_____Standards and Quality ReportSession 18/19

How Good is our School?

Context of the School

East Craigs Primary School is a non-denominational primary school built in 1978, which serves the area of East Craigs in northwest Edinburgh. The catchment area comprises of significant areas of owner occupied housing and local authority tenants/housing association. The school has undergone considerable expansion over the years with a purpose-built nursery and 6 classroom extension opened in 2005. In 2016, a new Games hall was built, funded by Scottish Government FME funding and a further 3-class extension, in a separate building, funded as part of the Rising Rolls project. Classrooms are mainly open-plan and the facilities also include an ICT suite, library and gym hall, which is also used as the dining hall for school lunches. There is an extensive playground and grass field, used for play purposes and PE lessons.

The school roll for August 2019 will be 487 which includes our Nursery children. The nursery caters for 40 children in the morning and 40 in the afternoon. Last session, we extended our Early Learning and Childcare Provision through the Forest Kindergarten approach for 15 children. These pupils attend Cammo estate for their morning session and return to the nursery for afternoons. The class configuration next session will be 15 classes, including three Primary 1 classes.

The Senior Leadership Team consists of a Headteacher, a full time Depute Headteacher, a part-time Depute Headteacher and a Depute Headteacher (0.4 FTE)/Principal Teacher (0.6 FTE). Some staff are deployed to support the delivery of interventions to close the poverty-related attainment gap and are funded by Pupil Equity Funding. This includes our Support for Learning teacher and a Pupil Support Assistant, who run a Nurture group every morning, and a Family Engagement Practitioner.

There are specialist teachers in school, who deliver PE, Science and Music, together with tutors for string and brass instruments. We have a range of extra-curricular clubs, including Netball, Basketball, Gymnastics and Choir, together with a well-attended Active Schools’ programme. We have a very successful choir in school who enjoy regular performance opportunities in school and the wider community and recently took part in the Glee competition. Our Senior pupils have developed their leadership skills by running clubs for younger pupils e.g. Dance, Art & Craft and Drama. There is strong collaborative working with associated cluster schools which are: Corstorphine Primary, Fox Covert Primary, Hillwood Primary, Roseburn Primary and Craigmount High School.

In partnership with Oscars, the school offers a breakfast club with 40 spaces. This includes 10 protected places which the school can allocate to support families. We also have after-school care, run by Oscars, until 5:30pm in the school Dining Hall. Wrap-around care is also provided by Oscars, Kids R Us and Leaps and Bounds, which are privately run, independent from the school. We have many catchment children who join our school from private provider Nurseries, with whom we work in close partnership.

Our newly designed curriculum framework was implemented in 2016/17 and takes accordance of personalisation and choice in learning, together with response to the local context and demographic, national and global contexts. Our curriculum is reviewed annually to ensure it meets the needs of our pupils in ensuring they move on to positive destinations. The focus of our curriculum improvement work during 2018-19 was to ensure our curriculum is fit for purpose in Developing the Young Workforce, fully embracing the Careers Education Standard 3-18.

Capacity for Continuous Improvement

Senior leaders create conditions where staff feel confident to initiate well-informed change and are committed to collective responsibility in the process of change. Changes in the Senior Leadership Team this session, including a new Head Teacher, has resulted in a fresh perspective and new approaches being planned.

Strategic direction is provided with protected time for staff to engage in dialogue, collegiate professional learning and self-evaluation. Autonomous School improvement groups (RACI groups) offer opportunities for staff members to develop confidence in leading school improvement and initiating change through project, and curriculum, leadership roles. These seek to ensure that all stakeholders are “Responsible, Accountable, Consulted and Informed” about changes and associated processes.

We use effective and transparent recruitment, selection and performance management procedures in line with legislation, local and national agreements. We have induction policies and procedures for all staff.

Staff actively engage in professional learning, including involvement in cluster groups, professional reading, shared classroom experiences both within and out with the school and attending council CLPL events. Professional development opportunities are identified through the Professional Review and Development Process ensuring a co-ordinated approach which has an impact on our learners.

Our young people are developing an increasing capacity to adapt to change and cope with minor setbacks. This is being approached through the “Building Resilience” programme.

QIEOs led a Supported Self Evaluation of the whole school in October. Devolved leadership, collegiate learning and self-evaluation were viewed as strengths and staff deemed to feel empowered to contribute to improvements.

Robust tracking and monitoring procedures are in place to evaluate the effectiveness of learning and teaching and assess pupil progress.

Despite recent positive trends, attainment percentages have dropped slightly in both Literacy and Numeracy at P1, P4 and P7 from 2017-18. This reflects the increased levels of additional support needs across the school. However, with a new SLT in place and plans for an increased focus on high quality learning and teaching, together with specific targeted interventions to support and challenge learners planned for 2019-20, the school is in an excellent place to facilitate raised attainment.

This year’s review of the current curriculum has identified the need for learning and teaching to be more skills-focused and relevant to 21st Century society, and this will form part of the development priorities for 2019-20.

Leadership of Change

Themes Developing a shared vision, values & aims relevant to the school and its community Strategic planning for continuous improvement Implementing improvement and change

Our Illustration Developing a shared vision, values & aims relevant to the school and its community Vision, values and aims are visible in the school, but language of this acknowledged to be not

specifically “child-friendly.”

Strategic planning for continuous improvement

During the Supported Self-Evaluation in October, the following was reported: Change is well managed and senior leaders are very aware of the importance of taking the whole

team together on the journey which has resulted in a clear and committed focus towards change and improvement.

Senior leaders effectively guide and manage the strategic direction and pace of change.

Implementing Improvement and Change

During the Supported Self-Evaluation in October, the following was reported: Devolved leadership is evident through RACI groups and community learning teams. Collegiate learning and self-evaluation is valued and staff feel empowered to contribute to

improvements.

In addition: The majority of staff felt that the RACI group briefs this year were too wide and unspecific,

therefore making the tasks unachievable in the given timeframe

Next Steps

Review and rewrite the school vision, values and aims taking into account all stakeholders’ suggestions.

Values will be visible, memorable and underpin our Positive Relationships for Learning Strategy Review curriculum rationale, taking account of the views of the school community Pilot revised curriculum planning document, ensuring skills progression is prioritised and central to

all learning Ensure RACI group tasks are specific and manageable and linked clearly to improvement priorities Ensure all Community Learning Teams have a remit which is linked to school improvement

priorities, with aims and activities which are co-planned with the pupils. Also ensure that group sessions, achievements and progress are shared with the rest of the school and evaluated so that next steps can be planned

Learning, Teaching and Assessment

Themes Learning and Engagement, including use of digital technologies Quality of Teaching Effective use of Assessment Planning, Tracking & Monitoring

Our Illustration Learning and Engagement

During the Supported Self-Evaluation in October, the following was reported: Very positive relationships between staff and pupils. Confident, articulate and well-mannered children. Most children are engaged in and can talk about their learning.

During the Supported Self-Evaluation in October, the following was reported in the Nursery: The learning environment is inviting, creative and provides curious high-quality challenge and

learning where learners are engaged. Warm relationships were observed between staff and children and among the children themselves. Learners are encouraged to be independent but are supported in their learning individually. A new planning system is in place to support learning and assessment.

During shared classroom experiences in March, the following was found:

In almost all classes, pupils were engaged and motivated to learn In most classes, pupils were provided with an element of choice and the relevance of learning was

shared In a few classes, pupils were leading learning using digital technologies Quality of Teaching

During the Supported Self-Evaluation in October, the following was reported: Learning Intentions and co-created Success Criteria evident in almost all classes. Most lessons made links to prior learning and used a plenary to recap on learning. Clear explanations and instructions were evident in almost all classes. In almost all classes questioning was used effectively and in the best examples higher order

thinking skills were evident.

During shared classroom experiences in March, the following was found: The majority of lessons involved effective questioning including, in a few cases, the use of higher

order thinking skills Less than half of the lessons observed included use of digital technologies. Effective use of Assessment

During the Supported Self-Evaluation in October, the following was reported:

Appropriate Assessment is for Learning strategies were used consistently across the school. Staff use benchmarks for literacy and numeracy to support professional judgement of achievement

of a level.

During shared classroom experiences in March, the following was found:

Formative assessment strategies were observed in the majority of lessons, including the use of success criteria, tickled pink/green for growth, thumbs up/down, traffic lights

Peer and self-assessment strategies were observed in the majority of lessons

Planning, Tracking and Monitoring

During the Supported Self-Evaluation in October, the following was reported: Robust tracking and monitoring systems are in place to evaluate effectiveness of learning, teaching

and targeted interventions.

During shared classroom experiences in March, the following was found: In a few classes, pupils were involved in planning their learning Differentiation was clear in most lessons, with pupils receiving support according to their needs

Four teachers took part in Osiris Education’s OTI training. They all deemed the programme to be worthwhile and interesting. One teacher stated that, “…it has been very informative to meet with other practitioners and have time to talk and debate classroom norms and challenges.” Another commented on how being able to “observe and evaluate your own teaching…..has also been useful.” However, all of the teachers trained stated that the methods and approaches were not new to them and were similar to those learnt during recent Shirley Clarke CLPL.

Next Steps Personalisation and choice – pupils planning their learning, including what they are going to learn

and how Innovative use of digital technologies – pupils demonstrating and assessing their learning through

use of iPads Pupils co-creating success criteria and using these to assess learning Differentiation – ensuring appropriate pace and challenge, including deployment of PSAs in

different ways (for example, working with challenge groups, rather than just support groups) Ensure that learning from OTI programme is disseminated across all teaching staff to ensure

consistencies of approach.

From the SSE: Develop more opportunities for creativity and flexibility to enable learners to exercise choice and

experience learning that is well matched to their needs and interests. Further develop the creative use of digital technologies across the curriculum. The use of whole class teaching needs to be considered particularly in relation to differentiation,

pace and challenge. Develop more opportunities for learners to lead the learning across the four contexts of learning

e.g. in Community Learning Teams

Nursery There is scope to develop further awareness of gender references. Develop clearer links with school community particularly at Early Level. Consider how to further develop opportunities for children to lead the learning.

Ensuring Wellbeing, Equality and Inclusio

Themes Wellbeing Fulfilment of Statutory Duties, including presumption of ASN for Looked After, unless assessed to

the contrary, and specific arrangements for support to improve outcomes Inclusion and Equality

Our Illustration Wellbeing

During the Supported Self-Evaluation in October, the following was reported:

Positive relationships were apparent throughout the school Nurturing approaches and emotional check ins are used to support children where required. Staff engage well with professional learning to keep up to date with latest legislation. There is a strong sense of shared values and high expectations. PSAs have leadership areas within school and have had access to high quality training. PSAs trained and support a range of targeted interventions. Volunteers used well in order to support school work.

Fulfillment of Statutory Duties (with specific reference to Looked After children) Staff are aware of their statutory duties, particularly with regard to completing Wellbeing

Concerns appropriately and when contributing to Child’s Planning Meetings. Inclusion and Equality

The RACI group working on the Health and Wellbeing and Equalities curricular area reported that our curriculum programme requires to be updated to reflect changing societal trends

Next Steps Tracking of pupil progress in Health and Wellbeing, including interventions with PSAs Ensure all staff are familiar with the GIRFEC wellbeing indicators and that these are an integral part

of learning and pastoral care for all pupils Increase pupil knowledge and understanding of the wellbeing indicators Increase the profile of the UNCRC and link these to the development of positive relationships for

learning policy and practices

From the SSE: Outdoor learning should be developed across the curriculum. Continue to enhance the provision of nurture across the school. SFL teaching and approaches should be embedded in all classes – there is a need for greater consistency in

phonics teaching linking SFL with CT. Edinburgh speed sounds chart should be in every class and at home with pupils who attend Read, Write Inc and staff and parents should have training in this. This will help increase attainment and literacy in the bottom 20%

Consider the timetabling of SFL extraction groups and how the children are greeted back into class/what they will be missing and if they are coming back in half way through a lesson what they will be doing at that point

Consider the streamlining of ASL information to ensure all appropriate staff have efficient access to full documentation.

Consider implementing numeracy SFL groups as well as literacy.

Raising Attainment and Achievement

Themes Attainment in Literacy and Numeracy Attainment over time Overall Quality of learners achievement Equity for all learners, including specific reference to Looked After children and other Equity

cohorts

Our Illustration

Attainment in Literacy and Numeracy

All teaching start took part in Talk for Writing CLPL. This was deemed to be most effective in P1 – 3, especially for increasing the quantity of imaginative writing produced.

In the Nursery, Talk for Writing has been fully implemented and most children have enjoyed the storytelling aspect of this programme.

During the Supported Self-Evaluation in October, the following was reported: Most children are achieving expected levels in literacy and numeracy at First and Second Levels

and almost all children are achieving expected levels at Early Level. A robust tracking system helps to identify children who require support/ challenge and appropriate

interventions are identified and monitored. Identification of children living in Quintiles 1 and 2, and/or with FME and pupil profiles completed

to identify barriers to learning. Confident teacher judgements using benchmarks are leading to improvements in attainment. The school provides opportunities to share successes and achievements.

Attainment over time There has been an upward trend in recent years of achievements of a level %ages in P1, P4 and P7

Overall quality of learners’ achievement With the exception of Listening & Talking at P4, achievement of a level percentages were lower in

2018-19 than previously

Listening & Talking 2017-18 2018-19

P1 100% 93.3%

P4 87.5% 90.9%

P7 90.9% 78.3%

Writing 2017-18 2018-19

P1 93.8% 90.0%

P4 82.81% 77.3%

P7 78.8% 76.7%

Reading 2017-18 2018-19

P1 95.8% 91.7%

P4 84.4% 80.3%

P7 89.4% 76.7%

Numeracy 2017-18 2018-19

P1 93.8% 90.0%

P4 84.4% 81.8%

P7 77.3% 75.0%

Equity for all learners, including specific reference to Looked After & Equity A robust system is in place for monitoring Looked After pupils, including regular Child Planning

Meetings, strong partnership working and effective communication between the appropriate staff

Next Steps Increase percentages of pupils achieving a level in P4 by:

4% in Listening and Talking 5% in Writing5% in Reading4% in Numeracy

Increase percentages of pupils achieving a level in P7 by: 12% in Listening and Talking 3% in Writing13% in Reading3% in Numeracy

Ensure deployment of SfL teachers and PSAs to ensure specific cohorts and curriculum areas to ensure attainment gaps are addressed and narrowed.

Ensure that additional support for learners in numeracy is available and effectively delivered Standardised assessments are completed throughout the year and opportunities provided for

teachers to meaningfully use diagnostic information to plan next steps

From the SSE:

There is scope to further involve children in setting of personal targets. Develop a clearer system for learners to have a say in future improvements.

Choice Quality Indicator

2.4 Personalised Support

Themes

Universal support Targeted support Removal of potential barriers to learning

Our Illustration Universal Support: Regular “Milestones” meetings between class teachers and senior leaders ensure that all pupils are

being provided with support/challenge as necessary in literacy and numeracy Targeted support PSAs work with pupils across the school to minimise barriers to learning, including Emotional

Check-Ins, Seasons for Growth and Lego Therapy groups.

Nurture

Ten Pupils benefited from time within a Nurture group this session. All of these pupils demonstrated an increase in developmental scores and a decrease in diagnostic scores following this intervention. In most cases, these increases/decreases were significant, that is 30 or more.

All pupils who were in a Nurture group were successfully reintegrated back into class.

Teachers commented that: “As Pupil A had low self-esteem, she benefited from a softer start to her day”. “Nurture was an excellent vehicle for Pupil A to express her feelings” “Pupil B has come back into class full of bounce and ready to learn” “I believe that Pupil C believes in himself more so than before.” “Pupil D feels safer within the school environment and accesses the nurture space to calm down as

well as do work. He has become more engaged within the classroom and is finding it easier to talk about how he feels and understands how others might feel.”

Pupils commented that:

“Nurture has helped me by listening when I am talking about stuff, helping me be good at school and making me feel happy.”

“I am not shouting any more when I don’t get my own way.” “I am more confident to talk in front of my class and adults.” “Nurture has helped me by making me feel happier”. “It was fun and made me feel like I belonged” “Nurture has made me feel I can make friends”

Family Engagement Practitioner

All of the pupils from families being supported by our Family Engagement Practitioner (Mrs Sime) increased their attendance by at least 12% from term 2 to term 4

Mrs Sime also ran numeracy and literacy attainment groups. 100% of the pupils who attended the literacy attainment group felt that Mrs Sime had helped them

with their learning. 90% of the pupils who attended the literacy attainment group said working with Mrs Sime helped

them feel more confident with their schoolwork. 95% of the pupils who attended the literacy attainment group said they enjoyed it. 8 out of 10 pupils in the P3 SEAL attainment group got over 90% in their end of year SEAL

assessment.

During the Supported Self-Evaluation in October, the following was reported: Both universal and targeted support is evident and having a positive impact on children’s

progression in learning. There are high expectations for learners across the school. Attainment in reading is supported through specialist and targeted interventions. Relevant staff are involved in planning and reviewing support for individuals and groups of

learners. The school reviews progress of all children effectively including those with additional support

needs.

Next Steps

Extend “Milestones” tracking and monitoring to include progress in Health and Wellbeing

Extend nurture groups to include second level learners and more specific interventions, such as self-regulation.

Develop consistent approaches to emotional check-ins and for referring pupils for specific interventions

Increase familiarity with, and use of, CIRCLE document and Emotion Talks to identify barriers to learning

From the SSE: Increase clarity in rationale about SfL working alongside in class or extracting pupils. Consider the amount of time lowest attaining pupils are extracted from class to be supported by

PSAs. There is scope to further develop differentiation to ensure appropriate pace and challenge for all

learners.

Equity and Best Value

Pupil Equity Fund

Information about the approaches taken to improve outcomes for targeted children Information about the impact Statement about Exceptional Spend

FOR SESSION 2018-19, THE PUPIL EQUITY FUND HAS TOTALLED £100,707.19 .

THIS INCLUDED A CARRY-FROWARD OF £39,147.19 FROM THE PREVIOUS SESSION OF WHICH £X HAS NOW BEEN SPENT.

THERE IS A CURRENT CARRY-FORWARD OF £7091 TO SESSION 2019-20.

THIS SPEND IS DEEMED EXCEPTIONAL AND THE PLANS FOR THIS SPEND ARE OUTLINED IN THE SCHOOL IMPROVEMENT PLAN FOR 2019-20 AND CODED GREEN.

Best Value Information about the processes for managing finance, such as School Fund Committee:

membership and quality assurance of these processes Information about approaches to Poverty Proofing the School Day, including One in Five Training Information about use of PEF Framework or Waivers to comply with statutory procurement

regulations Use of resources including digital resources, and equity of access Overall statement about impact of financial spending in relation to meeting objectives, e.g. value

for money

The majority of PEF funding this session has been invested into personalized support methods, including Nurture and Literacy/Numeracy support for learning. All PEF intervention groups have utilised our numerous and varied IT resources.

Much effort has gone into poverty-proofing the school day. We have a highly successful uniform exchange system, a book exchange system and have applied successfully for grants to part-fund some of our P7 learners to attend school camp. Our PTA raise a large amount of funds for the school, some of which is used to subsidise class trips and gifts for P7 leavers. Our Family Engagement Practitioner (PEF funded) supports families to apply for grants and benefits and has led successful fund-raising events, from which East Craigs families have benefitted.

Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning

Quality Indicator Grades

Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning

Self-Evaluation Schedule

17/18 18/19 19/20 20/21

1.1 Self-Evaluation for Self-Improvement

1.2 Leadership of Learning

1.3 Leadership of Change ✔ ✔ ✔ ✔

1.4 Leadership and Management of Staff

1.5 Management of Resources To Promote Equity X X

Leadership And Management Overall

2.1 Safeguarding and Child Protection

2.2 Curriculum X X

2.3 Learning, Teaching and Assessment ✔ ✔ ✔ ✔

2.4 Personalised Support X X

2.5 Family Learning X

2.6 Transitions

2.7 Partnerships

Learning Provision Overall

3.1 Ensuring Wellbeing, Equality and Inclusion ✔ ✔ ✔ ✔

School Nursery HMI/Care Inspectorate (January 2018)

Leadership of Change 4 4

Learning, Teaching & Assessment 4 5

Wellbeing, Equality & Inclusion 4 5

Raising Attainment & Achievement 4 5

Personalised Support 4 4

3.2 Raising Attainment and Achievement ✔ ✔ ✔ ✔

3.3 Increasing Creativity and Employability X X

Successes and Achievements Overall

Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning

NAME OF SCHOOLEAST CRAIGS PRIMARYSchool Improvement Plan Session 2019/20

Edinburgh Learns: Standards and Quality Reporting and School Improvement Planning 1

Priority 1 A All pupils will be supported to fulfill their learning potential. Overall Responsibility HT/DHT(GA)

Measurable Outcomes

Increase in quantity and variety of Support for Learning interventions.Attainment results.

Outcomes Targeted support will be specific and timely and will be more closely monitored and progress tracked.

NIF Priority – Improvement in Attainment, particularly in Literacy and Numeracy

NIF Priority -Closing the attainment gap between the most and least disadvantaged children

QIs/Themes

1.3 Implementing Improvement and Change

2.3 Planning, Tracking And Monitoring

2.4 Targeted Support

3.2 Attainment In Literacy And Numeracy

TasksResources Time

Progress & Impact

All teaching staff will have an increased understanding of the support that can be provided at Pathways 1 and 2. Referral forms will be used to refer pupils for targeted interventions in Literacy, Numeracy and Health and Wellbeing

Referral forms CAT session – term 1

Different approaches to targeted interventions will be trialled, i.e. not always being extracted from class

Trays/Jotters for planning/liaison purposes

Regular liaison time between SfL staff, CTs and PSAs.

Progress of all pupils will be discussed at termly Milestones meetings with SLT. Interventions tracked and monitored throughout the year.

Milestones folders and paperwork

Trackers – EDICT?

Milestones meetings (1hr per term in WTA)

Priority 1B Developing consistency in high quality learning experiences Overall Responsibility HT

Measurable

Outcomes

Key strategies will be observed in the majority of classrooms during Shared Classroom Experiences

Percentages of pupils at Primary 1, 4 and 7 achieving a level will increase by at least 3% - 5% in Reading, Writing, Listening & Talking and Numeracy

Outcomes Pupils will be engaged and challenged in all classes and effective feedback on progress and next steps provided.

Pupil progress will be assessed by a greater variety of approaches and moderation will become more frequent.

NIF Priority – Improvement in Attainment, particularly in Literacy and Numeracy

NIF Priority -Closing the attainment gap

QIs/Themes

1.1 Impact on Learners’ Successes and Achievements

1.2 Children and Young People Leading Learning

Priority 3A Improving Readiness to Learn Overall Responsibility HT

Measurable

Outcomes

Increased use of CIRCLE document.

Results from PASS assessments.

Outcomes Staff will become more confident at identifying and addressing barriers to learning.

NIF Priority – Improvement in children and young people's health and wellbeing

QIs/Themes

1.3 Developing a shared Vision, Values and Aims relevant to the school and its community

2.3 Effective Use Of Assessment

2.4 Personalised Support

2.4 Removal of Barriers to Learning

TasksResources Time

Progress & Impact

The school’s vision, aim and values will be rewritten, taking account of the views of all stakeholders and to reflect equity and inclusion.

Staff/parent and pupil groups

August 12 (In-Service day – 1.5 hours)

Time at Meet the Teacher to consult with parents/carers.

All staff will be trained in Autism Awareness and Emotion Talks. Strategies from these will be implemented consistently across the school to support learners’ needs.

ASL team staff

Emotion Talks resources

August 13 (In-Service Day – 2 hrs)

Time during October 21 and May 4 In-Service Days

Teaching staff will receive training in the use of the CIRCLE document. Classrooms will be assessed using the physical environment checklist. CIRCLE participation scale will be used for first identification of barriers to learning.

CIRCLE books for all teachers

CAT sessions x 2, led by DHT (GA) and SfL teacher (MD)

Pupil progress in Health and Wellbeing will be assessed and tracked.

PASS assessment

Trackers – health and wellbeing and wider achievements

Assessment time from WTA

CAT sessions to prepare for PASS,