of Work’ website and completed activities on ‘ My animal Me’, ‘My interests’ and ‘My profile’.P7 pupils have created interview questions and investigated various careers.Class teachers ensure that there is a specific reference to skills in planners and KATs. Every class has planned an enterprise or event with pupils taking on key roles.Our IDL social subjects planner has DYW links highlighted for each year group ensuring that one topic per term will have a DYW focus.Pupils in every class and even in the ELCS have additional jobs, roles and responsibilities.Senior pupils have been given additional responsibilities around the school. This will be developed further next session.

Our overall evaluation of the school’s capacity for continuous improvement:

* We are confident in our capacity for continuous improvement ☒

* We have some concerns about our capacity for continuous improvement ☐Comment: Staff are committed to Self- Evaluation and improvement but we recognise the challenge of having at least 5 new teaching staff next session and the transition time required for HT change over.

QI 1.3Leadership of change

Themes (HGIOS?4) Developing a shared vision, values and aims

relevant to the school and its community Strategic planning for continuous improvement Implementing improvement and changeThemes (HGIOELC?) Developing a shared vision, values and aims

relevant to the ELC setting and its community Strategic planning for continuous improvement Implementing improvement and change

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

a) We reviewed and reduced our values and aims with all stakeholders. All pupils can readily speak about being ready, respectful and safe and what this looks like.

b) We are engaging with many more parents. The pupil equity funded post of ASN community link teacher has prioritised working with parents and this has been highly successful.

c) All PSAs received training in coaching to support restorative conversations.

d) Teaching staff created working groups to lead on the school improvement plans of Nurture for All and Profiling and Reporting. Teaching staff had opportunities to lead within these groups. In addition to the working groups both PTs have additional leadership roles, one in pupil voice and the other in literacy developments. EYPs have attended training on Profiling in the ELC setting and focusing on Key Learning Opportunities.

e) Teachers are more confident to have lessons observed and are able to see it as a positive experience . The focus of the observation is the same for all staff and is shared in advance of any planned visits. Reflective discussions have a clear focus on improving outcomes for learners.

Question 2How do we know? What evidence do we have of positive impact on our learners?

a) Our new positive behaviour policy has been shared with all pupils and families. In addition it is on the school website for any interested parties to read. The words Ready, Respectful and Safe are on display in every classroom and around the school. These values and aims are discussed regularly in assemblies and form the basis of restorative conversations.

b) Parents are invited to attend our weekly forest school activities. There is an average of 3 parents attending per class. In addition 27% of P7 parents attended the forest school information meeting. Book Bug sessions for P1, P2 and P3 pupils had an average of 50% of parents attending with their pupils. Sixteen P1 families attended PEEP Group with their children. Information workshops for the Resilient Kids Programme were held for P3, P5 and P7 families and these were well attended by twenty parents.Eight families benefitted from attending an eight week course in Understanding Children’s Behaviour and Attachment.

The PEF ASN teacher, Mrs Munro, has a school mobile and there has been increasing contact with families who previously did not engage. Mrs Munro receives calls and text messages from parents who have previously found it difficult to approach school staff.Open afternoons twice per year to share pupil profiles have been very successful with almost all pupils having an adult attend. Parental feedback was very positive regarding the value and impact of these open afternoons. Every class shares its learning at an assembly. Parents and families are invited and there is a very high turn -out.

c) Targeted pupils have been paired with a PSA for regular coaching conversations. PSA staff have time for this allocated in their timetables and use their initiative to create additional times if and when required. Many pupils have shared with their families, teachers and SMT that this has had a positive impact on their decision making.

d) We have completed a two year plan for Ongoing Profiling and Reporting. Our QIO has recently signed the school off meaning that we now maintain this development and are able to begin a new in depth action plan in its place. Our second in depth action plan on Nurture for All will be maintained and developed next session. Pupils have responded well; there are fewer examples of negative behaviours and pupil questionnaires show that 80% of pupils feel safe and cared for in school. 84% of pupils feel that staff ensure pupils behave well.EYPs are developing KLOs and observations demonstrate progress in literacy, numeracy and HWB.

e) The Acting HT and DHT visited all classes to observe reading comprehension activities. Teaching staff and SMT use Impact Wales to self -evaluate lessons with a clear focus on improving outcomes for learners.

Question 3What could we do now? What actions would move us forward?

a) Staff will embed the behavior policy and continue to collectively develop strategies to promote positive behaviour suggestions from Paul Dix. eg use of recognition boards.

b) Measure impact of parental engagement and review how we engage with parents.EYPs will encourage and facilitate children to talk about their learning and achievements.ELC setting will start to use the words Ready, Respectful and Safe.

c) More pupils will be given additional responsibilities and leadership roles around the school.

d) We will develop pupil voice and the role of the Pupil Council. Teacher leadership will continue to be developed through PRD process linked to SIP and GTC standard.

e) Teaching staff will continue to develop planning for Key Assessment Tasks and will share these with each other. Teaching staff will also develop high quality learning conversations and target setting. Next session’s SIP focusses on pedagogy and all teachers will engage in peer observations in their own school and other schools.

f) EYPs will develop nursery profiles with in line with school profiles. EYPs will become more confident with Key Learning Observations and will receive training in planning and developing floorbooks.

What is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and Childcare? six-point scale?

satisfactory

QI 2.3Learning, teaching and assessment

Themes (HGIOS?4) Learning and engagement Quality of teaching Effective use of assessment Planning, tracking and monitoringThemes (HGIOELC?) Learning and engagement Quality of interactions Effective use of assessment Planning, tracking and monitoring

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting? The whole school behaviour policy has been reviewed to reflect the values of the school. It is meaningful to all stakeholders and it is easy to follow.

a) Key Assessment Tasks have been developed to show depth and application of learning. Teachers are more skillful in bundling Es and Os together to assess more than one curricular area.

b) We use a variety of assessments to gather information around our learners. We are beginning to moderate achievement of a level. We now have a variety of data on pupils. Staff are becoming more confident in using benchmarks to inform SPP and achievement of a level. The second year of SNSA gives more detailed feedback than the previous session. We purchased Incas for specific year groups. We are particularly pleased with the progress of current P4 pupils

c) An ASG working group has created a new planning document showing a clear progression in all HWB areas.


a) Our new positive behaviour policy has been shared with all pupils and families. In addition it is on the school website for any interested parties to read. The words Ready, Respectful and Safe are on display in every classroom and around the school. These values and aims are discussed regularly in assemblies and form the basis of restorative conversations. Pupils have responded well; there are fewer examples of negative behaviours and pupil questionnaires show that 80% of pupils feel safe and

cared for in school. 84% of pupils feel that staff ensure pupils behave well.

b) Key Assessment tasks have been shared with teaching partners and moderated by the profiling working group. SMT have provided collegiate activities to moderate a selection of KATs of differing standard. This has helped staff to look at what are the features of the best examples. Our pupil profiles are of a good standard and we have been signed off on our Profiling and Reporting Action Plan meaning that next session teachers will use the short end of year report.

c) We use a variety of assessments eg diagnostic assessments ,INCAS and SNSAWe now have a wide range of data for all our pupils and can track their progress with more rigour. SMT have attainment meeting with staff to discuss and track individual pupils.

d) The HWB planners have been shared with staff during a collegiate section and are ready to use them.


a) Staff will embed the behavior policy and continue to collectively develop strategies to promote positive behaviour suggestions from Paul Dix. eg use of recognition boards.

b) Teaching staff will continue to develop planning and moderating Key Assessment Tasks and will share these with each other. Teaching staff will also develop high quality learning conversations and target setting.

c) Data will be shared as part of transition process to next class and will inform groupings and planning. Staff will become more confident in using their data to improve outcomes for learners. Moderation is built into next session’s SIP. A simplified tracking system will be devised to clearly show SPP progress within levels . Our data shows us that there is varying success in various stages throughout the school.Classroom observations also indicate that although there is a high standard of learning and teaching there is a lack of consistency in the pedagogy of learning and teaching reading. With so many new teachers next session we will need to spend collegiate time on pedagogy across the curriculum and ensure that there are clear curricular progressions.d)All Class Teachers will begin to use the HWB planning and progression document . We now need to plan across Expressive Arts engaging with the benchmarks.

What is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and childcare? six-point scale?

satisfactory

QI 3.1Ensuring wellbeing, equality and inclusion

Themes (HGIOS?4) Wellbeing Fulfilment of statutory duties Inclusion and equalityThemes (HGIOELC) Wellbeing Fulfilment of statutory duties Inclusion and equality


a) After historical under allocation of ASN teacher support for several years session 18/19 saw the school benefit from an additional 0.6 FTE ASN teacher putting our ASN teacher allocation to 1.6 FTE. This has resulted in dyslexia assessments being carried out for pupils with persistent literacy difficulties and interventions such as Speedy Readers and Toe by Toe being put in place for individual pupils. The Hub has evolved into a shared ASN teaching space and Nurture room with a high proportion of pupils accessing this room at some point in the day. Tea and Chat remains a key feature and support for many of our pupils with SEBD and AS disorders. The ASN staff are skilled practitoners who are highly trained.

b) Kinmylies is an inclusive school with all pupils treated as individuals and with respect.Most staff have completed equality and diversity training and a curriculum audit has been completed. Resources to compliment HWB have been purchased and implemented. Pupils and staff know, understand and use the wellbeing indicators as an integral part of school life.

c) All teaching staff make pastoral notes on SEEMiS and SMT monitor this regularly.All school staff are up to date with child protection training and know their role in safeguarding. Pupils feel listened to and are able to discuss sensitive issues with a known adult in school

d) The E- safety 360 Review was completed prior to the chromebook roll out.Staff value outdoor learning and active play and its benefits for the HWB of pupils. Outdoor learning is an integral part of the curriculum and is timetabled for all pupils.In the ELC setting staff know and use wellbeing indicators in a meaningful way with children and their families.


a) We work closely with our GIRFEC partners and both the practice lead for school s and educational psychologist attend multi agency child plan reviews. Interventions have added value and given learners the appropriate support.

b) Despite being a large school staff treat all pupils a individuals and are aware of their diverse needs.

Pupils have coaching sessions with PSA staff and key adults supporting them. We had whole school wellbeing assemblies in term 1 and 2. There are wellbeing displays all around school and nursery and pupils track their wellbeing using wellbeing webs.

c) When staff make pastoral notes on SEEMiS they inform SMT so that important information is not overlooked. HUB meetings are held weekly to discuss the needs of some of our pupils with a high ASN level and those with SEBD. Chronologies are kept up to date and we have excellent working realationships with our GIRFEC partners.

d) All classes are timetabled for and staff have been trained in delivering active play. There is an outdoor classroom which is well resourced and timetabled for classes to use. Our PEF ASN teacher runs Forest Schools and Outsider Decider classes for targeted pupils.

Question 3What could we do now? What actions would move us forward? a ) ASN team will be involved in transitions from nursery to school and will have an overview of the additional support needs of ELC setting pupils.

b)All staff to be trained in Diversity and Equalities training. Review coaching partnerships and make changes to key personnel as appropriate. Try to allow for more timetabled coaching sessions. We need to review TLC to ensure there are opportunities for restorative conversations.All new members of staff will be trained in SEEMiS and Equality and Diversity

d)A chromebook agreement needs to be shared with pupils and families before devices go home with pupils. PEF ASN teacher will continue to run Forest School and Outsider Decider groups for targeted pupils. We will develop outdoor learning, cooperative learning and active learning next session.

e)Staff will train new staff in active play. P1 staff will have a more play based curriculum in their new classrooms locate next to the ELC setting.


good

QI 3.2Raising attainment and achievement/Ensuring children’s progress

Themes (HGIOS?4) Attainment in literacy and numeracy Attainment over time Overall quality of learners’ achievement Equity for all learnersThemes (HGIOELC?) Progress in communication, early language,

mathematics, health and wellbeing Children’s progress over time Overall quality of children’s achievement Ensuring equity for all children


a) Emerging Literacy principals and assessments have been continued into P2 and also P4. POLAAR assessments are completed, interventions planned to plug gaps and pupils reassessed.

b) We now have a variety of data to track pupils’ progress. We have continued the cycle of standardised assessments and SPP tracking. Staff are becoming more confident in using benchmarks to inform SPP and achievement of a level. The second year of SNSA gives more detailed feedback than the previous session. We purchased Incas for specific year groups in order to gain additional information.

c) In addition to our PEF funded ASN teacher we also had additional 17.5 PEF PSA hours. PSA PEF hours have been used to target literacy and numeracy at every stage in school.

d) In ELC our key workers ensure that all pupils who receive flexible hours get the same quality input as the other pupils.


a) Five staff have been trained in Emerging iteracy, this is beginning to have impact in attainment. Interventions are planned in Literacy and numeracy and PSAs provide additional support to learners.

b) Data is analysed in attainment meetings and professional dialogue meetings . SPP continues to be the most trustworthy data and teachers are more confident in knowing where learners are within levels. This year’s data shows us that there is varying success throughout the school. We are particularly pleased with the % of pupils in P4 who achieved first level as many pupils had targeted interventions this year. Our SPP data from P2-P7 is generally positive but we are concerned about this year’s P1 dataP1% of pupils working at expected level in reading- 39 writing -47 LT -65 numeracy- 41P2 % of pupils working at expected level in reading- 65 writing -58 LT -77 numeracy- 79

P3 % of pupils working at expected level in reading- 50 writing -36 LT - 50 numeracy- 39P4 % of pupils working at expected level in reading- 64 writing -65LT – 85 numeracy- 63P5% of pupils working at expected level in reading- 67writing -61 LT -82 numeracy- 24P6 % of pupils working at expected level in reading- 67 writing -44 LT -74 numeracy- 56P7% of pupils working at expected level in reading- 50 writing - 53 LT – 82 numeracy- 66

Incas results show our P3 pupils generally performing better than their SPP data especially in numeracy, P5 pupils generally performing better than their SPP data across the board but especially in numeracy and P6 pupils performing worse than their SPP data in numeracy

P3 58% of pupils are average/above average in reading 84% of pupils are average/ above average in general maths 67% of pupils are average / above average in mental maths



C) Class teachers have liaised with ASN and SMT to make small groups of PEF pupils and other pupils who would benefit from targeted literacy and numeracy support. CTs have all been given positive feedback of progress made and can see the impact on their pupils in class- see intervention and impact forms.


a) There will be a whole school approach to Emerging Literacy. New P1 teaching staff will be trained in Emerging Literacy.b) Data will be shared as part of transition process to next class and will inform groupings and planning. A simplified tracking system will be devised to clearly show SPP progress within levels. We need to look very closely at next session’s P2 pupils and support appropriately. We also need to look at our SPP moderation; in particular listening and talking and numeracy.c)Literacy and numeracy interventions need to be more specific to our data and should have baseline assessments to evidence impact. Code X and Wrap around spelling will continue to be developed next session.d) In the ELC setting EYPs will track progress with KLOs and children will be confident to speak about what they are learning. EYPs will ensure they record key learning for pupils who may not be their own key children. This should help to ensure that all children who receive flexible hours get the same quality input as the other pupils.


satisfactory

KEY THEMEfrom QI 2.2Curriculum

Theme 3 (HGIOS?4) Learning pathways

Theme 3 (HGIOELC?) Learning and development pathways


a) Key Assessment Tasks have been developed to show depth and application of learning. Teachers are more skillful in bundling Es and Os together to assess in different curricular areas. We ensure that all pupils have access to high quality learning across curricular areas. And through our outdoor learning.

b) Emerging Literacy assessments have been successfully implemented for a third year in P1. An experienced P1 teacher moved stage to P4 in order to share her expertise and for emerging literacy assessments to be used to find the gaps in learning with this particular cohort of pupils.c) An ASG working group has created a new planning document showing a clear progression in all HWB areas.d)Teachers are more confident to have lessons observed and are able to see it as a positive experience . The focus of the observation is the same for all staff and is shared in advance of any planned visits. Reflective discussions have a clear focus on improving outcomes for learners.


a) Key Assessment tasks have been shared with teaching partners and moderated by the profiling working group. SMT have provided collegiate activities to moderate a selection of KATs of differing standard. This has helped staff to look at what are the features of the best examples. Our pupil profiles are of a good standard and we have been signed off on our Profiling and Reporting Action Plan meaning that next session teachers will use the short end of year report.

b) Our P4 data has improved with 90% of pupils achieving first level in

listening 64% of pupils achieving first level in reading 65% of pupils achieving first level in writing 63% of pupils achieving first level in numeracyThis is a significant improvement for this particular cohort of pupils.

c)A new HWB planner is ready to be shared with all teaching staff. It was produced by an ASG working group and covers all the aspects of the HWB curriculum. It will be an effective transition document as it clearly shows what has been previously taught.

d)The Acting HT and DHT visited all classes to observe reading comprehension activities. Teaching staff and SMT use Impact Wales to self -evaluate lessons with a clear focus on improving outcomes for learners.


a) Teaching staff will continue to develop planning for Key Assessment Tasks and will share these with each other. Teaching staff will also develop high quality learning conversations and target setting. KATs will be an integral part of the planning process.

b) Additional staff will attend Emerging Literacy training. P2 and P3 teachers will use the assessments to highlight gaps and inform interventions.

c) Data will be shared with as part of transition process to next class and will inform groupings and planning. A simplified tracking system will be devised to clearly show SPP progress within levels . Our data shows us that there is varying success in various stages throughout the school.

d) Classroom observations indicate that although there is a high standard of learning and teaching there is a lack of consistency in the pedagogy of learning and teaching reading. With so many new teachers next session we will need to spend collegiate time on the pedagogy of learning and teaching across the curriculum and ensure that there are clear curricular progressions.

e) P1 classrooms being moved to the main building next to the ELC setting will provide more ooportunities for active learning and learning together across the early years. EYPs and CTs will have more opportunities to liaise and share resources/ideas/pedagogy.

KEY THEMEfrom QI 2.7Partnerships

Theme 3 (HGIOS?4) Impact on learners (focus on parental

engagement)

Theme 3 (HGIOELC?) Impact on children and families (focus on

parental engagement)


a) We continue to see a big improvement in the level of parental engagement.

A PEF funded ASN teacher post was created 18 months ago to target PEF families and also families who had not previously engaged with the school.Parents and carers are consulted regularly on a number of issues. We have a proactive Parent Council who contribute to school developments and share information with the parent forum. There is a school blog and Twitter account. In addition there is also a Parents facebook page. 87 % of families have signed up for to receive letters and newsletters electronically.

b) Parents have engaged positively with their child’s pupil profile during open afternoons and parent appointments. Staff actively support families to engage in their child’s learning and celebrate their achievements.

c) In the ELC setting parents come to stay, play and learn sessions. Learning Journeys are shared and parents encouraged to share learning from home. Parents are fully engaged in their children’s learning .Parents contribute to their child’s progress and achievement.


a) Parents are invited to attend our weekly forest school activities. There is an average of 3 parents attending per class. In addition 27% of P7 parents attended the forest school information meeting. Book Bug sessions for P1, P2 and P3 pupils had an average of 50% of parents attending with their pupils. Sixteen P1 families attended PEEP Group with their children. Information workshops for the Resilient Kids Programme were held for P3, P5 and P7 families and these were well attended by twenty parents.Eight families benefitted from attending an eight week course in Understanding Children’s Behaviour and Attachment.The PEF ASN teacher, Mrs Munro, has a school mobile and there has been increasing contact with families who previously did not engage. Mrs Munro receives calls and text messages from parents who have previously found it difficult to approach school staff. Every class shares its learning at an assembly. Parents and families are invited and there is a very high turnout. Parents are also invited to watch their child deliver personal talks or presentations. Again these are well attended.

b) Open afternoons twice per year to share pupil profiles have been very successful with almost all pupils having an adult attend. Parental feedback was very positive regarding the value and impact of these open afternoons and parents add their comments to KATs.

c) EYPs have a calendar for stay, play and learn days. They are also flexible with working parents and accommodate their requests whenever possible. The ELC setting has an open door policy with parent/carers welcome to stay and help settle their child or

observe particular learning.Question 3What could we do now? What actions would move us forward?

a) Parental engagement continues to be a priority and for another year we will continue to develop these relationships investing the bulk of our PEF money in the role of ASN community link teacher. We recognise that parental workshops are not as successful as we would like with regard to engaging a high percentage of parents. SMT will liaise with our ASN community link teacher to be creative and capture our parents’ attention when they are already in school.

b) We will continue to develop pupil profiles, paying attention to KATs and learning conversations as advised by our QIO. We will move on to shorter, end of session reports.We will continue to offer parent afternoons to share profiles but perhaps add key parental information eg literacy/numeracy developments and activities.

c) EYPs will develop their KLOs and will evidence progress in learning in literacy, numeracy and HWB. EYPs will also receive floor book training and planning training in order to capture the children’s interest and will share floor books and planning effectively with children and their families.

ADDITIONAL QI1.4 Leadership and management of staff

Themes from HGIOS?4 and HGIOELC? (complete as appropriate)

Building and sustaining a professional staff teamStaff wellbeing and pastoral support


a) Acting HT and DHT have looked at this QI as an area we need to develop. We are concerned about staff moral as the school faces more uncertainty in its leadership and a third of all teaching staff being new to the school. We need to empower and motivate staff to take decisions and lead school improvement.

b) Staff have positive relationships but with a high turnover of teaching staff and management this can be difficult to sustain. Staff are also concerned that our ASN teaching time is cut from 1.6 FTE to 0.6 FTE. Class teachers will face additional challenges this session as they adapt to less ASN teacher support.

c) Teachers and support staff have a breadth of knowledge, expertise and many enjoy leading learningWe have 2 Principal Teachers who have experience in leading developments. Some class teachers have spoken to SMT about taking on additional leadership roles next session eg extra-curricular activities and aspects of school improvement planning.

d) PSA staff are also highly experienced and already lead in particular areas. eg. nurture, forest schools, IT, sports Day. Support staff and class teachers need more opportunities to meet together rather than separately. Weekly meetings to include support staff when possible.


a) Head teacher has just intimated that she will not be returning after her maternity leave. Acting HT will remain until October as planned and the HT position will be advertised in August. The permanent DHT has just recently been successful in interview and has been appointed as acting head teacher in another school for a year. We will have 4.7 FTE new teaching staff for next session. We lose a long term member of staff (36 years) the school is expanding and a 12th class is to be formed. In addition neither of our probationary teachers are to continue and this year we have been allocated only one probationer. As such we are waiting to hear who are teachers will be and what their experience is.

b) We have lost a 0.6 FTE ASN teacher and 0.4 of our other ASN teacher. Many of our pupils access The Hub daily for additional support either socially and emotionally or for literacy/numeracy support .We need to support each other as we support the pupils.

c) One PT will take on the remit of Digital Leader as the existing digital leader will now be on supply.Second PT will develop the reading comprehension in depth action plan and cascade to teaching staff. Teaching staff will be encouraged to help lead learning across the school as we develop pedagogy and our curriculum.


a) Once class teachers have been confirmed we need to match stage partners ensuring that new staff work alongside existing staff and learn from each other.

b) Time needs to be built into all collegiate activities to share concerns

and feedback advice and support. Supportive peer visits to develop shared values partnership working.

c) Teachers with a particular interest/expertise in curricular areas to help lead pedagogy collegiate activities or take ownership of an additional development. This will be included in the annual PRD linked to the SIP and GTC standards. Remits to be written for PTs and acting DHT.

d) PSA staff to be given more opportunities to lead activities and work collegiately. PSA staff to be given opportunities to meet weekly alongside teaching staff. This will help with staff moral and reduce the number of meetings held within the school.ASN community link teacher to organise HWB activities for whole school staff throughout the session at particularly challenging times.


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