canberra primary school standards and qualities report

Canberra Primary School Standards and

Qualities Report

2017-2018

Nurturing, Inspiring, Committing and Succeeding at Canberra and Beyond

Standards and Quality Report 2017-18

Canberra Primary

Our school context

Canberra Primary School is situated in the town of East Kilbride. The current roll is 184 over 7

classes. The local area is a mixture of social and privately owned houses. Access to transport is

very good and there are a wide range of facilities available to the local community. The new

school building was opened in 2011 and provides a very modern and effective learning

environment.

Our shared school vision: Nurturing, Inspiring, Committing and Succeeding at Canberra and

Beyond was developed by the whole school community and permeates Canberra life. Our vision

is underpinned by our values of respect, honesty, friendship, fun, safety and happiness. We

aim to promote these through all our relationships and within our curriculum.

The head teacher has been in post for three years, and has been ably supported by the principal

teacher who has a rich and extensive knowledge of the school community, ensuring a continuing

positive impact on school improvement. Our staff team is a well balanced mix of newly qualified,

experienced and highly experienced staff. Staff are highly committed and focused on providing

the highest care, welfare and learning opportunities for our children. Our support staff team has

expanded and now comprises two office staff and three classroom support staff who work very well

together to support children both in and out of class.

We have an active and engaged Parent Council who play an integral role in school life. They,

along with members of the Parent Forum, support the school in many ways, including consulting

on the curriculum, school improvement and fundraising. We have strong links with our local

churches via our Chaplaincy Team and our link with Active Schools continues to strengthen with

the children benefitting from the wide range of sporting activities that they offer. We are

benefiting from links with Dougal Baillie Civil engineers and Jacobs Engineering who are

enhancing our STEM and technologies curriculum.

We are part of Duncanrig Learning Community; a strong community who work closely at all levels

to drive improvement. Our children benefit from our strong link with Duncanrig Secondary, both

through sporting events and P7 transition. They also benefit from a close working relationship

with Auldhouse Primary.


Review of SIP progress session 2017-18

Priority 1: To create a broad, balanced and progressive curriculum plan for literacy and numeracy, which takes account of the need for assessment to drive learning and focuses on Closing the Gap for P4-7

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 1.5 Management of resources to promote equity 2.2 Curriculum 2.3 Learning, teaching and assessment 2.4 Personalised support 3.2 Raising attainment and achievement 3.3 Increasing creativity and employability

Progress

North Lanarkshire Active Literacy programme implemented Primary 1-Primary 5 Writing planners reviewed and updated and assessment pro forma created Digital literacy audit completed and action plan created Training on HOTs, Reading strategies, Learning intentions and Success criteria undertaken Training from Lynda Keith on approaches to teaching numeracy undertaken Heinemann Active Maths training undertaken Heinemann Active Maths rolled out to Primary 5


The Benchmarks used in the planning and monitoring of literacy and numeracy across all stages

Forward plan reviews and tracking meetings focus on the Benchmarks Parents/carers informed of the Benchmarks via school newsletter, school website and

Twitter All teaching staff were trained on the implementation of SNSA

Literacy evaluation and impact All staff have been trained in the application of reading strategies, HOTS and most in Active literacy and as a result they are demonstrating increased confidence and skill in the delivery of literacy. This is showing some evidence of impact on the learners’ literacy experiences, leading to almost all learners’ demonstrating improved competence in both reading and spelling. Children report that these approaches have helped them to enjoy reading, understand and apply their learning “It helps me to remember” (P1 child) “Reading strategies help me to understand what I am reading more” (P6 child) As a result of working party professional dialogue and rigorous reflection of learning community moderation in writing, child-centred assessment records have been created and a progressive skills focused writing programme has been sourced for implementation in session 2018-19. A handwriting programme has been developed also for implementation in session 2018-19. There has not at present been any impact on literacy skills development and attainment.

Numeracy evaluation and impact All staff have engaged in numeracy and maths training and most report an increase in confidence in

the delivery of numeracy lessons and refreshed thinking as a result of reflection on pedagogy. As a

consequence almost all children, Primary 1-5, are demonstrating increased confidence and

willingness to have a go. The use of mathematical language has improved and children are given

more opportunity to be challenged within flexible groups.

“ I have learned not to give up, keep trying until I get it right” (P1 child) “ It’s helped me with my algebraic thinking” (P5 child) “At the start of the year I was wobbly in maths, now I am much better and confident” (P4 child) Assessment evaluation and impact

A focus on aspects of assessment, including benchmarks, shows some evidence of impact on teacher and pupil understanding of strengths and development needs. This has led to more effective target setting, evidence based planning and improved teacher judgment of attainment. The majority of children engage in assessment for learning strategies and use these to help in identifying their next steps in learning, however further capacity building with pupils is required to ensure consistent and effective target setting. “Targets help me know what I am aiming for and feedback helps me know how well I am doing” (P7 child) “Peer assessment helps me because I get a second opinion” (Primary 6)


Next Steps:

Audit mental maths and create plan of action Increase pupil awareness of the Benchmarks and use to support target setting Digital literacy action plan to be implemented Implement writing, handwriting, grammar programmes and trackers Embed Active literacy P1-5 Embed Heinemann Active Maths approach across the whole school


Priority 2: To improve pupil wellbeing and their ability to reflect upon their wellbeing needs







School leadership


Parental engagement


School improvement


HGIOS 4 QI: 1.1. Self-evaluation for self-improvement 1.2. Leadership for learning 1.3. Leadership of change 2.2 Curriculum

2.4 Personalised support

3.1 Ensuring wellbeing, equality and inclusion

3.2 Raising attainment and achievement

Progress

MESP planners completed for all stages Substance Misuse planners created with SHANARRI and rights included. Rights assemblies to raise awareness of key rights led by Rights Committee. SHANARRI consolidated through our Values and Rights assemblies. SHANARRI indicators and rights articles are included in MESP planners Growth Mindset introduced in P5-P6 RME planners completed for all stages

Health and wellbeing evaluation and impact


As a result of the focus on SHANARRI and Rights based learning through assemblies and classwork,

the majority of pupils across the school and almost all P4-7 pupils, have a raised awareness of their

rights and can confidently discuss the wellbeing indicators and how they affect their own wellbeing.

This will be further enhanced next session through the implementation of the health and wellbeing

programme, which links both the wellbeing indicators and rights to each aspect of learning. This will

be further embedded through the work of the Rights and Health committees.

‘Teachers keep me Safe’ - P4 child

‘PE and after school clubs help us to be Active’ – P2 child

‘I think the Rights assemblies are helpful’ – P6 child

‘We should continue to focus on Rights in assemblies’ – P7 child

The programmes of work developed by the Health and Wellbeing working group has resulted in

progressive planners for RME and Health and Wellbeing which develop skills and focus children

clearly on the different aspects of health and wellbeing/RME. All staff will be able to link Rights and

the wellbeing indicators to lessons.

Almost all children in Primary 5 and the majority of children in Primary 6 are able to reflect on the

application of a Growth Mindset to their learning and can discuss where on the ladder they are

sitting and how to progress.

‘Never, ever give up!’ – P5 child

‘When there is a new topic in maths I give it a go’ – P5 child

‘You can use the Growth Mindset ladder of success to help you’ – P6 child

Next Steps: Implement all new planners Further develop Growth Mindset across the school Revisit target setting at all stages SHANARRI indicators and rights articles to be included in all other health planners Further develop emotional supports for children e.g. resilience, recognising emotions Progressive planning for PE to be developed


Priority 3: To audit existing practice in family learning and develop new approaches







School leadership


Parental engagement


School improvement


HGIOS 4 QI: 1.1 Self-evaluation for self-improvement 1.2 Leadership for learning 1.3 Leadership of change 2.4 Personalised support

2.5 Family learning


Progress

Parents surveyed

Family learning evaluation and impact

This priority was not completed due to time constraints and will move forward to next session.

Next steps

Complete audit Create action plan with focus group Implement the action plan


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.


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

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


Attainment data - Attainment of Literacy Curriculum for Excellence levels 2015/16 and 2016/17 (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 Priorities Session 2017-18 Literacy:

Progress satisfactory good very good excellent

X

Strengths Our three year trend shows consistently improving progress across all literacy organisers, with the result that Canberra is now outperforming both National and South Lanarkshire attainment in all aspects of literacy at stages Primary 1, 4 & 7. Tracking evidence indicates that most (89%) children at Primary 1, 4 & 7 will achieve the expected levels in reading. Of those not achieving the expected levels, the majority (72%) have demonstrated improvements through their classwork. A similar picture is emerging in spelling, particularly at the early stages where children confidently apply their phonics strategies and knowledge of common words to write known and unknown words. In writing most (85%) of children at Primary 1, 4 & 7 will achieve the expected levels. Of those not achieving expected levels, few (10%) children demonstrated improvements through their classwork and this is an area for further development through the school improvement plan. In listening & talking almost all (91%) children at Primary 1, 4 & 7 will achieve expected levels. Of those not achieving expected levels, less than half (42%) have made observable progress, this is an area for further development through the school improvement plan. Next steps

Continue with Catch Up literacy and 5 minute box reading interventions

Allocate PEF teacher time to target specific children

Implement PM writing across all stages

Implement Crosshouse Listening & Talking programme across all stages

In terms of children in receipt of Free School Meals the gap is closing but more work is required to reduce this as far as possible given the needs of individual children. This remains a key priority of our Pupil Equity Fund spend for session 2018-19.

Numeracy:


X

Strengths Canberra is outperforming both National and South Lanarkshire attainment in numeracy at stages Primary 1, 4 & 7. Tracking of teacher professional judgements in numeracy indicate that most children (89%) in Primary 1, 4 & 7 are achieving expected levels. Of those children not achieving less than half (44%) are demonstrating improvements through classwork; this is an area for further development.

Next steps

Further training in the teaching of numeracy and mathematics

Embed the use of Heinemann Active Maths approach in numeracy teaching

Use First Steps in Maths to provide diagnostic information about development needs

In terms of children in receipt of Free School Meals there is some evidence that the gap is closing and further work is required to ensure that this happens. This remains a key priority of our Pupil Equity Fund spend for session 2018-19.

Health and Wellbeing



X

Strengths As a school we have a nurturing approach to developing children’s wellbeing and interventions to support individual pupils are put in place in a timely fashion. Children and their parents report that Canberra is a happy, caring and safe environment. Our focus on sport provides opportunities for all children to develop their physical health. Our wide range of extra-curricular clubs ensures that all children have the opportunity to learn new skills and to achieve through the wider curriculum with most children (75%) participating in at least one activity. This is replicated in our FME target group with most children (77%) in receipt of FME engaging. We celebrate achievements at assemblies and highlight the range of successes that children achieve. Participation rates are tracked for all pupils and most (75%) engage in learning at the expected level at all times. Work on Growth Mindset at Primary 5 & 6 has begun to change children’s belief in their capacity for improvement. Peer Mediation training has equipped Primary 6 with the skills to resolve conflict and the programme will be implemented next session. The extension of our transition programme to 4 sessions will support children with moving onto the next stage and this will be particularly beneficial for children with social and emotional needs or conditions such as autism. Next steps

Implement Health and Wellbeing programme across all stages

Allocate PEF teacher time to support specified children e.g. CUSTTAD, emotions group

Introduce the Leuven scale and Growth Mindset to all classes to improve participation rates

Track health & wellbeing through the wellbeing indicators

Implement Peer mediation programme

Employability Skills/Positive Destinations satisfactory good very good excellent X

Strengths Links to the world of work and the development of skills for learning, life and work are evident in almost all lessons. Children are becoming increasingly able through target setting to identify their own areas for development in literacy and can articulate these. Participation in a committee and in focused regular consultation has provided all pupils with a voice and a range of different skills such as negotiation, time management. Critical thinking skills, via Bloom’s questions, are a feature of most literacy lessons. Links with industry provided children with an insight into the world of engineering. Next steps

Audit DYW and create an action plan in 2018-19 SIP


Overall quality of our learners’ achievements Highlights of session 2017-18 Our assemblies this year focused on our vision ‘Nurturing, Inspiring, Committing and Succeeding at Canberra and Beyond’ and our values: respect, honesty, friendship, happiness, fun, safety, which underpin it. The assemblies linked our vision and values to the wellbeing indicators and were supported by our Chaplaincy team. Our children were able to confidently define the Canberra vision and values and to relate them to their own lives. As the year progressed they engaged in experiences which allowed them to put the vision into practice. Nurturing Our Primary 7 pupils excelled themselves as Primary 1 buddies this year, caring for the children, making sure that they understood the school routines and ensuring that they could confidently navigate the playground and lunch hall. Well done Primary 7! The Primary 1 children love to see their buddies and look out for them at break times and school events. Primary 6 supported the elderly in our community through the Westwood Parish Church lunch club. They enjoyed spending time eating with and chatting to the lunch club regulars. The ladies who run the club were very happy to have their help in clearing the lunch dishes and tidying the tables! Great work Primary 6! The Friendship and Rights Committees organised a fantastic Anti-bullying week with the slogan ‘All different, all equal’. Everyone in the school learned how to spot bullying behaviour and were introduced to a range of strategies to deal with it. The classes participated in a competition to design an ‘odd’ sock which represented the theme and every child created a helping hand which is displayed on our Canberra Helping Hands tree. Thank you Friendship and Rights Committees! The Parent Council worked with us to review our anti-bullying policy in line with the recent National review and we were delighted to get some fresh ideas to make our policy more effective. The new policy will roll out in August and an assembly to introduce it to children will re-visit the important messages from our focus week. We are delighted that our House system is now up and running. The Captains and Vice-Captains gave out house points for good behaviour in assembly and the playground and we enjoyed two House events: an inter-house quiz and Sports Day. The aim to promote community was certainly effective with children cheering on their teams and striving to gain points. As part of our drive to make Canberra even safer, our Primary 6 children have undertaken a Peer Mediation training course. The whole class learned how to identify and resolve conflict in an appropriate and empathetic manner. Children put themselves forward to become mediators when they move into Primary 7 and the successful candidates undertook further training and practiced mediating with ’live’ cases in the last term. Fantastic work Primary 6!

Inspiring Jacob’s Engineering worked with Primary 4 to plan and create a wind powered car and the children developed problem solving, critical thinking and team-working skills. It was great for the children to work with a real engineer and his apprentices and they provided fantastic role models for the world of engineering. A super competition to find the car that travelled the furthest provided excitement and motivation to succeed and the end result showcased the importance of following instructions carefully!


Our STEM week provided opportunities for children in every class to investigate the STEM subjects and to consider how the skills learned could be applied in real life. Each day focused on a different STEM subject and the week concluded with a problem solving activity. The children had lots of fun and were inspired by the range of activities that they engaged in. Dougal Baillie Civil Engineers introduced Primary 4-7 to Civil Engineering; its role in the construction industry and the skills required by a Civil Engineer. They were amazed by the equipment used to survey sites and were surprised at the wide range of projects that require input from a Civil Engineer. Many of the children stated that they were interested in finding out more about this career. All classes participated in trips that brought their developing knowledge and skills to life. These included trips to the Scottish Parliament, Vikingar and Amazonia. Our Primary 7 pupils participated in a very successful transition programme with their peers in the Learning Community; regularly visiting Duncanrig for a range of curricular events, which ensured that their familiarity with the high school and confidence in moving on was high.

Committing Our Committees this year worked hard to improve the school community. They reflected on last year’s progress and created action plans to drive forward their ideas. Some of the work they carried out included: the Rights Committee led assemblies to introduce the whole school to the Rights of the Child – a fantastic piece of work! The Health Committee carried out safety inspections to make our classrooms safer and the Sports Committee created an action plan to help us achieve the Sportscotland Gold award. Our Eco committee continued with their recycling plan and took part in the Big Battery Hunt. The Pupil Council took their commitment to school improvement to new heights this year when they ‘inspected’ classes to ensure that the displays were fit for purpose and that children were engaging effectively in maths lessons. They provided feedback to classes and their findings contributed to school improvement. Our Captains and Vice-Captains took their role seriously, promoting their House and contributing to school life and school improvement. They organised and ran house events and gave out and counted the House points. They also had the very important role of leading our Big Consultation assemblies where the children of Canberra consulted on school improvement at various points in the year. Our current Primary 5’s rose to the challenge when asked to put themselves forward to be Vice-Captains next year, with 2/3rds of the year group preparing and delivering a speech – great commitment! We always have a wide range of extra-curricular clubs and we were delighted that 75% of our children participated in at least one activity this year, developing and implementing the skills learned during class and from their commitments outside of school. Well done! Succeeding Celebrating success is very important to us and the Media Committee ensured that individual achievements and school successes were celebrated through recognition certificates, display boards, their termly newsletter and newspaper articles. Teachers also selected children throughout the year to receive a certificate at assembly for demonstrating one of the four capacities; Responsible Citizens, Successful Learners, Effective Contributors and Confident Individuals. The wide range of successes not only showcased the skills and qualities of our children but also inspired others to achieve their best.


Our sports teams performed well this year at Sportshall athletics and football tournaments. It was our netball team however who successfully achieved gold, winning the EK primary school netball tournament – a fantastic achievement! Our highly successful Curriculum Evening allowed children to showcase their work to their parents; allowing them a glimpse into their learning. Primary 7 enjoyed the challenge of running workshops for parents which focused on key aspects of learning to inform parents & carers of how to support their child. In classes every day children achieve success as they learn and develop their skills and knowledge. Regular updates on Twitter and the school website showcase the achievements of our children, please take a look and enjoy sharing in their success!

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.

Our Big Consultation focus groups were led this year by the House Captains and Vice-captains. These groups focused on key improvements such as consulting on our behaviour policy. All children are encouraged to give their ideas and these were taken forward in the improvements. Our Primary 7 pupils consulted with parents about our family learning at Parents evening in November. The comments received will contribute to the development of an action plan to take family learning forward next session. Parents engaged very well with the children and the response rate was very high. Parents and carers participated enthusiastically in our Meet the Teacher and Curriculum Evenings. Both events provided the opportunity for parents/carers to hear information about initiatives important within the school. At the Curriculum Evening families enjoyed sharing in their child’s learning and also learning together at curricular workshops run by our Primary 7 pupils. Our pupils engaged in reviewing our improvement and PEF plan and consulted on priorities for 2018-19. They also engaged in learning conversations about maths which will impact on learning and teaching next session. The Parent Council continues to support decision-making and contributed to joint working on the anti-bullying policy and school improvement plan for 2018-19. New members brought fresh ideas on fundraising. In terms of the wider community we have worked closely with our partner schools to deliver and enhance professional learning for teaching staff. This has impacted positively on staff confidence in moderating numeracy and in the teaching of maths. The development of networks for teaching staff and Head Teachers has supported decision making and teaching & learning. The school’s Chaplaincy team delivered a range of experiences for the children which helped them to explore their understanding of the school vision and values and aspects of Christianity. Active Schools played an important role in the delivery of both curricular and extra-curricular sporting activities providing a range of different and unusual opportunities for children at all stages to participate in and develop their physical and problem solving skills.


We worked closely with Duncanrig High school to develop the transition programme resulting in more effective reporting between primary and secondary. As part of the transition process our Primary 7 children enjoyed a wide range of learning experiences led by Secondary staff both within Duncarig and at Canberra which very effectively supported children in making the transition to Secondary.


Quality

Indicator

How are we doing?

How do we know?

School Self-Evaluation

1.1 Self-Evaluation for Self-Improvement

Self-evaluation is an integral aspect of our approach to continuous improvement and all staff understand the importance of using the information gathered to make positive changes. We have developed our use of data to inform our decision making and are confident that it is sharpening our understanding of trends in pupil progress. Further development in the presentation and analysis of data will further enhance our improvement decisions. We consulted with parents about the planning for SIP and PEF however this was not as effective as anticipated and requires further development to ensure that parents’ views are well represented.

Minutes of Parent Council meetings

Big Consultation records

Tracking & Monitoring spreadsheet

ASN intervention records

SIP evaluation & priorities

PEF evaluations –staff/pupil/parent

HGIOS4 records

PRD records

SMT/Peer visits

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1.3 Leadership of Change

Our ambitious vision, aims and values, which reflect our high expectations for learners, are shared by our school community, are embedded in school life and have a clear focus on improvement.

All staff are committed to and involved in the change process, which results in improvements for our learners. Most staff are clear on the school strengths and areas for development based on an increasing range of evidence which forms the basis of a clear rationale for improvement. Senior leaders carefully guide the strategic

S&Q report HGIOS4 SIP review process LC plan review SMT/Peer observations Committee minutes Big consultation records CAT/Inset meeting agenda/minutes Pupil Council mini-inspection feedback Curriculum rationale Curricular policies – literacy & numeracy

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direction and pace of change to ensure the changes result in sustainable, positive outcomes for learners.

2.3 Learning, teaching and assessment

Our learning environments are built on positive, nurturing and positively challenging relationships, which lead to high quality learning outcomes. We are continuing to develop our ability to give effective feedback, engage children in target setting and to use achievements to identify knowledge and skills for learning, life and work. Our assessment processes are good leading to clear next steps for children and will be further developed through further training in holistic assessments and learning community moderation. The use of the SLC tracking system has ensured that tracking and monitoring is used increasingly effectively to profile children and to identify supports required for individuals and groups. As staff data analysis skills develop, further improvements will be evident.

Assessments Jotter/work sampling Forward plans Focus groups Moderation activities Monitoring policy Learning journals

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3.1 Ensuring wellbeing, equity and inclusion

A nurturing, safe and secure environment is highly evident, reflecting our school vision and values and promoting the wellbeing of all. We are very good at ensuring that children feel listened to and are secure in their ability to discuss personal and sensitive aspects of their lives. Our HWB curriculum is progressive and effectively develops children’s health and wellbeing. All staff engage in professional learning, which ensures that they understand the framework and policy guidelines relating to

Vision, values and aims Wellbeing related priorities within SIP CP policy Pastoral notes ASN files Staff PRD Tracking & Monitoring HWB curriculum plans Observations of children CAT minutes Policy folder SIP – School and LC Parental questionnaires

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wellbeing, equality and inclusion.


Attainment levels in literacy and numeracy are a central feature of the school’s SIP priorities and this is leading to raised attainment. Good progress is demonstrated through robust tracking of attainment over time in literacy and numeracy at all stages. This will be further developed to include tracking of HWB and other curricular areas. School data demonstrates that our current learners are making good progress and are performing better than SLC and National averages in all areas of literacy and numeracy at P1, P4 & P7. The school empowers children and young people to have a say in the quality of their learning experiences and how to improve.

S&Q report Jotters/learners work Tracking and monitoring Planning SMT/Peer Observations Standardised assessments National Assessments Unit assessments ASPs Moderation feedback Data analysis records

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

Amount allocated: £31200

How are we doing? How do we know?

(Evidence measures of

success)

What are we going to do now?

(High level paragraph addressing the three questions)

See PEF report (appendix)


Overall evaluation of establishment’s capacity for continuous improvement We have a clear focus on rigorous self-evaluation which ensures that we know our strengths and development needs. This is evident through our monitoring processes, tracking of attainment & achievement, consultation with all stakeholders and use of HGIOS 4 to reflect on the work of the school. The school consults with parents, pupils and other stakeholders on a regular basis, taking account of suggestions and acting upon those which enhance curricular and other developments. Staff are enthusiastic, motivated and place emphasis on their professional learning and development with a focus on its positive impact on outcomes for the children in their care. All staff commit to the PRD process identifying areas of strength and for development. They support each other, sharing expertise and advice. Staff are keen to evaluate the impact of new developments and to work collegiately to drive improvement in identified areas in consultation with pupils, parents and other stakeholders. The SIP clearly details priorities and how to achieve them; progress is regularly reviewed and evaluated and appropriate changes made to ensure that improvements impact positively to ensure high quality learning experiences for children. Responsibility for driving improvement is shared across the school team and overseen by the Head Teacher who engages in professional dialogue with appropriate parties to monitor progress and impact. The SIP is shared with stakeholders and their opinions sought on development work and outcomes.

Signed: A Heasman

Date: 18.8.18

canberra primary school standards and qualities report

Documents