SCHOOL STANDARDS AND QUALITY REPORT

2018/19

Standards and Quality Report

Context of the school: At Smithton Primary School we have approximately (the numbers are changing almost daily at the moment with new housing going up across Inverness so for as many as are leaving more are coming in!) 350 children in P1-7 and 100 children in our Early Learning and Child Care (ELCC). We have 13 classes in the school with 12 full time teachers, 4 part time teachers and 2 part time Additional Support Needs teachers, one of whom is on maternity leave. Our Senior Leadership Team consists of 1 Head Teacher, 1 Depute Head, 3 permanent Principal Teacher and 1 temporary Principal Teacher. Children and teachers are well supported by Pupil Support Assistants. Our ELCC has a Child Care Manager and 13 Early Years Practitioners. The Head Teacher is also 0.2 FTE working with the Local Authority with a remit of strategic quality improvement around workforce planning, GTCS and ITE.

The school is in the east side of Inverness and incorporates a wide and varied social catchment area. Using the SEEMiS Risk Matrix, as advocated by the Highland Council, we know that within the school and ELCC, 14% of children are classed as red (high risk), 31% amber (medium risk) and 55% green (low risk).

21% of children are in receipt of Free School Meals.

7% of children have English as an Additional Language.

We have 66 Childs Plans, most of which are Level 3 and Level 4.

Attendance is very good P4-7 and last year we noticed attendance and lateness P1-3 needed to be addressed. The aim was to have 95% of all p1-3, with no child plan or other intervention, to have very good attendance and no lateness. This has been achieved and those families who are struggling have direct contact with SMT to ensure plans are in place to enable families to get to school and on time.

With the loss of CSW, PMHW, school nurse and HV it has been challenging to meet the needs of the children and families. With the recruitment freeze over the school year the school was reduced by 79 hours of PSA time per week. As we head into 2019-20 there have been announcements of significant further restrictions to our budget and personnel for ASN. We wait to see what significance this will cause.

School: Smithton Primary

Head Teacher: Aileen Mackay

Date submitted:

There have been on going major building works taking place which started February 2018 and will continue until November 2019. These are on the live site with resulting changes to planned learning, active spaces for learning and dynamic emergency evacuation processes so while the physical building works will not affect the ELC or P1-3 it has meant significant planning for learning spaces and the environment for the whole Smithton learning community. These works have had a significant effect on routines and communication for both young people and staff as we are placed across seven buildings with staff bases and two classes having to relocate mid session. The continued flood prevention planning works around the school have also caused significant disruption with the young people having nowhere to go after school to play and with reduction in car park spaces around the school for parents. SMT and a PSA are on safety patrol at the school gates on a daily basis and have had to go into the roads to prevent accidents on a number of occasions throughout the year.

Despite the disruptions staff and parents in particular have been patient and positive as we head towards seeing the improvements to the school facilities and environment. The focus has remained on the learning throughout the year with focused class observations, solution focused staff meetings and improved measurement of impact to lead to greater further impact.

School Vision, Values and Aims:Smithton Primary School and community is a place where we strive that

* Everyone has a sense of belonging

* Experiences and opportunities develop skills for lifelong learning

* Everyone is inspired to be ambitious and to achieve their best

* Expectations are high and self evaluation articulated

* Everyone is supported and listened to, confidence and resilience instilled

In partnership with the parents/carers, our multi agency partners and the wider community, we have reached our aim by May 2019 to have 90% of all young people who can articulate that they have seen

progress in their behaviour, their learning and their understanding of the school vision to ‘believe that you can achieve’. All partners to our young people will enable this by encouraging:

* Value, respect and inclusion

* Nurture and support of each individual

* Working together in mutual trust to help children reach their full potential

* Challenge and motivate children in their learning

* Provide wide and varied learning experiences where young people become more autonomous in their learning

Our Values: Respect Honesty Caring Friendliness Positivity

Our Vision, Values and Aims were revised and agreed by all on pupils and parents/carers in 2017 and remain important to us in 2019. Listen to one of our three year olds who sang the Vision Song created by ELCC staff during his Easter holidays! Understanding of these concepts continues to be developed with the young people in class discussions and themes in assemblies as well as weekly learning summaries for parents and carers to ensure that all have a clear understanding of how they affect our lives both now and in the future.

Summary of Standards and Quality Report/School Improvement Plan engagement process:Participants Engagement detailsTeachers and other staff, including ELC staff

Collegiate meetings on SIP Self evaluation specific staff meetings December and JunePRD meetings of all staffIn service days (all staff)PSA learning sessions on musicPSA weekly staff meetings (cycle of music, admin and face to face meetings with SMT)ELC staff meetingsCCM and HT meetings to review and action SE meetings EYPs have had as well as operational mattersELC staff learning/curriculum weekly sessionsEMT weekly meetings

Parents Parent Council MeetingsParent Information afternoon and early evening on numeracy held in March 2018‘Stay, Play and Learn’ sessions in ELC September and Marchtransition meetings for new parents: information evenings, one to one with keyworker, stay and play session with childParent Contact sessions in September, November and MarchParental survey carried out March 2019 with Care InspectorateParental involvement in updating curriculum rationale, skills for life and work and improvements to websites

Pupils Pupil Council meetings monthlyClass weekly discussionsCitizenship groups P4-7Monthly SHANARRI groups in P1-3Pupil survey carried out in MayLearning Journeys in ELC and Sharing Folders in schoolFloorbook planning sessions with ELC childrenFocus groups during monitoring week led by SMT

Volunteers working in school (such as parents taking after-school activities, 3rd sector engagement etc.)

Survey May 2019 to volunteers

Other partners Survey May 2019 to GIRFEC partnersCare Inspectorate report March 2019NHS dental data from Childsmile

Associated Schools Group

term HT meetingscomprehension working groupInset half day on comprehension for all staff

Review of School Improvement Work against the National Improvement Framework PrioritiesWhat have we done to close the attainment gap?Relevant Improvement Priority title/ Pupil Equity Funding project/ Scottish Attainment Challenge additional funding project:

Impact and dataLeadership and Management in the Classroom

Inclusive Practices

8 tablets per class were bought. Staff note that those at risk more likely to be engaged in their learning and fewer disruptions to learning

P6/7 class took part in pilot My World of Well being training 14 children did Seasons for Growth training 2 staff trained to deliver training for Seasons for Growth

Knowledge, confidence, well being of staff 15 staff attended drugs and alcohol training 23 staff have engaged at different times in twilight opt in session around well being 2 whole school trainings for change, loss, bereavement and restorative conversations 5 staff have taken part in adult Seasons for Growth for their own well being

Engagement/Involvement of Parents 10 parents came to ‘Teenage Brain’ session On average, 15 parents came to coffee and chat sessions over the year Family Saturday morning walk had 27 children and 40 parents Parent Council Face Book page has more ‘likes’ and school blog engagement

has increased

What have we done to raise attainment, particularly in Literacy and Numeracy?Relevant Improvement Priority title:

Impact and dataLiteracy

Use of digital learning – text to speech, EPIC, beginning to use google classroom, taking photos of evidence to discuss own learning, sharing resource of the week with staff has increasingly been digital

Wraparound spelling Writing at early and first levels Targeted small group sessions: reading, dyslexia groups (PEF PSAs and ASNT)

Numeracy Embedding Highland Numeracy from previous year focus Outdoor learning particularly P1 to embed learning in class Targeted small group sessions: number, relevance and application (PEF PSAs)

Application of literacy and numeracy science workshops across the school in March where parents and carers joined us. This

exemplified application of literacy and numeracy in action outdoor learning targeted in P1 to make sense of the number and spatial concepts

raising awareness of rhythm and numeracy: all classes taking part in music/percussion learning

What have we done to improve children and young people’s health and wellbeing?

Impact and data

Substance Misuse Awareness and Diversionary Activities staff trained 3 classes targeted across the levels – embedding next session across the school Rock Challenge group devised ‘market place for HWB’ to showcase what was available

locally to encourage young people and families into a better lifestyle. 20 Groups came along with 74 parents and carers engaging with the afternoon. 100% of the Rock Challenge group had a family member attend – prerequisite to taking part in the show. We were awarded the first prize (Gold Award) and £2000 to roll out our programme across the ELC and school. We reached 77 people with our survey to gather views on the policy that we will have completed by September 2019 (survey made up of parents, stall holders, members of the community who came along, pupils and staff – teaching and support)

Wider Achievement 120 responses to extra curricular clubs offered at school. All of these run with no

charge. (one is subsidised by Parent Council.) Staff give up their free time to run these clubs which has produced performances by Sing and Sign and Rock Challenge. 4 athletics and running competitions have been entered and 5 performances at the Inverness Music Festival

P5/6 came second place in their social enterprise competition with Blythswood sending more than £600 to eastern Europe for fire engines

Children who couldn’t ride a bike have now had the opportunity with Sustrans. Greater links expected with the group next session as we have helped them with focus groups, advertising, etc.

Toothbrushing remains part of the school routine for P1,2. Dental data shows a marked decrease in risk as the children get older evidencing routine and expectation is working. We still need to work on early years and habits with parents

A wide variety of parents and young people now want their successes shared on the blog – more than 97 different children have had their successes shared. This will be tracked using pastoral notes next session for each child

Targeted Support for Staff Seasons for Growth for staff All staff had to engage with Paul Dix book ‘When the Adults Change Everything

Changes’ and to trial innovative ways of resolving issues. PSA evaluations in particular were hugely insightful and encouraged all to think in different ways. A new Relationships policy was devised and agreed as a staff with all but one person agreeing with a ‘4’ or a ‘5’ to carrying out the revised procedures

The use of music was targeted at an inset day and the use of PSA, music tutor and teaching staff all contributed to the workshops to show how literacy and numeracy could be learned through the context of music. P2/3 classes were targeted to listen to music as a ‘soft start’ but as the success of this was discussed now most classes use music to be ‘learning ready’

Teaching staff have had initial coaching methodology practised at staff meetings to try and establish solution focused problem solving between peers to create more autonomy and confidence. Staff reported that this was helpful and will continue to be targeted next session. PSAs had restorative conversation practices which also

encouraged confidence in their abilities

Targeted for Parental Engagement Parent Council has agreed a new method of parent forum engagement with dates in

the diary for next session. Agreed that we need to target specific postcode areas of the community where there is no Parent Council membership

* coffee and chat sessions were introduced where parents and carers were surveyed about possible focus sessions for the future and the rest of the school year has followed this. ‘Winter Warmers’ led into a ‘Summer Stroll’ where PARCS personnel were invited and will co lead this next session to have walking sessions for parents and carers. On the return will be a focus session. (Last one as on sleep routines.)

P7 transition parents invited to ‘The Teenage Brain’ session to run concurrently with the final Parent Council disco of the session

‘At risk’ parents have been targeted by SMT and weekly or monthly direct engagement has occurred. The attendance of the children has increased in 95 % of these children with plans in place for the other 5%

Targeted for Young People 96% agreed that they understood SHANARRI better after the work carried out this year

and could articulate why 2 young people went through ‘The Big A’ ASD package with HT. A PPT to share with his

family and class was produced by him with support. The other child is still processing but parent is now involved and will continue to discuss at home

3.9 out of 5 is the self assessment score of young people about their behaviour * gained the Dynamic Youth Award for leadership. These were mostly young people

targeted from the 1.1 who have shown more self regulation recently When they name one good thing about what makes the school a good one the

responses were around teachers who listen, no bullying, good playground facilities, the learning and people sticking to the school values

Staff have used the risk matrix better this year to target those deemed ‘at risk’ to ensure their HWB is monitored closely with follow up calls to parents where necessary

What have we done to improve employability skills and help our children and young people achieve sustained, positive school leaver destinations?Relevant Improvement Priority title/ school project:

Impact and data P4-7 citizenship groups are focused around employability skills through a variety of

contexts IDL across the school has been cross referenced to the employability skills All final learner statements had an aspiration comment Limited access to IT and part way through the year so only P6,7 created My World of

Work accounts. P5 will be added next session. However MWOW has been used with individuals to help keep them on track

Our overall evaluation of the school’s capacity for continuous improvement:

* We are confident in our capacity for continuous improvement ☒Comment: however at the time of writing this we know that our ASN teaching time is to be cut by 0.8 FTE and we are to lose 57.5h PSA time per week. Evaluating the possible outcomes for this a new strategic look is being made by SMT and analysing data. We have changed our PEF targeted support now and have advertised posts on social care (52 week contracts) rather than PSAs for two reasons: the temptation to use the PSAs to cover core work would be significant and the other reason is when we looked more carefully at what our PSAs were doing it was more about settling young people to work. If breakfast, homework and bed time routines were more established the young people may be more ‘learning ready’ in the morning. This will be closely monitored and tracked by the PEF team (PMHW, TC, EP and HT) during the monthly task meetings.

QI 1.3Leadership of change

Themes (HGIOS?4) Developing a shared vision, values and aims

relevant to the school and its community Strategic planning for continuous improvement Implementing improvement and changeThemes (HGIOELC?) Developing a shared vision, values and aims

relevant to the ELC setting and its community Strategic planning for continuous improvement Implementing improvement and change

Suggested word count 1000-1500 for all three questions below when taken together.

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

a) Shared vision and values used across ELC and schoolb) Strategic planning meetings with SMT then shared at EMT weekly and staff meetings PSA

and CTc) Use of improvement methodology to keep to taskd) Positive relationships across the schoole) New relationships policy

Question 2How do we know? What evidence do we have of positive impact on our learners?

a) School blog, ELC song, star awardsb) See the ‘PEF wall’c) Staff comments in meetings, young people questionnaires, parent commentsd) Work around the relationships policy

Question 3What could we do now? What actions would move us forward?

a) Embed relationships policyb) More cohesive ‘star award’ themes across the school for consistency

What is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and Childcare? six-point scale?

good

QI 2.3Learning, teaching and assessment

Themes (HGIOS?4) Learning and engagement Quality of teaching Effective use of assessment Planning, tracking and monitoringThemes (HGIOELC?) Learning and engagement Quality of interactions Effective use of assessment Planning, tracking and monitoring

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

a) Using technology now we have tablets and better wifib) Staff and young people have noted better engagement with learning this sessionc) Differentiation collegiate session was positive and resulted in more staff being able to

articulate better what they do and why for individuals. The use of the HC Learning Policy was raised again and the assessments now vary better in write, say, make, do

d) Clear curriculum rationalee) Planning was realigned after two years of going separate ways. Clear and agreed for all

to usef) ELC learning sessions fortnightly kept staff on track to use Words Up methodology as

well as observation comments, Learning Journeys and reframing target settingg) SMT monitored learning in each class and fed back at staff meetings

Question 2How do we know? What evidence do we have of positive impact on our learners?

a) Staff and pupil engagement with technology – see questionnaires and staff minutesb) Monitoring weeks in each class have collated evidence. Summaries of each class are

shared on the school blog on the Thursday of the Monitoring Weekc) Young people reported in questionnaires openly that learning had been increased this

year as well as agreed quality interactionsd) Whole school tracking system and including SEEMiS ‘risk matrix’e) CfE data is more or less in line with national and local averages. When individuals are

removed from the data we are in line or above local averages. Our data is based on our programmes of study which are CfE aligned

Question 3What could we do now? What actions would move us forward?

a) KATs need to be audited and improved through moderation and verification practices

b) Use of ‘The Differentiated Classroom’ as a key text focus to improve learning and meeting needs, particularly with reduced staff support

c) Focused parent sessions for IT and literacy/numeracy supportd) All teaching staff to use the agreed planning format and curriculum

rationale

What is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and childcare? six-point scale?

satisfactory

QI 3.1Ensuring wellbeing, equality and inclusion

Themes (HGIOS?4) Wellbeing Fulfilment of statutory duties Inclusion and equalityThemes (HGIOELC) Wellbeing Fulfilment of statutory duties Inclusion and equality

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

a) Positive ethos across the ELC and schoolb) Modelling of valuesc) Understanding of individual family needsd) Positive relationships with parentse) Pupil voice is heard and valuedf) Good communication with partner agenciesg) Inclusion and equality is embedded

Question 2How do we know? What evidence do we have of positive impact on our learners?

a) PRD comments, staff, young people and parent questionnaires and commentsb) Multi agency questionnairesc) ‘Learning Council’ minutes and class discussion minutesd) Parent Council minutese) Photo evidence for observations in ELC and school

Question 3What could we do now? What actions would move us forward?

a) Review equalities and diversity policyb) Review anti bullying policyc) Continue with how to promote healthy lifestylesd) Ensure inclusion remains firmly at the heart of what we do despite

changes to support in ASN staffing

What is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and childcare? six-point scale?

good

QI 3.2Raising attainment and achievement/Ensuring children’s progress

Themes (HGIOS?4) Attainment in literacy and numeracy Attainment over time Overall quality of learners’ achievement Equity for all learnersThemes (HGIOELC?) Progress in communication, early language,

mathematics, health and wellbeing Children’s progress over time Overall quality of children’s achievement Ensuring equity for all children

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

a) Clear tracking for each class which is ‘RAGed’ across the school and needs identified feed into better differentiation, allocating support or referral to NDAS, etc

b) Whole school tracking system and including SEEMiS ‘risk matrix’c) CfE data is more or less in line with national and local averages. When individuals are

removed from the data we are in line or above local averages. Our data is based on our programmes of study which are CfE aligned

d) Annual one to one attainment meeting with SMTe) Annual one to one curriculum rationale meeting with SMTf) Learning Journeys and Sharing Folders have targets and notes of how these are being

taken forward. This is still a work in progress

Question 2How do we know? What evidence do we have of positive impact on our learners?

a) Our tracking system is clear and simple with class teachers inputting each term leading to adjustments to support on a regular basis

b) ELC Development Overviews are used to target next steps, formalize in form 1s and can be a basis for discussion with parents and carers

c) Our multi agency solution focused meetings are planned but the children to be discussed is open and flexible to respond to needs

d) Parents and young people input to their child plans in a positive waye) Using the SHANARRI indicators the young people were self evaluating against the criteria

agreed. This is still a work in progress but as they have a better understanding of the headings they are more articulate in their relationships and understanding of belonging – crucial concepts in life

Question 3What could we do now? What actions would move us forward?

a) Multi agency solution focused meetings now on a rotational day basis throughout the term and in the afternoons as 14 parents did not turn up at 9am and often cited not being able to get a Thursday morning off work

b) Keep embedding SHANARRI indicators in Sharing Folders (ELC now adopting the name ‘Sharing Folder’ to align with the school and are using the same folders

c) Collate out own evidence from Development Overviews and include in a tracker from ELC so we can compare over time from the start. (We asked ELC centre staff to give us the data for our school but it was not

collated that way.)d) Review child plan gathering of information system with vastly reduced

ASN teacher time. (Class teachers are not expected to lead child plan meetings with parents. We checked this with EIS and with 66 plans there is lack of capacity for SMT to lead. SMT have made proposal for a more manageable system which retains the ethos and structure of the Highland Practice Model

e) Use Pastoral Notes in SEEMiS to gather wider achievement data as well as the monthly notes in the Sharing Folders

What is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and childcare? six-point scale?

satisfactory

KEY THEMEfrom QI 2.2Curriculum

Theme 3 (HGIOS?4) Learning pathways

Theme 3 (HGIOELC?) Learning and development pathways

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

a) Clear curriculum rationale in place both at ELC and schoolb) Highland Learning Policy followed and themes of engagement, thinking, dialogue and

participation are key elements within the day for each classc) ELC becoming more child led in setting out activities to support learningd) ELC using CfE to ensure progression and depth but contexts are child led in key worker

groupse) Staff are always involved in the shaping of or reviewing a curricular area. This year we

looked at reviewing our S/RE porgrammes across the ELC and school with all staff involved but PT led and collated. Likewise our 1+2 was led by CT although all were involved in the shaping of the programme

f) There is a variety of learning and application of learning across the ELC and school both indoors and outdoors. All classes had either/both visits or visitors to enhance experiences and outcomes

Question 2How do we know? What evidence do we have of positive impact on our learners?

a) Curriculum rationale reviewed annually and adapted. Because of staff absences this year (three teachers absent November – June: one continuously and referred to OH, one for four crucial weeks and one who has had to take maternity leave earlier than planned due to debility) the planned programme of consultation did not happen but anecdotal discussions with staff were had instead

b) ELC children are confident to go for their own activities but the floor books and planning discussions ensure the that activities are in line with the learning

c) Monitoring weeks by SMT gave evidence of a variety of learning styles being celebrated with differentiation and planned assessments varied depending on the group or the activity to give variety

Question 3What could we do now? What actions would move us forward?

a) Ensure all use the curriculum rationale to plan, moderate and assess as many staff have moved class this year

b) ELC to focus on child led rather than adult led when setting up the playrooms, especially now there is no ‘non contact time’ but only ‘Service Delivery Time’

c) Hopefully with no staff absences our peer monitoring programme will be up and running

I would evaluate this QI as satisfactory

KEY THEMEfrom QI 2.7Partnerships

Theme 3 (HGIOS?4) Impact on learners (focus on parental

engagement)

Theme 3 (HGIOELC?) Impact on children and families (focus on

parental engagement)

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

a) Set up of transition practices coming into ELC: engagement with and for new parents where there is a PPT presentation created by SMT but led by EYPs, then there is a follow up one to one with the parent by the keyworker and then a ‘stay and play’ session so that there are three points of contact with the parent to establish a relationship

b) Multi agency solution focused meetingsc) Regular contact with certain parents to support individual families. Young people are

kept fully involved in these meetings even if they are not in attendance at the parent’s request

d) Regular coffee and chat meetings established over the yeare) Being a recognized food bank voucher base we can give support at the point of need. We

also make use of local charities to ask for help on behalf of parentsf) Support and challenge by educational psychologist to help with individuals and their

parents

Question 2How do we know? What evidence do we have of positive impact on our learners?

a) Parents report in ELC that they are welcomed, understand who to contact and that their children are settled very quickly on entry to ELC

b) Multi agency partners state that we do communication very well and that our relationships are good

c) Parents suggested that we enter a MFR competition to raise as much money as possible in three weeks. We were accepted onto the challenge and came second place raising £6197.72! A wide number of parents and young people came up with ingenious ideas (we got Noel Gallagher to sign a guitar which raise £1500!). Comments from parents around this indicated that they wanted to do anything to help the school move forward

d) 18 foodbank vouchers were handed out. 75 Christmas Hampers were given to families in need

e) Educational Psychologist and PMHW together have ensured parents have been supported to go to GP, paediatrician, ask for a placing request, have the young people attend Seasons for Growth training, complete NDAS forms and help directly in the home

Question 3What could we do now? What actions would move us forward?

a) Set up Christians Against Poverty group to tackle financial education of parents

b) Ensure financial education is in the curriculum P6,7c) Build on the success of the MFR competition and ensure parental

engagement is there around literacy and numeracy. New regular focus groups will meet each term to feed into Parent Council meetings which will, in turn, lead the school forward

I would evaluate this QI as good