SCHOOL STANDARDS AND QUALITY REPORT 2019/20

Standards and Quality Report

Context of the school: Inshes Primary School opened in 2007 and has since worked hard to establish itself in the community. We are a busy school with enhanced ASN specialist provision with referrals from all over Inverness. We deliver a flexible nursery model and out of school care service as part of our delivery. Many of our pupils live in Inshes catchment area but we have a very high number of placing requests from all over Inverness. We have 350 pupils enrolled P1-7 (147 placing requests and 15 referred for specialist provision through an admission group), 79 children in our Early Learning and childcare provision (22 placing requests) with 74 staff working with our pupils (June 2019). The management team of our school consists of an Acting Head Teacher, Acting Depute Head Teacher, one permanent Principal Teacher and a Childcare Manager. We are a truly inclusive and improving school with positive relationships with our partners, having high expectations of ourselves and others. Good relationships are being fostered and children’s voices are being heard. As a TEAM, partners work closely together to achieve the best outcomes for our children, in and out of school. Parents are encouraged to take an interest in their child’s learning and be involved in evaluating and setting next steps with their children and school. We have many activities through the sessions where we invite parents to be active participators around learning, such as open afternoons and workshops. We work in conjunction with partner agencies with focus on early intervention, following the Highland Practice Model to embed GIRFEC at all levels. We are proactive in meeting needs, setting challenges and taking account of new research and initiatives at local and national level to ensure children reach their full potential. We link with several providers, such as Inshes Library, Inshes church and retailers, who support and plan alongside the curricular implementation. We work closely with Highlife Highland sports co-ordinator who supports our parents to lead many after school activities.

School: Inshes Primary

Acting Head Teacher: Fiona Jamieson

Date submitted: June 19th 2019

School Vision, Values and Aims:At Inshes Primary we respect each other. We value everyone’s qualities and everyone is included as part of the TEAM. We work in partnership with others and listen to everyone’s views in an honest and encouraging way. We aim to move forward striving for excellence amongst all learners.

Together Everyone Achieves More

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

Stakeholders participation with the SIP was on 23rd May and June INSET day.

Parents Parent Council engagement on 11th June

Pupils Through pupil Council and Eco Council meetings were held throughout the year.

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

Associated Schools Group

ASG meetings throughout the year

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:

Our school is data rich by tracking our pupils’ attainment and achievements with support strategies and interventions given as appropriate. Management and teachers analyse data available and identify strengths, needs and next steps for every child. Latest research and advice is acted on with appropriate methods, interventions and resources being purchased and used to support learning and improved attainment. Ongoing self-evaluation guide improvement agenda with identified staff needs addressed. Parents/Carers and agencies (as appropriate) are fully involved when needs have been identified with support put in place. We engage with partner agencies to support pupils in a wider approach, engage with parents as educators (pre entry to ELCC and school), delivering workshops to support parents in regards to curriculum, parenting and additional support needs.

Impact and data

PEEP – 5 families engaged in PEEP. Five families now more confident in engaging with the school and understanding how to support their child as evidenced in parental questionnaire.Clicker 7 Apps on Chrome books – Qualitative feedback from learners using Clicker 7 has been really positive, thereby increasing pupil engagement in Writing.PSA support for Literacy and Numeracy – Identifying and working on gaps in within Literacy and Numeracy. Reassessment shows intervention was successful and next steps identified. Staff complete PEF impact statements which show continued improvement.

What have we done to raise attainment, particularly in Literacy and Numeracy?Relevant Improvement Priority title: Literacy through Reading Comprehension – Pupils as learners will:

Make text to self, text to text and text to world connections to compare similarities/differences in characters, setting, plots, conflicts and resolutions.

Justify and modify predictions throughout reading. Draw and justify conclusions by using the clues in the text. Understand, ask and answer literal (on the lines), inferential (between the lines) and evaluative questions

(beyond the lines). Self-monitor to identity when meaning breaks down and employs fix-up strategies. Create mental images as they read and describe these images in words. Summarise and explain the main point in the text, referring back to the texts to support and clarify

summaries. Use their knowledge of text structures and characteristics of various text types to enhance their

comprehension.

Staff as learners will: Teach the main 8 comprehension strategies utilising the 4 stages within the Gradual Release of

Responsibility model.1. Name, explain and model the strategy by thinking out loud - teach2. Shared Instruction – teach3. Guided Practice – Collaborative4. Independent Practice - Independent

Use a variety of different texts during the delivery of comprehension such as short clips, images, poems …Apply the 8 main comprehension strategies to fiction and non-fiction texts.

In ELC staff are continuing to use Words Up and identify gaps within Emerging Literacy Continuums e.g. Rhyme.

Numeracy – We have continued diagnostic assessments across the school. Whole school continuing to develop mental maths strategies, for example TT Rockstars online programme. ELC have continued to develop numeracy opportunities, particularly outdoors.

Impact and data

Sample pupils have used PM benchmarking toolkit to show impact of Comprehension training.Diagnostic assessments in Numeracy identify gaps in learning which teachers then use to plan learning and teaching within their class.

What have we done to improve children and young people’s health and wellbeing?Relevant Improvement Priority title/ school project:Play therapy has supported __ pupils to become ready to learn.Resilient Kids –P1 and P7 engaged in the programme.PSA/ASN Targeted support with Core areas – for identified groups of learnersSeasons for Growth – 4 pupils engaged in the programmeGIRFEC – Child’s Plan, IEPs, Form 1, consultation between families, teachers, ASN teachers and partner agencies.Impact and data

Qualitative data suggests those pupils who engaged with Play Therapy benefited and were more ready to engage in the classroom.Qualitative data suggests that pupils have become more resilient after engaging in the programme.Measures around targeted support show an increase in attainment.Seasons for Growth questionnaire shows 4 pupils benefited from the programme.Form 1’s are reviewed every 6-8 weeks and Child’s Plans and IEPs targets have been met and new targets set.

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:

STEM leadership (P6) Promoted leadership skills when leading learning with nursery children throughout the year.Digital Leaders – Supported learners to increase their ICT skills, have led assemblies to share information and contributed to school newsletterEco and Pupil Council – Eco Council have received their next Green Flag and Pupil Council have led fund-raising opportunities within the school.House Captains- Have helped develop Social Skills across the school, taking ownership of House Points and updating these on the school blog. They have also been responsible for a bulletin board showing the progress of each House Team.DYW – ELC have had parents in to school to discuss their jobs and skills required

P7 classes have had visits throughout the year to UHI STEM Hub to develop

skillsP6 have had visits from UHI staff to develop STEM skills in the classroom

Impact and data

Increased awareness of staff and pupils around the STEM agenda.We have increased opportunities for pupils to develop their leadership skills.Increased understanding of the skills required for the World of Work.

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

* We are confident in our capacity for continuous improvement ☒

* We have some concerns about our capacity for continuous improvement ☐Comment: There has been no permanent SMT in place since October 2018.

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

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) Vision, values, aims and rationale needs to be embedded in all aspects of school community to increase partner awareness to fully involve them in future improvement planning.

b) Continued moderation around benchmarks and end levels.c) Prioritise NIF and PEF in future improvement planningd) Establish parent focus groupe) Family involvement around child’s learningf) Promote creative learning and teaching approaches around digital literacy to

enhance learning and teachingg) Monitor impact of leadership roles.h) Working with ASG in regards to moderation, ASN

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

a) In assemblies our Vision, Values and Aims are referred to.b) Collegiate sessions to focus on Moderation, in particular around Key Assessment

Tasks.c) PEF has been used to raise attainment in Literacy and Numeracy through additional

PSA support. Staff trained in Comprehension strategies.d) Due to lack of permanent SMT we were unable to establish Parent Focus Group.e) Family engagement has involved Open Afternoons, Parents Evenings, Assemblies

and Profiling.f) Collegiate time to share staff expertise and developing use of apps/programmes to

support learning.g) STEM and Digital Leadership has impacted on teacher confidence in delivering the

curriculum. Health and Wellbeing Leadership has increased pupil participation and engagement in Orienteering, Cross-Country, Drama Club etc.

h) Moderated Levels, ASN teachers moderated Child’s Plans and updated SEEMIS to enhance transition process.

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

a) Increase partner awareness with the vision, values and aims of the school.b) Further engage with the benchmarks, in particular for achievement of a level.

Moderate Reading across the school in Session 2019-2020.c) Continue to embed Comprehension strategies across the school, measuring the

impact through PM Benchmarking and review Golden Time and behaviour policy in light of Rights Respecting Schools.

d) Establish a Parent Focus Groupe) Open Afternoons linked to development of Literacy skills with their learnersf) Continue to embed the use of digital literacy across the school through

INSET/Collegiate and develop use of spreadsheets in supporting curriculum.g) Aim for 70% of staff to lead within the school.h) Continue to attend ASG meetings with a focus on Transition.

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) Continue to have robust arrangements for moderation across stages and across the curriculum.

b) Embed Curricular frameworksc) Develop digital literacy; digital schools awardd) Extend tracking of pupils learning and achievements.e) ELC staff all trained in Profiling, Observation training and Floor book Planning

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

a) During Collegiate and Inset we have had opportunities to moderate across the school. This has led to a consistent approach to Key Assessment Tasks.

b) Designated teacher is working on progression framework for Expressive Arts.c) All pupils have a greater awareness of Digital Literacy Skills.d) Track through SPP, Level trackers, diagnostic assessments, profiles and SNSA.e) Increased confidence in Profiling expectations and use of floor books to inform

planning.

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

a) Moderation focus on Reading across the stages and school curriculum.b) Designated teacher to complete framework for Expressive Arts.c) Continue with the Digital Literacy Action Plan to achieve award.d) Develop a tracker for pupil achievement and development of skills.e) ELC staff to have meaningful engagement with parents around target setting.

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 3.1Ensuring 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) Support to parent/carers, HC pilot; Staff in school to lead Seasons for Growth adult groups

b) ASG priority, HC pilot; ASN level moderation, effective transitionsc) Mental health support (suicide awareness); two teachers to be trained then train

colleaguesd) Continue upskilling staff around needse) Right Respecting Schools accreditationf) Behaviour policy to be revisedg) Pupil voice currently revolves around Pupil Council, Eco Council, Digital Leaders

and House Captains.

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

a) One staff member trained to lead Seasons for Growth for adults as well as pupil groups. Minimum of adults required to join the group was not sufficient so project did not go ahead.

b) Moderated ASN levels. Staff have updated SEEMIS to enable effective transitions.c) Two members of staff were trained in Mental Health Support.d) Restorative approaches with a number of PSAs, First Aid training, Epilepsy training.e) RRS Action plan completed as part of Bronze going for Silver Awardf) Staff consultation during Collegiate and Inset days on current behaviour policy.g) Eco Council achieved Green flag, Digital Leaders have trained pupils, Pupil Council

have engaged in fund-raising, House Captains have developed leadership skills.

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

a) At the beginning of session 2019-20 survey parents to see if there is an increased demand for a parent Seasons for Growth group.

b) Continue as an ASG to further enhance transitions.c) Trained staff to cascade to colleagues.d) Continue to upskill staff around ASN.e) Implementation of RRS Action Plan.f) Review and agree a new behaviour policy in light of RRS and engage with

stakeholders.g) Wider pupil voice through engagement with HGIOURS and development of Pupil

Focus Groups.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) Continue to raise attainment in all curriculum areasb) Moderate Quest and Q Skills against new ASN milestones (Education Scotland).c) PEF priority to continue from 17/18d) Develop Highland Council approach to profiling and reporting in ELC

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

a) STEM priority has increased staff and pupil awarenessb) ASN teachers supporting class teachers to track progress through Quest and Q-

Skillsc) Additional PSA hours and timetabling to allow focus groups in Literacy and

Numeracy, PEEP continued to support Early Years families.d) All ELC staff trained in HC approach to profiling and reporting

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

a) Use of benchmarks to assess achievement in Science, achievements tracked.b) Continue to embed Quest and Q-skills tracking against ASN milestones.c) Continuing PEF priority for session 2019-20.d) Parental engagement in developing and setting targets for all children.

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

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) Learning Pathways in Literacy, Numeracy, HWB, Science, RME, Technology.b) Outdoor Learning is a feature of the curriculum.c) Staff to engage with the benchmarks in all areas of the curriculum.d) ELC staff are aware of the benchmarks in Literacy, Numeracy and HWB.

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

a) Consistent approach to Learning and Teaching and all Pathways are accessible to teachers.

b) All classes use outdoor learning on a regular basis.c) Staff are engaging with the benchmarks in Literacy and Numeracyd) ELC staff beginning to use as part of the planning and assessment process.

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

a) Re-visit Social Studies and Expressive Arts Pathways. Mapping of curriculum through IDL

b) Peer visits to develop Outdoor Learning further.c) Engage with the benchmarks in all curriculum areas for session 2019-20d) ELC staff to further embed use of benchmarks into practice.

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) Our parents support the school in many different ways. There is good attendance at Open Afternoons, Parental Meetings, Class Assemblies, Nursery and P1 Induction Evenings and P1 Curricular workshop. In addition we have an active Parent Council who support the school through fund-raising and volunteering in a variety of after school clubs.

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

a) Attendance rates at meetings and events

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

a) Engage parents more in supporting the learning of children.