Standards and Quality Report - WordPress.com€¦ · Web viewBe creative – don’t be afraid to do your own thing. Work well with others. Have a positive attitude. Responsible

“Working together to inspire learning and achievement in Highland Communities”

Standards and Quality ReportThe Highland Council Care and Learning Service

Cawdor Primary June 2016

Our school vision, values and aims Children come first and are respected as individuals and treated with equality and fairness.

We aim to provide challenge for our children to encourage them to do their best and be the best they can be.

Staff are supportive and encouraging, and work to create quality role models for pupils, treating each other and the environment with respect.

We value open communication, respect opinions, and work together to develop next steps and ways forward.

Staff are very caring and genuinely interested in the children’s welfare and futures.

We plan to provide quality teaching and learning experiences for all our pupils.

Our main drive continues to be to improve attainment in reading, writing and mathematics and also to increase pace and challenge for all our children including the Nursery. Alongside this we aim to develop independent learning skills, respect of values, personal responsibility and social skills. The school community refresh our aims on a biannual basis to reflect what we are about here at Team Cawdor. These embody our whole school vision and values. Aims are recorded in an easily accessible way as shown below.

Successful Learners Be positive and try hard Use your thinking skills Be resilient and keep going Listen carefully Develop your strengths

Confident Individuals Be focussed Have a get up and go

attitude Be willing to try new

things Be healthy and happy

Effective Contributors Stick at it!

Be creative – don’t be afraid to do your own thing

Work well with others

Have a positive attitude

Responsible Citizens Respect others Be caring and helpful Take care of the

environment

Know what is right and wrong

Reviewed at October 2015, next review → October 2017

The Core Areas of our PracticeThis report summarises the strengths of our school, our recent improvements and what needs to improve further. We gather this information throughout the year in a variety of ways so we can make sure our report is as accurate as possible. We take time to compare what we do with national examples of best practice. We visit each others’ classes to share standards in learning and teaching. We look at children and young people’s work to see how they are progressing. We make use of factual data and information including attainment results, responding and adapting our teaching in line with children’s needs. We assess using our own expertise, standardised testing and results tracking. Children peer assess and self assess. We use our own benchmarking for Reading, Writing and Maths. We gather the views of children, parents, staff and members of the local community. Each week staff evaluate a Quality Indicator and this session we will be using the new HGIOS4 to reflect on and identify needs. This session we aim to include a wider user group in these evaluations – pupils and parents. We use all of this information to arrive at our view of the quality of education we provide.

Our Key Strengths

Across the school there is a welcoming and inclusive ethos which encourages and supports children in their learning. Children are developing an awareness of their strengths and talents and individual interests are encouraged. Practical attitude to problems and problem-solving is encouraged. Team building is also important and we work towards pupils taking responsibility for themselves, others and the world around them. In our learning we focus on the core areas of numeracy and literacy.

QI 5.9 Improvements through Self – Evaluation Staff have good communication skills and work well as a team. They support each other and

make suggestions for improvement. There are clear arrangements in place for gathering and responding to views of all and staff are

keen to try out new ideas to best enhance learning. All staff are involved in improvement through self-evaluation. The School Improvement Plan

and the Nursery Improvement Plan help us focus on specific areas for development. Weekly focus on QI strengths and next steps helps us gather evidence of areas for

improvement and identify our strengths.

QI 1.1 Improvements in Performance From Nursery to Primary 7 learners develop skills and knowledge through a wide range of

activities including interdisciplinary working and wider curricular experiences. From the beginning children are made aware of their strengths and areas to improve. Children are involved in target setting as a product of their own evaluation of their learning

process. Upper stage classes work with the infants to help develop their understanding of this self-reflective process.

The whole staff are always striving towards improving standards

QI 2.1 Learners’ Experiences Learners are increasingly involved in their own learning. They tell us they are happy with the

school’s provision and feel supported and guided, yet individual. Facilitators are constantly striving to offer active experiences and respond to children’s needs

and interests. Children are given opportunities to work in mixed groups across all ages. Staff are always helpful and encourage pupils in their learning. Praise and positive incentives

are used across the school.

The Highland Council Education Service Quality Improvement TeamPage 2 22/05/2023

QI 5.1 The Curriculum Programmes present a focus on core learning of literacy and numeracy but also provide a

balance of the curriculum. Development and use of benchmarking for Reading, Writing and Maths has enhanced pupil’s ownership of their learning journey.

Very good mixed age and ability group working has been developed, enriching children’s creativity, choice and breadth of learning. This has enhanced the transition programme across all stages.

Personalisation – children are given choice to develop areas of interest. We have developed a Curricular Design document which will be reviewed in session 2016-2017

QI 5.3 Meeting Learning Needs A range of learning and teaching approaches are practised to accommodate and promote

different learning styles, thinking skills and creativity. Support staff contribute very effectively to the timely and appropriate identification of needs,

ensuring needs are addressed at the earliest opportunity. The ASN teacher is involved from the Nursery to Primary 7. Pupil Target Time has been developed to make the best use of PSA time. All staff go beyond the remit to support the child and the whole family.


Our Improvements Last Session

Improvements through Self – Evaluation We developed our self-evaluation cycle to encompass impact and action points for moving

forward (these are highlighted in the next section). Pupils are beginning to self-evaluate with older pupils assessing and guiding younger pupils. The HT attended training for the new HGIOS4 version and Nursery staff have been

introduced to HGIOEL&CC. We carried out classroom visits using the updated HC formats. We had positive feedback from a Quality Assurance visit – Nursery to P7. All have a high level of commitment to school improvement across all areas. More parents have been reached through the Nursery on-line Learning Journey, the new

School Website and through the Blog.

Improvements in Performance The 15 minute Daily Mile has enhanced performance across the school, supported social

interaction and issues, and increased fitness and general robustness. Our pupils have made very good progress in both literacy and numeracy across the school

but particularly in basic number work. We have introduced Big Writing and noted increased performance and confidence in

writing across the school. We have implemented benchmarking for Writing and Maths. This is now used to record

pupils’ progress and identify next steps. Additional input to a number of pupils through Toe By Toe, Speedy Readers and The Power

of 1 and 2 has improved performance and confidence in these areas. A continued focus on science has further developed enquiry, observation and problem

solving skills.

Learners’ Experiences Learners are taking increased responsibility for their Learning Journeys, setting personal

targets, reviewing progress and identifying next steps in their learning. The Daily Mile has given all pupils (Nursery to P7) access to a mixed age support group and

opportunity to share viewpoints and concerns. It has also added to individuals’ confidence, particularly in talking to others. It has also given pupils a focus on fitness and health.

Big Maths and Big Writing have been introduced and learners’ experiences have centred around specific targets in these areas.

Pupils have used a wide range of apps and programmes on computers and iPads to support learning in core areas.

Through mixed age and interdisciplinary working, personal interests were taken account of, and motivation enhanced.

A number of pupil surveys were carried out and an action plan developed through the Pupil Council.

Nursery staff have attended training in Language and Maths skills and implemented the strategies to enhance learning.

Areas of transition have been planned for and supported. Pupils have continued to teach sports/ dance groups at lunchtimes throughout the year.


The Curriculum As a school we reviewed the curriculum and developed a Curriculum Design document. This

has made us think about the proportion of time we give to core areas of learning. We began to look at continuity across the curriculum and enhancing progression. We developed whole school benchmarks for Writing and Maths. Teachers attended training in Reading, Big Writing, Big Maths and Science and have begun

to implement strategies to enhance learning. French has been introduced to Primary 1/2 pupils and will continue to develop further up

the school. Training for French was completed by the P1/2 teacher.

Meeting Learning Needs We continued to involve pupils setting their own targets by the use of individual portfolios

and personal planning and encouraged and developed self-evaluation. We began to use assessment jotters for the older pupils with self-recording using the benchmarks for that level.

We increased the support for pupils with reading and numeracy issues – Toe-by-Toe, Power of 2

PSA support was reviewed very regularly and needs targeted. Teachers developed Target Time folders allowing PSAs to focus on individual needs and

maximising learning time. Emotional check-ins are now embedded across the school. Our ASN Teacher has identified needs well and puts in place appropriate support and

structure. Meetings with home and other agencies have been a regular occurrence. Teachers regularly planned together to ensure all needs were met. Pupils have greatly benefitted from the use of targeted apps and programmes on the

computer and on iPads. Children have greatly benefitted from the regular input of a Children’s Service Worker. There was regular access to SaLT practitioners and to the OT when needed. We have been given regular input from the Mental Health Worker. All staff underwent de-escalation training. Nursery, Primary 1-2 teachers and PSAs were all trained to use Makaton. Two more PSAs undertook CALM training giving us a complement of five trained staff. We developed additional links with the Haven.


Our Priorities For Improvement for This Session

1. Continue to develop pace and challenge with a specific focus on pre-readers and emergent readers and writers. Similar focus for core stages of Maths.

2. Embedding Maths and Reading and Writing benchmarking.

3. Further develop Big Maths.

4. Fully implement Big Writing and develop a literacy overview booklet to show whole school progression.

5. Develop a RME Curriculum that is progressive, well planned, delivered and resourced.

6. Develop Languages 1+2 into Primary 2/3.

7. Identify L2 and begin to outline preparation and timescale for this.

8. Using the new documents (HGIOS4 and HGIOEL&CC) further develop a climate and culture that fully utilises qualitative self-evaluation with the focus on improving outcomes for all learners.

9. Develop Nursery Improvement Plan priorities – specifically the Flexibility Model.

10. Further develop whole staff use of the website and blog.

11.Enhance use of technology through iPads and apps.

12. Make staff aware of and engage with the National Improvement Framework.

13. Make better use of classroom observations and sharing of information.

14.Update on HMIe Inspection advice and identify areas for action.

15.Identify ways of running Eco, Pupil Council, Garden, Assessment, JRSO, SNAG groups more effectively.


1. How well do young people learn and achieve?

1.1.Improvements in performance Standards of attainment over time Overall quality of learners’ achievement Impact of the school improvement plan

2.1 Learners’ experiences The extent to which learners are motivated

and actively involved in their own learning and development

1.1 Improvements in Performance What we do well: There is evidence of good progression in learners’ knowledge and understanding and their

attitudes towards skills for learning, skills for life and skills for work. Progression in attainment of literacy and numeracy and in themes. Learners develop skills and knowledge through a wide range of activities including

interdisciplinary working, mixed-age teams and through wider curricular experiences. Learners demonstrate progression in personal and social capability in a wide range of activities. Learners are developing self-awareness and personal action planning through their own targets

and their Learning Journey folders. Children are involved in Target Setting with older children helping younger ones.

Progression in the attainment of learners who are vulnerable and those at risk of missing out. Achievement in award schemes and competitions at local and national level across a wide range

of interests and activities. The School Improvement Plan and the Nursery Improvement Plan are used effectively to inform

and take forward actions that make a difference for our learners.

What we need to work on: Continue to develop pace and challenge with a specific focus on pre-readers and emergent

readers and writers. Similar focus for development of Maths. Improve attainment in reading, spelling, vocabulary, and punctuation. Further improve attainment in numeracy focusing on the basic four skills. Continue to improve listening skills. Encourage pupils to take increasing responsibility for their learning. Implement Reflective Reading strategies. Develop a reading comprehension assessment.

2.1 Learners ExperienceWhat we do well: Learners are confident, motivated and eager participants in their own learning. Learners are given a choice of topics and of activities within topics. Learners display creative and enterprising attitudes. Give feedback informing learners of progress and next steps. Learners plan their personal learning activities and monitor progress. Vulnerable learners have benefitted from appropriately targeted activities. Recognition that views have been sought and acted upon to promote sustainable improvements.


Learners engage with opportunities to take responsibility in group work and teams within and out with their own setting.

Learners are given incentives, encouragement and praise.

What we need to work on: Encouraging learners to undertake more independent research and develop new ways of thinking

inquisitively and creatively. Continue to encourage children to be more responsible for their own learning. Develop use of Learning Journal as a working document. Children need to be encouraged to take responsibility in respecting others and reciprocating

equality, fairness and respect. Encourage confidence to step outside comfort zone and try new things without adult support or

guidance. Allow pupils to begin to feel that failure is not negative but to try is something to be praised

rather than based on the outcome – resilience.

2. How well does the school support young people to develop and learn?5.1 The Curriculum

The rationale and design of the curriculum The development of the curriculum Programmes and courses Transitions

5.3 Meeting learning needs Tasks, activities and resources Identification of learning needs The roles of teachers and specialist staff Meeting and implementing the

requirements of legislation

5.1 The Curriculum What we do well: Programmes are planned and built on earlier stages. Development of benchmarking and children’s personal records. Personalisation – children given choice to develop areas of interest. Teachers develop learners’ literacy and numeracy skills appropriately. Opportunities for interdisciplinary working are integral to learning. The school aims to provide everyone with a happy, safe learning environment in which to succeed. The

curriculum is designed to enable children to develop the skills and attributes of the four capacities of Curriculum for Excellence.

Design principles of breadth, challenge and enjoyment, and relevance are incorporated into the curriculum by class teachers.

Good individual and group support is in place for children. Transitions - from Nursery to Primary 1 and from Primary 7 to the Academy.

What we need to work on: Further embed benchmarking showing clear progression in Maths and Language through robust

assessments. Learners making meaningful connections between their learning across subjects and external

activities. Developing an RME curriculum.


A rounded personal and social development programme which relates to learning contexts.

5.3 Meeting Learners NeedsWhat we do well: Tasks, activities and resources demonstrate that our team is committed to high quality provision for all

learners. Personal support ensures that all learners participate meaningfully in all activities. Support staff, including those providing additional support for learning, contribute effectively to the

timely and appropriate identification of needs. Target Time focuses on individual and group specific needs. Programmes and courses are structured to ensure progression for learners with additional support

needs, offering appropriate challenge for all including higher-attaining learners. A range of learning and teaching approaches is practised to accommodate and promote different

learning styles, thinking skills and creativity. The ASN Teacher is involved from Nursery upwards and provides excellent support to pupils, staff and

parents. All staff are excellent in supporting the needs of the whole family. Staff are keen to undertake training to enhance support.

What we need to work on: Continue to involve pupils in setting their own targets through the use of individual portfolios and

personal planning so that it becomes a working document. Continue to encourage pupils to develop self-evaluation skills. Review benchmarking. Ensure appropriate staffing levels for specific needs. Review and develop our RME curriculum. Ensure detailed handover/ induction of new staff.

3. How well does the school improve the quality of its work?

5.9 Improvements through self-evaluation Commitment to self-evaluation Management of self-evaluation School improvement

5.9What we do well: Staff are committed to improving our school. All staff are involved in either the School Improvement Plan and/or the Nursery Improvement Plan. Thoughts and ideas are shared regularly and openly through much discussion. Staff actively engage in reflective practice using a range of approaches. Weekly QI sheets are completed by all and action points and next steps are regularly summarised. Evidence about learning experiences and outcomes is explored and recorded using a range of

methods. Clear arrangements are made to gather and respond to the views of all. Encouraging children in the evaluation of their own work. In response to the evidence gathered, improvements are planned and implemented and their impact

monitored. Staff engage in professional development with colleagues and staff from partner agencies and

organisations.

What we need to work on: Beginning to use new documents in our weekly self-evaluation – HGIOS4 and HGIOEY&CC


Using ICT more effectively – Survey Monkey, blog, web site etc. Engaging the wider pupil and parental voice in school self-evaluation. Make most use of staff, parents and community members’ skills to improve performance.


Documents

Standards and Quality Report - WordPress.com€¦ · Web viewBe creative – don’t be afraid to do your own thing. Work well with others. Have a positive attitude. Responsible