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LOCHDONHEAD AND ULVA PRIMARY

SCHOOLS

Standards and Quality Report

2014-2015

Argyll and Bute Council: Community Services: Education

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Lochdonhead and Ulva Schools Quality Standards & Future Improvements Contents Page 3. Argyll and Bute Council Education Service and Priorities

4. What is a Standards and Quality Report About our Schools School Roll and Staffing

5. Educational Cluster and Priorities Community Links 6. Lochdonhead and Ulva Primary Schools Curriculum Statement 7. Priorities 2013-14

Priority 1 – Ensure all our stakeholders have a clear understanding of our vision, values and aims.

10. Priority 2 – Plan for effective teaching and learning in Literacy, Numeracy and Maths. 12. Priority 3 – Develop our school grounds and outdoor learning. 14. A Curriculum for Excellence Attainment 15. How good are our learning, teaching and achievement? 16. How well do we meet pupils’ learning needs? How good is our environment for learning? 17. How good is our leadership? 19. Appendix 1 Glossary

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Argyll and Bute Council Education Serviceand t His

The vision of Argyll and Bute Education Service: working together to achieve the best for children, young people and their families. Argyll and Bute’s Education service is forward looking and ambitious, continuously improving the quality of provision through self-evaluation. Achievement, raising attainment and inclusion is at the heart of all we do. We recognise the importance of involving the whole community in educating a child. We will ensure that views are listened to, heard and acted upon, and make sure that every child and young person has an effective and appropriate education led by top quality head teachers, class teachers and support staff. The values of Argyll and Bute Education Service are: • Respect • Openness • Fairness • Equality • The pursuit of excellence The aim of Argyll and Bute Education Service is: To work together to create a community, with a culture, where our young people are included, successful, ambitious and creative and where they can aspire to be the best they can be. Argyll and Bute Priorities 2014-2015 Raising attainment and promoting achievement through Curriculum for Excellence

• Moderation, assessment and reporting • Literacy • Numeracy • Health and wellbeing

• Broad general education • Senior phase models • Developing Young Workforce

• Children, young people and families in the wider community

• The development of effective leadership of learning for all levels

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What is a Standards and Quality report? We strive to be excellent establishments and in doing so endeavour to fulfil the ten dimensions as set out in the HMIe document ‘The Journey to Excellence’. This Standards and Quality Report is a product of the processes, which build a culture of quality in the day-to-day work of our schools. The process of self-evaluation, planning for improvement and setting targets lies at the heart of the quality development. It also explains how the schools have progressed with the improvement agenda set for the year and outlines what they are going to do next. The production of the report will allow the schools to report their performance briefly and clearly to its audiences. About our Schools Lochdonhead Primary School is a co-educational school, situated at the head of a sea loch and enjoying superb views from every aspect. Accommodation provides two classrooms, a staff room, an office, a kitchen/dining room and entrance hall. The grounds include a story glen designed by the pupils, a tarmac playing area and a conservation garden, including a pond. We also have a greenhouse which is used for outdoor education. It is mainly a farming and fishing community, although there is a quarry and a building company in the locality, but many jobs locally are associated with tourism. Mothers and toddlers are able to meet in the school once a week and under fives attend the Pre-Five unit at Salen Primary School. Ulva Primary School is a non-denominational, co-educational school, situated close to Ulva Ferry where there is a boat link to the charming island of Ulva. The present roll is 8 and the stages covered are P1–P7. We have two classrooms in our school, an office and small kitchen area. The beautiful outdoor environment is used regularly for learning and teaching, including our Beach School. It is mainly a farming community, with a sea farm situated close to the school. The schools have been adapted in accordance with the Disability Discrimination Act. The schools can be “let out” to organisations during term time. To acquire information on costs of lets and availability of the school, applications should first be made to the Area Officer, Area Office, Breadalbane Street, Tobermory, who specifies the costs of fees etc. Parents, guardians and carers should note that the working capacity of the schools might vary depending upon the number of pupils at each stage and the way in which the classes are organised. Lochdonhead and Ulva Primary Schools have a welcoming and friendly ethos, the result of close co-operation of the staff, very supportive Parent Councils and a close involvement of pupils, parents and the wider community. Positive relationships are encouraged and staff and pupils share a sense of belonging, pride in the schools and mutual respect. The children are encouraged to respect the opinions of others and to confidently express their own feelings and thoughts. We have a happy, positive learning ethos with high expectations of pupil behaviour. School Roll and Staffing Teaching staff in Lochdonhead Pauline Inglis 0.5 FTE Shared Head Teacher Claire Bidwell 1.0 FTE Principal Teacher and Class Teacher Babs Whyte 0.1 FTE PE and Health and Wellbeing Teacher ANST – Kate Petrie 0.1FTE Support Staff Kirsty Traynor Clerical / Classroom Assistant 25 hours weekly

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Teaching staff in Ulva Pauline Inglis 0.5 FTE Shared Head Teacher Susie Carmichael 1.00 FTE Principal Teacher and Class Teacher Babs Whyte 0.1 FTE PE and Health and Wellbeing Teacher ANST – Tricia Evans 0.1 FTE Support Staff Mari Kluczynski Clerical assistant 15 hours per week Karen Lambert Classroom and admin assistant 10 hours Beccy Roth Music Instructor 3 hours per week Educational Cluster Lochdonhead and Ulva Primary Schools are part of the North Mull Cluster Group, which consists of Tobermory High School and its feeder primaries Salen and Dervaig. Along with Iona and Bunnessan, who feed into Oban High School, we form the Mull and Iona Co-operative. This provides close links within the area, prevents educational isolation of pupils and staff and provides opportunities for pupils to mix prior to their transfer to high school. Priorities for the North Mull Cluster

• Curriculum transitions – improving the transition of pupils through integrated approaches to curriculum design and to improve learning outcomes for all students on entering Secondary School.

• Develop a common and effective tracking and monitoring system for literacy and numeracy across all cluster schools that assist transition of learners within individual schools and into Secondary

• Develop internal moderation processes and then develop these across cluster – key initial targets literacy/ numeracy/ HWB and Science.

Community Links The schools have excellent relationships with the community in general. We worked closely with the local residents to find out how we could support each other and build partnerships. In Lochdon, this has resulted in the pupils forming and running a business, Lochdon Café Crafts, providing a monthly café for our community, developing rich learning through this meaningful context and benefitting from the expertise of members of the local community coming in and working with us. Our work has been recognized by Education Scotland and we were finalists of the 2014 Enterprise and Lifelong Learning Award. The pupils were also presented with a Social Enterprise Award for this work from the Social Enterprise Academy. We have also started a Parent and Toddler group who meet each Friday at the school. We support the work undertaken by the Ulva Community School Association and are very grateful for their continued support of the school. We regularly invite parents and community to come into school and work with us to share their expertise and celebrate our achievements.

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Lochdonhead and Ulva Primary Schools Curriculum Statement

Shared Vision Lochdonhead and Ulva Primary Schools provide an active, safe, nurturing and caring environment in which all pupils achieve their full potential and have the confidence and skills to meet the challenges of the future.

Aims

To achieve the best outcomes for each child through partnership between pupils, staff, parents and the wider community.

To ensure that children feel a sense of achievement in all that they do.

To celebrate social and cultural diversity so that everyone feels valued and respected.

To help children to develop a knowledge and understanding of issues affecting their health and wellbeing so that they can make informed choices for their future.

To enable pupils to become responsible and environmentally aware global and responsible citizens through our Eco work, Forest School and Beach School.

To value and celebrate children’s contributions to our community and society.

To encourage pupils to maintain high standards of behaviour at all times.

To develop enquiring minds, enterprising skills and embrace lifelong learning.

To develop the future young workforce; developing skills for learning, life and work.

Values

Positive

Caring

Respectful To be successful learners Helping each child fulfil their learning potential in a happy classroom atmosphere. Aiming for high expectations of all pupils with regard to achievement and good behaviour. Endeavouring to help the children reach their intellectual capacity through a wide and balanced curriculum. To be confident individuals Providing a happy and caring atmosphere, where children and parents feel welcome and valued. Developing healthy and active lifestyles and attitudes. Encouraging the understanding and enjoyment of imaginative concepts. To be responsible citizens Promoting the importance of their own community and the environment and the responsibilities they have to support and protect it. Encouraging the children to become independent and responsible and to understand the importance of caring. Understanding and appreciating cultural and religious differences. To be effective contributors Encouraging creativity, with ambition. Working together co-operatively. Making decisions. ‘To encourage the development of the personality, talents and mental and physical abilities of the young person to their fullest potential.’ Standards in Scotland’s Schools etc Act 2000

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Improvement Plan for Lochdonhead and Ulva Primary Schools

Main Points For Improvement

1. Ensure all our stakeholders have a clear understanding of our vision, values and aims

2. Plan for effective teaching and learning in Literacy, Numeracy and Maths

3. Develop our school grounds and outdoor learning

Maintenance

Continue to develop links with the local community

Continue to develop personal learning plans and P7 profiles

Continue to work collegiately with the Cluster to continue good practice and shared understanding.

2013-14 Priority 1. Ensure all our stakeholders have a clear understanding of the vision, values and aims of Lochdonhead Primary School Target – Develop a progressive, coherent curriculum and the role of parents in engaging with the curriculum How have we done? Making good use of external stimulus to engage pupils in the curriculum, for example Argyll and Bute Digital Literacy Competition Parents and community invited in every month to share in school achievements within and outwith the curriculum, led by the pupils. An Ulva parent has come in weekly to support the school, sharing her expertise in art and gardening. Sue Penny, the librarian from THS came to visit and pupils led the workshop explaining about our Accelerated Reader Programme In Lochdon, STEM project, Apps for Good provided deep and rich learning across two terms, involving parents in supporting pupils with ideas and prototyping. In Ulva, STEM project, parents invited in for pupil led presentations of future engineering designs. Using pupils’ interest, we took part in Story Starter Lego completion, World Book Day and Radio Two’s 500 word competition. Parents have been involved in working with the school, sharing expertise, supporting through baking, and coming into school to join in events and working with pupils. A parent assists the coach for the joint rugby team. Parents have been consulted and have formed a steering group to consider the approaches to reporting for next session. The Head Teacher has provided an explanation note regarding the experiences and outcomes for parents. The Lochdonhead parents offered to help with transport for the Parent and Toddler Group. A Lochdonhead parent has created and is managing a Facebook page for the school. It has been recognised by parents, during the joint consultation process, that there are increased

opportunities for children to work together from both schools and to mix at events such as the

Chinese New year Celebrations, Rugby, PE, Sports Day etc.

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The joint school consultation provided evidence that there is a bigger pool of children, staff and

parents to draw upon.

Adventure Learning Schools was not taken forward by the authority. We have continued, however

to consider Higher Order Questioning and the use of Bloom’s Taxonomy in the development of our

planning, assessment and reporting.

Newsletters and class newsletters are provided to parents every term to inform the community of

the ongoing work in the school. The Spring Newsletter was sent to the entire Lochdon and

Craignure community and also sent to estate agents in Oban as there were properties for sale in

the area.

A report guide was produced by the HT to accompany the reports, explaining about levels and

assessment approaches.

At Lochdonhead we have a parent, and our admin trained in I-cycle training. Both Principal

Teachers are trained in i-cycle training.

The Lochdonhead Parent Council bought a £100 brick for the Ulva Community School

Association.

The HT has introduced a new tracking system which is used each term to track progress

throughout levels, and is the focus for professional dialogue between the Principal Teachers and

HT.

Over the session, we have worked with parents in both schools to develop a system which

provides an effective reporting communication.

Both Principal Teachers have applied to be involved in the Middle Management Leadership Forum

run by Argyll and Bute.

Claire Bidwell attended the AHDS Leadership conference in March 2015.

What impacts have we noticed? Children take more ownership for their learning, leading and sharing their learning The use of competitions provides an external stimulus which makes the pupils highly motivated and raises commitment and enjoyment for their work. This year both schools have had recognition and achievement in both Authority led and National competitions, for example, Digital Literacy, STEM, Sumdog, Our Environment, ACT – Art in environment and the local Mod. Pupils have developed a deeper understanding about what they are learning and next steps. Pupils’ writing is developing and maturing with pupils making steady progress in the Big Writing Programme, with a general trend showing a raise of two points on the scale for each pupil. A clearer understanding of the work we undertake and achieve is becoming clearer to parents and the community. A parent reported at Parent Council that she had heard from several sources that Lochdon was the school providing the best education on the island. Parents and children have raised expectations of the schools’ commitments and the support from parents is commendable. The high level of involvement of parents in the tag rugby has resulted in Lochdon having a very strong rugby team side and also the development of a joint school rugby team with Ulva. The regular, toddler meetings on Fridays at Lochdon of prospective parents and pupils helps to ensure that our work is shared with all in our community, strengthen links and improve likelihood of the school being subscribed to in future years. The Facebook page raises our profile and shares our work with the wider community. Joint school working results in the pupils having a wider social network and reduces feelings of isolation. The joint school arrangement allows for resources and expertise to be shared, thus growing and enriching our curriculum. We have shared many resources over the year, including the subscription to Accelerated Reader, and Active Maths which would have been too expensive to have accessed as single small schools. We have also shared staff, Ms Roth, our music instructor.

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An Ulva parent supports the school each week, teaching the pupils about planting and growing. A

member of the community regularly supports Lochdon with our planting

and growing.

As reported by the parents at the consultation process,

- ‘Consistent approaches to learning and discipline have led to improvements in Ulva School’.

- ‘Parents get more feedback on their children’s learning and feel better placed to help them.’

- ‘Children now access a wide peer group which will help them with P7 transition and also allow

them to achieve success in team sports.’

- ‘Information sharing between home and school is improved – we don’t get things at the last

minute.’

In Lochdon, pupils used their knowledge and understanding of Higher Order Thinking to create

mind cogs, clearly showing their understanding of Bloom’s Taxonomy and use these cogs to

identify where they are in their learning and next steps.

By using expertise across the school and in the community we can provide breadth and depth to

learning.

There is developing a genuine desire to have joint school activities – we need to circumvent the challenges of the cost of transport. The new tracking system ensures that there is depth as well as breadth to the curriculum for the pupils. The Principal Teachers are growing in confidence with their roles and both are successfully developing leadership skills, coping with the smooth running of the school when HT is not present. The school role at Lochdon is increasing by 50%.

What will our next steps be? To develop more joint school working within the curriculum and take advantage of the greater pool of expertise within our communities. To develop a format for reporting to parents which is manageable and understandable, meeting the needs of stakeholders. Ensure clear systems are in place for efficiency and communication. Continue to refine the tracking system ensuring that it does not become too cumbersome. Continue to enthuse and develop the leadership capacities of both Principal Teachers. Continue to develop our Curriculum design of both schools, including developing the young workforce, through developing knowledge and understanding of skills and the world of work.

An engineer and inventor from the community working with our pupils. Developing and understanding of

the world of work.

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Priority 2 Plan for effective teaching and learning in Literacy, Numeracy and Maths Target – Improve assessment and moderation approaches, particularly in literacy, numeracy and health and wellbeing How have we done? Principal Teachers in both schools are on Argyll and Bute forums. Claire Bidwell is on the Literacy forum, Susie Carmichael is on the Numeracy Forum. Claire Bidwell has held an inset on Active Maths for the Tobermory High School Teachers. Susie Carmichael has attended a Maths Recovery Conference and shared her learning with the other Principal Teacher. Pupils took part in Argyll and Bute Digital Literacy competition and one of our Lochdon pupils was the overall winner. We have used a carefully planned selection of apps to support our literacy and numeracy work. Principal Teachers from both schools have been involved in moderating their planning and pieces of writing. A pupil from Ulva won the Scottish Engineer Leaders Award. The director wrote to Anne Marie Knowles, Head of Education, and he reported,’ I extolled the fact that such a small school in her county has such talented pupils – all 8 gaining Distinction level grades and one jointly winning her year group against competition from hundreds of other P2 pupils from schools all over Scotland.’ Time has been made for the two Principal Teachers to work together sharing the work of the forums and examining literacy pathways and guidance. Time has been made for the Principal Teachers to create an action plan which will underpin our improvements in literacy and numeracy for next session. Accelerated Reader assessment results are normed against pupils across Britain, providing moderation. We are starting to follow a set pattern for assessments for literacy and numeracy – this needs to continue to be developed. There is a good balance of formal and informal assessments in literacy. Principal Teacher at Lochdon has introduced Reciprocal Reading into both schools. Parents at Ulva School were invited in to discuss the approaches we use to support children and in what ways they can help. Joint school author visits, inspiring the pupils. The pupils took part in an Authority Maths Challenge, Sumdog Maths and our pupils were pitting their math’s wits against other children across the Authority, mainly P7 classes. Lochdon won the challenge and the prize was a free year’s subscription for both schools. We have embedded Nessie in both schools to complement our spelling programme. Apps for Good allowed the pupils to access and use virtual conferencing. We hosted an Authority Reciprocal Reading workshop for teachers on the island led by Hilary Bombard and Claire Bidwell. HT has visited Port Ellen and we shall move forward with Endeavour Projects next session. SOLO is being used to great effect and this needs to be embedded across both schools. Skillsbook is used effectively in Lochdon for regular profiling and this needs to be embedded across both schools. Our planning has been refined over the session and continues to be. Pupils have been consulted and involved in the school improvement plan. We were selected as one of two schools in the whole of Britain to take part in a study with Dundee University – What Kids are Reading, January 2015 Head Teacher applied for funding to allow the pupils in Ulva to be transported to Salen Primary School for high quality PE provision. What impacts have we noticed? The Principal Teachers have shared their expertise at school /Cluster level. They have helped develop the school policies reflecting the practice within the schools. Both Principal Teachers will

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be responsible for taking forward an action plan within the school improvement plan for next session. Both Principal Teachers have expressed the level of knowledge gained from working with specialists in their field of interest. Both have felt that they have grown in confidence in their roles. Through working off the island, with other practitioners, the Principal Teachers are able to evaluate and moderate their practice, reflecting on professional dialogue. Claire reported, ’It has been useful both in what I have learnt and also what I have been able to contribute’. Claire Bidwell has developed a deep and rich understanding of the theory and principles behind Active Maths and, as well as reflecting this in her practice can inspire and motivate other professionals. Both Principal Teachers have provided input into the Authority Policies on Literacy and Numeracy which has developed their knowledge, understanding and practice. Principal Teachers have provided evidence and exemplification of active learning in literacy and maths for the School Policies. Sumdog has enthused and motivated the pupils in maths. The pupils, through choice, elect to go on Sumdog in any spare time they have both at school and home. There is clear evidence through Nessie Spelling and King of Maths showing pace and progression. In Accelerated Reader Star Tests, 30% of pupils have a reading age considerably higher than their actual age. The results of the Suffolk Reading Scale show a considerable rise in attainment for the majority of pupils. Engagement with texts and comprehension has improved with the use of Reciprocal Reading but we need to put in place a rigorous assessment procedure. Parents have a better understanding of the work undertaken at school and how they can support their child. As well as being given £500 worth of books for winning the Argyll and Bute Digital Literacy Competition, the pupils developed skills in creating digital pictures to reflect their creative writing. This competition provided an excellent stimulus and motivation for cross curricular work. The majority of pupils in both schools have provided evidence of good progress and pace with the Nessie assessments, weekly spelling tests and Parallel Spelling results. The Apps for Good project developed confidence in listening and talking for almost all Lochdonhead pupils. Also they developed writing skills in context, writing to a number of people, including Nick Nairn. Additionally they have also developed skills in blog writing. Pupils developed an understanding of the importance of networking, making links with Gary Clark, Apple Executives, Maggie Irvine, Apps for Good personnel, experts and ambassadors. This has opened the eyes of the pupils making them aware of the positive impact of IT on communication when living in a remote, rural, island location. Both schools have had their profiles lifted, giving pride, ownership and sense of self-esteem to the schools, staff and pupils. SOLO gives pupils, staff and parents a very clear indication where the pupils are in their learning and their next steps. Skillsbook provides a very useful reporting tool, allowing the pupils to focus on their learning, share their learning journey in a clear and chronological way and allows parents to have a window into the classroom. Planning is more focused with parents, teachers and pupils having a clear indication of the learning and assessment. Pupils have more ownership for their learning and can talk knowledgeably about what they have learnt and what they want included in the school improvement plan. As well as the enthusiasm which pupils display over the Accelerated Reader programme, the motivation created has developed a love of reading, with parents reporting their surprise regarding the depth and dedication to reading that their child/ren are now displaying. The Ulva pupils have provided evidence of enhanced PE and social skills.

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What will our next steps be? More rigorous approach to planned assessment activities – tightly tying in with NAR to ensure assessments are analyzed and drawn upon in planning. Develop robust assessment procedures for Reciprocal Reading. Develop more ways to raise the profile of maths and reducing any anxieties. Develop spelling approaches, assessment and programmes. Develop Endeavour Projects within our schools. Embed SOLO across both schools. Develop robust profiling in each school for literacy, numeracy and health and wellbeing. Embed Skillsbook across both schools, developing regular use at school and home. Use NARS closely when planning and ensure there is reference to significant aspects of learning. To continue, if possible, the PE provision in Salen. Gaelic and French – to effectively plan for the future delivery of Gaelic and French for pupils. Priority 3. Develop our school grounds and outdoor learning Target – Develop our conservation garden/ outdoor learning How have we done? In both schools we are developing our outdoor learning programme. We had a joint Forest School day at Lochdon which was enjoyed by all, including some parents who managed to come. Due to travelling, we applied for funding for Ulva to be trained as a Beach School. The funding, from Access to Education Fund also paid for outdoor clothing for the pupils. Lochdon will be accessing beach school training in the autumn and Claire is due to be trained for Forest School in November. A parent at Ulva and a community member from Lochdon have regularly been assisting in our planting and growing projects at each school. At Lochdon we have applied for funding to reconstruct our conservation garden. The pupils of Lochdon have been involved in the planning, measuring and drawing of the future developments. We were finalists with Our Environment Competition for this work. Lochdon have been working in partnership with Robin Harrowsmith who has been excavating the conservation area in line with the pupil’s drawings. We have worked with local residents to consider the appropriate plants for growing. Pupils from Lochdon planned an open air concert from parents, Tatty Boggle.

We were presented with £500 worth of books as a result of Ellie winning first prize in the Argyll and Bute Digital Literacy Competition

In October we were presented with Argyll and Bute Excellence Awards for our work on Forest Schools and our Community Café.

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Both schools took part in the Argyll and Bute ACT art competition. Lochdon were winners, received a cash prize and provided an IT presentation for the prize giving. Parents were involved in tidying the willow structure at Ulva. We have worked in partnership with the Ranger on a variety of activities outside, including, bug hotel, bird boxes and moth traps to record numbers and species of moths. We all took part in Geocaching with the Forestry Commission with associated blogging. Both schools took part in a beach clean with parents, grandparents and local community members helping. We managed to fill a whole skip. Pupils investigated and made resources for the solar eclipse and used these outdoors. Lochdon had a visit from a grandparent with her birds of prey and followed this up with a visit to the sea eagle hide. Both schools had a visit from Education Scotland, zoologist, who shared his passion for Pandas. We are now taking part in his blog. We had a visit from the Bug Bus. We had an evening event at Ulva School and worked in partnership with Ranger to provide a star gazing opportunity. Play equipment has been made more available for the pupils at Ulva to use in the playground. Both schools have undertaken I-cycle in the environment. Both schools visited Corry Meadows Head Teacher has supported Tag Rugby throughout the year, attending matches and offering encouragement. We have moved towards a joint rugby team. We had a very successful season, involving almost all pupils at Lochdon and some from Ulva, winning the Golden Ball on four occasions and the Scarlett Cup. Head Teacher and Principal Teacher in Ulva have supported the Cyclesportive event, at the school, providing refreshments for visiting and resident cyclists. Both schools visited Silurian, including a visit on the lifeboat and the marine centre at the harbour. Principal Teacher and admin at Lochdon trained in driving the minibus which helps to reduce transport costs. Ulva pupils involved in archaeological dig, investigating the area earmarked for building. Babs Whyte, health and wellbeing teacher, has made visits with the pupils to local businesses to grasp an understanding of food production in their farm to fork project.

What has the impact been? The pupils all readily share their enthusiasm for learning through the environment. There is evidence of a growing knowledge and understanding of sustainability and the pupils own role and responsibility of caring for the environment through the developed outdoor learning.

We have had great success with our joint Lochdon and Ulva Rugby

team this year. We won the Golden Ball four times and the Scarlett Cup for our high scoring achievement.

Our Forest and Beach Schools are becoming rich, outdoor

environments for learning.

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We are developing a very good network of experts in the community who come to the school and enrich our learning. The Principal Teachers are growing in confidence and ability in providing rich outdoor learning. Our profile in the community has been raised with the external work we have undertaken i.e. beach clean events, Cyclesportive, Community Cafes and evening events. The pupils have extended their knowledge of the richness in our environment by exploring extended outdoor activities for their learning. Literacy, numeracy and health and wellbeing have been enriched through IDLs which have included outdoor learning. We shall make use of the numeracy links provided by the Authority and embed in our planning, teaching and learning. The pupils’ work has been valued and recognised by Education Scotland, raising self-esteem and the profile of the school. What will our next steps be? Develop outdoor learning programme. To develop leadership in outdoor learning with both Principal Teachers, giving them training and confidence to be able to provide rich learning, making direct links to the classroom. Continue to develop the school grounds, involving the pupils in all areas of development. Develop our science programme to link directly with outdoor learning. Develop network links with local businesses, understanding about the world of work. A Curriculum for Excellence Through Curriculum for Excellence, young people will be given the best possible chance to realise their potential for a successful future. Excellence in education means putting the child first and equipping every young person with the knowledge and skills most suited to their particular talents and aspirations. A strong emphasis is placed on literacy, numeracy, citizenship, health and wellbeing and the essential skills for life and work. Pupils will continue to work with teachers being involved in the planning, assessment and moderation cycle, deciding appropriate next steps and targets, using Skillsbook. In Lochdon, Primary 7 have been involved in creating a personal profile for transition to High School, using Skillsbook. Annual meetings are planned for parents in order to pass on information about each child’s progress, to share achievements and to learn about current trends in education. Regular homework is given to consolidate class work, assist in personal research, or to promote creative ideas and to encourage parents to take an active part in their child’s school life. This year we have been using our mini-ipads as a homework tool and will continue to consult with parents next session regarding their suitability. Health and wellbeing, including personal and social development is fundamental to the education of the whole school. To this end we aim to help pupils have a positive regard for both themselves and to be aware of the needs of others. Experiences at home, in school and within the wider community has a bearing on personal and social development. Attainment Pupils at Lochdonhead and Ulva are all working on the experiences and outcomes in the Curriculum for Excellence and we place great importance on breadth and depth of learning. Most pupils are expected to follow through the levels at the following stages. Some will start their learning at these levels earlier and others later, depending on their individual needs and aptitudes.

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Level Stage

Early The pre- school years and P1, or later for some.

First To the end of P4, but earlier or later for some.

Second To the end of P7, but earlier or later for some.

Third and fourth

S1 to S3, but earlier for some. The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4. The fourth level experiences are intended to provide possibilities for choice and young people’s programmes will not include all of the fourth level outcomes.

It is important to remember that while we are striving for high achievement for all, achievement comes in many forms other than test results. Throughout the year pupils have gained recognition for achievements in sport, music, art and in charity and community work. Our formal standardized scores have provided evidence of good progress in reading and writing over this session. We are wanting to increase the formal assessment of numeracy and maths next session.

How good are our learning, teaching and achievement? . Assessment Evidence of progress is evaluated in a number of different ways:- • By learners themselves • By peers (other pupils) • By teachers and other professionals Learning intentions are shared with pupils during lessons and success criteria created with the pupils, so that children and young people know what they are learning, and how to assess whether they have met the success criteria. Pupils gain a sense of ownership of their learning and develop important thinking skills through this process, such as evaluative and analytical skills. The pupils and teachers have regular dialogues about targets and these are shared and discussed daily. In Lochdon, we use Skillsbook to evidence targets which are being worked on and those which have been achieved. This also provides evidence of teacher and pupil feedback. We shall develop this practise across both schools. We have been piloting assessment grids that show progressive steps within subject areas. This has been successful and ensures our learning and teaching is focused and tracked. At the

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planning stage the pupils identify the assessment task that they are going to work towards and this provides the evidence of learning. Skillsbook and assessment grids/SOLO will be an approach used in both schools next session. We have regular professional dialogue, moderating the assessment tasks across both schools. Our formal and ongoing assessment this session has provided evidence that there has been good pace and challenge, particularly in reading. How well do we meet pupils’ learning needs? We place meeting the learning and development needs of children at the centre of our work at the schools. Staff help each child to develop positive and meaningful life skills, to enable them to participate safely in society. Staff willingly give time to parents and systems are in place in the school to ensure that staff are informed of any relevant background information concerning individual pupils. All school staff are actively involved in promoting high self-esteem and positive behaviour. The schools provide frequent opportunities for pupils to be praised and for their achievements to be recognised through a class reward system, an achievement board for outstanding effort and performance and our achievement book which is on display in the front entrance halls in each school. We match learning activities and resources to the needs and abilities of individual pupils. We make effective use of resources to support our pupils’ learning, using a range of learning and teaching styles. We fully involve parents and partner services in the support of our pupils. We organise regular and helpful support to allow our pupils to participate fully in all aspects of their development and learning. We have regular opportunities for discussion to ensure any factors which may hinder learning are identified and addressed. Behaviour, equality and fairness All the pupils at Lochdonhead and Ulva Primary Schools are encouraged to use their voice with regard to decision making and their opinions and views are respected. Pupils at both schools behave extremely well and share a sense of equality and fairness with one another. All children have played together co-operatively at break times. Primary 5, 6 and 7 pupils trained as playground buddies and have worked well to involve younger pupils in playtime games and activities. Both schools completed Friends for Life Programme and aspects of What’s the Buzz for specific reinforcement. Pupils create school, class, playground and transport expectations for behavior and take responsibility to monitor this. How good is our environment for learning?

At Lochdonhead and Ulva Primary Schools, we make every effort to maintain well-resourced schools. Our accommodations provide safe, pleasant and stimulating environments for learning. We shall be working on a shared display policy next session. During the consultation process in March 2015, the following points were recorded by Jay Helbert, Education Officer– Parents –

Stability of 1 teacher for the class ensures that there is consistency – the children do not

need a supply teacher when the HT attends meetings etc.

There are increased opportunities for children to work together and to mix at events such as

the Chinese New year Celebrations, Rugby, PE, Sports Day etc.

Schools can share resources and get the best of both.

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There is a bigger pool of children, staff and parents to draw upon.

Children now access a wide peer group which will help them with P7 transition and also allows them to achieve success in team sports.

Staff –

There have been opportunities to share good practice, resources, curriculum ideas and planning.

I think it has been good – there is structure in the day. We meet up with Lochdon pupils. Susie is in school most of the time. I think the children are doing well and are happy.

The class teacher is in for the week, providing consistency. We have an experienced HT in school for 0.5 of the week and it is easy to contact her for the remainder of the week. Excellent help from support staff. Opportunities for our small school to join up with Lochdon and Salen (Forest School, author visits, PE).

Joint opportunities and sharing, example rugby. There is now more structure (in Ulva),.

Joint working and social interaction. Development of social skills and Susie is a stabilizing factor.

From the children’s point of view – shared resources and more social scope. Teaching is more consistent with the HT not having to juggle management/leadership and teaching. Feel that it has led to a real feeling of team building and friendship amongst staff.

Pupils –

All pupils in Lochdonhead said they were happy at school and pupils said the best things

about school were the atmosphere, its size, maths, ipads and working together to design

apps.

All pupils in Ulva reported being very happy at school and associated school with words

such as great, fun, yay, and love. Pupils reported the best things about the new

arrangements were, learning of times tables, reciprocal reading, Accelerated Reading and

Read, Write inc.

How good is our leadership? At Lochdonhead and Ulva schools we aim to:-

establish an open consultative style of management,

develop a clear vision of long-term aims,

develop an in-depth knowledge of the day-to-day working of the school,

develop a monitoring effectiveness system, which involves all staff, parents and pupils and is ongoing throughout the year,

ensure we are inclusive,

incorporate self-evaluation, assessment and moderation,

use collated self-evaluation to inform improvement planning,

produce the Standards and Quality Report.

This is based on How Good is our School? and related support materials, both national and authority produced. We are committed to planning and implementing strategies for improvement. We use the results of self-evaluation to consolidate what we do well and welcome innovative approaches aimed at improving the quality of learning and teaching for our pupils. We have used innovative approaches in interdisciplinary learning, working with the community and our use of the outdoor environment.

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We set demanding but realistic targets to improve the school, offering support at all times. The community, parents and pupils are regularly asked for feedback regarding how we are doing and this informs and develops our work. All staff have clearly defined remits and roles and work co-operatively to support the needs of the children. All staff participated in Professional Review and Development. They have a good range of experiences and are highly committed to the school.

During the consultation in March 2015 the following quotes were recorded by Jay Helbert -

Parents – from Ulva primary School

Consistent approaches to learning and discipline have led to improvements in each.

Parents get more feedback on their children’s learning and feel better placed to help them.

Information sharing between home and school is improved – we don’t get things at the last

minute.

Parents – from Lochdonhead Primary School

We can always get hold of Mrs Inglis when we need her, even if she is at Ulva.

The standard of education has remained excellent.

Staff from both schools

There is a freshness – new ideas have been introduced that are current, the school is gaining from the experience the HT has gained from Lochdon.

Pupils’ education – constant teacher in class. HT has an overview and relationships with pupils, parents and staff and is able to feedback from meetings etc. Parent relationships are good and they appreciate the consistency. They know they can speak to the teacher and HT easily. I am very happy with the parent support.

Providing an environment, which has produced inspirational practice and developing managerial confidence within the Principal Teachers. The schools are both benefitting from consistent, high caliber teaching and we are developing into a very strong educational unit.

Teaching is more consistent with the HT not having to juggle management/leadership and teaching.

The following action points were suggested from Jay Herbert as a result of our consultation, taking into account pupils, staff and parents views –

Ensure systems are in place.

More joint activities with Lochdon.

Improved communication and consultation.

Knowing where HT is each day.

Do more joint school activities / projects together.

More measured approach.

Ensuring that we capitalize on our strengths and support areas of development within a caring, positive and respectful ethos. In these days of austere budget cuts, we need to share all aspects of practice and resources to ensure the provision of the highest quality learning environment.

We shall take forward these suggestions within our action plans for 2015-16. Many other factors contribute to the very good ethos in Lochdonhead and Ulva Primary Schools: Strong links with other primary schools. Shared staff development days with other schools in the area. Good transition arrangements at Pre 5 and Secondary levels.

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APPENDIX 1 Glossary CfE Curriculum for Excellence AifL Assessment is for Learning – a national priority to improve learning and

teaching. ANST Area Network Support Team ASN Additional Support Needs NMCG North Mull Cluster Group – a group of local schools working together. HGIOS How Good is our School? Published by HMIe. It defies the key areas

and Quality Indicators used in school evaluation. ICT Information and communications Technology PE Physical Education PSD Personal and Social Development RME Religious and Moral Education