Barassie Primary School Standards and Quality Report 2011-12

Barassie Primary School Standards & Quality Report 2011-12

1. Purpose

The purpose of this report is to provide an answer to the question, „How good was our school in 2011-12?‟ This report tells you about the quality of education in the school and how the children benefit from learning here.

2. Introduction

Barassie Primary School is situated to the north of the town of Troon. The school sits in the middle of a local authority housing estate. The catchment area of the school consists of this housing estate as well as two private estates and children from Dundonald Camp – quarters for the Armed Forces.

As part of South Ayrshire Councils Public Private Partnership bid, we have a fabulous new building. The school has spacious accommodation and has been custom designed and built to suit the needs of education in the 21st Century. Class bases are semi-open plan with each one having their own garden. We have a Library/ICT suite, music/drama room, gymnasium etc.

The school is non-denominational and co-educational offering education from Nursery - P7. The current roll is 230 pupils in the primary and 80 pupils in the nursery. 21% of children are entitled to a free school meal. We have a number of placing requests each year and currently 20% of our pupils have requested to come to Barassie. Our current structure is: - 2 Primary 1 classes (17 & 19), 1 Primary 2class (27), 1 Primary 3 class (25), 1 Primary 4/3 class (25), 1 Primary 4 class (25), 1 Primary 5 class (26), 2 Primary 6 classes (18&19) and 1 Primary 7 class (29).

In September 2011, the Head Teacher started a secondment to South Ayrshire Council as a Quality Improvement Officer and the newly appointed Depute Head Teacher is carrying out the role of Acting head Teacher in her absence. The two Principal Teachers are sharing the role of Acting Depute Head Teacher.

In June 2012 our staff consisted of:- Primary Teaching Staff – Acting Head Teacher 2 Acting Depute Head Teachers/Principal Teachers 8 ( 1 FTE) Class teachers 2 Probationer teachers 0.8 Temporary class teacher (knock on effect from HT secondment) 0.6 Class teacher 0.6 Cluster pupil support teacher Primary Support staff 2 Classroom assistants 4 Pupil support assistants

The school also has an allocation of time from – Brass instructor – 0.1

Barassie Primary School Standards & Quality Report 2011-12

Nursery –

1 Teacher 2 Full time nursery nurses 3 Part time nursery nurses 1 Part time pupil support assistant

School Support Staff – 3 Clerical assistants 2 Janitors 3 Cleaning staff 5 Catering staff

HMIe inspected the school during October 2006 with the report published in January 2007. Our follow up report by South Ayrshire Council was published in January of 2009. We had a task visit by HMIe in October 2009. Our Care Commision report was published in 2011. South Ayrshire Council conducted a validation of our self-evaluation in May 2010. All reports are available in school.

The school works very closely with the other primaries in the cluster and enjoys liaison with Marr College. Within the framework of Curriculum for Excellence, we are currently developing aspects of reading, writing, and Talking & Listening.

We have an extremely supportive PTA and Parent Council. The school is an integral part of the community both educationally and socially. We all work well to foster a team spirit. The school operates an open door policy for parents.

3. Vision

We aspire to become a school capable of continuous improvement – renowned for the excellent quality of learning and teaching, care and welfare and support which we provide for our children

. Our children will be successful learners, with enthusiasm and motivation for learning and able to use literacy, communications and numeracy skills. They will be able to think creatively and independently and make reasoned choices.

. Our children will be confident individuals, with self-respect, secure values and beliefs and ambition. They will be able to pursue an active and healthy lifestyle, make informed decisions and achieve success in different areas.

. Our children will be responsible citizens, with respect for others and able to develop knowledge and understanding of the world and Scotland‟s place in it. They will be able to make informed choices and decisions.

. Our children will be effective contributors with an enterprising attitude, resilience and self- reliance. They will be able to communicate in different ways, work in partnership, take the initiative and lead, apply critical thinking and solve problems.

We believe in the importance of a shared vision with all stakeholders.

Barassie Primary School Standards & Quality Report 2011-12

4. Values

 honesty

 positive attitude to learning

 respect

 compassion

 responsibility

They are alive and vibrant and underpin the relationships and communications within the school and are regularly used in assemblies and informal curricular areas.

5. Aims

At Barassie Primary School we aim to cultivate excellence!

1. We aim to create a positive school ethos that promotes inclusion and equality by: developing the child in every way – emotionally, socially, physically, aesthetically, spiritually, morally and intellectually encouraging good relationships creating an atmosphere of trust, responsibility and mutual respect developing a sense of belonging to the school, local and wider community fostering the right attitude to lifelong learning

2: We aim to provide an appropriate curriculum and framework for learning for all, which will: cater for all needs and abilities be delivered by quality learning and teaching provide a variety of learning opportunities

3: We aim to assist with personal and social development and to teach values & citizenship by encouraging: the concepts of respect for others as well as self personal rights and obligations honesty, conscientiousness self-discipline and initiative independence and a sense of responsibility

4: We aim to promote effective partnership with home, school and community by: regular newsletters, reports and workshops transition records – nursery/P1 involving parents in helping in classrooms and on educational outings supporting the Parent Teacher Association and Parent Council contributing to the work of the community with school shows etc. involving the pupil council

Barassie Primary School Standards & Quality Report 2011-12

5: We aim to improve standards and raise achievement by: fostering in the individual child the right attitude to learning raising standards of attainment in numeracy and literature monitoring pupil attainment developing a systematic approach to school self-evaluation and quality improvement nursery/ primary celebrating success

The aims of the nursery class are to:

Provide a safe and stimulating environment, in which children will feel happy and secure Encourage the emotional, social, physical and intellectual development of each child Encourage positive attitudes to self and others while developing confidence and self esteem Create opportunities for play; Encourage your child to explore the world; Provide opportunities which stimulate interest and imagination and to extend each child‟s ability to communicate ideas and feelings in different ways;

In other words we aim to create a positive school learning environment by providing a stimulating and appropriate curriculum for all which will improve their standard of attainment and assist their personal and social development. We also aim to promote an effective partnership which links home, school and community. The school supports South Ayrshire Council‟s and the school core values.

2. How Evidence was Gathered

The evidence for this report was collected from our robust and rigorous self-evaluation processes that take place throughout the year: -

Staff/whole schools self evaluation School Improvement Plan evaluation, Direct observation of learners, Pupil sampling by SMT Forward plans, SMT Monitoring and Evaluating of forward plans Wider achievement information, HT conversations with parents and pupils, Programmes of work, Staff CPD sessions and evaluations, Transition plans, Remits/timetables of teachers, support staff and specialist staff, Interdisciplinary/cross curricular forward plans, Staff meeting minutes, School committees minutes, Resources for ASN, IEPs/CSPs, ASN strategy and protocols Staged intervention paperwork, 5

Barassie Primary School Standards & Quality Report 2011-12

Parental graffiti boards and evaluations SAC 2011-12 pupil survey Pupil questionnaire and evaluations Staff feedback on school initiatives and impact AfE results School vision, values and aims

3. What outcomes has the school has achieved? (QI 1.1, 1.2)

We are continually striving to increase levels of attainment and providing opportunities for all pupils to achieve.

In 2011/12 the percentage of pupils working at the appropriate CfE reading level for their stage was 88%. The percentage of pupils working at the appropriate CfE writing level for their stage was 93% and 98% of pupils were working at the appropriate CfE mathematics level for their stage. Assessment for Excellence assessments are being used to assess the progress of children in Primary 1 and children in Primary 3,5 and 7. These results have been analysed and discussed between the senior management team and class teachers to ensure appropriate support and challenge is provided for the children.

Our children‟s achievement is evident through them becoming confident individuals, effective contributors, responsible citizens and successful learners. This is further enhanced through opportunities to participate in pupil groups, extra-curricular activities, residential trips, educational excursions, outdoor learning, school show and organising events such as Burns Suppers and Jubilee Picnics. Children‟s achievement is celebrated at school‟s assemblies and display on our four capacities wall display.

Impact of School Improvement Plan Cluster Priority 1: -

All children within the cluster are working towards the same criteria in writing which ensures that all children experience a coherent experience which builds on prior knowledge and experiences and ensures transition to Marr is smooth. Children are now responsible for tracking their progress in writing which has helped them become aware of their strengths and identify their next steps. Teachers are using a reading tracker created by the cluster to ensure that all children are having a consistent approach to developing their reading skills. Due to the Senior Management changes within all cluster schools this session, the Health and Wellbeing aspects of this Priority were not addressed.

Impact of School Improvement Plan Cluster Priority 2: -

We as a school adopted South Ayrshire Council‟s P7 profile which will ensure a consistent approach for our pupils transition to Marr. The school‟s assessment working group are currently working on profiling which records wider achievements and work on this will be continued next session. The Authority‟s e-portfolio training took place in May 2012 thus we are going to implement them within second level classes from September 2012.

Impact of Priority 3:- Glow

Positive progress has been made in using Glow to enhance learning and teaching this year and staff confidence has increased. Pupils in Early and First level classes are familiar with Glow as a resource in the classroom. Pupils within First and Second levels are skilled across a range of Glow applications with 80% of pupils in P4-7 stating they think their ICT skills have improved through the use of Glow. Personalisation and

Barassie Primary School Standards & Quality Report 2011-12 choice have been increased in a variety of ways: surveys, websites, free-play, finishing activities and guided choice.

Impact of Priority 4: – Assessment

AfE results and SEEMIS tracking information are analysed by the SMT and discussed with class teachers to ensure appropriate support and challenge is in place to ensure the needs of all learners is met. Staff worked together to make sure that there is a shared agreement of where pupils should be in relation to CfE levels. Assessment of writing is now embedded throughout the school and pupils are able to be responsible for assessing their progress. Reading trackers were introduced and has ensured that reading skills are focused on for all pupils. Changes have been made this year to link planning more closely to assessment. More detailed evaluations are included in planner and next steps identified in each area of the curriculum. Children have smooth transition from Nursery to primary, Primary to Secondary and from class to class through effective information sharing. Through NAR activities pupils are beginning to user richer dialogue to describe their achievements within and outwith school. This is being further developed by the Assessment Working party who are currently devising cooperative activities to encourage pupils to describe, in detail, their skills and abilities.

Impact of Priority 5: - Dyslexia Friendly School / GIRFEC

Children with additional support needs are having their literacy experiences enhanced through the use of Lexion. Children are becoming increasingly aware and skilled in using a range of strategies and supports to help them become independent learners. Supports, resources and personnel which have been requested through locality forum have been allocated to ensure we are getting it right for every child. To ensure there has been a joined up approach staff awareness has been heightened and they are now more aware of the health and wellbeing of pupils. Pupils, parents and staff are always consulted when completing children‟s Plan of action and are given opportunities to comment on the plan. Children and families benefit from the knowledge and support of school personnel, early intervention and identification of appropriate supports when and where required.

Impact of Priority 6: - Outdoor Learning

All pupils in the Nursery and Primary have experienced outdoor learning opportunities in the school environment and all Primary pupils have experienced the outdoors at Fullarton Woods. Some classes have visited the beach on a regular basis to enhance the pupil‟s curiosity and numeracy skills. Pupils are becoming more confident being outdoors, working collaboratively together and parents have commented on the positive impact it is having on their children. The outdoor learning working group has self-evaluated the school against the QIs in the CfE Outdoor Learning document and we have made considerable progress which is due to staff commitment and an increase in their confidence this year. Based on feedback from staff, pupils and parents we will continue to secure our improvement in this area of CfE next session.

1. How well does the school meet the needs of its stakeholders (QI 2.1-4.2)?

Total absence level this year was 4% and there have been no exclusions.

Cultural

To celebrate Scottish Heritage all classes undertook an Interdisciplinary topic about Scotland which culminated in a Scottish Afternoon to celebrate the work all children undertook. To mark “Burns Day” each 7

Barassie Primary School Standards & Quality Report 2011-12 class learned a Scottish poem and recited these to the school. The pupils in Primary 5 organised and participated in a Burns Supper and the Primary 1 classes organised a ceilidh for their families.

In celebration of the Diamond Jubilee, the Pupil Council organised a whole school picnic and all children participated in the picnic. As the Olympics are taking part in UK this summer the school has an Olympic Committee comprising of staff and pupils who directed the interdisciplinary theme throughout the school. All children have learned about one of the countries taking part and this knowledge was shared at our Opening ceremony organised by the committee. 45 pupils had the opportunity to watch the Olympic Torch on its tour through Alloway and 17 pupils will be attending two Olympic football matches in July 2012.

There are weekly assemblies which provide opportunities for children to contribute cultural and sporting items and at which the children‟s successes are celebrated. Each assembly has a focus of “Religious Observance”. The Easter service is now held in the Parish church.

Sporting

With the support of funding from 2014 – communities – Big Lottery Fund there have been many sporting activities this session. The Active Schools Co-ordinator facilitated weekly lunchtime volleyball sessions for pupils in P5-7 as well as the Young Sports Leader Award. Primary 7 pupils have participated in a block of 10 weekly swimming lessons in the Winter term at Troon Pool. There have been extra-curricular Olympic Ball sports for pupils in Primary 5-7.

Ayr United provided an 8 week block of football training to the Primary 6 classes and rugby was also provided to the Primary 6 classes. They also had the opportunity to participate in Level 1 of the Cycling scheme in the summer term with the support of parents. They will participate in Level 2 at the beginning of their Primary 7 year.

In the Spring and Summer terms children in Primary 5-7 have the opportunity to join the after school netball club and the newly established boys and girls football teams. All of these teams participated in cluster school festivals. Primary 3 participated in a football festival at Somerset Park.

All children have take part in two hours of PE each week. Children in the Pre-school Nursery class and the Primary took part in Sports Day and an Olympic themed potted sports.

Citizenship

Primary 7 pupils are encouraged to participate in the Junior Achievement Award throughout their final year in primary school. This award incorporates elements of sport and health, service/community, environmental discovery and hobbies. 16 of our P7 pupils took part and received recognition of their achievement at an awards ceremony in Troon Concert Hall in June.

Primary 7 pupils also had the opportunity to attend a four day residential course at Dolphin House, Culzean during which they take part in a variety of outdoor, sporting, environmental and research activities. 29 of those pupils who visited Dolphin House this year were successful in gaining the John Muir Award.

Support for charities

The school supports Doctor Graham‟s homes in Kalimpong by donating £500 each year. This money is raised through events organised by the Pupil Council. The Pupil Council have also organised numerous fundraising activities to raise money for Children in Need, Sports Relief and the Vanessa Riddell Appeal. The staff 8

Barassie Primary School Standards & Quality Report 2011-12 have raised money for McMillan Coffee Morning, Ayrshire Hospice and Breast Cancer Awareness. The PTA organised two school collections of Rag Bags for children in Africa.

Enterprise/Eco School

The eco committee have focussed on saving water and recycling though implementing playtime litter monitors to ensure that all litter is picked up and designing „save water‟ posters. They also participated in „switch off hour‟ where they had to design a famous landmark model made from recyclable materials.

The importance of healthy eating and regular exercise was highlighted, through organising a whole school „groovy smoothie‟ afternoon where every class were asked to create their own smoothie with a variety of different fruits. Parents came along to enjoy the smoothies and take part in a groovy dance half hour with a Zumbatonic instructor.

Pupil involvement

In Barassie Primary we strive to continually find new ways to listen to the voice of young people and to strengthen opportunities for pupils to be consulted formally and informally. We do this through the Pupil Council, Eco School Committee, Junior Road Safety Officers, Assemblies, Pupil questionnaires, Self/Peer Assessment (Assessment is for Learning) and the Olympic Committee. Suggestions and feedback from pupils influence decision making, planning and evaluation processes within the school. Children are consulted in what they would like to learn about and the activities they wish to take part in. Their views are on prominent display in the school. The 2011/12 South Ayrshire Council Pupil Survey confirmed that of those surveyed, 95% of pupils believe that the Pupil Council helps to make the school better and 100% confirmed they have responsibility for their work in class.

A school show was introduced in term 3/4 for pupils in Primary 5-7. All children had a role to play whether it be showcasing their skills in singing, dancing and acting or being responsible for organising ticket sales, advertising, props and as stage hands. It was a great success and enjoyed by all who participated and watched.

Parent involvement

We seek the views of parents through regular surveys and through feedback from curricular events and parent appointments and where possible, the school responds positively. Parents are kept advised of on- going and new developments through monthly school newsletters and termly class informative leaflets. Parents help deliver the cycling proficiency and accompany classes on excursions. Parents are invited in to school for class assemblies, garden parties and ceilidhs. This was the first year the Nursery introduced a Grandparents in nursery day. The PTA organised a Pirate hunt at Fullarton woods to raise funds to support outdoor learning opportunities. The induction process for ante pre- schoolers and Primary 1 children ensure parents are invited in for induction events in June. This session the school has introduced social events for the whole school community which have been a great success.

Staff involvement

All staff are involved in working parties within school, across the cluster and with the local authority to help us to meet the changing needs of society. We have a comprehensive citizenship policy and programme in place for each class. We prepare our children for global citizenship, ecology and sustainability. Some members of staff facilitate school committees such as Junior Road Safety Officers, Eco Committee, Pupil Council and the newly formed Olympic Committee. 9

Barassie Primary School Standards & Quality Report 2011-12

A Christmas Fayre was strongly supported by staff with a significant sum of money being raised for school funds. The staff were also involved in supporting whole school Interdisciplinary themed topics such as Diamond Jubilee, Scotland, Remembrance Day and Olympics 2012.

Community Links

The school works closely with its community partners and has developed a very amicable working relationship with the local church and other local emergency services – the ambulance service, fire brigade and lifeboat.

The school enjoys partnerships with many local businesses such as Royal Bank of Scotland, J G Brodlie Pharmacy and Ayr United.

The children also benefit from the close working arrangements in the Marr Cluster. A number of opportunities have been initiated to allow cluster working, eg. visits to the Academy, shared resources, cluster working groups and involvement in sporting competitions.

We have strong links with Colin McCaw from Seagate Church who leads the Scripture Union lunch time club, attends assemblies, supports school events and is one of our B Factor judges!

Stakeholders Views

We seek the views of our children regularly, through surveys, questionnaires and group consultation. The pupil council actively seek the views of all classes. They know that their views are valued and where possible acted upon such as participate in outdoor learning more. Children feel safe, nurtured, healthy, achieving, active, included, respected and responsible.

We regularly seek the views of our parents through questionnaires and graffiti boards. Parents are very satisfied with the school in all areas and have commented favourably about a number of aspects of the work we do. They are very happy with the progress their children are making. We value parental views and act upon their feedback such as developing outdoor learning, more PE opportunities, parents attending the end of year service and are constantly striving to improve our communication. Our parents, in particular those with vulnerable children, play an important part in their children‟s learning.

Staff views are also important and these are sought through questionnaires and their feedback is also acted upon where possible. Staff are valued and their views and skills influence how the school moves forward and they are instrumental in the implementation of the School Improvement Plan.

2. How good is the education the school provides?

The development of our curriculum is based on effective self – evaluation and makes the best use of the expertise and involvement of staff. It takes account of local and national advice but is particularly geared towards our local circumstances. We develop and refresh our curriculum on a regular basis involving all staff in the process and taking account of the views of our children and parents. We reflect as a staff on the curriculum we provide and improve the range and quality of experiences for all our children, the impact on the children and the outcomes they achieve. We have worked to ensure there is sufficient flexibility for staff to be creative and innovative as well as getting it right for every child.

Barassie Primary School Standards & Quality Report 2011-12

We are making very good progress in Curriculum for Excellence and improving outcomes for learners. We have worked hard this year to further enhance personalisation and choice and link pupil‟s learning to real life experiences. All pupils are engaged in purposeful outdoor learning experiences in the school and local environment. There has been further staff development around the use of Glow which is now used to enhance learning and teaching in all primary classes. pupils are also becoming reflective learners and able to evaluate how they are progressing. We work collegiality as a Cluster to ensure consistency in applying standards to assessing writing and reading. In developing the Curriculum we are involving staff and pupils and take account of the views of the parents and pupils through focus groups, committees, questionnaires and graffiti boards. We communicate with parents through leaflets, information evenings, newsletters and informal discussions.

All teachers identify, review and evaluate the learners‟ needs and the SMT plays an important role in regularly monitoring this work. Pupils‟ attainment levels are closely monitored and their progress is tracked to discuss pace and challenge. For those pupils, often vulnerable and fragile, whose needs are significantly different from those of their peers we have a system of support including guidance, pastoral care and welfare. The contribution of the support staff is a crucial part of this support. Our pupil support co- ordinator ensures that pupils who have additional support needs are supported effectively to experience success in their learning and achievements. Through the use of the GIRFEC process, we have secured access to a wider range of supports to assist us in providing so well for these children.

Transition from Nursery to Primary, Primary to Secondary and between classes is very good in improving the continuity and progression in learning.

Overall, the quality of education we provide at Barassie is Very Good and the parental survey has confirmed this for us. Parents are very satisfied with the school in all areas and have commented favourably about a number of aspects of the work we do such as outdoor learning. They are very happy with the progress their children are making. Almost all children have a very positive attitude towards learning and feel confident to try new things. We are very encouraged to find that over 99% of pupils surveyed agree that they are becoming more successful as learners and that the school is helping them to become more confident. 93% of pupils surveyed agree that they feel safe at school and 100% agreed they have opportunities to be responsible for their own learning.

3. How good is the management of the school?

We have a clear cycle of self – evaluation and improvement planning which involves all staff. We draw on evidence about the quality of learning and teaching and attainment and achievement when producing our plan. We work in collaboration with our cluster schools to ensure a common theme. Our policies are constantly being reviewed by working parties to ensure compliance with Curriculum for Excellence, national and local guidance and the care, welfare and protection of children.

Our staff team have clear remits and are deployed effectively to meet the needs of our learners. These remits are known to all staff. We have a collaborative and collegiate approach to our work with all teaching staff on working groups to take our School Improvement Plan forward.

School expenditure is linked to our school priorities and during this session our main priorities were Dyslexia Friendly School, Outdoor Learning and Assessment. The Determined to Succeed budget was used to purchase Golden Time resources for the new whole school approach to Golden Time. The Pupil Council were responsible for the ordering of these resources.

Barassie Primary School Standards & Quality Report 2011-12

Opportunities for twilight sessions are held within school for all staff e.g. Child Protection, Glow and Outdoor Learning. As well as these, all staff have access to the Gateway system for authority CPD courses. We also offer external courses to staff, if deemed appropriate. CPD is generally linked to the improvement priorities and will have an impact on learning and teaching.

Parental feedback indicates that the school is well managed. Parents are provided with workshops and information leaflets and evenings to ensure they are aware of all school initiatives.

Barassie Primary is bright and spacious. The accommodation provides a safe, pleasant and stimulating environment for learning. We are currently a very well resourced school, including ICT provision, making full use of our devolved budgets.

4. How good is the leadership of the school?

The focus of our improvement plan is to secure continuous improvement and improve levels of numeracy and literacy for all pupils. The plan is based on outcomes for learners, linked to classroom practice and resources are allocated to this end. All teaching staff have been involved in evaluating the priorities of this session‟s School Improvement Plan and worked collegiality in groups to identify targets for next year‟s School Improvement Plan.

We have a very supportive work environment in which staff share a sense of responsibility to ensure success and achievement for all and there is a climate of collective responsibility. We use partnership working and team development to secure continuous improvement. Our working relationships are built on trust and the ethos of teamwork is evident within the school.

Staff are provided with opportunities to undertake lead roles in a variety of contexts as leaders of learning both within the school and the Authority such as leading NAR projects and members of project teams.

The leadership of the school changed in September when the Head Teacher started her secondment to South Ayrshire Council. The Acting Head Teacher is supported by the 2 Acting Depute Head Teachers and as a Senior Management Team they work very well together and provide the school with a clear sense of direction.

5. What is the school’s capacity for improvement?

The effectiveness of our self-evaluation has brought about improvement to our children‟s learning experiences, achievements and attainments. Observation of learning and teaching, discussions with staff, children and parents, records of achievement and attainment and children‟s work have provided evidence to support improvement. We aim to make things better for our children and are ambitious. We make considered decisions about actions which will result in clear benefits for our children. We are a school that looks for challenge and deals well with change. We set demanding but realistic targets and provide high level support to achieve these.

The school is very well placed to build on current good practice. The staff are enthusiastic and energetic professionals who are keen to further improve outcomes for the children in their care. Learning rounds are going to be reintroduced to assist staff self evaluation on their own practice and ensure high quality teaching is maintained.

6. What action points will the school address next year?

Barassie Primary School Standards & Quality Report 2011-12

Based on the progress made with the School Improvement Plan 2011-12, the school‟s self-evaluation and South Ayrshire Council‟s priorities our identifies area for improvement for 2012-13 are:-

Cluster Priority 1 :- Numeracy and mathematics Pupils will experience a progressive and coherent curriculum from early level through to second level and beyond in Numeracy and Mathematics. The improvements to the curriculum will enable teachers to confidently plan outcomes and experiences and raise levels and attainment in numeracy and mathematics for all pupils.

Cluster Priority 2: - Transition Develop effective transition processes from Primary 6/7 to Secondary.

Cluster Priority 3:- Rights Respecting School Award The Rights Respecting Schools Award seeks to put the UN Convention on the Rights of the Child (CRC) at the heart of a school‟s culture and ethos to improve well-being and develop every child‟s talents and abilities to their fullest potential.

Priority 4:- Securing continuous improvement in Assessment To secure continuous improvement in developing procedures for profiling, tracking, assessment and reporting across the school by staff and pupils.

Priority 5:- Securing continuous improvement in using ICT to enhance learning and teaching To secure continuous improvement through improved learning experiences and increased staff confidence, children will continue to develop higher ICT skills.

Priority 6:- Develop Outdoor Learning throughout the school To secure continuous improvement in pupils engaging in purposeful learning experiences in the outdoor environment. Staff will develop pupil consultation process and work together to ensure inclusion, progression and personalisation and choice.

Priority 7:- Dyslexia Friendly School All children will be supported in imaginative, effective and pupil centred ways to develop their level of literacy skills and to raise their attainment throughout the school.

Barassie Primary School Standards & Quality Report 2011-12