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“Working together to inspire learning and achievement in Highland Communities�

Standards and Quality Report Lochardil Primary. School The Highland Council Education, Culture and Sport Service INBS Area Session 2011 - 2012. Our school vision and values


Vision Statement (agreed with pupils, staff and Parent Council March 2009): To be reviewed during session 2012-2013

Lochardil School is a happy, environmentally aware place where enthusiastic, polite and responsible people experience the opportunity to be creative, caring and healthy. All will experience respect, fairness and equality Motto (agreed March 2009):

Share and care, work and learn. Values – based on the word Lochardil (agreed March 2009)

L O C H A R D I L

Loyal learners Organised occupants Confident carers Hardworking helpers Appreciative aspirants Responsible and ready Determined and dedicated Independent Individuals

It’s LOCHARDIL

These aims were reviewed during December 2009 by a working party made up of pupils, parents, carers and a cross section of staff. To be reviewed session 2012-2013.

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EVERYONE IN LOCHARDIL PRIMARY SCHOOL AND THE WIDER COMMUNITY AIMS TO BE:

During the lifespan of this plan the school will consult all stakeholders and involve them in the decision-making process

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The Core Areas of our Practice

This report summarises the strengths of our school and what needs to improve. We gather this information throughout the year in a variety of ways so we can make sure our report is as accurate as possible. We reflect on the progress we have made with our improvement priorities. We take time to compare what we do with national examples of best practice. We visit each others’ classes to share standards in learning and teaching. We look at children and young people’s work to see how they are progressing. We make use of a range of data and information including attainment results. We gather the views of children, parents, staff and members of the local community. We use all of this information to arrive at our view of the quality of education we provide.

Improvements through self-evaluation

Key Themes:

Commitment to self-evaluation Management of self-evaluation School improvement

What we do well: As individuals and colleagues, we evaluate our own classwork as reflective practitioners and make improvements - Peer visits have been developed and observations are teacher led. Staff are more comfortable with peers visiting the classes– Staff identify areas for development through observations. They have ownership of peer/self evaluation including nursery monthly meetings. This gives staff the opportunity to share ideas to improve Learning and Teaching across the school Learning Outcomes and Success Criteria are relevant and implemented in teaching from Nursery – P7. These are shared with parents and carers. Self-evaluation focuses on key aspects of learners’ success and achievements. Assessment takes place continuously throughout learning. Computer-based testing (INCAS) was undertaken in P3, P5 & P7 this session. Structured assessment within the Summary of Personal Progress (SPP) tool is used for staff to reflect on pupil progress and achievement. This session staff used this assessment tool in January and May feeding the information into reports. In Nursery the Needs Identified structure is in place and works well. Learners are developing confidence in peer/self-evaluation and in identifying how to improve. What we need to work on: • Recording of peer visits through the PAL sheets reflecting on practice to make improvements. This will be done through informal discussions with the Senior Management Team (SMT) where the minutes will be recorded for evidence. SMT to visit classes in a supportive role working in active partnership to support the purposes of learning – timely accurate feedback and collaborative working. •

We need to further develop collegiate links between Holm and Lochardil primaries. This will be done through Literacy with a focus on writing to produce a comprehensive folder of writing examples with agreed standards. This will link to the Associated School Group Literacy project re Ros Wilson Big Writing.

To further develop learners confidence in identifying how to improve  more sampling of pupils to take place by SMT  Develop use of questions which will extend pupil dialogue giving high quality feedback.  Identify ways to engage all children in discussions about their learning (not just ‘to improve my handwriting’)  Ensure that children are being challenged and that all learning needs are met through the use of appropriate differentiation

Pupil profiles – adjust Early Level profile in Primary 1 to make it more child friendly – to support the transition between nursery and P1 Profiling Tracking and Assessment will be supported using the SPP tool, the Lochardil tracking spreadsheet for recording significant comments. The INCAS computerised based testing will be used in November and May for P3, P5 and P7 classes.

Staff are aware of a refocus required in Mental Maths skills and basic numeracy skills across the school – results of INCAS support this. There will be a Numeracy focus action Plan for 2012-2013

Improvements in performance

Key Themes:

Standards of attainment over time Overall quality of learners’ achievement Impact of the school improvement plan

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What we do well: The INCAS results gave a detailed analysis of Primaries 3, 5 & 7 stages of attainment for Reading, Maths and Developed Ability. These results have identified strengths and areas for development. Strengths identified – Reading (Word recognition, Spelling, Comprehension, and Decoding) across all stages. In order to build upon this, pace and challenge continues to be one of our priorities. Whilst maths results are above average for age and stage, mental maths was identified as an area which requires review and development across all stages. Developed Ability results highlighted a high proportion of our pupils were attaining above average for age and stage. The majority of pupils viewed school as being as being a very positive experience. The work covered and engagement with staff were viewed as strengths by pupils. This reinforces on the positive ethos evident in Lochardil Our learners are successful, confident, exercise responsibility and contribute to the life of the school and wider community. They achieved an arrange of activities at personal, class, school and community level e.g. residential experiences, supporting charities and recognising out of school achievements through assemblies, achievement book, postcards home and displays. What we need to work on: Refine moderation techniques with Holm Primary – Focus on writing agreeing standards and expectations for moderation. Establish a Literacy working Group to lead developments. Ring-fence time for this Literacy group to undertake development work Establish a numeracy working group (each member taking on part of the role of numeracy co-ordinator) to lead developments focussing on Mental Maths and basic number skills. Ring-fence time for this numeracy group / coordinators to undertake development work. All classes to target and track attainment in numeracy including nursery Support and develop learning and teaching throughout the school - numeracy Citizenship Groups, house points, the Rights and Responsibilities and the Citizenship circle will be developed further to promote personal achievement.

Learners’ experiences

Key Theme:

The extent to which learners are motivated and actively involved in their own learning and development

What we do well: • Learners are becoming more motivated and actively involved in their own learning and skills development through the planning process across all stages. The children are being given more opportunities to participate in their own learning experiences including the evaluation process.  pupil questions and choices is evident in planning discussions.  The development of feedback is making the pupils more aware of their progress and strengths as learners involving peer and self-assessment.  Pupils are encouraged to attend and participate in pupil progress meetings at all stages with parent/carers and staff. •

Pupils are treated fairly and the ethos of inclusion is promoted within the school.  Highland Practice (GIRFEC) is embedded within the school at all levels.  Citizenship groups are being developed to embed Rights and Responsibilities for All  Pupils have been very involved in agreeing the vision, values and aims. School rules were reviewed to reflect pupils’ rights and responsibilities.  Our learners are aware that their views are sought at class level through mind mapping, discussion, sharing time and via the Pupil Groups and on the whole give good feedback.  Classes take responsibility for the selection of group representatives and also choosing the Pupil of the Month

What we need to work on: • Children to be involved in the process of evaluating the outcome of their planning discussions. • Children to be encouraged to take on more responsibility extending to the wider community including the global

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dimension • New Citizenship groups will be drawn up for the next session • Continue to develop pupil friendly profiles to encourage pupils to be more actively involved in their own learning and development. • Pupil led ‘Showcases’ to share learning experiences.

The curriculum

Key Themes:

The rationale and design of the curriculum The development of the curriculum Programmes and courses Transitions

What we do well: Assessment / Health and Wellbeing / Partnerships working groups have been implemented. Collegiate working throughout the school has ensured effective working relationships and contributed to the life and ethos of the school (Staff pupils and parents) Active and co-operative learning is evident throughout the school – wall display pupils meeting together, pupil group blogs. The Citizenship groups to include Pupil Voice focussing on Rights and Responsibilities Sharing of information - Parents respond to the topic blogs and support as appropriate. Nursery plans are displayed in reception. All plans show pupils choice. PE – all staff are involved in delivering quality PE across the school. The link with Active schools co-ordinator is now well established to continue to support this. A CPD session undertaken by early and first level staff with specialist and active schools co-ordinator. Lesson plans available to all staff. Learners have an enriched curriculum e.g. drama. Feis Rois dance workshops / Health pilot project with Dietician, Global citizenship in Nursery and Olympic topics whole school / fund raising for local/international charities and many more. Pupil directed charity fundraising – Finalists and winners in Blythswood Care Enterprise Challenge competition. Stronger partnerships with outside agencies and extending each year. Review parental involvement in topics through Parent Council – blogging topic overview and key questions on school website which gives the parents an opportunity to respond – A Parent Council meeting was held in August 2011 to discuss Effective Early Level Team undertaken from term 1 with a termly curriculum focus with different staff taking the lead Early Level partnerships strengthened – working closely and effectively together. Pupils have benefitted greatly raising self-esteem and confidence. Buddy system developed further. What we need to work on: Make effective use of technologies and GLOW Implementation of audit results and resources for Global Citizenship across the whole school Implement the results of PE overview to promote 2 hours of quality PE across the school Making use of business links Continue to engage parents in CfE Embed the Citizenship group – review aims. Regular slot in annual school calendar for group meetings Regular slot in annual school calendar for group meetings to also Nursery Look for further opportunities to develop partnerships through topics Buddy system has been reviewed is being developed further Begin to map all of our programmes and courses to show linkage to and progression through the Es and Os beginning with Literacy and Numeracy

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Meeting learning needs

Key Themes:

Tasks, activities and resources Identification of learning needs The roles of teachers and specialist staff Meeting and implementing the requirements of legislation

What we do well: Highland Practice (GIRFEC) Form 1’s and Child’s Plans are completed as appropriate which enables the school community to take a joined-up approach to improvement and we work in active partnership with other services for children to secure that improvement. Solution Focused Meetings have taken place as appropriate including all relevant agencies. Minutes are recorded and feed into the Child’s Plan as appropriate. Throughout the whole school, Learning Needs are identified and addressed accordingly with all agencies. Early intervention is evident There is increased dialogue with parents through regular parent consultations. Pupils are involved in discussions Assessment working party reviewed our ‘in house’ excel spread sheets for staff use to make significant comments relating to pupil progress and needs. Staff record any significant comments in their daily plan to support next steps. Learning activities are increasingly matched to the needs of the individual learners and groups with differing abilities or aptitudes. Termly class planning shows skill development. Plans have been peer and SMT evaluated and are available for all staff on Staff Docs. PAL sheet completion is considered good practice as a record of dialogue. Pupils’ interests are being followed. Different teaching strategies are used to support pupils. Liaison with ASNT and other agencies supports pupils’ needs. Staff have attended Co-operative Academies and are implementing strategies across the school from Nursery to P7 – staff are aware of balance. Pupils now have opportunities to learn co-operatively and are taught using various teaching strategies, meeting needs of different learning styles. Significant support needs are targeted and in most cases progress is evident. Staff use their training and support strategies on a day to day basis when working with individuals. The Support staff are targeted for specific pupils and have a flexible timetable which is reviewed regularly. Staff have attended training in Autism and Child Protection. The Dyslexia Toolkit is available for staff access on GLOW What we need to work on: Further implement the use of Form 1’s and Child’s Plans in accordance with Highland Practice (GIRFEC), review with staff and support as appropriate. Incorporate a programme that allows work to be matched to the needs of individual learners taking account of their prior learning and have appropriate learning targets for our learners. - Individualised Education Programme (IEP) Review role of SFLT to ensure effective liaison and support. Review planning process and how we evaluate, paying special attention to prior learning and differentiation. We will seek support from our Quality Improvement Officer (QIO) as to best practice. Plans to include Learning Outcomes, Success Criteria and detailed assessment which show clear linkage and are shared with all. Review the entitlement of all children to personal support and engagement in a dialogue about their learning and achievements – linked to the development of profiles. Review effectiveness of pupil/parent/teacher dialogue at interviews Continue to ensure regular meetings to review and support learning and discuss interventions and refine our excel assessments All learners to begin to apply skills and achievements to a wider context – including profiling

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Our Key Strengths [ please list one key strategic strength under each heading ] Improvements through Self – Evaluation Collegiate working – in and across schools Improvements in Performance Reading attainment maintained at age and stage appropriate level Learners’ Experiences Pupils are treated fairly and the ethos of inclusion is promoted within the school. The Curriculum Active learning experiences through child led topic planning and partnerships developed. Meeting Learning Needs Learning Needs are identified and addressed accordingly with all agencies

Our Priorities For Improvement [ please list one strategic priority under each heading as required] Improvements through Self – Evaluation To further develop learners confidence in identifying how to improve Improvements in Performance Support and develop learning and teaching in numeracy throughout the school. Learners’ Experiences New Citizenship groups will be drawn up for the next session to embed the Rights and Responsibilities for all. The Curriculum Implementation of audit results and resources for Global Citizenship across the whole school Meeting Learning Needs Review planning process and how we evaluate, paying special attention to prior learning and differentiation.

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Standards and Quality- Lochardil 2012  

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