How are we doing in 2019? The 4 National Improvements NB some slides cannot be placed on our website and have been removed from the original presentation given to the Parent Council annual gathering. 1.Improvement in attainment, particularly in literacy and numeracy 2. Closing the attainment gap between the most and least disadvantaged children 3. Improvement in children and young people’s health and wellbeing 4. Improvement in employability skills and sustained, positive school-leaver destinations for all young people Context: size 3rd largest primary school in Larger than 8 of our High James Gillespie's Primary 705 Schools (includes 80 nursery) Castlebrae High School 180 Wester Hailes 326 Drummond High School 356 Craigroyston High School 544 597 600 606 697 Context: additional support needs

We have the 17th highest allocation of “low incidence” support hours of all 111 primary and secondary schools in Edinburgh. Context: additional support needs 40 children have additional support plans. 5 children have low incidence significant additional support needs. 120 children have medical care needs which school staff support Around 80 children receive additional support for learning from our support for learning teacher/pupil support assistant led programmes. Our pupil support assistants support children in all 21 classes. Context: deprivation

0.6% live in SIMD 1 & 2 postcodes (deprivation high) 0.7% live in SIMD 3 & 4 postcodes 2.2% live in SIMD 5 & 6 postcodes 4.1% live in SIMD 7 & 8 postcodes

91.3% live in SIMD 9 & 10 postcodes (deprivation low) Context: diversity We have 254 bilingual children (38% of our school roll) Our children speak around 35 languages at home. We teach French (Nu-P7) Gaelic (P4) Spanish (P5-P7) & Mandarin Chinese (P7) Context: diversity Spanish (28) French (26) Greek (15) Punjabi (6) Cantonese, Russian (5) German (14) Hungarian, Korean, Malay/Bahasa, Swedish (4) Japanese (12) Indonesian/Bahasa, Tamil, Bengali, British Sign Mandarin, Polish, Urdu (10) Language, Catalan, Czech, Malayalam (3) Arabic (9) Bosnian, Bulgarian, Danish, Gujarati, Hindi, Dutch, Italian (8) Romanian, Turkish (2) Amharic, Estonian, Finnish, Hebrew, Lithuanian, Portuguese (7) Marathi, Persian, Welsh (1) Performance: Exclusions 0 exclusions 2018-19 for second year in a row.

Performance: Attendance (NB 2017-18 statistics) 96.54% (94.71% city) Lates is a continuing issue.

Performance: Participation & Engagement Leuwen scale tracking for children supported by Pupil Equity Fund. Nurture Group, Social Skills Groups. 70% of children increased score.

Performance: parental engagement Over 99% participation in parent-teacher consultations. Very good engagement with family learning events, Parent Council/Fun & Funds & school consultations. Performance: Attainment in Literacy & Numeracy

% of children reaching expected curriculum level P1 P4 P7 (teacher judged levels 2019) Numeracy 91 90 89 Talking/Listening 95 97 91 Reading 94 93 97 Writing 91 87 85 Performance: Improvement in children and young people’s health and wellbeing 2018 survey data (bi-annual) 96% of parents felt their child was treated fairly at school. 95% felt the school helps their child to be more confident, their child feels safe at school and that their child enjoys learning at school. 85% of parents felt the staff really knew their child as an individual and support their child well. 74% felt their child got the right kind of help when they needed this (10% didn’t know) 70% felt their child is encouraged to be healthy & take regular exercise (13% didn’t know) 53% felt the school deals well with bullying (31% didn’t know) Performance: Improvement in children and young people’s health and wellbeing Children’s Health & Wellbeing survey 2018-19

Areas for parents/school to focus on from the survey - knowing how to calm down when angry - knowing how to deal with problems - knowing who to speak to if upset - showing kindness to others knowing how to repair a relationship after a disagreement - feeding back to children once an adult has helped with a problem - self motivation -improving feedback to children about their work - participation in out of school activities Performance: Improvement in children and young people’s health and wellbeing Support program Year Focus Staff members groups Student support Read Write Inc P3 Intensive targeted support for children who have not yet Support for Learning Teacher mastered phonics, reading and spelling. Fresh Start P5 Intensive targeted support for children who have not yet Support for Learning Teacher mastered phonics, reading and spelling. Literacy (reading P2-7 Individual and small group work Support for Learning Teacher and spelling) Spelling patterns and rules Trained pupil support assistants support groups Reading and Reading comprehension Maths support P4-7 Small group work giving the opportunity for overlearning Support for Learning Teacher Interventions groups Trained pupil support assistants we offer Nurture Group P1-7 Meets 3 mornings per week and supports children into Trained pupil support assistants. school. The group uses predictable routines, nurture techniques and fun activities. Sensory Room P1-7 A safe space which uses a floor projection system and Trained pupil support assistants. sensory tools to allow children with sensory needs to relax and feel less anxious. This also allows children with sensory needs to safely move around and meet the sensory need.

Enhanced P7 A program of 6 additional visits to James Gillespie’s High High School staff transition to School for children who need more support to manage the secondary school change move from primary to secondary school. Social skills groups P1-7 This focuses on teaching children basic social Trained pupil support assistants communication skills such as turn-taking, eye-contact, Support for Learning Teacher sharing ideas and resources etc. Performance: Improvement in children and young people’s health and wellbeing Lego Therapy P1-7 This specialist therapy uses Lego to teach children social Trained pupil support assistants communication skills, thinking skills and expressive language skills. NEW IN 2018-2019 TIP and P2-7 Small group work to develop fine and gross motor skills, Trained pupil support assistants Fine Motor Skills planning and organisational skills and to further develop Groups language skills and communication.

The Bears Cards Nu-P7 Technique to help children communicate how they are feeling School leadership team and support for and to talk about how to change how we are feeling. learning teacher. L.I.A.M (Lets P5-7 Emotional health intervention. School nurse Interventions Introduce Anxiety Management) we offer Parent support Peers Early Nu A parent led support group which Trained nursery staff Education focuses on young families’ needs. Partnership (PEEP) Multi-cultural Nu-P7 A parent-led support group for bi- Parents Family Group lingual and multi0lingual families. Meets regularly in school. Raising Children Nu-P7 Parent support programme/training Katrina Chamberlain With Confidence course looking at how we can support Karen Goddard our children throughout childhood to be confident individuals. NEW IN 2018- 2019 Performance: Improvement in children and young people’s health and wellbeing

Autism Family Nu-P7 Regular courses/information for City Council ASL Team Support parents who have a child with ASD (invites sent by school or ASD is being investigated. to families who have a child with ASD) Emotions Talk Nu-P7 Bespoke training to use this School leadership training and approach at home as well as in team and support for resources school. Supports emotional literacy learning teacher. Interventions & predictable adult responses. The Bears Cards Nu-P7 Technique to help children School leadership we offer communicate how they are feeling team and support for and to talk about how to change learning teacher. how we are feeling. Improvement in employability skills and sustained, positive school-leaver destinations for all young people Children’s views 2018-19 More experience of the world of work Continue linking skills in school with “why we need these skills later in life” Listening to all views and data, what are our next steps? Project 1: Literacy program- implement new writing programme. Refresh reading programme. Project 2: Curriculum design- refresh ID Themes/projects, introduce robotics, de-clutter. Project 3: Formative assessment refresh- update staff training in formative assessment, use of Learning Journals. Track curriculum outcomes/national benchjmarks. Listening to all views & data, what are our next steps? Project 4: Vision, values, aims- embed our refreshed VVA in our practice with children. Project 5: Nursery action plan Project 6: P2 play and learning- build on our P1 play and learning to create a smooth transition & appropriate pedagogy in P2. Project 7: JGHS Cluster improvement plan: moderating algebra, number and writing