Standards and Quality Report 2017-18

School Name: Chapelton Primary

Context of the school:Chapelton Primary School is a co-educational, non-denominational school situated in the village of Chapelton near Strathaven in South Lanarkshire. The school building was re-furbished in 2010 and provides accommodation comprising 2 classrooms, an open area and a combined dinner/PE hall. Our playground includes a Multi Use Games Area (MUGA). The school caters for children from Primary 1 to Primary 7 and currently has a roll of 46 children in 2 multi-composite classes. Presently 1 class consists of children from Primary 1 to 3 whilst the other has children from Primary 4 to 7, although this configuration can change annually dependant on the number of pupils at each stage. The school staff consists of a head teacher, 2 class teachers, 1 x 0.2 CCC teacher and 5 support staff including administration and classroom assistants, caretaker and catering assistant who mostly work part-time hours.

Our school vision is “Chapelton Primary is a place where we feel happy, safe, valued and included and work together to develop skills to achieve our full potential.”

Our values promote confident, creative, honest, motivated, respectful and responsible pupils.

We promote positive relationships within the school and foster an ethos which encourages all pupils to respect themselves and others. Our primary aim is to promote the highest quality of education and endorse high expectations of both attainment and achievement for all pupils, ensuring successful learners and confident individuals.

We provide a broad and balanced curriculum to develop all pupils according to their needs and abilities, ensuring that diversity and inclusion is at the heart of our work to promote equitable learning opportunities for all. This encourages the development of appropriate skills, positive attitudes and a set of values in all pupils that will enable them to become responsible citizens and effective contributors in society.

Over the last session we have been fortunate to have a permanent teaching staff. Our office assistant had an absence, of over three months, due to illness. During this period, our office was unmanned and this had huge implications on myself as Head Teacher. Rather than remove a classroom assistant from supporting pupils in class, I had no option but carry out daily admin work myself. This added workload had an impact on self-evaluation tasks proposed for this session.

We have an active and engaged Parent Council who play an integral role in school life and support the school in many ways including fundraising for new equipment, visiting specialist teams and school trips. We are very involved in our local community and this year we have continued our strong teaching and learning links with Broadlees Golf and Scottish Golf.

We are part of Strathaven Learning Community and staff all come together to moderate children’s work. Our pupils attend many joint sporting and community events. This session we worked with five different nurseries to ensure effective transition for our P1 pupils and linked with Strathaven Academy for P7/S1 transition events.

The National Context for Education

The National Improvement Framework (NIF) for Scottish Education sets out the Scottish Government’s vision to continually improve Scottish Education and to close the attainment gap, delivering both excellence and equity. Our school, working in partnership with South Lanarkshire Council is fully committed to delivering these ambitious aims.

The key priorities of the National Improvement Framework are:

Improvement in attainment, particularly in literacy and numeracy Closing the attainment gap between the most and least disadvantaged

children Improvement in children and young people’s health and wellbeing Improvement in employability skills and sustained, positive school leaver

destinations for all young people

Key drivers of improvement have also been identified, these are:

School leadership. Teacher professionalism. Parental engagement. Assessment of children’s progress. School improvement. Performance information.

South Lanarkshire Council’s overall vision is to “improve the quality of life of everyone in South Lanarkshire Council.”

Education Resources’ key purpose is to:

“Raise achievement and attainment, inspire learners, transform learning and work in partnership to strengthen our communities”

The priorities relating to this are:

Deliver high-quality early learning and childcare to give our children the best educational start

Raise standards in literacy, numeracy and close the poverty-related attainment gap.

Improve health and wellbeing to enable children and families to flourish. Support children and young people to develop their skills for learning, life and

work. Ensure inclusion and equality are at the heart of what we do.

Our school is committed to taking these priorities forward and developing each driver through our annual School Improvement Plan (SIP.)

Assessment of children’s progress throughout the Broad General Education (to end of S3)

As one of the drivers, our school, alongside all schools in Scotland, has been required to report on Curriculum for Excellence levels for literacy and numeracy achieved by all children at the end of stages P1, P4, P7 and S3. This data is submitted to South Lanarkshire Council in June each year and collected subsequently by the Scottish Government. This data is based on teacher judgement, informed by a wide range of assessment evidence including standardised testing where appropriate. As from session 2016/17 all schools in Scotland will be required to participate in the new Scotland National Standardised Assessment (SNSA) project. This will further help inform teacher judgement of levels.

The following table shows benchmarks for children achieving Curriculum for Excellence Levels.

Level Stage covering 3 years approx. Early The pre-school years and P1, or later for some.

First To the end of P4, but earlier or later for some.

Second To the end of P7, but earlier or later for some.

Third and Fourth

S1 to S3, but earlier for some.The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4. The fourth level experiences and outcomes are intended to provide possibilities for choice and young people’s programmes will not include all of the fourth level outcomes.

Senior phase

S4 to S6, and college or other means of study.

Some children and young people will start learning at these levels earlier and others later, depending upon individual needs and abilities. Many children not attaining National Levels will have an Additional Support Plan (ASP) and may be making good progress but against different milestones e.g. individual targets. Learning progress is not about how fast children move through the levels but about ‘how much’ and ‘how well’ children learn, having depth and breadth of experiences at each level.

Assessment of these levels is based on a wide variety of evidence and ways of measuring progress such as assessment of projects, general class work, observations and peer assessment. Where possible, children and young people are encouraged to be directly involved in the assessment process.

Schools and teachers work with others to set shared standards for assessing progress. These standards are based on National “benchmarks” for each area of the curriculum. This process is called moderation and it ensures that schools have similar expectations.

What follows is our school’s data about achievement of these levels for session 15/16 through to session 17/18.

Review of SIP progress session 2017-18

Priority 1: To improve attainment in literacy, with a focus on reading and spelling

National Improvement Framework Key Priorities Improvement in attainment, particularly in

literacy and numeracy; Closing the attainment gap between the most

and least disadvantaged children; Improvement in children and young people’s

health and wellbeing; and Improvement in employability skills and

sustained positive school leaver destinations for all young people.

National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information

HGIOS 4 QI 1.1 Self Evaluation for self-improvement 1.2 Leadership for learning 1.3 Leadership of change 1.4 Leadership and management of staff 1.5 Management of resources to promote equity 2.1 Safeguarding and child protection 2.2 Curriculum 2.3 Learning teaching and assessment 2.4 Personalised support 2.5 Family learning 2.6 Transitions 2.7 Partnership 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement/Securing children’s progress 3.3 Increasing creativity and employability/ Developing creativity and skills for life and learning

Progress and Impact:

Implementing our four-week phonological awareness block has proved very beneficial. Most of our P1 pupils came from different nurseries and this block of teaching allowed them all to have the same input before beginning with the NLC active literacy programme. Final assessments in June have proved that this approach has been incredibly successful. Paired reading was implemented throughout the school by Jean Marshall (Specialist Support Teacher) which means all pupils knew exactly what was involved, when working with their reading partner. Pupils report that they look forward to this twice each week and younger children are identifying texts they want their senior partner to read to them. This activity has also developed confidence in our P1 pupils. P7 pupils have been motivated to continue First Minister’s Reading Challenge to ensure their booklets are up to date for transition to Strathaven Academy. In our P4-7 class, every pupil engages in daily SQUIRT. These activities have ensured all our children are readers.

SNSAs were implemented in P1, P4 & P7, with very successful results. Teachers found these time consuming, however they were very beneficial as teachers reported that, along with using benchmarks, they confirmed their own professional judgements. Our pupils reported they enjoyed using the SNSAs and wanted to do well. Electronic tracking and monitoring has been implemented for all pupils, and teachers are becoming more confident in using these to track progress.

NLC active spelling is fully implemented throughout the school and class teachers report this approach gives more direct teaching time to introduce phonemes and spelling rules. Pupils are more engaged in spelling activities and often identify their own and others’ spelling phoneme/rule outwith spelling activities. Mid term and final assessments have shown an improvement for most children, although a small cohort are not making expected improvement and these pupils difficulties will be investigated further next session.. Growth Mindset permeates the whole school with children often reminding others about the power of ‘yet.’. Our pupils have developed resilience through our Growth Mindset approach using Fischy Music, texts and for our older pupils, activities obtained from our link Educational Psychologist. This is evidenced by their persistence with challenging tasks and the conversations they have with staff and their peers.

Next Steps:

Continue to embed the NLC Spelling scheme using SWST results from June to highlight any areas of difficulty.

Focus on transferring accurate spelling into all curricular work, encouraging pupils to proof read and self/peer assess for spelling.

Continue to work with new pupils on developing a Growth Mindset approach.

Priority 2: To improve attainment in numeracy with a focus on mental agility

National Improvement Framework Key Priorities Improvement in attainment, particularly in

literacy and numeracy; Closing the attainment gap between the most

and least disadvantaged children; Improvement in children and young people’s

health and wellbeing; and Improvement in employability skills and

sustained positive school leaver destinations for all young people.

National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information

HGIOS 4 QI: 1.1 Self Evaluation for self-improvement 1.2 Leadership for learning 1.3 Leadership of change 1.4 Leadership and management of staff 1.5 Management of resources to promote equity 2.1 Safeguarding and child protection 2.2 Curriculum 2.3 Learning teaching and assessment 2.4 Personalised support 2.5 Family learning 2.6 Transitions 2.7 Partnership 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement/Securing children’s progress 3.3 Increasing creativity and employability/ Developing creativity and skills for life and learning

Progress and Impact:

All teaching staff have attended a Big Maths in-service training day in North Lanarkshire. This input was extremely valuable as the trainer recognised the difficulties of implementing Big Maths in a four stage multi-composite classroom and gave very helpful advice about how this could be tackled. P1-3 pupils have taken part in a pilot exercise and most pupils are becoming faster at mental manipulation in numbers. Some pupils are extending their learning by taking part in more challenging Learn Its provided for their older peers. Pupils ask to play number games such as “ping pong” which demonstrates how much they enjoy this type of learning activity. P4-7 pupils have challenged their own mental maths abilities through a daily speed assessment. Most children are able to show an improvement in the speed of their maths calculations. In P1-3, homework activities have catered for personalisation and choice, with booklets, and links to websites, provided for groups of pupils. In P4-7 more traditional type homework has been given, as the result of parental request. Parents have reported at parents’ consultation evenings that they are happier with this arrangement for homework.

One to one sessions have been implemented for pupils experiencing difficulty with numeracy, in particular, mental agility. These sessions are provided by school support assistants using Plus 1 and The Power of 2

booklets. Pupils report that they enjoy these sessions and teachers are beginning to notice a difference in targeted pupils’ confidence and progress.

Next Steps:

Big Maths sessions (4 per week) will be rolled out throughout the school. Big Maths on-line will be trialled to assess if this further raises attainment. Digital learning will be used for a number of homework tasks e.g. Easimaths, Sumdog & Google

Classroom.

Priority 3: To improve health and wellbeing opportunities for all learners

National Improvement Framework Key Priorities Improvement in attainment, particularly in

literacy and numeracy; Closing the attainment gap between the most

and least disadvantaged children; Improvement in children and young people’s

health and wellbeing; and Improvement in employability skills and

sustained positive school leaver destinations for all young people.

National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information

HGIOS 4 QI: 1.1 Self Evaluation for self-improvement 1.2 Leadership for learning 1.3 Leadership of change 1.4 Leadership and management of staff 1.5 Management of resources to promote equity 2.1 Safeguarding and child protection 2.2 Curriculum 2.3 Learning teaching and assessment 2.4 Personalised support 2.5 Family learning 2.6 Transitions 2.7 Partnership 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement/Securing children’s progress 3.3 Increasing creativity and employability/ Developing creativity and skills for life and learning

Progress and Impact:The use of Fischy Music on-line has been a huge success. This is shown through pupils’ ability to discuss difficult issues such as on-line bullying, self-esteem, resilience and challenge. Positive comments about pupils’ confidence, when singing in front of a large audience, came from a selection of members of our local community after our P3-7 choir performed Fischy Music songs at our local Rotary Concert.

The use of a new rolling programme has been beneficial to ensure pupils experience all Health & Wellbeing experiences and outcomes in a structured programme. Staff have ensured there is enough flexibility contained within the programme to cater for personalisation and choice. All staff have valued professional dialogue carried out with their stage partners within other small schools in our learning community.

Growth Mindset is well established throughout the school. At a recent residential visit, outdoor learning staff likened our pupils’ comments about Growth Mindset and team work to those of secondary school psychology students. Visitors to our school often hear children encouraging others using a Growth Mindset focus. This includes our younger pupils in P1-3 also.

Next Steps: Fischy Music will continue to be used at weekly assemblies to further develop pupils’ mental health &

wellbeing. All pupils will continue to experience Growth Mindset texts and examples of good practice. An ethos of mutual respect and tolerance will continue to be valued throughout the school and

learning community.

1.1 Attainment data - Attainment of Literacy Curriculum for Excellence levels 2015/16, 2016/17 and 2017/18 (teacher judgement).

1.2 Attainment data - Attainment of Numeracy Curriculum for Excellence levels 2015/16, 2016/17 and 2017/18 (teacher judgement).

Achieving Excellence: Overall Progress towards National Improvement Framework PrioritiesSession 2017-18Use all available evidence (including data)

Literacy: Progress satisfactory good very good excellent

x

StrengthsIn June 2016 our HMI Report stated that attainment and progress in literacy and English is good across the school. Children are developing well their skills in reading and writing. In June 2018, results of Single Word Reading Tests show that most children have made progress in reading. The test also indicated which pupils needed continual challenge and which needed continual intervention. The First Minister’s Reading Challenge continues to stimulate and motivate pupils in P4-7 who report that they now enjoy reading for pleasure much more. They recommend books, bringing them in from their own homes, for the teacher to read as a shared text. The particular focus on writing skills, using the ‘Big Writing Methodology’ has resulted in improvements and has increased children’s attainment throughout the whole school. Spelling results using the Single Word Spelling Test have indicated an improvement in most pupils’ spelling scores, with a small cohort needing further investigation and intervention. Children listen and communicate well in different situations. They talk in groups, classes, whole school assemblies and outwith the school setting for a variety of reasons.

Next steps: Utilise 0.5 NQT for teaching in three groups for literacy (rather than 2 x 4 stage multi-composite class) Investigate any pupil who is not making expected progress in reading or spelling and put interventions in place Encourage all parents/carers of P1 children to use NLC phoneme boards with their children for homework

tasks

Numeracy:Progress satisfactory good very good excellent

x

StrengthsOur HMI report stated that children are making appropriate progress. The school has recognised the need to improve attainment and achievement in numeracy and continues to develop this area of the curriculum. New resources are constantly used to aid pupils’ understanding of numeracy concepts and children are much more confident in selecting an appropriate resource to solve a particular problem. After Big Maths training, teaching staff are more confident in using this approach with multi-composite classes. Parents have reported they are happier with the school’s numeracy homework programme.

Next steps

Utilise 0.5 NQT for teaching in three groups for numeracy (rather than 2 x 4 stage multi-composite classes) Roll out a Big Maths approach throughout the school (Tuesday to Friday) Teach outer numeracy on Mondays in four stage multi-composite classes Utilise chromebooks and i-pads for digital technology activities in school Use digital technology for homework tasks e.g. Google Classroom, Sumdog, Easimaths etc.

Health and WellbeingProgress satisfactory good very good excellent

x

StrengthsOur HMI report stated that “overall, children are making very good progress with their health and wellbeing. They are developing an awareness and understanding of the wellbeing indicators and beginning to reflect on their own progress with these using a traffic light approach.” Our whole school weekly assemblies and new Health & Wellbeing rolling programme give our pupils opportunities to talk confidently and give concrete examples of each wellbeing indicator and how they affect them as an individual and as part of a family or group. Visitors often comment on the nurturing approach evident throughout the school, with one parent recently reporting that walking through our school door was “like being given a great big hug.” Pupils have a strong pupil voice and use it to represent the school on our Pupil Council as House Captains, as Peer Mediators and all children have a place on one of our committees. They use these committees to improve our school, local community and to raise awareness of global issues e.g. supporting Fairtrade, Rights Respecting Schools, Eco awareness and road safety awareness. Positive role models throughout the school are evident on a daily basis, when senior pupils demonstrate what is expected in terms of positive behaviour.

Next steps Continue to provide a nurturing environment for all pupils (in particular, pupils joining our school) Continue to use Fischy Music programme to develop resilience and positive mental health & wellbeing Continue to work with small schools in our learning community using healthyscot.com

Employability Skills/Positive Destinationssatisfactory

good very good excellent

x

StrengthsOur HMI report stated children are benefitting from learning experiences with a wide range of partners who facilitate the development of skills and knowledge in relevant and interesting contexts. For example, this session, children have continued working with Broadlees Golf and developing skills in caring for the environment. This partnership work has been extended further with P4-7 pupils taking part in a large scale art project for Broadlees Santa’s Grotto and performing as part of our choir for Santa’s visitors. P4-7 pupils have also been trained in Mini Medics course and P1-3 have been given a taster session on emergency first aid. Parents and business partners also attended a World of Work session when groups of children quizzed them on the skills needed for their particular job.

Next steps

Continue to use the Spotlight on Skills poster to develop skills for learning, life and work Continue our partnership work with Broadlees Golf and seek other opportunities for partnership working

Overall quality of our learners’ achievements Highlights of session 2017-18During session 2017-18, children at all stages continued to receive a broad, balanced and well-planned curriculum, in line with Curriculum for Excellence.

We continued our partnership with Broadlees Golf and Scottish Golf, and this partnership developed more and more over the session. Not only, did every child learn about important aspects of renewable energy, biodiversity and looking after our local environment, but also got the opportunity to take part in professional golf coaching sessions. Expressive Arts were incorporated by taking part in a major art project which was included in the Broadlees Santa’s Grotto. Our old dux boards were dusted down and put on display and our school choir sang Christmas Carols for Grotto visitors. A further focus related to Health & Wellbeing with P4-7 taking part in a Mini Medics course which taught them valuable life skills. This whole initiative was rounded off with Ann Lang, from Scottish Golf, entering the Golf Foundation’s annual awards in the community category. As a result of this – the initiative won The Critchley Award which we are very proud of. This is the first time this award has come to Scotland and Broadlees Staff represented us at the BMW PGA Championships at Wentworth Golf to bring back this amazing trophy.

Another first for Chapelton was taking part in the newly formed Strathaven Sports League. Events ranged from handball to orienteering and we were delighted to be awarded 2nd equal, place with Kirklandpark, being only 2 points behind the winners, Wester Overton. It is quite an achievement for a small school like ours to be able to compete to such a high standard against the bigger schools in our Learning Community.

All our senior P6 & P7 pupils travelled to Ardmay House to take part in outdoor activities in the glorious sunshine. For many it was their first time away from home and everyone coped well, with excellent behaviour and sophisticated understanding of a Growth Mindset, being a talking point among the Ardmay staff.

The whole school took part in the first ‘Maths Week Scotland’, an area of the curriculum we will focus on even more next session. We were grateful to parents who came along to stress the importance of maths in their working lives. Our World of Work event was a great success and again, this could not have happened without parent volunteers and business partners who were willing to share their experiences with our inquisitive children.

As part of their farming topic, P1-3 children visited Shotlinn Farm to see the farm to fork process and P4-7 studied democracy then visited the Scottish Parliament in Edinburgh.

Our knitting club started early on in the session and just kept on going. Knitting has a big priority in the Strathaven Learning Community and who knows, maybe one day our pupils will join the Ninja Knitters and give something back to their local community.

Our JRSOs raised awareness of the Child Brain Injury Trust charity. We held a ‘Be Bright Be Seen Day’ to emphasise the importance of being seen when out in the dark. This fitted in very nicely with our Bikeability training which finished with Level 2 children taking to our local streets for their final learning experience.

At the Year of Young People event, Kayley from P7 represented, not just our school, but the whole learning community, when she performed her thought provoking Holocaust poem in front of pupils, staff, councillors and invited guests. Her input was powerful and unique, as she was the only primary pupil who performed her own work.

National Digital Learning Week in May, saw us ‘dipping our toes’ into the wonderful world of Google Classroom and pupils from P4-7 have responded well to the homework activities on offer.

Comment on strategies that have been successful in engaging with children

and young people, staff, parents and the wider community and the impact of these.

House Group Think Tank sessions continue to be a very good avenue for exploring pupils’ views. Also, P4-7 pupils completed questionnaires this session which gave us a clear indication of what they think of their school.

Our display board in Broadlees Golf facility keeps our local community up to date with what is taking place within our school. Golf members report to Broadlees staff on how much they enjoy reading this.

Our school website continues to be well used and keeps parents and carers up to date with activities, cancellations etc. This was especially useful during snow days this year. The website also contains useful links for children and adults which enable them to find out more about various aspects of their child’s education.

Our four committees continue to successfully engage our pupils. Leadership skills are developed and children’s awareness of important issues are discussed and action taken to improve conditions in our school, community and the wider world.

We have taken part in local community events such as the Rotary Concert, John Hastie Museum Trust Education Exhibition, Strathaven Gala Day and local sporting events. This community involvement means an extra commitment from our teaching staff, however the impact of being included in this type of event raises our profile in the community which reflects well on our school.

Quality Indicator

How are we doing? How do we know?School Self-Evaluation

1.1 Self-Evaluation for Self-Improvement

Pupil participation is a strong feature of our approach to self-evaluation and continuous improvement.

Through our new SLC electronic tracking & monitoring system, we gather a range of data and information to monitor and track progress for all learners. All teaching staff are beginning to input and interrogate data to ensure they are meeting the needs of their pupils.

Termly ‘Think Tanks’ incorporating all pupils working in House Groups. P4-7 HMIe questionnaires completed Jun 18

Spreadsheet is completed every term and professional dialogue meetings are carried out with HT

Professional dialogue sessions to discuss pupil progress, especially after standardised assessments and at periods of transition

good

1.3Leadership of Change

We have begun to develop a shared vision which reflects the views of all stakeholders within our learning community. This will result in a learning community vision and values statement as opposed to individual school statement.

All staff are committed to change which result in positive outcomes for all learners.

We create conditions to support creativity, innovation and enquiry.

Professional dialogue at Learning Community Management Meetings

Professional dialogue with teachers – new initiative to teach literacy, numeracy and H&Wb in three core groups (0.5 NQT provided by SLC to accommodate this change)

Staff member taking part in Global Partnership Initiative in Uganda – July 2018

good

2.3Learning, teaching and assessment

Our learning environment is built on positive, nurturing and appropriately challenging relationships which lead to high quality learning outcomes.Learners regularly take on leadership roles

We use a wide range of learning environments and creative teaching approaches

Comments from parents and carers.HMIe pupil questionnaires

Buddies/Peer MediatorsPupil led weekly assembliesAll pupils are part of a committee with lead roles allocated e.g. chair/secretaryOur IDL work with Broadlees Golf has won the ‘Critchley Award’ for community learning. This is the first time this award has come to

good

Scotland.

3.1Ensuring wellbeing, equity and inclusion

We know and can demonstrate that most of our children feel safe, healthy, achieving, nurtured, active, respected, responsible and included.

All staff and partners are proactive in promoting positive relationships in the classroom, playground and wider learning community.

We have very effective strategies in place which are improving attainment and achievement for children who face challenges such as those who are looked after and have additional support needs.

Monthly self-evaluation of wellbeing indicators (pupils) and teacher evaluation of wellbeing indicators. Intervention for targeted pupils.

Parent/carer comments regarding school ethos and pupil achievements. New pupil comment about ‘how this school has changed my life.’

Pupils understanding of ‘equality v equity’ poster displayed in classrooms.

Very good

3.2 Raising attainment and achievement

Most learners are making appropriate progress from their prior level of attainment to the next.

Individual intervention programmes are planned and implemented for pupils not making expected progress. These are carried out by fully trained support assistants.

Attainment levels in literacy and numeracy are a central feature of the school’s priorities for improvement and are raising attainment.

Monitoring & trackingStandardised assessments e.g. Single Word Reading Test, Single Word Spelling Test, SNSAs.

Teachers’ professional judgementReviewing the range of class and jotter workTraining opportunities for SSAs

Monitoring & TrackingLearning conversations with pupilsProfessional dialogue – all staffAttainment figures over the last three years

good

Overall impact of establishment’s actions to improve excellence and equity (PEF)

Amount allocated: £6,000.00How are we doing? How do we know?

(Evidence measures of success)

What are we going to do now?

Our planned initiatives to improve attainment for those pupils identified at the beginning of session 2017-18 started at various times throughout the year. Catch Up Literacy was delayed to allow us to search for a variety of book levels. Work started soon thereafter and was used along with interventions such as Toe by Toe, Hornet, Five Minute Box and Code Cracker. Numeracy interventions were introduced during term 3. These have begun to make an impact, but it is too early to measure the effect of these interventions. All interventions will be continued next session.

Overall evaluation of establishment’s capacity for continuous improvementOur school was last inspected in May 2016 and was awarded the following:

1.1 Improvements in performance good2.1 Learners’ Experiences very good5.1 Curriculum very good5.3 Meeting Learning Needs good5.9 Self-Evaluation good

Since then our levels of attainment have risen in reading, writing and numeracy. Next session, we have been allocated a 0.5 FTE probationer. This puts us in the position of being able to teach literacy, numeracy and health & wellbeing in three distinct groups with smaller numbers of pupils, rather than two much busier multi-composite classes.

Our staff team are fully committed to this arrangement and will work enthusiastically to further improve outcomes for all children. Working in partnership with all stakeholders will have a positive impact for individual pupils, ensuring they are learning at the level most suited to their needs.

Signed:

Date: 4th July 2018