St Mary S Primary School
20
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
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.
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.
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.
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.
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.