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Standards and Quality Report

2017-18

Gargieston Primary School and ECC

Standards and Quality Report 2017-18

The Standards and Quality Report – Key Purposes: to report on our progress in implementing priorities listed in the school/centre improvement

plan, taking into account national and local priorities to provide an evaluative summary of the quality of the work across a range of areas in the

school using quality indicators to support self-evaluation to highlight strengths and identify priorities for next year

Context of the School/Centre:

Our Vision, Values and Aims

At Gargieston Primary School and Early Childhood Centre, in partnership with parents and the school community we aspire to ensure that every child should reach their full potential through our core values; which are happiness, motivation, friendship and respect. Our nurturing principles and high quality learning and teaching creates an ethos that ensures a positive, respectful and stimulating environment that enables all children at Gargieston Primary School and Early Childhood Centre to:

achieve the highest possible levels of literacy, numeracy and cognitive skills develop skills for life, skills for learning and skills for work develop knowledge and understanding of society, the world and Scotland’s place

in it experience challenge and success think independently, develop confidence, positive attitudes and a healthy lifestyle make informed decisions in order to improve their mental, emotional, social and

physical wellbeing

Nationally we work together to ensure all children are:

SAFE, HEALTHY, ACTIVE, NURTURED, ACHIEVING, RESPECTED, RESPONSIBLE AND INCLUDED

We aim to deliver excellence in learning and teaching and expect all learners to be actively engaged in their own learning. Our curriculum focuses on the child as learner, and allows for breadth and depth of learning, offering challenge and enjoyment. We offer choice and personalisation as well as progression through levels, allowing the opportunity for attainment at the highest level.

At every level, an ethos of high aspirations and ambition for all our learners is encouraged and attainment, achievement and participation are recognised and celebrated.

Local Contextual Issues

This session, the Grange Education Group establishments have worked on collaborative approaches to self-evaluation with the aim of raising attainment across the Education Group. We have worked towards developing systems for recording data on pupil performance across the Education Group, in literacy, numeracy and Health and Wellbeing in collaboration with all staff, pupils and other agencies

Scottish Attainment Challenge Involvement

Not applicable in Gargieston until session 2019/20 for numeracy and 2020/21 for literacy.

Factors Affecting Progress

In January, the Head Teacher Mrs Wright, left Gargieston to take up a new post at another school in the authority. Mrs McLaughland took over as Acting Head Teacher and Mrs Lawson and Mrs Beveridge shared the role of Acting Depute Head teacher. A new Head Teacher was appointed in March 2018 and Mrs Julie McKee took up post on 28 th

May 2018. Mrs Beveridge left Gargieston on 24th May to take up the position of DHT at Greenmill Primary.Mrs. Green left to begin her maternity leave in May ’18. Miss Katie McGrane, probationer teacher, has been appointed. Mrs Gillian Johnston, Senior Early Years Practitioner in the ECC was appointed as Depute Manager at Cairns ECC and will take up her position in August ’18. This post has been advertised. Discussions at authority level have taken place regarding the management structure at Gargieston due to the significant increase in the school roll. The creation of a second DHT post rather than replacing Mrs Beveridge’s vacant PT post was authorised in June 2018. The post has not yet been advertised.

Outcomes from Authority Review/Inspection

ASN AuditStrengths: ASN Log is regularly reviewed and updated on Seemis. All children have a plan with targets to support their identified needs. Files are well organised. There is a clear calendar of events in place for planning, monitoring and reviewing of ASN procedures. There is evidence that parent/pupil views are part of the planning and reviewing processes.

Areas for Improvement: SMART targets are used effectively utilising assessment information. Progression recorded with ILP targets being reviewed termly. The GIRFEC National Practice Model is being utilised to communicate the analysis of any assessment undertaken.

Review of Progress 2017-18

Establishment priority 1: To improve attainment in all aspects of literacy for all children particularly, those within SIMD 1 and 2, our lowest attaining 20% through the development of new progression frameworks.

- Derived from NIF priority:

- NIF Driver:

- Self –evaluation supported by HGIOS 4/ HGIOELC QIs:

Improvement in attainment, particularly in literacy and numeracy

Assessment of children’s progress

2.2, 2.3, 3.2

Progress and Impact:Literacy Progression Frameworks from Early to 2nd Level introduced and staff are familiarising themselves with these documents.

Bug Club continues to be the core reading resource when using the Frameworks, and is carefully tracked throughout the session. Fewer children are now receiving letters home therefore greater use is evident. New visual tracking system is in the staffroom and is also updated termly. Children move groups as required following termly assessments to improve pace and challenge. Regular discussions regarding these groups take place between staff and Acting DHT. Reading groups were partly used within the discussions for class structure for 2018-2019.Workshops are run each year for new P1 parents to see the system. These workshops are also run by the Acting DHT for any new families coming into Gargieston mid-session.

Baselines were once again carried out in September 2017 and March 2018. New tracking sheets were introduced in landscape format to allow tracking and monitoring of several sessions on the one sheet. These ran alongside the new Progression Frameworks in planning. Acting DHT organised whole school (including ECC) in-house moderation of writing assessments using the revised Benchmarks from June 2017. In groups, staff placed samples of writing from early to third level using the 2.0, 2.1, 2.2 etc. system. The professional dialogue which came from this exercise was very valued, as confirmed in an evaluation. Child friendly target sheets are now standard practice throughout the school. These are placed on the inside cover of A4 writing jotters. Most classes also use these for individualised targets on e-portfolios, allowing parents to see next steps for their child.

The Literacy Working Party, which includes ECC staff, has

prepared Child Friendly Listening and Talking targets to run alongside the Writing ones. These new sheets will run from session 2018-2019 and will be placed in the back of children’s Writing jotters. Again this allows children to make personalised next step statements. ECC will also be using the Early Level sheets which will be transferred on to Primary 1.

Acting DHT was invited on to the EAC Literacy working party looking at 2nd to 4th Level Literacy. This is a joint sector group containing Primary teachers and secondary English Department staff. These new frameworks will be available from August 2018. Information from this group had an immediate impact on teaching in P7. Acting DHT also visited Grange English Department to see the teaching in high achieving classes to have an impact on 3rd Level pupils’ learning.

PT (Early Level) was invited on to the EAC Literacy working party looking at the Early Level framework. This is a joint sector group containing Primary teachers and representatives from the TAP team and ECCs. The revised framework was launched in June 2018.

In CLPL, two staff are now attending training in Word Aware – a new Literacy resource being used by EAC. Other training included Working With Highly Able Pupils and visits to other schools to share good practice.

Reading Wise is being run as a pilot this session and may be used next session after all results and data is revealed.

New SNSA were used in P1, P4 and P7. Most data gathered from the results backed up teachers professional judgements on pupils and other data e.g. Burt Reading, Bug Club assessments. Some data gleaned showed pupils attaining higher levels than anticipated.

Large amount of resources purchased to ensure more active learning was taking place – particularly for 2nd / 3rd Level.

Dyslexia Friendly Schools Gold Award was maintained following a visit from a panel and a presentation from the PT and Acting DHT.

As part of the PEF, several Literacy and Nurture groups were organised containing targeted children as well as others with similar needs. This was received very favourably by parents and has had a positive impact on pupils’ learning and attitude to Literacy.

Attainment Levels

Percentage of learners who did not achieve appropriate levels in Listening & Talking for session 2016 - 2017:

P1 (Early level) – 3%P4 (First level) – 7%P7 (Second) – 5%

Percentage of learners who did not achieve appropriate levels in Listening & Talking for session 2017 - 2018:

P1 (Early level) – 0.02%P4 (First level) – 6%P7 (Second) – 3%

Percentage of learners who did not achieve appropriate levels in writing for session 2016 - 2017:


Percentage of learners who did not achieve appropriate levels in writing for session 2017 - 2018:

P1 (Early level) – 24.5%P4 (First level) – 15%P7 (Second) – 6%

Percentage of learners who did not achieve appropriate levels in reading for session 2016 - 2017:


Percentage of learners who did not achieve appropriate levels in reading for session 2017 - 2018:


Next steps: Increasing confidence and consistency in using

progression frameworks Utilise new child friendly Listening and Talking

targets along with Writing targets Introduce child friendly Reading targets Continue to use Bug Club and examine data for

progress and attainment Record progress termly using new number system

(e.g. 2.1) along with all schools in Grange education

group Work towards maintaining DfS Gold Award Start implementation of Word Aware with reference

to EAC guidelines

Establishment priority 2: To improve attainment in numeracy by 10% at P1, P4 and P7, particularly with pupils within SIMD 1 and 2, through the development of a new progression framework which embraces key resources and current policy drivers.


- NIF Driver:


Improvement in attainment, particularly in literacy and numeracy

Assessment of children’s progress

2.2, 2.3, 3.2

Progress and Impact: The active learning numeracy resource (Heinemann Active Maths) is being used widely by all staff and as a result, a more active approach to teaching and learning has been observed. Staff are using this resource, alongside the Numeracy Progression Framework, to assist in the planning and assessment of Numeracy. Staff are becoming more confident in their understanding of progression across and between levels in Numeracy as they engage with the Numeracy Progression Framework.

A wide variety of Numeracy resources were purchased to support the delivery of active learning approaches across all levels.

Number Talks approach has been built on this year. Staff have been on the authority led CLPL and a staff workshop was carried out which students also attended. Following a staff self-evaluation, staff stated that it is impacting positively on learning.

The Acting DHT attended the SNSA Government led training. Following this, two CLPL sessions were carried out for staff; one on conducting the assessments and another on generating reports and using the data, focusing on staff at key stages. Data was used to inform planning and next steps for groups and individual learners as well as informing class structure for 2018-2019.

The Numeracy Working Party planned, organised and evaluated a parental engagement initiative. ‘Get Involved in Numeracy’, over a three week period. This was very successful

which was evidenced in the staff and parent self-evaluation carried out.

Staff have attended a variety of Numeracy related training including the SAC Lynda Keith training and Raising Attainment in Numeracy at early and first level.

Whole school Numeracy attainment has been tracked throughout the year using the newly introduced tracking tool. There have been three data entries throughout the year. This has enabled staff to be more confident in their judgements of levels as well as the new Grange Education Group BGE tracking and monitoring levels language. We introduced a ‘Numeracy Train’ which is being used to track Numeracy groups throughout the year using the new Numeracy Progression Frameworks.

As part of PEF, there has been two after school Numeracy groups which targeted pupils attended. In addition, PEF has allowed for a teacher to take small groups of pupils for focused input in Numeracy all year. This has had a positive impact on attainment.

Attainment Levels

Percentage of learners who did not achieve appropriate levels in numeracy for session 2016 - 2017:

P1 (Early level) – 10.1%P4 (First level) – 42%P7 (Second) – 18.5%

Percentage of learners who did not achieve appropriate levels in numeracy for session 2017 - 2018:


10% improvement was achieved at 1st and 2nd level.

Next steps: To use the new EAC tracking document for Numeracy To establish a shared Numeracy vocabulary To ensure every classroom is a Numeracy rich

environment.

Establishment priority 3: To develop whole school approaches to Learning for Sustainability in the aim of building attitudes, skills, values and confidence in all our pupils.

- Derived from NIF Improvement in children and young people’s health and wellbeing

priority:

- NIF Driver:


School improvement

2.2, 3.1

Progress and Impact: Every class in the school completed their own unique Class Charters which were posted on the Blog for all parents to see. Through discussion in our circle assemblies, we created a whole school playground charter which was made into a banner to be displayed in the school playground. We have continued to have an Article of the Month which is discussed and developed at Friday assemblies and then further developed in classes. On the February In-Service day, staff took part in in- house Rights Respecting Schools In-Service training. This was also an opportunity for staff to share their RRS journey ahead of our Silver Award assessment. Staff from each Base planned collegiately for our Global Citizenship Week which took place in March ’18 and culminated in a Global Citizenship assembly presented to pupils and parents by P4 based on one of the Global Goals – Life Below Water. As a result of a pupil suggestion, we had a second hand clothes collection for a local charity which was very successful. On the 21st March we were successful in being awarded our Rights Respecting Schools Silver Award.

Following our successful “Food for Thought” grant application, classes have been allocated a raised bed for growing vegetables with the aim to use them for cooking and eating within the school. Gardening and cooking equipment has been purchased and classes are now using these on a regular basis. Staff and children are enthusiastically learning and developing skills and sharing ideas.

The school has created an Eco Committee dedicated to preparing for entering the Eco Schools development and working towards the Eco Flag. Within this committee, we have gathered children from across all stages to work alongside each other to spread our message and raise awareness of the benefits of being Eco friendly inside and outside of school. The committee have been looking through the documentation related to Eco Schools and researching / surveying the school to determine our energy expenditure and recycling opportunities.

The committee have made notes of this and added it to our collection of evidence. Here are some of the aspects the Eco Committee have been working on this session.

Eco Monitors for paper waste Eco Litter Monitors at play time

Battery collection Highlighting the problem of dog fouling to local residents Created a Gargieston Eco Code Maintaining the school garden by helping classes to tend

their own patches, weeding, planting etc Sharing our messages through poster making Raise awareness on the blog Working with the JRSO on car share opportunities and

walk to school week. Worked with other Participation groups such as the Mini

Council to make Eco Reward Cards. Keeping an up to date Eco Display board and Blog page

documenting our fortnightly meetings.

Next steps: Gather other pupils and staff together to collectively work on our Eco goal of obtaining an Eco flag

Establishment priority 4: Enhancing learning and teaching through the use of digital technologies.


- NIF Driver:


Improvement in employability skills and sustained, positive school leaver destinations

School improvement

2.2, 3.1

Progress and Impact: We have invested greatly in digital resources this session, purchasing 9 laptops, 5 IPads, 3 Active Promethean boards and two charging trolleys. This has enabled greater access to mobile devices, improved systems for charging and ensured that every teacher has access to digital technology to support quality teaching and learning. We have purchased a whole school Clicker7 licence which all staff have been trained in using.

Next steps: Ensure Clicker7 is accessible for all learners especially those with specific additional support needs.

How Good is Our School/Early Learning and Childcare?

What is our capacity for continuous improvement?

Throughout Gargieston Primary and Early Childhood Centre we aim to deliver excellence in learning and teaching and expect all learners to be actively engaged in their own learning. Our curriculum focuses on the child as learner, and allows for breadth and depth of learning, offering challenge and enjoyment. We offer choice and personalisation as well as progression through levels, allowing the opportunity for attainment at the highest level. There is robust self -evaluation within the school and ECC, a culture of improvement is evident and there is a clear focus on reducing inequality of outcome as a result of socio-economic disadvantage.

The school makes effective use of analysis and intelligence data to track attainment over time and parental and pupil surveys are used to gather views, evidence of impact and next steps. At collegiate meetings, teachers self-evaluate using the online tool - The Curriculum for Excellence Machine. SMT use this information to inform professional dialogue and school priorities. Pupils, parents and staff are regularly consulted on and had an input into the school curriculum and Improvement Plan.

Using the Pupil Equity Fund (£26,200) planned interventions were put in place to raise attainment and close the poverty related attainment gap. We have three classroom assistants and they are timetabled to support pupils with ILPs, Action Plans and others. The EAST teacher who is 0.2 provides small group targeted support. We employed an additional teacher 0.2 to teach targeted pupils in maths throughout the year and, in January, due to extra staff allocation when the Headteacher left, we also employed an additional teacher who worked 0.2 with small groups for writing. All support staff liaise with class teachers on pupils' targets and progress. It is hoped there will be opportunities within our Education Group to share training, resources and expertise, in order to provide the best possible outcomes for our pupils.

Quality Indicator 1.3 Leadership of ChangeHow well are we doing?

Within Gargieston Primary and Early Childhood Centre we ensure a continued focus on improvements in outcomes for learners.

We create collaborative conditions for staff to learn with and from others within and out with our school and facilitate opportunities to support peer collaborative learning.

Effective use of moderation which is shared across the Education Group. Good use is made of analysis and intelligence data to track attainment over time. The school and ECC use parental surveys to gather views and evidence of impact. Senior Management Team have an outward looking approach and are willing to

change practice and to share with other establishments. Staff are keen to be leaders of learning in the school.

How do we know? Evidence of Impact? Evidence of impact of the Bug Club work on attainment in literacy.

https://www.thecfemachine.co.uk/HGIOS4/ViewEval.php?id=2888&QINum=1.3


Improved attainment results in numeracy, particularly at 1st level. Play based approach in early level is positively impacting on children’s learning

and experiences. Wide range of data and evidence gathered. Staff have a clear understanding of

collective strengths and areas for development. Analysis of evidence from recent parental/pupil surveys

Next steps: Whole staff to receive training to become more familiar and confident in the

inputting and analysis of data, for example Achievement of a Level paperwork and the new East Ayrshire Tracking and Monitoring tool.

Class teachers to work collaboratively to be more involved in the analysis of data pertinent to their own and other teachers' classes through professional discussion.

Complete the Curriculum Rationale through a collegiate approach with all stakeholders.

Complete and action the School Improvement Plan for session 18-19 in collaboration with staff, parents and pupils.

Establishment self-evaluation (using 1-6 scale): 4

Quality Indicator 2.3 Learning, Teaching and AssessmentHow well are we doing?

Purposeful learning environments and positive relationships between staff and pupils ensure high quality learning outcomes for all pupils.

High quality active learning approaches are used which provide enjoyment of learning for pupils.

Teachers plan activities which are varied and differentiated with effective support and challenge.

Teachers are using feedback to inform and support progress in learning. Young people are active participants and contribute effectively to the life of the

school and wider community in a range of well-planned activities. Assessment is an integral part of the planning process and a variety of

assessment approaches are used such as baseline assessments in writing, regular Bug Club assessments, questions banks in HAM and literacy and numeracy tool kits.

Assessment data is gathered and regularly reviewed collegiately by staff and the SMT.

Assessment data information is analysed and acted upon. Positive relationships between staff and other professionals – shared

understanding of needs of individual children.

How do we know? Evidence of Impact? SMT follow a monitoring programme which include classroom observations and

one to one discussions with staff where children's progress is discussed through



professional dialogue. Pupils who are having difficulties are identified through results from summative

and formative assessments and action is taken to meet the needs of these learners.

Moderation of Tracking of a Level for three learners in Literacy has provided evidence of pupil progress and achievement at different levels.

Effective communication – sharing of information with parents, staff and other professionals.

Next steps:

Tracking and monitoring and achievement of a level to be used more effectively by all staff to secure improved outcomes for all learners.

Staff training to develop skills in data analysis to support identification of next steps for learning.

Further development and use of progression frameworks for literacy and numeracy.

Moderation of achievement of a level when tracking three pupils will focus on numeracy and will form part of professional dialogues during monitoring meetings.

Ensure an active approach to learning across the school. Review of teachers' planning, including IDL planning.


Quality Indicator 3.1 Ensuring wellbeing, equity and inclusionHow well are we doing?

The whole school community has a shared understanding of wellbeing and children's rights.

All stakeholders create a climate where all children feel safe, secure and listened to.

All staff model behaviour which promotes and supports the wellbeing of all. All pupils feel secure in their ability to discuss personal and sensitive issues and

feel cared for. Through our achievement of our silver award within the Rights Respecting School

programme, pupils are knowledgeable about equalities and inclusion. The curriculum allows pupils to explore diversity and multi-faith issues. There have been a wide range of extra-curricular activities on offer for pupils

across the school. Effective ASN procedures in place. Pupils across the school have access to digital technologies and digital learning is

an integral part of teaching and learning. Pupils’ wider achievements are celebrated in class and at assemblies. Open door policy in ECC. We are making progress in having effective interventions in place which are

improving the attainment and achievement for all pupils, especially those facing challenges such as additional support needs or barriers to learning, such as poverty.

How do we know? Evidence of Impact? Pupils' progress from prior attainment in meeting targets set for ASN pupils. Evidence gathered through observed lessons by senior management team and in

professional dialogue with class teachers, ECC staff and parents.

Evidence has been gathered from in school assessments, for example Bug Club, authority assessments such as the numeracy toolkit assessments and national assessments such as the SSNA.

Positive feedback from RRS Silver assessment visit.

Next steps: Continue on our journey through the Rights Respecting Schools journey

towards Gold Award status. Further develop ASN procedures in line with GIRFEC procedures. Introduce the Massage In Schools programme throughout the school. Pupil Equity Fund money to continue to be targeted at supporting the

learning of pupils with Free Meals Entitlement and those within SIMD 1 and 2 and other targeted groups.


Quality Indicator 3.2 Raising attainment and achievement / Securing Children’s ProgressHow well are we doing?

Staff make effective use of assessments and their shared understanding of standards and achievement of a level to make confident professional judgements about how well children and young people are learning and progressing.

Teachers and SMT use the evidence from tracking meetings, professional dialogue and assessments to measure progress over time and in particular at points of transition.

How do we know? Evidence of Impact? Evidence from assessments gathered, e.g. achievement of a level data, baseline

assessments, Quest, SNSA etc are recorded in the achievement of a level documents and staff monitoring paperwork.

Through the use of the cohort folders, pupil progress is monitored closely and action taken.

Involving parents in their children's learning through parent workshops, home learning, reporting and e-portfolios

Next steps: Use additional PEF funding to close the attainment gap, particularly for pupils in

SIMD 1, 2 and 3 and additional targeted groups. Further develop progression frameworks for literacy and numeracy to further

ensure continuity and progress.

Ensure consistency in teacher judgement when monitoring and tracking literacy and numeracy through moderation throughout the school.


Pupil Equity Funding:(not applicable for standalone ECCs)

Level of PEF funding: £26,200

How has this been allocated this session? Gargieston employed a teacher 0.2 to provide support for learning in literacy and

numeracy to small groups of pupils targeted at pupils within the SIMD 1 and 2 group aimed at raising attainment.

We used PEF money to increase the hours of classroom assistant to 1FTE to enable her to support individuals and small groups in literacy and numeracy.

School staff provided out of school supported study blocks in literacy and numeracy for targeted small groups which included those within the SIMD1 and 2.

From January 2018, an Early Years worker was employed 0.4 mornings only to work specifically in Base 1 with P1 pupils to support learning in literacy and numeracy.

Evidence of impact so far: After school supported study groups and 0.2 teacher input have had a positive

impact on attainment in literacy and numeracy among targeted pupils as demonstrated by tracking data.

Confidence and motivation among these pupils has been much increased. Parental feedback from after school clubs has been extremely positive. Input from Early Years worker in Base 1 has been well received and is continuing

in to the new session.

ECCs Care Inspectorate

Date of inspection: 10.02.17

Quality Themes and Grade

Quality of care and support 6 - Excellent Quality of the environment not assessed Quality of staffing not assessed Quality of management and leadership 5 – Very Good

Requirements: 0

Action Taken: 0

Recommendations: 0

Developments in progress:Continue to roll out communication/nurture champions, working closely in our network. ECC staff to benefit from additionality to support the release of staff to work with small groups of children who have language /speech/communication delay. Intergenerational Ongoing project linking the ECC with two Care Homes in the local area.

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