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SCHOOL IMPROVEMENT REPORT AND PLAN

‘Believe You Will Achieve’

School: Smithton Primary School

Head Teacher: Lynda Banks (Acting Head)

Date submitted: June 2017

Our Vision and Aims

Smithton Primary School and community is a place where

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 Everyone is supported and listened to, confidence and resilience instilled

In partnership with the parents/carers and the wider community, we aim to

Value, respect and include everyone Nurture and support each individual Work together to help children reach their full potential Challenge and motivate children in their learning Provide wide and varied learning experiences

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Our Values

Respect Honesty Caring Friendliness Positivity

Our Vision, Values and Aims were developed and agreed by all on pupils and parents/carers in 2017.

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Summary of Improvement Report/Plan engagement process:

Full details of engagement activities can be found in the school’s self-evaluation records.

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Participants Engagement detailsTeachers and other staff

Collegiate meetings on SIPFebruary Inset Day/May Inset Day to evidence QI 1.1, 1.3, 2.3, 3.1, 3.2

Parents Self Evaluation Meeting with SLT – May 2017Parent Council Meetings throughout sessionNewslettersSchool Blog

Pupils e.g. Pupil Council meeting- May 2017e.g. Pupil survey carried out- May 2017

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

Associated Schools Group

ASG meetings – twice termly

PART TWO – Standards and Quality Report referencing your previous Improvement Plan and next steps (complete as appropriate):

Context of the school: At Smithton Primary School we have approximately 315 children in P1-7 and 98 children in our Early Learning and Child Care (ELCC). We have 12 classes in the school with 12 full time teachers, 2 part time teachers and 2 part time Additional Support Needs teachers (one of whom is on maternity leave). Our Senior Leadership Team consists of one Head Teacher, one teaching Depute Head, one 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 11 Early Years Practitioners.

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.

The Head Teacher has been on secondment for the past 18 months. Within this time, there have been two Acting Head Teachers. The permanent Head Teacher is due to return in January 2018.

We have 38 Childs Plans, most of which are Level 3 and Level 4.

Session 17-18 will see 2 portable classrooms installed in the playground to accommodate the increase in numbers in our school roll. Our school is capped in session 17-18.

What have we done to close the attainment gap?This session we have focused on developing the Emerging Literacy Programme within P1/ELCC. All P1/ELCC staff have been trained in the Emerging Literacy programme. 150 children across P3-P7 involved in National Literacy Trust programme; 3 Literacy events took place, with each child receiving 3 books.

We have also had a focus of how we track assessment within Numeracy. We have pupil progress meetings with teachers to discuss individual pupil progress data. We use INCAS data to identify learning needs of individual pupils.

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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:

We are confident we currently have continuous capacity for improvement with the staff we have. There are always improvements to be made, however the school is moving forward in a positive way.

We try to involve parents/carers and pupils as much as we can to improve our school and ELCC and we will continue to develop this.

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Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare?

How are we doing?What’s working well for our learners? (what are the features of effective practice in our school?)

How do we know?

What evidence do we have of positive impact on our learners?

What are we going to do now?

What actions will move us forward?(improvement priorities highlighted in this area)

How would we evaluate this QI using the HGIOS?4/HGIOELC six-point scale?

1.1 Self-evaluation forself-improvement

Collaborative approaches to self-Evaluation

Analysis and evaluation of intelligence and data

Ensuring impact on learners’ successes and achievements

Collegiate time with staff to evaluate Learning and Teaching and Qis

Involvement of all staff in school and ELCC self-evaluation

Staff track and engage with attainment data for literacy and numeracy

Tracking and monitoring of individual pupils being developed

Learning conversations being developed

Staff working together as a strong team - peer support, sharing of practice

ELCC staff have regular self-evaluation meetings using HGIOELC to evaluate

Continuing to obtain

Professional dialogue with teachers

Staff feedback

Peer evaluations which have focused on sharing the purpose of learning with pupils; developing the ability of pupils to self/peer evaluate progress

Professional dialogue with teachers re pupil progress

Analysis of data; individual, class and whole school

Feedback from Senior Leadership Team on INCAS data

Children are better at discussing their strengths and areas for improvement

Use of the developmental

Ensure rigorous self- evaluation calendar is in place, shared and adhered to.

Try different monitoring approaches with classes to ensure rigour and consistency.

More involvement of pupils and parents/carers in self- evaluation process

Continue to develop how we analyse and use data to ensure a positive outcome for learners

Ensure robust moderation within stages and across ASG in agreed area

Improved target setting by pupils

More pupil involvement in self-evaluation to support school improvement

Ensure Learning Conversations are timetabled in all classes and PSAs are trained in questioning

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parents/carers views of school, communication

overviews to prioritise next steps for learners in ELCC

Enhanced communication between school and home

techniques

More pupil involvement in planning and assessing learning and teachingProvide more specific opportunities for parents/carers to support improvement by participating in Numeracy Information/games sessionsupdate positive behaviour policy



How do we know?





1.3 Leadership of Change

Developing a shared vision, values and aims relevant to the school and its community

Strategic planning for continuous improvement

Implementing improvement and change

pupils, staff and parents all involved in developing shared vision, values and aims for the whole school community

beginning to create a culture of leaders at all levels staff and pupil involvement

involvement of staff and pupils in self-evaluation

staff awareness of our strengths

all stakeholders voted on our new values

discussion with pupils, staff and parents about values, vision and aims

Pupil Council has ensured the issue of road safety in and around the school is being addressed

Citizenship Groups help develop explicit skills for learning, life and work

Staff very good at managing SEBD

Parental feedback shows that communication has improved; more information how they can support their children; very

have a whole school and community focus of our new vision, values and aims and ensure that everybody understands and has an investment in these

ensure high expectations of all pupils by all staff

stage/department meetings on regular basis

provide more leadership opportunities for staff; Outdoor Learning, ICT Lead

provide more leadership opportunities for pupils; P7 Newsletter, Personalisation and Choice

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Teacher Learning Community advocated by Tapestry is providing leadership opportunities

EYPs very creative and show a willingness to develop their own expertise

positive feedback about the Daily Mile which impacts on health and well-being of children

Teachers, PSAs leading in different areas, e.g Outdoor Learning, Multi Sports which provides opportunities for pupils after school

leading on tracking pupil’s progress and assessment in collegiate times

(ELCC) children have greater choice in where they want to play; more free movement within rooms/outside

ensure that all staff, pupils and parents/carers are aware of areas of developments

teachers to regularly engage and reflect on GTCS standards for teaching and leadership

ELCC – continue to offer great flexibility for children to go outdoors



How do we know?





2.3 Learning, Teaching and Assessment

Learning and engagement

Quality of teaching

Effective use of assessment

Planning, tracking and monitoring

strong and positive ethos reflecting a commitment to positive relationships with all stakeholders

children’s enjoyment of outdoor learning

focus on sharing purpose of learning

teachers are aware of data and are beginning to use baseline assessments to inform next steps for learners

assemblies

citizenship groups

Pupil Council discussions

Classroom observations

teacher peer observations

formative assessment methods used across all stages

INCAS, SPP, CfE level data, Emerging Literacy to track, assess pupils, inform planning and identify next steps.

ensure all children are challenged appropriately

continue offer choice for learners in how they learn and how they present their learning

upskill all staff in Highland Numeracy Progression, strategies, language so that there is consistency across all stages

all children to be given numeracy baseline assessment in Aug/Sept 2017 which will inform planning, grouping, etc

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Highland Literacy Progression

Emerging Literacy Programme

identification of children with Additional Support Needs

introduction of tracking method for Numeracy

appropriate differentiation to meet individual needs

analysis of data show how well this programme is benefitting children

children are engaged and motivated in their learning

interventions put into place when necessary to support learners

continue to develop Emerging Literacy and ensure P2 teachers have relevant training

develop Key Assessment Tasks

use of benchmarks for assessment

ensure that assessment is planned at planning stage

streamline planning to ensure consistency across the school, clearly identifying what is to be learned and assessedcollaborative planning with stage partners to ensure continuity and standards across levels

develop robust arrangements for moderation across stages



How do we know?





3.1 Ensuring wellbeing, equality and inclusion

Wellbeing

Fulfilment of statutory duties

Inclusion and equality

all staff and partners are sensitive to the wellbeing of children and colleagues

relationships between staff and pupils/staff and staff is very good

staff and partners feel valued and supported

understanding individual child and needs and responding appropriately and

Pupil Council meetings

class meetings

Citizenships groups

Parental feedback about staff caring and listening to children

links with Children’s Service Worker and friendship groups

behaviour protocols in place

continue to build on Emotional Literacy Skills for all learners

embed vision and values within whole school community

ensure all classes participate in the Daily Mile

ensure pupil voice continues and develops ensuring that it is a key element of how we plan for and ensure wellbeing, equality and inclusion

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positively

positive behaviour promoted by all

pupil voice

children and families feel supported

outside agencies used effectively

some after school activities

robust transition from ELCC into P1

staff aware of inclusion and equality documentation

knowledge of children who are looked after and those with additional Support needs, SEBD

outdoor spaces used effectively to promote and enhance wellbeing

and shared

‘Different Families, Same Love’ programme delivered

links with Health Visitors, Child Smile, Community Police, Transport Police, NSPCC,

readiness of children to learn and adapt to new learning environment

effective strategies in place to support children; Child’s Plans, Individual Educational Programmes, use of GIRFECfeedback from staff and pupils, regular and timetabled use of outdoor spaces

Outdoor Explorer Club

continue to build on partnerships with outside agencies as well as with the local community

continue to ensure that whole of learning community are aware of current legislation and statutory guidelines

continue to use and develop outdoor spaces to promote and develop positive relationships and wellbeing for all



How do we know?


What are we going to do now?What actions will move us forward?(improvement priorities highlighted in this area)


3.2 Raising attainment and achievement Attainment in

literacy and numeracy

Attainment over

Emerging Literacy programme in P1/ELCC

impact of use of pre writing continuums in ELCC that is improving children’s fine motor skills

Emerging Literacy Data

phonological awareness data shows an improvement in the children’s key skills and knowledge that they need to read and write

training for P2 teachers in Emerging Literacy

sharing of developmental overview information with P1 teachers

sharing of P1 data with P2

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time

Overall quality of learners’ achievement

Equity for all learners

FOR ELC (delete if not applicable)3.2 Securing children’s progress 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

involvement in Read, Write Count programmeidentifying children with additional support needs

Within reading, some of our pupils are attaining appropriate levels for their age/stage

Within numeracy, most pupils at Early Level are attaining appropriate levels for their age and stage. Some pupils are attaining appropriate levels for their age and stage in First/ Second level

Over the last 3 years cohorts have, on

average, either maintained or improved their age equivalent scores in reading

in General Maths and Mental Maths, age equivalent scores dip as pupils progress through the school

Individual pupil INCAS data is tracked and meetings are held with staff to discuss individual pupil progress

Personal achievement shared and recognised through Sharing Folders/ Star Awards/ School blog

Termly

ELCC staff use pre hand writing tracker to assess children and identify next steps

workshops to inform P1-3 parents/carers of literacy/numeracy developments and how they can support children at homeReading

Early Level 80% First Level 69% Second Level 71%

Numeracy Early Level 92% First Level 69% Second Level 59%

homework packs with basic resources for all P1s

INCAS data tracked and discussed in depth with SMT and teaching staff

children’s progress in ELCC tracked on Developmental overviews and shared with P1 teachers

PSAs used to target individuals

All P1 teachers/ELCC staff trained in Emerging Literacy

Through close examination of assessment data/ professional dialogue, individual children are targeted for additional support through ‘Toe by Toe’, ‘Hop On’, ‘Speedy Readers’

PSA support is targeted according to the lit/ numeracy needs of individual children

teachers

share Emerging Literacy so that all staff have an awareness and understanding

continue to share Emerging Literacy programme with parents/carers

provide homework packs for P1s

Raise attainment in Numeracy across the whole school

ensure all teachers understand and use Highland Numeracy Progression to ensure progression across stages

ensure involvement of Numeracy Development Officer to help raise attainment for all learners

continue with Read, Write Count programme P1-3

continue with raising Literacy attainment

Teachers to become more confident at judgements of levels using benchmarks, frameworks and appropriate assessments through moderation CPD

stage planning ensuring progression, depth and consistency for learners

Use of two additional PSAs (PEF)

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Outdoor learning used regularly and award from Tesco

Staff aware of risk matrix and those children ‘at risk’ in their class

Engineering involvement in P7 (Scottish Engineering Awards)

Pupils able to discuss learning with parents/carers

Parents/carers kept informed about what their child is learning

Challenge and enjoyment in competitions

Moderation to become embedded as part of assessment

Tracking pupils’ wider achievement across the school

Learner’s Statements written termly



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




Additional QI(s) – please specify (include themes as in tables above for other QIs)

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2.2 Curriculum: Theme 3 Learning Pathways parents/carers are more

aware of or vision, values and aims

Highland Literacy Progression

Highland Numeracy Progression

Social Studies Framework

Highland Science Framework

Learning takes place indoors and outdoors, with outdoor learning becoming increasingly embedded in our curriculum

Community involvement in agreeing on vision, value and aims

Programmes in place to support progressive learning in Literacy and Numeracy

Staff are planning more for outdoor learning

Embed vision, values and aims throughout whole school community

update Curriculum Rationale with pupil/parent/staff voice

ensure frameworks and benchmarks are in place and used effectively for all curriculum areas

clarity and focus on whole school/ELCC Numeracy progression/ tracking and assessment

clear and progressive plan for Numeracy which is understood by all stakeholders

more choice for children on how learning is presented

ensure robust monitoring procedures are purposeful, in place and followed through by Senior Management Team

2.7 Partnerships – theme 3 Impact on Learners

The impact of parental involvement on improving children and young people’s learning.

improving communication with parents/carers with use of school/ELCC blog, text messaging service, Twitterschool monthly newsletter/ELCC termly newsletter

sharing folders shared twice termly

feedback from parents/carers

Parents/carers engage with school at Parent Evenings, Class Dojo, sharing folders, Parent Council

Parent information evening for Numeracy

provide more/wider opportunities for parents/carers to engage in children’s learning

Parent/carer information sessions and practical advice afternoon/ evenings for Numeracy

sharing of useful websites to help learners at home

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class termly overviews shared with parent/carers

parents/carers involved in some aspects of school life

Active Parent Council – resourced wet weather boxes, discos, fundraising events

parents/carers involved in creating new values, vision and aims

involve parents/carers in Career Week

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