standards and quality report · web viewdalmilling primary is a non-denominational school. the...

Standards and Quality

Report

2017

- 20

Dalmilling Primary

School

South Ayrshire Council

Dalmilling Primary SchoolStandards and Quality Report 2017 - 2018

Context of the school

Dalmilling Primary is a non-denominational school. The school roll is currently 331. According to the Scottish Index of Multiple Deprivation, 86% of pupils are in decile 1 or 2. Forty two percent of pupils are identified through Staged Intervention and we have 15 pupils who are Looked After and Accommodated (16 previous LAAC). In the academic year 2017 - 2018 attendance was 91.74%. There is a strong sense of community and many parents and grandparents attended the school or have lived within the area for a significant period. There are many extended families within the school and parents and carers are generally supportive. Most pupils are well cared for and wear school uniform regularly, there is high attendance at parents’ evenings and school events are well supported.

VisionLearn, have fun, make friends – be our best!

ValuesRespect

DeterminationResponsibility

LoyaltyHonesty

Vision and values were reviewed, refreshed and re-established in August 2017.

AIMSWe aim to promote a high standard of learning experience for pupils.

We aim to match learning to individual pupils.We aim to enable pupils to reach their potential.

We aim to provide a safe and caring environment.We aim to promote positive attitudes and high self-esteem.

We aim to promote effective partnership with home, school and community.

There are 15 classes from P1 to P7, 12 mainstream and 3 classes within the Extended Learning Facility (ELF) for 25 pupils with Stage 4 complex needs. The quality of accommodation is good, although we are exceeding capacity. Facilities include a library, ICT suite and a hall which is used for assemblies, visiting specialists and groups, after school clubs, PE and school lunches. A Breakfast Club provides healthy food from 8.30am – 8.50am, between August 2017 and April 2018 an average of 55 pupils attend breakfast club daily. During this period 7,735 breakfasts were provided.

The Leadership Team consists of Headteacher, two Depute Headteachers (appointed August 2016 and April 2017) and two Principal Teachers (one appointed April 2017). We restructured our leadership team in April 2017 with DHT responsible for P1 – 4 and P5 – 7 and one Principal teacher having responsibility for the ELF. Current staffing is 23.6FTE, including two Newly Qualified Teachers. We have two Pupil Support teachers covering 1.6 FTE. Two Early Years Practitioners, an Active Schools Assistant and a Community Learning Development Assistant are funded as part of the Scottish Attainment Challenge and PEF funding as well as Speech and Language input.

Previous School Visits Sampling Pupils’ ExperiencesThe school was inspected in January 2010 by Her Majesty’s Inspectors of Education (HMIE). The school was subsequently inspected by Quality Improvement staff from South Ayrshire Council in January 2012, March 2014 and April 2016.

Attainment Children attaining appropriate Curriculum for Excellence Levels in Literacy, Numeracy and Health and Wellbeing

Curriculum for Excellence Language – Average and Above

1 | P a g e

2017 - 2018


Primary 1

15/16 16/17 17/18

Average or above 72% 69% 84%

Primary 4

15/16 16/17 17/18


Primary 7

15/16 16/17 17/18


Curriculum for Excellence Numeracy and Maths – Average and AbovePrimary 1

15/16 16/17 17/18


Primary 4

15/16 16/17 17/18


Primary 7

15/16 16/17 17/18


Attainment Curriculum for Health and Wellbeing – Average and AbovePrimary 1

15/16 16/17 17/18


Primary 4

15/16 16/17 17/18


Primary 7

15/16 16/17 17/18

Average or above 73%

What key outcomes have we achieved?

2 | P a g e

2017 - 2018


School Priority 1 : Raising Attainment in Literacy and EnglishNIF Drivers: School Improvement, School Leadership, Teacher Professionalism, Assessment of Children’s progress, Performance information

Links to HGIOS 4 1.2 Leadership of Learning: Professional Engagement and Collegiate working2.3 Learning, Teaching and Assessment: Quality of teaching2,4 personalised Support: Targeted Support3.2 Raising Attainment and Achievement: Attainment in Literacy

Progress and Impact There have been a range of parent workshops to raise the profile and interest of reading for enjoyment including

shared reading, P1 Reading workshops, Read Write Count and a the launch of home reading books. This has been supplemented by a range of literacy focussed initiatives including The First Ministers Reading Challenge, Author visits, World Book Day, mobile Library, buddy reading and Read Write Count.

Listening and Talking and social skills have been developed for identified pupils in Primary 1 and 2 through Nurture Provision. Progress in measured through Boxall profiles. The Headteacher and Nurture teacher attended National Nurture training and the Depute Headteacher, 2 teachers and a school assistant have attended an extended Nurture course provided by the authority.

Depute Head teacher attended training on Talk for Writing and delivered staff training on story mapping. Pie Corbett’s reading spines were set up across the school giving a selection of high quality books for children to

be exposed to throughout the year. Active Literacy has been resourced and implemented across the school including staff opportunities to observe

good practice in another school spelling results? Primary 7 critical literacy skills have been developed through a novel study and a transition project with Ayr

Academy with a poetry theme. SNSA staff training completed and children assessed. Scottish Attainment Challenge Talk Boost has been implemented across various stages supported by SAL and progress is being measured in

terms of impact. Primary 1 and 2 teachers have been developing story language and book knowledge through the Big Book

approach which is embedded in Primary 1 and 2. Resources are being developed to support learning and teaching.

Satellite (now Teaching and Learning Collaborative – TLC) Effective collegiate working with Satellite 1 Literacy Team has provided training and shared good practise within

schools across the authority.PEF Funded Initiatives ICT based targeted interventions for raising attainment in literacy using ReadingWise. Language enrichment programme implemented throughout the school with boost groups for literacy supported

by School Assistants and overseen by co-ordinator. Accelerated Reading further resourced and developed across P4-P7 including professional learning opportunities

provided by a secondary librarian. Children completing a STAR reading assessment and progress is monitored. A Data Manager has been responsible for inputting assessment data allowing for higher quality tracking and

monitoring meetings; teachers are more accountable for data including PIPs, INCAS, POLAAR, Schonell, and Single Word Reading Tests.

STEP is integrated as part of the school day and 12 pupils receive 2 sessions per day. There has been improvement in all pupils with regards to confidence, self-esteem and resilience. 80% of pupils have improved in reading and 70% of pupils have improved in spelling.

Next Steps Extend Accelerated Reading implemented to include Primary 3 (previously Primary 4 – 7 only). Extend play based curriculum into Primary 3.

3 | P a g e

2017 - 2018


Evaluated Talk Boost and agree next steps. Further develop Pie Corbett’s ‘Talk for Writing’ across the school. Increase parental engagement (early intervention). Language enrichment programmes continue to be developed. Resource and implement a progressive reading resource for pupil support. Identify Speech and Language difficulties and increase intervention programmes. Word aware embedded and monitored. Further develop curriculum mapping across all stages. Audit literacy resources and highlight gaps. Embed class novel projects. Agree and embed targeting interventions for raising attainment and pupil support. Further develop tracking systems to measure impact of interventions and support and to include soft data. Improve dyslexia screening and support in line with Dyslexia Friendly Schools. School Priority 2 : Numeracy and MathematicsNIF Driver:School Improvement, School Leadership, Teacher Professionalism, Assessment of Children’s progress, Performance information

Links to HGIOS 4 1.3 Leadership of Change: Implementing improvement and change2.2 Curriculum: Development of the Curriculum2.6 Transitions: Collaborative planning and delivery3.2 Raising attainment and achievement: Attainment in Numeracy

Progress and Impact Numeracy Development Officer working with staff to develop teaching of Number Talks resulting in increased

confidence and embedding of Number Talks across the school. Benchmarks used to develop high quality learning intentions and success criteria.Scottish Attainment Challenge Vocabulary and concepts have been developed in Primary 1 through Concept Cat.Satellite (now Teaching and Learning Collaborative – TLC)• In-service days provided opportunities for professional learning in maths. Assessments for maths developed to ensure consistency across the school. Peer observations were conducted across satellite schools allowing for sharing of practice and professional

dialogue. Parental Engagement and confidence increased through workshop which was attended well by parents.PEF Funded Initiatives Boost intervention groups set up for maths to develop maths skills and knowledge. Mathletics purchased as a universal intervention to support learning and individual progress. Play based learning in Primary 1 and Primary 2 offers enriched opportunities for learning in context. Appointment of a Principal Teacher for Numeracy and Maths for two days a week to support learning, teaching

and raising attainment. Professional learning opportunities to develop learning and teaching of maths through concrete, visual, abstract.

Next Steps Further develop maths boost groups. Principal Teacher for Numeracy and Maths to facilitate conceptual understanding of Numeracy and

Mathematics, provide opportunities for sharing practice, team teaching and high quality feedback. Continue to ensure Number Talks, Big Maths strategies and progression of skills across school consistently and

streamline with Benchmarks. Provide further opportunities for peer observations across other schools. Explore further opportunities for parental engagement. Work with feeder secondary in enhancing transitions incorporating maths. Monitor progress and evaluate impact of whole school priorities and interventions in order to identify good

practice e.g. developmental milestones of SEAL maths, Big Maths, Numbertalks.

4 | P a g e

2017 - 2018


Investigate opportunities for application of Maths skills e.g. STEM, cooking, outdoor learning. Continue Nursery / P1 transition curriculum tracking using the developmental milestones to predict PIPs

attainment.

School Priority 3 : Health and WellbeingNIF Driver:School Improvement, School Leadership, Teacher Professionalism, Assessment of Children’s progress, Performance information

Links to HGIOS 4 1.5 Management of resources to promote equity: Management of resources and environment for learning2.5 Family Learning: Engaging Families in Learning2.7 Partnerships: Collaborative learning and improvement

Progress and Impact A range of initiatives developed to increase fitness levels including; Big Pedal, Couch to 5K, Family Fitness, Bikability and

balance bikes. School allotment up and running through support with parents and the community. First school in Scotland to achieve the National Nurturing Award. Positive relationships have been further enhanced with partner agencies to improve Health and Wellbeing and increased

parental engagement e.g. daily tooth brushing, Five to Thrive, Good Food Nation, P2 consultation day. After school activities have included activities every day of the week. Wellbeing web used to track wellbeing across the school. Our Nurture programme has been embedded across the school and progress has been measured through Boxall profiles. Boxall profiles have been developed as part of the reviewed behaviour programme for children with complex social, emotional

behaviour difficulties. Positive Relationship, Positive Behaviour policy has been embedded with an overall improvement in behaviour tracked

through individual pupil tracking system. A weekly behaviour assembly promotes the ongoing positive behaviour and rewards system.

Class DoJo is being used throughout school to promote positive behaviour and enhance communication with parents. Scottish Attainment Challenge Pupils participated in a wide range of events including Boccia, Netball, Triathalon, Relay, Sportshall Athletics, dodgeball,

football, tennis, gymnastics and dance led by our Active Schools Assistant. We held our third successful family fitness day, planned and delivered by the Sports Council which consists of pupils, parents

and staff. Pupils and parents were introduced to new activities e.g. Nerf Wars, climbing wall, assault course, in order to build resilience, self-esteem and community learning

Satellite (now Teaching and Learning Collaborative – TLC) Lead staff attended termly meetings sharing good practice and working collaboratively. PEF Funded Initiatives Health and Wellbeing Principal Teacher employed to raise attainment and support development work. Health and Wellbeing interventions have been inputted across the school which have developed working memory, and

fine/gross motor skills. Better Movers Better Thinkers programme developed to include professional learning opportunities for staff with opportunities

for team teaching. A Mental Health week was used to raise the profile of mental health, opportunities were planned for pupils, staff and parents

including African Drumming, Relaxed Kids and Zumba. All classes have had an outdoor learning programme at Rozelle, Culzean Castle. Eglington or Belleisle in order to provide an

unfamiliar context to apply skills, to develop creativity and build resilience. Primary 7 pupils attended 4 days at Dolphin House Residential Centre.

Fitness testing across the school measuring impact of health and wellbeing programme.

Next Steps Develop systems for tracking and monitoring HWB. Analyse and use data from fitness testing. Continue to run parent workshops e.g. family learning and Five to Thrive. Evaluate and develop behaviour policy consider friendship benches, restorative practice and BounceBack Develop use of Ice Pack resources. Develop transition opportunities for P6 and P7. Lunch clubs for pupils.

5 | P a g e

2017 - 2018


Target healthy eating such as Fruit Friday, Healthy Tuck Shop

School Priority 4: Learning, Teaching, Assessment and ModerationNIF Driver: School Improvement, School Leadership, Teacher Professionalism, Assessment of Children’s progress, Performance information

Links to HGIOS 4 1.1 Self-evaluation for school improvement: collaborative approaches

to self-evaluation2.3 Learning, teaching and assessment: Effective use of assessment and planning, tracking and monitoring.3.2 Raising attainment and achievement: Overall quality of learners’ achievements

Progress and Impact Cluster working on planning and moderation of assessments at twilights an in-service day. Assessment and moderation Facilitator contributed to cluster and authority training and strategic development of the area

across the authority. STEM week across the school supported by the Chamber of Commerce and local businesses Careers Fair for P6 and P7 which had 12 stalls from local businesses. Dally Diner enterprise project which developed skills for life and learning as part of the P7 careers week. All teachers have attended assessment and moderation training at authority level. Parent and pupil surveys have been undertaken and action agreed and stakeholders informed. Curriculum mapping facilitated through staff meetings and development time to ensure outcome coverage and skills

development across our curriculum. PEF Funded Initiatives CLD worker employed to develop parental engagement through pupil and parent workshops and other initiatives. B-squared purchased and training provided for ELF pupils and staff for tracking and monitoring. Greater rigour in tracking and monitoring to measure pupil progress taking into account LAC, gender and SIMD data -

analysing CEM / GL Assessments as well as rigorous professional dialogue around CfE levels to ensure accuracy when reporting to parents.

Next Steps Holistic assessment approaches used including bundling of outcomes across the curriculum. Review of learning journey and pupil profiles across stages to agree format. Banks of IDL contexts created along with a resource audit and organisation. Development of the expressive arts through specialist inputs. Strategic calendar for assessment. Increasing staff knowledge, understanding and skills to make judgements on what is secure at a level. Continue to develop pupil profiles for children to track their own learning. Development of learning and teaching through curriculum development opportunities for staff across the curriculum. Working groups to help plan whole school initiatives such as STEM and Family Fitness Day

Evaluation Summary

Quality Indicator

School Self Evaluation(Please add 3 or 4 evaluative statements linked to the themes) and include Evaluation

1.3

Lead

ersh

ip o

f cha

nge

We are committed to ensuring that we achieve high standards and success for all learners through a wide range of participation in engaging and challenging events and opportunities.

Through active collaboration the school and the community have ownership of the reviewed values and vision which underpin the curriculum and are relevant to the social, economic and cultural context of our community. Parent, pupils and staff contribute to development and strategic improvement.

All staff feel confident to initiate change and are committed to improving learning outcomes for children. Time is protected for professional dialogue, collegiate learning and self-evaluation through planning time in stages and through cluster and Satellite developments

All staff take responsibility for promoting social equality and social justice through innovation, creativity and practitioner enquiry, choosing appropriate approaches to facilitate equity for all learners.

6 | P a g e

2017 - 2018


2.3

Lear

ning

and

teac

hing

The ethos and culture of the school reflects a commitment to positive relationships and most pupils are eager and active participants who are engaged and interact well during activities.

Learners’ experiences are challenging and enjoyable and matched to their needs, taking increasing responsibility as they become more independent in their learning.

All pupils have opportunities to contribute to the life of the school and the wider community in a range of well planned activities and their views are sought.

Teaching is underpinned by our shared vision and values and we use a range of environment, including the outdoors, as well as creative teaching approaches.

Assessment is integral to practice and we use a variety of assessment approaches. Assessment evidence is valid and reliable and provides reliable evidence which we use to report on progress. We are developing more robust arrangements for moderation.

We have developed manageable processes to monitor and evaluate progress and have clear information on attainment in Literacy and English, Numeracy and Mathematics and Health and Wellbeing.

3.1

En

surin

g we

llbei

ng,

equi

ty a

nd

inclu

sion

As a result of our approach to ensuring the wellbeing of children we are improving outcomes and can demonstrate that most children feel safe, healthy, achieving, nurtured, active, respected, responsible and included.

Relationships across the school community are positive and supportive, founded on a climate of respect and sense of community. Staff and partners are proactive in promoting positive relationships in the classroom, playground and wider community.

We comply and actively engage with statutory requirements and codes of practice. We have effective strategies in place which are improving achievement for pupils.

3.2R

aisin

g at

tain

men

t an

d ac

hiev

emen Staff make effective use of assessment and their shared understanding of standards to make confident

professional judgements about how well children are learning and progressing. Overall, our learners are successful, confident, exercise responsibility and contribute to the life of the school. We have systems in place to promote equity for pupils.

7 | P a g e

2017 - 2018

standards and quality report · web viewdalmilling primary is a non-denominational school. the...

Documents