Standards and Quality Report€¦ · Web viewWe have strong links with our Associated Schools Group (ASG), including our associated secondary school, Millburn Academy. Our Head Teacher

SCHOOL STANDARDS AND QUALITY REPORT 2018/19

Standards and Quality Report

School: Drakies Primary School and ELCC

Head Teacher: Scott Callander

Date submitted: July 2019

Context of the school:

Drakies Primary and ELCC (Early Learning and Childcare Centre) is a non-denominational establishment in the south of the City of Inverness, which is situated close to Raigmore Hospital, Inshes Retail Park and Police Scotland Highland HQ. The school currently has a roll of 232 children in primary one to seven and an additional 60 children in our ELCC, which offers flexible childcare from 8am-5.30pm each day. We are aware that poverty may be a barrier to attainment and achievement for approximately 12% of our children and we utilise our £21,600 Pupil Equity Funding in an attempt to remove this barrier. In session 2018-19, this was largely used to employ an additional ASN teacher. In the 2019-20 session we intend to purchase reading, writing and numeracy resources which are designed to improve attainment for all, whilst closing the attainment gap.

We have strong links with our Associated Schools Group (ASG), including our associated secondary school, Millburn Academy. Our Head Teacher attends regular ASG meetings throughout the session and all staff have benefited from an ASG approach to teachers’ ‘Career-Long Professional Learning’ in the teaching of science over the past two sessions. Drakies Primary and ELCC is also part of a ‘School Improvement Family’ with Balloch PS, Lochardil PS, Inshes PS and Bun-sgoil Ghaidhlig Nis. The improvement family will meet three times over the course of the 2019-20 session to share good practice and to work on improvement family projects, with the intention of further developing the capacity for continuous improvement in each establishment.

Our ELCC received ‘Good’ ratings for the quality of environment, quality of staffing, quality of management & leadership and quality of care and support during a recent inspection carried out by the Care Inspectorate in October 2018. A key strength highlighted in the inspection was the nurturing environment. Staff have taken on advice from the inspection and the nursery has developed significantly as a result of their hard work and dedication, most notably in the outdoors where there are very good examples of children engaging in activities which are rich in quality learning.

A recent Quality Improvement Visit (QIV) in the school highlighted some key strengths, most notably the nurturing ethos in the classrooms and playground. Our next steps include embedding curriculum pathways for all curricular areas and enhancing our use of differentiation, particularly in relation to challenging our more able learners.

School Vision, Values and Aims:

Our school vision, values, aims and curriculum rationale will be revisited with our children, families, external partners and staff during the 2019-20 session. Our current vision, values and aims are:

Vision:

At Drakies Primary School we promote well-being and respect for all. Our vision is to develop pupils who are successful learners, confident individuals, responsible citizens and effective contributors and to create a culture of ambition and achievement for all at the school.

Values & Aims:

* To provide a supportive, caring and health promoting environment in which children, parents and staff are valued and can work together in partnership

* To provide a creative curriculum which meets the needs of all children and where children are challenged to raise their attainments and achievements to the highest possible standards

* To ensure that children’s personal development and health and wellbeing needs are fulfilled through collaboration of staff and other professionals

* To equip children with a lifelong culture of motivation, creativity and ambition in order to prosper in a changing society

* To encourage tolerance and respect for others and their beliefs so that our children become responsible future citizens

* To foster in our children a growing sense of responsibility for themselves and others, for their school, their environment and community

Summary of Standards and Quality Report/School Improvement Plan engagement process:Participants Engagement details

Teachers and other staff, including ELC staff

Collegiate meeting on SIP on 20.03.19, 26.06.19

Staff session on self-evaluation of QIs on 22.05.19

Parents Parent Council Meeting on 12.11.18, 28.01.19, 11.03.19 & 27.05.19

Pupils Pupil Council meeting on 27.05.19

Volunteers working in school (such as parents taking after-school activities, 3rd sector engagement etc.)

N/A - To be addressed during session 2019-20

Other partners N/A - Local businesses will be invited to contribute to SIP and self-evaluation process during 2019-20 session

Associated Schools Group

ASG meetings on 14.05.19 & 19.06.19 looking at ASG priorities (including 1+2, science and transition)

Review of School Improvement Work against the National Improvement Framework Priorities

What have we done to close the attainment gap?

● ADDITIONAL ASN TEACHER

● LEXIA resource

● IMPROVED TRACKING & MONITORING.

Impact and data

● Additional ASN Teacher was used 2 days per week to target children who were not yet on track and to support teaching and learning in P1 where there was a significant number of children who required additional support linked to EAL/ASN needs.

● LEXIA resource was used to target 40 children at risk of underachieving in literacy. Data from the programme and tracking data indicates improved attainment for almost all of these children.

● New tracking and monitoring procedures implemented and embedded to track every child’s progression and to highlight children who are not yet on track. This led to increased awareness of children with barriers to learning i.e. EAL/ASN/SIMD/FSM.

What have we done to raise attainment, particularly in Literacy and Numeracy:

● LEXIA resource

● BASIC MATHS ASSESSMENT TRACKING

● WRAP AROUND SPELLING

● COMPREHENSION TRAINING

● NUMERACY, READING, WRITING, LISTENING & TALKING

● IMPROVED TRACKING & MONITORING

Impact and data

● The Lexia resource was introduced in Term 3. Tracking data and Lexia assessment data is evidence of improved attainment for almost all children who have accessed the resource. More consistent use of

the resource will lead to sustained and improved attainment next session.

● Basic maths assessment tracking has been used in all classes P1-7 and is being utilised effectively to target children who require additional support in specific areas. The assessment tool should be used after each specific teaching input next session to enable teachers and SLT to track progression more effectively.

● Wrap around spelling strategies have been implemented in P2-7. Assessment data shows that almost all children have progressed in spelling with some children making up to 3 years progress in the academic year. We will continue to utilise this approach and continue to monitor the impact on attainment for all.

● D.Mackenzie attended and then delivered comprehension training for all teaching staff. Comprehension strategies should become embedded from P1-7 in the 2019-20 session.

● New Numeracy, Reading, Writing and Listening & Talking pathways were implemented in term 3. These should continue to be utilised and embedded in session 2019-20 to track attainment for all children. These have supported teachers to make improved judgements about children’s progress.

● Robust tracking and monitoring procedures have been implemented to ensure that no child slips through the net. Termly meetings between teachers and SLT provide opportunities to discuss each child’s attainment in numeracy and literacy.

What have we done to improve children and young people’s health and wellbeing?

Relevant Improvement Priority title/ school project:

● TARGETED NURTURE GROUP

Impact and data

Boxall profiles were utilised to identify children who could benefit from the targeted ‘nurture group’ each morning from 9.05am - 9.45am. PSAs, who were previously trained in the nurture model, set up the nurture group in the ‘Sunshine Room’. Subsequently two additional PSAs have become heavily involved in the nurture group.

After attending the group children reported feeling that their views were being listened to and spoke fondly of the strong relationship they now had with the PSAs as a result of their time in the sunshine

room. It was noted by our Head teacher that the pupils who were attending this group began to make more positive choices in the playground, often choosing to remove themselves from the playground for a chat with a member of the leadership team instead of engaging in negative behaviour.

Boxall profiles were completed again in May 2019. Three children have subsequently been fully reintegrated into their classes as the Boxall Profiles demonstrate that they have made progress and no longer require this intervention.

The targeted nurture group will continue into the 2019-20 session, however we intend to change the timing of this to the afternoon to avoid it clashing with the ‘soft start’ opportunities in the infant classes. More time will be given to PSAs to ensure that the findings in the Boxall Profiles can be turned into effective long term and short term targets.

What have we done to improve employability skills and help our children and young people achieve sustained, positive school leaver destinations?

Relevant Improvement Priority title/ school project:

● P7 Community Cafe

● P7 ‘Mind the Gap’ “Tree of Knowledge” week long input

● P5 & P5/6 - Enterprise project

Impact and data

● Our P7 pupils ran a very successful community cafe on the first Friday of each month where they welcomed guests, introduced entertainment, ran stalls and counted the money received. They developed confidence working with members of the community and developed skills in providing entertainment and an efficient service.

● The progressive multi-session mind the gap programme supported our P7s to work collaboratively with peers and parents to build their aspirations for their school and personal lives. Our P7 children engaged fully in the programme and demonstrated improved focus throughout the session. They transferred their skills developed during this programme to organising their community cafe and other events.

● Our P5 & P5/6 children worked with Blythswood Care to raise money for charity. They worked hard to develop ideas to raise vital funds, worked out profit margins, sold their products and tallied up their profits before handing this money to charity. All children developed a variety of employability skills during this project.

Our overall evaluation of the school’s capacity for continuous improvement:

* We are confident in our capacity for continuous improvement * We have some concerns about our capacity for continuous improvement

Comment:

* Development groups have been established for the 2019-20 session with all members of staff agreeing to take on an aspect of school improvement to develop. * All members of staff in the ELCC are committed to developing the learning environment indoors and outdoors and are committed to planning for change with all stakeholders using Talking and Thinking Floor Books. * All PSAs are committed to planning for and leading our targeted nurture group.* All staff are committed to engaging in regular self-evaluation activities to drive the standard of teaching and learning forward in Drakies Primary School and ELCC.* All members of staff share an aspirational vision for the children and families of Drakies and are excited about creating our new values, vision, aims and curriculum rationale.* All members of staff are aware of the new approach to profiling and will engage with the process as a whole staff team during the first in-service day on 19th August 2019.* Our new staff members have demostrated a commitment to continuous improvement and are excited about joining our staff team.* Our favourable staffing situation will allow us to target even more support to the children who need it most, most notably in P3 where attainment has been highlighted as a concern.* Our active and supportive Parent Council has expressed commitment to supporting us in our endeavours next session and are excited by the new profiling, planning and reporting format.

QI 1.3 Leadership of change

Themes (HGIOS?4)

● Developing a shared vision, values and aims relevant to

the school and its community

● Strategic planning for continuous improvement

● Implementing improvement and change

Themes (HGIOELC?)

● Developing a shared vision, values and aims relevant to

the ELC setting and its community

● Strategic planning for continuous improvement

● Implementing improvement and change

Question 1

How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

A. All staff at Drakies work collaboratively in an attempt to create a welcoming, safe and nurturing environment where all children and families feel supported. Time during collegiate sessions and in-service days has been provided to allow staff to reflect on their own values and how these fit in with the current vision at Drakies.

B. New tracking and monitoring procedures have been embedded from P1-7. These procedures have enabled us to have meaningful discussions about each child’s attainment and wellbeing regularly throughout the session.

C. New curriculum pathways in numeracy, reading, writing and listening & talking were implemented in term 3. These pathways include the relevant benchmarks and have supported teaching staff to make more accurately informed decisions relating to attainment and progression.

D. Senior leaders meet regularly with EYPs, teaching staff and support staff to evaluate the progress towards our targets. Time is protected for such activities and all staff engage positively as a result.

E. The PRD process is being used effectively to support staff development and to drive school improvement forward.

Question 2

How do we know? What evidence do we have of positive impact on our learners?

a) 96.9% of parents who participated in the parental survey in February 2019 strongly agreed that Drakies PS & ELCC is a nurturing environment where their child is encouraged to thrive. A further 3.1% of parents mostly agreed with this statement. Many staff members have commented on the welcoming and nurturing atmosphere in the school and ELCC.

b) Attainment improved in Term 4 as a result of the more robust tracking and monitoring procedures that were adopted in term 3.

c) Teaching staff have responded positively about the curricular pathways and have commented on being able to make more informed decisions about attainment and progression.

d) Minutes of meetings demonstrate progression made as a result of regular meetings between senior leaders and staff members.

Question 3

What could we do now? What actions would move us forward?

a) We will create shared vision, values, aims and curriculum rationale in collaboration with all stakeholders by December 2019.

b) New pathways for all curricular areas will be implemented during session 2019-20 in all classes to allow staff to accurately track progression across the curriculum.

c) Senior leaders will support staff towards an improved use of data such as SNSA, PTE/PTM.

d) Development groups - All members of staff will be responsible for driving forward an aspect of school improvement .

e) Termly planning format will be introduced in term 1 of the 2019-20 session. f) Termly planning for assessment will be embedded during the 2019-20 session.g) All stakeholders in a child’s education will be encouraged to become more involved in

our self-evaluation and planning for improvement processes.

What is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and Childcare? six-point scale?

Satisfactory

QI 2.3 Learning, teaching and assessment

Themes (HGIOS?4)

● Learning and engagement

● Quality of teaching

● Effective use of assessment

● Planning, tracking and monitoring

Themes (HGIOELC?)

● Learning and engagement

● Quality of interactions

● Effective use of assessment

● Planning, tracking and monitoring

Question 1


a) The school ethos reflects a focus on the rights of the child through assemblies and recognition walls and

this work will continue into next session. There is a strong focus on forging positive relationships with children and families.

b) 92.2% of parents strongly agree that their child is encouraged to work to the best of his/her ability and that he/she is progressing well. A further 7.8% of parents mostly agree with this statement.

c) Digital literacy has started to be utilised in most classes to enhance teaching and learning opportunities.d) There are a variety of pupil leadership opportunities, including Chromebook Buddies, Eco-committee and

book group.e) There is a variety of active and outdoor learning taking place in some classes across the school. The ELCC

are demonstrating strong practice outdoors.f) HNP and SNSA assessments are carried out and data utilised to inform next steps for teaching and

learning.g) DHT attended authority led Comprehension training and has delivered training to all teaching staff.h) New pathways and tracking documents have been introduced for numeracy and literacy and are being

used in all classes from P1-7.i) Robust evaluation meetings are taking place between SLT and class teachers regularly.

Question 2


a) Evaluation meetings and new tracking data are providing a positive impact on learners - These meetings and the data are ensuring that strategies are able to be put in place to target specific learners. Data demonstrated improved attainment from Term 3 to Term 4.

b) Very positive findings from the parental survey suggests that our teaching and learning approaches are having a positive impact on our learners.

c) Classroom observations (formal and informal) evidenced an improvement in active, digital and outdoor

learning opportunities in most classes.

Question 3


a) Our school values, vision, aims will be renewed. Our curriculum rationale will be underpinned by these and by our agreed focus on skills development.

b) Links will be forged with local businesses and within our community as we look to improve our approach to Developing the Young Workforce. Work will be carried out within our community to establish a set of skills that will underpin our curriculum rationale.

c) There will be a focus in 2019-2020 on “What a very good lesson looks like” which will include scrutinising and developing our use of effective differentiation to ensure that the needs of every child are met.

d) Termly planning and planning for assessment will be introduced.e) Curricular pathways will be introduced for all curricular areas to ensure progression in all areas.f) New tracking and monitoring procedures will continue to be embedded throughout next session.g) Staff development group and pupil digital leaders group to support each class to embed digital literacy as a

tool to enhance learning and support us to gain our Digital Schools Award.h) Each classroom will become a ‘Dyslexia friendly’ classroom, providing strategies for all children to

overcome barriers to literacy.i) The outdoor learning development group will support all classes to utilise the outdoors effectively (both

planned and sporadically) to enhance learning opportunities for all children.j) Staff will engage in training sessions, namely ‘Talk for Writing’, ‘Number Talks’, ‘Talk boost’ and ‘Promoting

positive relationships’ to enhance many aspects of teaching and learning.

What is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and childcare? six-point scale?

Satisfactory

QI 3.1 Ensuring wellbeing, equality and inclusion

Themes (HGIOS?4)

● Wellbeing

● Fulfilment of statutory duties

● Inclusion and equality

Themes (HGIOELC)

● Wellbeing

● Fulfilment of statutory duties

● Inclusion and equality

Question 1


a) Robust child protection procedures are in place, including ‘Chronologies’ being embedded from ELCC - P7

to record small but potentially important events in each child’s life. Annual child protection training takes place and child protection guidelines are included at the back of each staff member’s ID badge.

b) Attendance tracking has been introduced this session, with letters going out to 18 families regarding our concerns about their child’s attendance.

c) 96.9% of parents strongly agree that Drakies is a nurturing environment in which their child is encouraged to thrive. A further 3.1% of parents mostly agree with this statement.

d) Our PSAs lead our nurture group 5 mornings a week to support children with a variety of needs.e) We promote healthy eating in lessons and through our ‘Healthy Living Group’ and ‘Eco committee’. Our

Healthy Living Group provides fruit for children who have forgotten to bring a snack to school and our Eco-committee encourages all classes to grow their own produce. We received our 4th Green Eco-Flag during the 2018-2019 session.

f) Recognition boards are used in most classrooms to promote and celebrate positive relationships and behaviours.

g) All staff and visitors have access to ‘When the Adults Change, Everything Changes’ by Paul Dix, which provides meaningful and effective advice about creating positive relationships and a positive ethos within schools.

h) Pupil voice is encouraged through a variety of groups, including ‘Book group’, ‘Healthy Living Group’, ‘Rights Respecting Schools Reps’ etc. An improved effort will be made during the 2019-2020 session to meet with these groups more regularly.

i) We started our Rights Respecting Schools journey and engaged with UNICEF’s Day for Change 2019.j) Our PEF has been utilised in an attempt to remove barriers and promote equity at Drakies. k) We work closely with external partners such as our CSW and Speech & Language to support our children

and to remove barriers to learning.l) We understand, value and celebrate diversity at Drakies and challenge discrimination at all times.

Question 2


a) Pastoral Notes on the Seemis programme are evidence of our ongoing use of chronologies. Action taken

is also evidenced in the Pastoral Notes.b) A recent parental survey provided a very positive insight into our families’ perception of our inclusive and

nurturing ethos at Drakies.c) Boxall profiles have been introduced to identify children who would benefit from the nurture group.

Subsequent Boxall Profiles should evidence a positive impact for the children involved.

Question 3


a) Regular pupil surveys will be administered to establish children’s views on whether they feel safe, healthy, active, nurtured, achieving, respected, responsible and included in Drakies. An improved focus on the SHANARRI indicators will take place during weekly assemblies.

b) We will revisit out vision, values and aims during term 1 of the 2019 - 2020. These will be renewed in collaboration with all children, families and with external partners.

c) We will continue to lead our nurture group to target children who require the support that the group provides. Short term targets will be produced for each child who attends the nurture group based on their Boxall Profile.

d) We will formally implement restorative approaches across all stages of the school. SLT to provide parental inputs to explain these approaches.

e) All staff will attend authority-led ‘Promoting Positive Relationships’ training during an in-service day.f) We will continue our Rights Respecting Schools journey by raising the profile of the UNCRC and working

towards our target of achieving Silver Award by October 2020.g) We will make our attendance tracking more robust by evaluating our attendance statistics on the first

Wednesday of each month. We will communicate our concerns with families and work with families to remove any barriers to their child’s attendance.

h) ‘Believe to achieve’ programme will be implemented in P6/7 and P7 next session to allow children to improve their focus and set goals for their lives in school and at home. Parents will be invited in to ‘goal map’ with their children.

i) ‘Roots to empathy’ will take place in P6/7 to enhance empathy and improve relationships.


Satisfactory.

QI 3.2Raising attainment and achievement/Ensuring children’s progress

Themes (HGIOS?4)

● Attainment in literacy and numeracy

● Attainment over time

● Overall quality of learners’ achievement

● Equity for all learners

Themes (HGIOELC?)

● Progress in communication, early language,

mathematics, health and wellbeing

● Children’s progress over time

● Overall quality of children’s achievement

● Ensuring equity for all children

Question 1


a) Attainment in Numeracy, Reading, Writing and Listening & Talking is now being tracked robustly

and progression was evident in term 4.b) Pathways for numeracy and literacy are being used to track progression and inform next steps

for learning.c) HNP assessments are used in numeracy to support staff to create next steps for learning.d) Our ASN teacher is very skilled in supporting all staff to implement effective interventions for

children with additional support needs. Regular ‘Child’s Plans’ meetings take place with parents.e) The implementation of the newly purchased ‘Lexia’ resource is raising attainment in literacy for

children who are identified as ‘not yet on track’ or who are at risk of falling off track.f) Children’s participation in extra-curricular activities is tracked and we encourage children who do

not attend ‘clubs’ to do so by seeking their views about interesting and exciting clubs that they would like to participate in.

Question 2


a) Tracking data demonstrated progression in term 4 in literacy and numeracy. Tracking data also evidences extra-curricular involvement and highlights children who we would like to provide extra-curricular experiences for.

b) Pathways are beginning to become embedded and demonstrate progression.c) Wrap around spelling, SNSA and HNP assessment data demonstrates that our learners are

progressing. Some children made 3 years progress in spelling in 10 months according to assessment data.

Question 3


a) All teaching staff will be trained in ‘Talk for Writing’ strategies to improve the teaching of writing across all stages leading to improved attainment in this area.

b) New writing assessment criteria will be introduced alongside opportunities for teachers to moderate writing to raise attainment in writing.

c) We will continue to embed the ‘Wrap around spelling’ and ‘comprehension’ strategies to improve attainment in reading and writing.

d) A new reading scheme will be purchased to allow us to engage our learners more effectively.e) We will utilise a wider range of assessment and make better use of the data it provides. We will

invest in PTE and PTM assessment tools from ‘GL assessment’ to allow us to add to the data that the SNSA currently provides.

f) We will introduce profiling from ELCC - P7 and provide 3 opportunities for families, children and staff to set targets in numeracy, literacy and HWB collaboratively. Short term targets will be created based on these agreed long term targets.

g) The Lexia programme will continue to be used in P3-7 to target children who are not yet on track in literacy.

h) The numeracy development group will develop and support the use of ‘Number Talks’ strategies from ELCC - P7.

i) We will improve the way that we celebrate wider achievement at Drakies by implementing a ‘Celebrating out of school heros’ (COOSH) initiative which will encourage children to share their achievements with their peers and staff members.

j) Robust tracking and monitoring procedures will continue to monitor attainment.


Satisfactory

KEY THEME from QI 2.2 Curriculum

Theme 3 (HGIOS?4)

● Learning pathways

Theme 3 (HGIOELC?)

● Learning and development pathways

Question 1


a) Learning pathways are being utilised from P1-7 in numeracy, reading, writing and

Listening & Talking. b) Our curriculum is underpinned by our commitment to sustainability through our strong

Eco-schools focus.c) Our curriculum provides children with opportunities to take on leadership roles e.g P7

Community Cafe and our pupil groups such as our Eco-committee, digital leaders etc.d) Profiling takes place in our ELCC with stepping stones and developmental milestones

being used to track progression and to set targets.e) Digital literacy, outdoor and active learning are beginning to become extremely

important aspects of our curriculum. Digital leaders and chromebook buddies support the use of technology to enhance learning in almost all classes. Outdoor and active learning in our ELCC is currently strong.

f) Staff have been involved in training from SSERC this session and the teaching of science has improved as a result.

g) The delivery of/children’s experiences in almost all curricular areas in the ELCC has improved significantly and children are engaging in meaningful, challenging and exciting learning opportunities.

Question 2


a) Digital Schools Award audit was completed and highlighted some good progress towards our Digital Schools Award.

b) Evaluation meeting minutes evidence literacy and numeracy pathways being used as a basis for discussion around progression and next steps.

c) Talking and Thinking Floor Books in our ELCC provide evidence of the significant improvement in experiences and environment.

d) Pupil Leadership Group minutes evidence the role our pupils play in shaping their curriculum.

Question 3


a) We will renew our vision, values and aims in term 1 of 2019 - 2020 session in collaboration with all stakeholders. Our curriculum rationale will then be created and will be underpinned by our vision, values, aims, UNCRC and our agreed skills focus.

b) We will forge strong links with external partners, such as businesses, the hospital and the police to support our commitment to Developing the Young Workforce at Drakies and will work closely with our partners, families and children to establish an agreed skills focus.

c) Pathways will be implemented for all curricular areas by December 2019.d) Every member of ELCC, support and teaching staff will be responsible for an aspect of

school improvement, with many of these improvements focusing on developing our teaching and curriculum.

e) A new termly planning format will be introduced in term 1 which will include interdisciplinary links and a focus on skills.

f) Our new approach to profiling and target setting will support our children to see themselves as learners.

g) Our commitment to digital, outdoor and active learning will be realised through our development groups.

KEY THEME from QI 2.7 Partnerships

Theme 3 (HGIOS?4)

● Impact on learners (focus on parental engagement)

Theme 3 (HGIOELC?)

● Impact on children and families (focus on parental

engagement)

Question 1


a) We are committed to combating loneliness within our community and lead our Community Cafe on the first Friday of every month. We encourage members of the community and our families to attend the event which is organised and led by our P7 pupils.

b) We have forged strong relationships with our very active and supportive Parent Council. The Parent Council were involved in shaping the new profiling and reporting processes.

c) We have a strong link with Tesco and work closely with the Community Champion to provide our children with additional skills.

d) We share our successes and news on twitter and on our website to ensure all members of our community have access to what’s happening at Drakies.

e) Profiling is utilised in our ELCC to evidence learning and parents are encouraged to contribute to these.

f) Parents are encouraged to attend our ‘Stay and Play’ events in our ELCC to share learning experiences with their children.

g) External partners and committed parents lead our ‘Bikeability’ initiative which saw 20 children achieve their level 2 award this session.

h) We have strong relationships with our CSW, Social Services, SALT and other external agencies.

i) Our House/Vice Captains delivered hampers and Christmas treats to members of our community who worked over the Christmas period to further strengthen links within our community.

j) Parents were encouraged to participate in a parental survey during term 3 and the results of this survey have been used to inform the SIP for 2019 - 2020.

Question 2


a) Data from the parents survey was utilised to inform the 2019 - 2020 SIP. The data was extremely positive but did highlight that only 78.1% of parents felt that they were kept informed about their child’s progress.

b) Parent/Carer views were sought about our new profiling and reporting processes. Our Parent Council were also kept informed and involved in the creation of our SIP and PEF plans.

Question 3


a) All stakeholders including children, families, local businesses and external partners will be involved in the creation of our new vision, values, aims and curriculum rationale.

b) Early in term 1 a letter will be issued to all parents/carers inviting them into classes as help as Parent Helpers. A Parent Helper timetable will be created.

c) A strong focus on Developing the Young Workforce will be evident during the 2019 - 2020 session. Strong links with local businesses, the hospital and police stations will be established and these partners will be encouraged to help shape our curriculum and help us to evaluate and develop our SIP.

d) All stakeholders will be involved in the creation of a skills focus which will be specific to Drakies. Thereafter consideration will take place about a skills progression framework from ELCC - P7.

e) New Profiling procedures will be implemented which will include the agreed target setting/Learning Discussion collaboration between parents, children and staff.

f) Parental involvement in the new profiles will be encouraged at all times. Parents and children will be fully involved in the creation of long term targets. Parents and children will also be encouraged to write comments in the profiles.

g) An identified ELCC staff member will participate in PEEP training and lead PEEP events for our families and for parents/carers within our community.

h) Regular ‘Breakfast Blether’ sessions will be held for all parents/carers, community members and partners to come along and chat with each other and with SLT. Opportunities to contribute to the SIP and school evaluation will be presented at these sessions.

Documents

Standards and Quality Report€¦ · Web viewWe have strong links with our Associated Schools Group (ASG), including our associated secondary school, Millburn Academy. Our Head Teacher