1 ST MARY’S PRIMARY SCHOOL STANDARDS AND QUALITY REPORT June 2008
In our report you will find detailed self evaluations of 11 of the 30 quality indicators described in Her Majesty’s Inspectorate of Education (HMIe) publication, ‘How good is Our School 3’. Our report uses their 6-point scale: 6 Excellent 5 Very good 4 Good 3 Satisfactory 2 Weak 1 Unsatisfactory The allocated levels for the following Quality Indicators have been agreed in conjunction with the Local Authority and the supporting evidence validated.
1.1 Improvements in Performance 1.2 Fulfilment of Statutory Duties 2.1 Learners’ Experiences 2.2 The School’s Success in Involving Parents, Carers and Families 3.1 The Engagement of Staff in the Life and Work of The School 4.1 The School’s Success in Working and Engaging with The Local Community 4.2 The School’s Success in Working with And Engaging with The Wider Community 9.1 Vision Values and Aims 9.2 Leadership and Direction 9.3 Developing People and Partnerships 9.4 Leadership of Change and Improvement
There are evidence lists for each of these 11 quality indicators at the end of this report. The remaining 19 indicators have also been allocated a level but we have not looked at them in detail this session. The allocated levels for these are the judgement of the school and have not been validated by the Local Authority. This report pertains to our school as at June 2008
CONTENTS PAGE Validated Evaluations for 11 quality indicators 2 Areas for improvement 11 Validated evidence lists 11 Evaluations of remaining 19 quality indicators 20
We view feedback as a means to improvement and we welcome constructive feedback at any time from anyone who has any connection with our school eg parents, carers, children, staff, members of the local community, professionals, visitors. Should you wish to discuss any aspect of this report please do not hesitate to contact Anne Bisset HT 01620 823298 Email [email protected] 2
1.1 IMPROVEMENTS IN PERFORMANCE
Themes Standards of attainment over time Overall quality of learners’ achievement Impact of the school improvement plan
1.1 OUR PERFORMANCE AGREED LEVEL 4 GOOD The allocation of a level 4 is based on our 5 – 14 statistical data which appears below. In comparison to session 06 -07, our attainment levels for 07 - 08 indicate a 15 % rise in reading attainment 25% rise in writing attainment 23% rise in maths attainment The increase in our levels can be partly attributed to the long-term impact of our tracking procedures and also to the hard work of all school staff. We have had a long-term focus on improving writing. The challenge now is to maintain levels. From June 09 we will also present results using a three-year rolling average. This will allow for years when we have a large number of children requiring additional support. We have groups of children who continue to make good progress through the 5 –14 levels, with some children exceeding the national levels required for their class stage. We also have cohorts of children who require considerable support as they move through school and it is likely that these children will impact on our statistics in 08-09. Whilst almost all of these children continue to make progress, as indicated by their ‘Support for Learning’ results, they do so at a slower rate than their peers. Our 5 –14 tracking sheets can identify individual children and their progress. Our school attracts vulnerable pupils. Other professionals seek to place children within our school.
PERCENTAGE ATTAINING OR EXCEEDING MINIMUM 5 –14 LEVELS. JUNE 08 School year Reading % Writing % Maths % 07- 08 81 85 83% 06 - 07 66 60 66 O5– 06 52 45.3 70.7 04 - 05 66.2 53.8 72.3 03 - 04 70.5 59.0 72.1
BEST PROJECTIONS FOR SESSION 08 - 09 AS AT JUNE 08 School year Reading % Writing % Maths % 08 - 09 77 83 76
Attainment and Achievements Our school has always recognised children’s achievements in a wide variety of areas both within and out-with school and this practice continues e.g. children presented with sporting medals; certificates for personal and social achievements; positive playground behaviour notes; dinner hall golden table awards. Our School Development Plan has impacted positively on achievements and attainment. We strive to continue to improve both academic attainment and personal achievement. 3
1.2 FULFILMENT OF STATUTORY DUTIES
Themes Financial performance Compliance with legislation and responsiveness to guidance and codes of practice
Key features: This indicator relates to the impact of the school’s fulfilment of statutory duties. It focuses on evaluation of the school’s financial performance based on financial data and the extent to which arrangements ensure Best Value and the use of available finance to improve and maintain provision for learners. The indicator also relates to how the school takes account of statutory requirements and has in place arrangements for implementing legislation to ensure that the needs of all learners are met.
1.2 OUR PERFORMANCE AGREED LEVEL 4 GOOD
Our school’s total budget had an over-spend in session 07-08 which can be attributed to an overspend within the staff sickness cover budget and an overspend in our fuel budget. There is very little opportunity for flexibility or under-spend within individual budget headings but in previous years budgets have been vired to retain all Support for Learning teaching hours. The Support for Learning budget allocation has now been reduced centrally and we have been unable to make up the shortfall. We have however been able to continue to support the same number of children by reducing time allocations. This has allowed us to continue with maths recovery, which has resulted in at- risk pupils achieving level A.
We actively engage in, and to the best of our knowledge comply with, almost all statutory requirements: there is no wheelchair access upstairs. Through the EYCAT and the SAI procedures, parents and carers are involved in decisions relating to their child’s learning. We also use the services of other agencies to support learning eg Speech and Language therapists, Woman’s Aid workers, and Visual Impairment service.
In terms of equality, we have focussed on the needs of our Polish families and have had some documentation translated into Polish. We can organise a translator if required. East Lothian’s English as an Additional Language teacher has worked closely with staff to provide support for pupils and guidance for staff.
Our school has been adapted for wheelchair use with the exception of the first floor and we regularly receive advice and resources from the visual Impairment Service to support one child who is registered blind. In our Feb 07 audit, staff reported that they were not clear about the processes for placement of pupils with special educational needs and disabilities into classes. The East Lothian Staged Assessment and Intervention process was explained to staff as was parental rights.
There were no requirements following our most recent Care Commission visit to our nursery. All nursery staff are registered. 4
2.1 LEARNERS’ EXPERIENCES
Themes The extent to which learners are motivated and actively involved in their own learning and development.
Key features This indicator relates to the quality of learners’ experiences. Almost all learners are aware of their strengths and needs as learners and are satisfied that their views are taken into account.
2.1 OUR PERFORMANCE AGREED LEVEL 4 GOOD Observations by the HT indicate that almost all learners are motivated. There are many examples of pupils’ active involvement in learning on which we can continue to build eg Active Maths, Radiowaves, Health, and Kung Fu Punctuation. In environmental studies, pupils have input into planning. Teachers are beginning to extend pupil collaboration and choice when planning activities and experiences. Written and verbal feedback is given to learners to help them progress but there is a need for this to happen more regularly. All children act responsibly and contribute actively to the life of the school as evidenced by their participation in enterprise events, concerts and the Pupil Council. Children contribute to the local community eg nursery and P6/7 visits to elderly at Christmas. Most learners believe that they are treated with equality, fairness and respect. A variety of achievements are recognised and rewarded. 5-14 National Assessment results rose overall last session with some children achieving beyond their predicted targets.
Learners’ views and opinions are sought and in some cases teachers ask for feedback on their lessons. Most children feel they are treated fairly and are supported and helped with their learning. Children know what to do to be healthy. Most children tell us they feel successful. The Pupil Council seeks children’s opinions on the use of their budget.
2.2 THE SCHOOL’S SUCCESS IN INVOLVING PARENTS, CARERS AND FAMILIES
Themes The extent to which parents, carers and families are committed to, and actively involved in, the life of the school.
Key features This indicator relates to the involvement of parents, carers and families and their views on the quality of education their children receive. It focuses in particular on their current experiences.
2.2 OUR PERFORMANCE AGREED LEVEL 4 GOOD Our parents, including those with vulnerable children, play an important part in their children’s learning and development. Those who have children with additional support needs speak positively about the support they receive from our school. The number of parents involved in setting up our Parent Council, and the number of current members, indicates considerable commitment by parents to our school. We have a very active and supportive PTA who enlist the help of non –PTA members at fundraising events. 5
Parents and carers contribute as actively as possible to key aspects of their children’s education and development, safety and health with effective support from initiatives developed by us. Parents, and groups representing parents, engage with us.
Parents indicate that the school values their views. They believe that any concerns raised will be listened to and acted upon. They believe we are good at letting them know their child’s strengths and weaknesses and they are satisfied with the amount of information they receive about their child’s progress
3.1 THE ENGAGEMENT OF STAFF IN THE LIFE AND WORK OF THE SCHOOL
Themes The extent to which staff are committed to and actively involved in, the life of the school
Key features: This indicator relates to the professional involvement and commitment of staff. It also focuses on the views of staff about their involvement in ensuring that learners receive a high-quality educational experience.
3.1 OUR PERFORMANCE AGREED LEVEL 4 GOOD Staff, including support staff, show considerable commitment to our school. Staff are reflective practitioners and accept that as educators they too continue to learn. Teachers recognise when children are motivated and actively involved in their learning. They have a strong desire to effect positive and continuous improvements. They have worked well in excess of their allocated hours in a bid to raise attainment and achievement. Teachers are currently considering ways in which to take Team Share and also peer sharing of practice a step further. Staff demonstrate considerable pastoral support for children, and where appropriate, parents. Where there are concerns about children’s behaviour or progress, staff organise additional meetings with parents and carers to discuss support. These can be held early morning or evening to accommodate working parents. Staff also recognise the value of brief informal contact and feedback to children and parents at the start and finish of the school day.
Following each peer sharing of practice, teachers engage in discussion about key elements of learning and teaching which provide high quality education for learners. Staff are motivated, and meaningfully involved in improving the quality of our school. We readily engage in continuing professional development. We contribute to the life of the school and work together well in teams within our school and with partner agencies. We recognise our personal and professional responsibility for the personal and social development and health education of all children and young people.
During Professional Development and Review meetings, all staff indicated a willingness both to reflect on previous experience and action their own professional development. In our school, we perceive that we are valued, consulted and supported, and that our views and ideas are listened to. We believe that both teaching and support staff do their personal best to provide high quality learning experiences for our children. 6 4.1THE SCHOOL’S SUCCESS IN WORKING AND ENGAGING WITH THE LOCAL COMMUNITY
Theme The extent to which the school engages with the local community.
Key features This indicator relates to the school’s effective engagement with the local community. It relates to the community’s perceptions of the school’s work and the extent to which the community members and organisations feel that the school and the community engage in partnership working.
4.1 OUR PERFORMANCE AGREED LEVEL 5 VERY GOOD Members of the local community are actively involved with our school. We work collaboratively with community organisations and partner agencies to support children and families; for example to assess learner’s needs, broaden their experiences or provide support to reduce barriers to learning. We have a high level of engagement with individuals, families and community groups in school activities. Our local community report positively on the quality of education we provide. They consider that provision offered by our school has improved the motivation and engagement of learners and their families, including disadvantaged groups. The community perceives that we take account of its views on aspects such as our school’s reputation, its use as a community resource, our responsiveness to complaints from the community and the level of community involvement in the life of our school. Partner agencies indicate that our school has effective arrangements which enrich our provision and their own.
4.2 THE SCHOOL’S SUCCESS IN WORKING WITH AND ENGAGING WITH THE WIDER COMMUNITY
Themes The extent to which the school; encourages and supports creativity and innovation and learns from and adopts leading- edge practice influences wider policy or practice anticipates and responds rapidly and flexibly to change engages in global issues
4.2 Key features: This indicator focuses on the impact the school has on the wider community including the wider educational community. It deals with the culture of the school in bringing in new ideas to support creativity and innovation, while taking responsibility where it can, to share and spread its own good practice more widely. It is about a school that looks for challenge and deals well with change. It also relates to the influence and impact of the school on wider developments. 7 4.2 OUR PERFORMANCE AGREED LEVEL 4 GOOD We are informed about, and in some instances are using, innovative programmes and leading edge practices from other schools and countries. eg Radiowaves, Active Learning, We have links with schools within the Lothians and with one school in the USA. We work in partnership with voluntary, charitable and commercial organisations including those with positive wider social, environmental and economic aims eg Woman’s Aid, Scottish Catholic International Aid Fund and Samaritan’s Purse. These have led to improvements in education and services for our learners.
We are involved in developments with the education authority eg the promotion of coaching as a tool for continuous professional development and a Literacy project in conjunction with Educational Psychological Services. Our school is adapting its practices to meet changing needs. We strive for consistently high provision for our learners. We are outward looking. We understand and engage with wider issues affecting people in other areas. We educate for sustainability and prepare our learners for global citizenship.
9.1 VISION VALUES AND AIMS
Themes Vision , values , aims Leadership and direction
Key Feature This indicator focuses on how the school works with others to create a shared vision and sense of purpose and direction which is ambitious and challenging. The indicator focuses on the extent to which vision, values and aims guide planning for, and have an impact on, improvements in the quality of learning and teaching and outcomes for learners and their families.
9.1 OUR PERFORMANCE AGREED LEVEL 4 GOOD During session 05 – 06 primary class teachers created a new aims statement. This was partly in response to a Curriculum for Excellence and the four capacities but was also in recognition of the fact that we needed to shorten the list of aims in order to make them easier for everyone to remember so that they can be referred to easily and regularly. In session 06 –07 we acknowledged that we had not communicated them sufficiently well to the wider school community and that we needed to improve on this. The Head Teacher has since shared these aims with the Pupil Council, our new Parent Council and with support staff. She regularly states that we are firstly about children, learning and teaching. She is also clear that in addition to promoting success, achievement and attainment, our Catholic school has no right to exist unless we are in some way different to other schools. We are different because we actively and explicitly promote the teachings of Christ and see him as an example of a way of living which we seek to emulate: she believes that we should seek to demonstrate love and forgiveness to all - without a single exception. The Head Teacher often includes a spiritual thought in school newsletters and at Parent Council meetings. She delivers a very short Christian message at our annual nativity play. 8 Our main planning and strategy tool is our School Development Plan. All staff are involved in identifying priorities. The school improvement priorities for 07 – 08 were in the main written by teaching staff. The analysis of performance data was the main factor in once again having ‘writing’ as a priority. In session 06 –07 we reorganised timetables to re allocate staffing resources to support writing. Staff, including support staff, are given the opportunity to take forward school developments. eg Health Week, Basic Moves, Radiowaves, Sports Day The HT promotes self- evaluation as a tool for both personal professional development and school improvement. She has twice participated in 360 feedback. She asks staff to provide her with constructive feedback at the end of each ED&R meeting. She has introduced Team Share at primary team meetings as a strategy for teacher reflection. The HT regularly visits classes and provides feedback to staff. In 07 -08 teachers visited each other’s classes and classes in other schools to observe practice. We now need to consider how we take this forward in order to enhance and improve our classroom practice, attainment and achievement. Parents express confidence in the HT. Staff rated school leadership as good in Feb 07 audit. Clarity of remits was identified as an action point. Our Principal Teacher and all Primary Class Teachers now have a job-description agreed with the Head Teacher. We promote equity and celebrate diversity and inclusion.
9.2 LEADERSHIP AND DIRECTION
Themes Strategic planning and communication Strategic deployment of resources
Key Features This indicator focuses on leadership to map out future developments, linked to vision, values and aims. It focuses on leadership skills and knowledge, professional and personal commitment and the creation of processes which give direction.
9.2 OUR PERFORMANCE AGREED LEVEL 4 GOOD The HT strives for continuous improvement and imparts this belief to staff. She acknowledges and celebrates pupil achievements and with input from staff has raised attainment. Within section five of each priority in the school development plan, clear links are made to the impact on learners. With staff, she has simplified our school aims in order to make them easier to communicate to our school community. In order to link our aims more strongly to our classroom practice we should now begin to refer to them when self evaluating the life and work of the school.
We make transparent and evidence-based decisions on the allocation of resources to target key agreed objectives and achieve best value. School Development Plan initiatives receive priority funding. Those 9 with leadership responsibilities in our school demonstrate that they are committed to learning by promoting their belief that teaching and learning is the most important aspect of our work.
A key question in discussions with staff is, ‘What is the impact on learners?’ Management also make class visits, model good practice, give feedback, share insights widely and stimulate self-evaluation. The Head Teacher is promoting the idea of pupils giving feedback to staff in order to improve practice and she has taken the lead by asking one class to give her written feedback. Staff take lead roles within the school and cluster.
9.3 DEVELOPING PEOPLE AND PARTNERSHIPS
Themes Development of leadership capacity Building and sustaining relationships Teamwork and partnerships
Key features This indicator relates to the effectiveness of the school in building capacity for leadership at all levels and securing positive working relationships and successful outcomes with stakeholders and partner agencies. The indicator relates to the ethos and culture of the school developed through interactions within the school and joint working with partner agencies. The effectiveness of those with leadership responsibilities, their deployment, responsibilities and team working in relation to organisational requirements and key strengths are relevant. Delegation to, and empowerment of, staff and partners and support of effective teamwork are important features.
9.3 OUR PERFORMANCE AGREED LEVEL 4 GOOD We focus on learning and teaching as the key to school improvement. We recognise the value of working positively with all stakeholders and partner agencies to ensure success for our children. We deploy a wide range of skills and motivate and support others. Our approach is consultative and collegiate, securing shared commitment. When required we drive action forward directly. Those with leadership responsibilities reinforce a culture where staff and learners feel able to exercise initiative and take lead roles. We are beginning to make more use of learners’ views. We make use of the collective knowledge, experience and interests of staff and encourage all staff to exercise initiative. We have made an impact individually, within teams and across our school.
We have developed a supportive work environment in which people share a sense of responsibility to ensure successes and achievements for learners. Our working relationships are built on trust and a genuine concern for staff and partners. We help people tackle challenging problems, share information and deal with difficulties. We reinforce an atmosphere of collective responsibility and mutual support to build positive relationships: this is often commented on positively by visitors and supply staff. We encourage staff and recognise and celebrate their achievements.
We use partnership working and team development to secure continuous improvement. An ethos of teamwork is evident in our school. We engage actively with relevant partners and have high levels of participation by partners in our work and improvement. We are beginning to evaluate team performance. 10
9.4 LEADERSHIP OF CHANGE AND IMPROVEMENT
Themes Support and challenge Creativity, innovation and step change Continuous improvement
9.4 OUR PERFORMANCE AGREED LEVEL 4 GOOD Our staff are committed to planning and implementing strategies for improvement and understand the need for change. We have set and have achieved challenging targets and have provided support in order to meet these targets, with some children exceeding beyond original expectations. The Head Teacher regularly asks staff to consider whether their actions are impacting positively on children’s learning and asks them to provide supporting evidence. She also shares her belief that you cannot keep doing the same thing and expect different results. We win over hearts and minds. Staff at all levels who wish to take forward personal or school improvements are supported and encouraged to do so. The Head and Principal Teacher provide cover to release staff to complete development work or attend training. The HT encourages open honest dialogue in order to acknowledge difficulties and further discussion to seek solutions in order to move forward. The move to provide real contexts for writing came from a team discussion where two points emerged; our writing 5 –14 levels should be improved and teachers wanted to feel enthused again about writing. Staff are encouraged to take forward initiatives and over the last eighteen months to two years staff have taken forward or supported the initiatives listed below.
Learning Teams with Shirley Clark Edubuzz site VIG in nursery and Primary 1 Active learning Interactive whiteboards Talking partners Health week Sharing learning outcomes and success criteria Learning stories in nursery Maths Recovery Travel plan Tracking and moderation of writing Coaching Autism awareness: nursery and infants Restorative Practice (HT) P6/7 classroom management initiative Phonic buddies P6/7 Kung Fu grammar and punctuation Personal Social & Health Education Primary Team share Tracking 5 -14 targets to raise attainment St Mary’s Pupil Bank Compulsory teacher respite in school Healthy Tuck-shop Basic Moves Club Teacher shared practice School Sports Day Nursery playground Learning Stories Active Maths 11 POINTS FOR IMPROVEMENT - Head Teacher 1 Ensure the very good progress with regard to improvement is sustained 2 Continue to use all data to assist improved performance: PIPs, 5-14 trends and comparators 3 Ensure high quality learning and teaching across the school 4 Continue to promote enterprising approaches to learning in all classes.
5 Continue tracking process 6 Continue to develop teacher sharing of practice 7 Increased use of views of learners as a tool for improving teaching and learning 8 Continue to visit other schools
9 More systematic approach to seeking views of community and partners 10 Participate formally in Eco schools 11 Ensure Pace and Challenge across the school 12 Continue developing the Learning Environment for pupils
13 Ensure AiFL strategies are embedded fully at all stages with children knowing what they have to do to improve. 14 Seek ideas from children /parents /staff about local community based projects which they could take forward. 15 Continue to reinforce aims with all stakeholders
POINTS FOR ACTION - Quality Improvement Officer 1 Support the school 2 Look at provision of ICT with the school 3 Revisit the QI’s covered this session to ensure that levels of achievements are maintained
EVIDENCE LISTS
1.1 Improvements In Performance Agreed level 4
Standards and Quality report and School Improvement plan Attainment data – 5to14. P5 PIPs available when requested but not previously analysed. P1 PIPs results not available Tracking system Head Teacher and staff indicated that tracking system was more established Meetings with Staff and Head Teacher 4 times per session to discuss attainment and targets Attainment predictions for this session 07-08 indicate a significant improvement in 5to14 levels in Reading, Writing and Maths. Head Teacher and staff to monitor levels this session to ensure they are accurate. 12 Head teacher and staff hope that the 07-08 predictions prove to be the start of an upward trend in attainment as a result of measures implemented and improved tracking and monitoring undertaken. Classroom observation notes Visits to four classes (P1, P2, P3/4 and P6/7) and observed a wide range of learning and teaching approaches including – active learning, learning intentions, success criteria and quality interactions between staff and pupils. However, these approaches were not successfully implemented in all classes. Meeting with ten children made up from the Pupil Council and the rest of the school population. They spoke confidently about their work in school and spoke highly of their involvement in their learning and school life. Examples of their involvement included an innovative strategic classroom organisation activity in P7 and the purchase of outdoor equipment boxes for the playground. Recognition of Pupil achievement is met in a variety of ways in classrooms, some enterprising ways. Achievement certificates were displayed and spoken about proudly by children. Good links with ASN unit Meadow Park though joint projects and curricular activities. Ethos of the school shows a commitment to nurturing all individuals and supports a significant number of children with additional support needs and English as a second language. Good multi-agency working
1.2 Fulfilment Of Statutory Duties Agreed level 4 Standards and Quality report and School Improvement plan Budget records and meetings with finance staff Awareness of projected overspend EAL information, letters and signs in school Good multi-agency working Staff advised that they felt supported by Support for Learning teacher but there may be a need to look at the management and targeting of this support Regular meetings and support from Head teacher to meet pupil needs
2.1 Learners’ Experiences Agreed level 4 Standards and Quality report and School Improvement plan Tracking system Attainment is consistently below East Lothian Average. Predicted targets show an upward trend in attainment in Reading, Writing and Maths. Language audit validated Levels in Reading and Writing when sampled. Classroom observation notes AiFL strategies are developing but need to be fully embedded and consistently used in all classes. The development of Success Criteria with the children would ensure quality feedback is consistently provided. Differentiation observed in some classes. Ethos of the school shows a commitment to nurturing all individuals and supports a significant number of children with additional support needs and English as a second language. 13 Lowest attaining 20% have been identified and appropriate strategies are in place to support these children. Head Teacher reports that some of the lowest attaining 20% are involved in wider achievement activities e.g. some have continued sports outside school as a result of Active Schools work in school. Many staff support pupils by providing extra tuition before or after school. There is evidence of the impact of this from the Attainment results of some individuals and through positive comments made during interviews with parents. Children could give examples of input into the direction of their learning e.g. during circle time pupils identified that they were not comfortable asking for help and the teacher introduced a card system to identify when a pupil required assistance. Pupil Council activities Pupils were able to identify their strengths as learners but measure themselves by the group they are in rather than knowing what they need to do to improve or build on strengths. The use of ICT needs to be fully embedded in learning. Parents identified that the School has strong links with the Church. Community links with the elderly at Christmas through Carol Singing activities. Parents reported that their children were happy in school. Parents reported that they felt their children were making good progress. Some Parents and Staff mentioned the need for more resources but felt that the school managed well with the funding they received.
2.2 The School’s Success In Involving Parents, Carers And Families Agreed level 4 Standards and Quality report and School Improvement plan Established and Active Parent Council and PTA Parents report that they feel that there is good communication from the school. Parents report that all staff in the school from the Head Teacher, to office staff, to class teachers and support staff are approachable and that they listen and act on concerns. All parents gave an example of their child being supported in an individual way and the impact the input had. Parents gave examples of a variety of helpful communications – curricular evenings, outlines of work to be covered in class, homework. Parents are surveyed annually to gather views by the school. Parents reported that the school communicates the results and the planned actions in response to the surveys. Parents felt that the school reports on their child were clear and gave an accurate description of their child. Good inter-agency working to support children
3.1 The Engagement Of Staff In The Life And Work Of The School Agreed level 4 Standards and Quality report and School Improvement plan All staff shared an understanding of a ‘High Quality Education’ and particularly emphasised individualised learning and vulnerable children. Parents reported that all staff were approachable and supportive. 14 Teachers provide opportunities to support children beyond the school day through extra tuition opportunities and clubs. All staff are involved in the life of the school through fund-raising events, concerts and events and clubs. Parents reported that their child’s teacher really knew their child. Staff reported that they worked well together as a team. There may be opportunities to develop this to ensure close working between infant and upper areas of the school. Staff reported that they felt supported and valued by colleagues. Class teachers are leading developments in the school. The Head teacher needs to monitor developments to ensure they impact fully on all children across the School. Staff reported that they felt consulted and supported although some reported that communication could be ad hoc at times. Class Teachers reported that written feedback on plans and class observations from the Management team were very useful. New members of staff feel supported and valued.
4.1 The School’s Success In Working And Engaging With The Local Community Agreed level 5
Established links with community and businesses Royal Bank of Scotland Trained pupils who now run the Pupil Bank Rotary Club P6/7 Quiz. (Winners this year) Nordoff Robbins Music Therapy We paid for someone to work with a pupil Haddington Woman’s Aid Family Workers support pupils Catholic Church Pupil Altar Servers Haddington Flower Shows Pupils exhibit twice per year Haddington Festival Our PTA Café on Wednesdays (8 years). Children visit for lunch Local Care Homes Children visit and sing to residents at Christmas time St Mary’s School Health Group Pupils, parents, health visitor, CALMH’S Judo Club Workshop taster sessions for all classes Active Schools Coordinator Based in our school Health Visitors Presentation to new parents
Regular volunteers from the community Liz Falconer Retired social worker. Works in P2 classroom Sheila Sergeant Retired classroom assistant. Works with a pupil. Michael Gowanlock Teenager . Works with playground supervisor /general help Joseph Cox ASN teenager. Volunteer helper after leaving school. Sally Cochrane Parent helper in school Theresa Casey Local business. Helped us to design and build nursery playground Alison Cormack Volunteer in Pr 1
Links with other schools Knox: Seniors worked with Pr2 and Pr 6/7; Knox Work Experience placements P6/7 Presentation to Knox pupils P7/S1 Transition work Meadow Park: St Mary’ P6/7 pupil helpers; Meadow Park pupils participate in our 15 school events eg Sports day and participate in classrooms Yester Primary: Joint Events: Business Enterprise, IT Animation, Scottish Opera, Health Group King’s Meadow; K’nex Challenge, Enterprise Event, Shared theatre group visits
Other Community Links St Mary’s School Health Group: Parents, Health Visitor, CALMH’S, pupils Use of Local Environment The Farm, The Street, Haddington, John Muir House Pupils working at the 5 a day fruit and veg health promotion Visits linked to projects eg local shops and businesses Haddington Masonic Lodge Presented a cheque to our school for £250 Health Week : o Marjorie Shepherd healthy vegetables o Local Judo Club Instructor o Local Dance instructor o Animation Teacher o Strolling on Song musician o Dunbar Road Printing Works o GP
Community Use of our School Helen O’Grady Drama. (Some of our children attend) Primary age drama club Red Flame Dance Company (Some of our children attend) Children and Adults National Youth Choir (Some of our children attend) Primary age children Fingers & Thumbs Music Primary and pre school music club East Lothian Football Festival. Community football teams; primary age East Lothian Staff Development For training purposes East Lothian Summer Play - Scheme Children with additional support needs Active Schools Cluster coordinator based in our school Yoga Adult classes Belly dancing Adult classes
4.2 The School’s Success in Working with And Engaging with The Wider Community Agreed level 4
Creativity and innovation, sharing and spreading good practice Pupil evaluation of Staff * P6/7 evaluation of HT Massai Warriors First East Lothian school to accept their invitation. P6/7 Class Management Technique* Possibly only class in Scotland using this Thailand Visitors Early years Dutch Head Teachers Using tracking to raise attainment Trail Elementary School USA American school link with p6/7 Cross Authority CfE Literacy Patrick Griffin CT attended Kung Fu Grammar An active approach to punctuation Gamelan Music Pr 5 Gamelan Music Initiative at Edinburgh University 16 Primary Team Shared Practice* CT’s observe each other teaching then discuss learning and teaching Video Interactive Guidance* Some Staff used this to help improve skills with ASN pupils Interactive Whiteboard* Used by staff and pupils in Pr1 Restorative Practice * Use of this approach by HT with pupils Coaching* Use of this approach by HT with pupils and some staff Active Learning in Early Years* Includes Pupils teaching HT how to use interactive w/b Active Maths P3-7 * Emma Robertson PT providing resources /encouragement Active Learning * All CT’s can provide classroom examples of active learning
Global Issues Shoebox Appeal Whole school participation. For children in Eastern Europe Scottish Catholic International Aid Fund: Whole school presentation and participation. (goats) Hebrew congregation in Edinburgh P6/7 Meeting with Mr Goldberg holocaust survivor African Drummer Workshop for pupils with a whole school finale National Flood Awareness Whole school presentation Hazel McNeill. Africa worker Scripture Union Assemblies in school. Visited Pr5. Worked in Benin Africa. Internet Safety training Staff and parents Anne Frank Holocaust Project P6/7 interviewed two survivors of concentration camps. One a Nobel Prize Winner, the other a member of Edinburgh Hebrew Congregation Eco: Recycling Rags Organised by Helena Walker SEN Eco: Composting Organised by Alison Stewart NT
Influences wider Policy or Practice Accessibility Questionnaire Parents and staff Exceptional Needs Panel HT cluster rep CfE Literacy Patrick Griffin CT Cross Authority conference SELS Investors in People Small Schools learning Teams ASG Formative Assessment Shirley Clarke E Robertson and H McHugh direct involvement with S. Clarke in East Lothian Learning Teams and input into her work
Anticipates and responds flexibly to change See items marked * above in section ‘ Creativity and Innovation etc
Visits and Visitors Bible Society of Scotland Mobile show P5, 6, 7 School Camp P6/7 Choices for Life P7 Biggar Puppets Nursery East Links Farm Nursery and Infants Loretto Pipes &Drums Presentation with a view to tutoring pupils 17 Danish grand- parents Visited school French Primary Pupils Cousins of St Mary’s pupils visited Pr5 German Secondary Age Pupils ‘Work Placement’ in Pr 3/4 St Mary’s Jubilate Choir Singing in North Berwick church Hearts Football Club Visit Be Personnel Company Edinburgh based Employment Co. Sponsorship for football
9.1 Vision Values And Aims Agreed level 4 Standards and Quality report and School Improvement plan Staff self-evaluation audit Meeting minutes Revision of School aims to simplify and reflect ACfE Staff and pupils were aware of aims Staff gave examples of School aims impact throughout school, one example was the involvement of pupils and parents in Health group School values implicit in actions and interactions of Head Teacher and staff in school Communication and information to parents – parent council minutes, monthly newsletters, assemblies and messages for special occasions Aims displayed around the school
9.2 Leadership And Direction Agreed level 4 Standards and Quality report and School Improvement plan Impact on pupils stated in School Improvement Plan. Head Teacher needs to continue to monitor the impact of the School Improvement Plan to ensure that developments are fully implemented and embedded. Regular monitoring of classes by Head Teacher with written feedback. Staff reported that verbal and written feedback from Head Teacher was valuable. Parents reported that they were informed and that they were pleased with the leadership and direction of the school. Class Teachers lead areas of the School Improvement Plan. Attainment is consistently below the East Lothian average but the Head Teacher is tracking targets to improve. Language audit validated Levels in Reading and Writing when sampled. Management meetings are scheduled but should be a priority with an agenda and minutes to circulate to all staff. Staff report that they are involved in Self-evaluation and the priorities for the School Improvement Plan. The Head Teacher is developing further opportunities for discussion about learning and about learning from each other. 18
9.3 Developing People And Partnerships
Leadership and Developing People SAI stages 1,2,3 School staff attend meetings Emma Robertson PT Whole school staff circle time. School Support Team. Numeracy. Patrick Griffin CT Radiowaves Project. Helena McHugh CT Active Schools. PTA liaison Nursery liaison Jill Bueckardt. CT Healthy Schools and Health Week. Davy Duncan Playground Supervisor Plans, organises and runs sports day Michael Gowanlock, volunteer Assists Davy Duncan Rod Cowie CT Writing Anne Bisset HT Coaching for work Eileen Mc Laughlin Dining Rm. Sup School Wall displays. Golden Table Fiona Thorburn NN Autism training Alison Stewart CT Active learning in nursery Janis Blair NN Supporting parents Fenn Overmeer Hay NT Nursery Playground Project. Nursery Parents Group Gillian McKendrick PE Health Week Anne Traill Music Inclusion. Scottish Opera Janice Smith CT (Retirement year) Active learning in Pr1 Interactive whiteboard. Kenny Mc Crorie Janitor Supporting pupils. Practical problem solving Liz Laing School auxiliary Active Schools Helena Walker SEN Working with autistic children
Building and Sustaining Relationships St Mary’s Parent Council Now established St Mary’s PTA Well established successful events East Lothian Inclusion Service Supporting children and families Anti Bullying East Lothian Supporting children and families Integration Team Supporting children and families Communication Outreach Penny Morton Dyslexia Outreach . Hilery Williams Visual Impairment Service . Lynn Lymer Speech and Language Therapy. Staff based at Roodlands Hospital Psychological Services Jenny Wilson Anita Harrison English as an Additional Language Janet Storey . 7 Polish children Children’s Services . Chris Clark, child protection . Hazel Chisholm Marion Wood. Community Police Presentations to Pr1 to Pr7 Sick Kids Staff supporting children and families EVA hr Coaching for work Dounans School Camp P6/7 visit 19 Teamwork and Partnerships Parent Council Playground Project: Joint Meetings with, Parent Council, HT, Property, Health & Safety, Countryside Edinburgh University Planned placements and unplanned placements in school, Anne Bisset HT interviews PGDE applicants & assists with final orals. Jewel and Esk Valley College Planned and unplanned placements in school Private partnership Nurseries The Pear Tree (Jaydees), Pumpkin Patch After School Club Based at Haddington Infants Drama Shona Davidson /Marjorie Sweeney frequently in school Visits by staff to other Schools Gullane, Longniddry, Stenton, St Gabriel’s, St Martins, St David’s, St Margaret’s Loanhead Dr McBean Queen Margaret University Annual student research project.
Mid, East Lothian and Borders Association of Catholic Schools Meetings. Staff Mass East Lothian Catholic Primaries Teacher training organised by our school.
Social Events Organised by school staff eg staff retirals St Mary’s Staff Item Christmas Concert. Our dance tutor was Beatrice our school cleaner
Raising Attainment C T’s Sharing Practice Primary Team meetings Nursery Team meetings Support Team meetings HT & PT meetings CAT & IS
9.4 Leadership Of Change And Improvement Agreed level 4 Standards and Quality report and School Improvement plan A wide variety of enterprising and innovative practices evident, albeit not fully implemented in all classes Improved tracking and monitoring Staff leading areas of development plan Opportunities to share good practice Classroom observation notes See also list of initiatives under 9.4 evaluation of performance 20 21 St Mary’s Primary. Self Evaluation of all Quality Indicators
Indicators in blue and italics have been validated. Indicators in black are the school’s judgement and have not been validated
No Quality Indicator Our performance 1 Key performance outcomes 1. Improvements in performance* 4 1 1. Fulfilment of statutory duties* 4 2 2 Impact on learners 2. Learners experiences* 4 1 2. The school’s successes in involving parents, carers and 4 2 families* 3 Impact on staff 3. The engagement of staff in the life and work of the school* 4 1 4 Impact on the community 4. The school’s successes in engaging with the local community* 5 1 4. The school’s successes in engaging with the wider community* 4 2 5 Delivery of education 5.1 The curriculum 4 5.2 Teaching for effective learning 4 5.3 Meeting learning needs 4 5.4 Assessment for learning 4 5.5 Expectations and promoting achievement 4 5.6 Equality and fairness 4 5.7 Partnerships with learners and parents 4 5.8 Care welfare and development 5 5.9 Improvement through self evaluation 4 6 Policy development and planning 6.1 Policy review and development 3 / 4 ? 6.2 Participation in policy and planning 3 /4 ? 6.3 Planning for improvement 5 7 Management and support of staff 7.1 Staff sufficiency, recruitment and retention 4 7.2 Staff deployment and teamwork 4 7.3 Staff development and review 4 8 Partnerships and resources 8.1 Partnerships with the community, educational establishments 5 Agencies and employers 8.2 Management of finance for learning 4 8.3 Management and use of resources and space for learning 4 8.4 Managing information 4 9 Leadership 9. Vision, values and aims* 4 1 22 9. Leadership and direction* 4 2 9. Developing people and partnerships* 4 3 9. Leadership of change and improvement* 4 4 10 Capacity for improvement 5