ST JOHN OGILVIE PRIMARY AND EARLY YEARS

North Ayrshire Council

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Education & Youth Employment: Standards & Quality Report

Establishment: St John Ogilvie Primary & Early Years Session: 2016 - 2017

Our school:

St John Ogilvie Primary St John Ogilvie Primary is a denominational, open-plan school, which has served the parish of St John Ogilvie in Bourtreehill, Irvine since 20 January 1984. The school has a wide catchment area and serves the communities of Bourtreehill, Girdle Toll, Lawthorn, Montgomerie Park, Springside, Perceton and Dreghorn. The current roll is 155 pupils in 7 classes. Ogilvie Orchard (Nurture Room) was established in August 2016 with one Nurture Teacher and one Nurture Assistant. There is a Head Teacher, one Principal Teacher, six Class Teachers, one Probationer and one Pupil Support Teacher (0.5). Support staff consists of three Classroom Assistants and two Educational Assistants. Free school meal entitlement is 36.80%. There is a supportive Parent Council who organise fundraising events throughout the session to raise money for our school. Strong links exist with St John Ogilvie parish and the local community, which continue to be valued and developed by the school. Fr Boyd will take on the responsibility of both St John Ogilvie and St Mary’s parishes in September 2017.

Our main focus this session has been on increasing attainment in Literacy and Numeracy as well as successfully establishing Ogilvie Orchard (Nurture Room). Input from the Professional Learning Academy (PLA) allowed our Literacy and Numeracy Co-ordinators to undertake targeted intervention with specific pupils in order to help raise attainment. These areas will continue to be developed next session. St John Ogilvie Early YearsOur Butterfly Room for 3-5 year olds (35/35) has a current roll of 51 children and is staffed by one Senior Early Years Practitioner and three Early Years Practitioners. Our Caterpillar Room for 2-3 year olds (15/15) was established in November 2015 and has a current roll of 30 children, staffed by three Early Years Practitioners. North Ayrshire Council will put enhanced staffing ratio in place next session.

Our main focus this session has been on the development of planning, observations, room layout and outdoor learning experiences for all children with a strong emphasis on developing Literacy, Numeracy and Health and Wellbeing. These areas will continue to be developed next session. A second temporary Principal Teacher has been appointed because of the increasing number of early years children. They will begin in August 2017 with early years as their main remit.

How successful has the school been at improving excellence and equity?

School Priority 1:Enrich the quality of learning experiences and raise attainment in Numeracy and Mathematics.National Improvement Framework Priority How Good is Our School? (version 4) Quality Indicator

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Improvement in attainment, particularly in Literacy and Numeracy.2.2 Curriculum2.3 Learning, teaching and assessment3.2 Raising attainment and achievement

How Good is Our Early Learning and Childcare? Quality Indicator2.2 Curriculum2.3 Learning, teaching and assessment3.2 Securing children’s progress

High Level Objective:a). Embed the principles and practice underpinning the NAC Early Level Numeracy Progression Framework and implement the NAC First Level Numeracy Progression Framework across the school.

PROGRESS, IMPACT & EVIDENCE Mental agility has improved at the infant stages. Children are developing a depth of understanding of mental strategies. Children benefit

from having the opportunity to experience a variety of ways of solving problems and calculations. More pupils are grasping the concept of the language of numeracy and are becoming more able to work out how to solve word problems.

Most children are becoming more independent when participating in numeracy play activities. Group work in numeracy play activities has increased the quality of learning experiences for children through practical work and learning from each other as part of a team.

Most pupils’ confidence in numeracy has improved due to sharing of knowledge and skills during Number Talks. Majority of pupils are developing knowledge of a wider variety of problem solving strategies and are now able to choose which best suits

them. This also encourages self-evaluation and reflection among pupils. More able pupils have been challenged to increase their pace of progression.

NEXT STEPS To effectively implement Early and First Level Numeracy Progression Frameworks produced by the PLA from beginning of next session in

order to assess pace of learning. To acquire and implement the new Early and First Level Numeracy Planners next session produced by the PLA. To identify and order further numeracy resources using Pupil Equity Fund (PEF) to support the delivery of Early and First Level Numeracy

Frameworks. This will allow pupils to access a variety of manipulatives for as long as they need at all stages throughout the school. Continue with targeted intervention with current P3 pupil in order to ensure retention and further progress. Numeracy Co-ordinator to be

released from class next session using PEF to work with identified pupils using targeted intervention tasks.

High Level Objective:b). Establish a culture where teachers regularly engage in reflective, evaluative dialogue around pedagogy using educational research to question, confirm and adapt current practice. PROGRESS, IMPACT & EVIDENCE

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Staff are more able to effectively identify how pupils respond to Number Talks, their use of manipulatives and number strategies during professional dialogue and in their reports. This resulted in the identification of more focused targets for pupils.

Staff participated in reflective/evaluative dialogue with colleagues from other schools during Numeracy Framework courses at PLA. As a result, staff were keen to implement new numeracy ideas with pupils in their class which helped to motivate pupils.

Numeracy Co-ordinator posted useful professional reading on Staff Glow Groups throughout the session, which allowed staff to develop current practice and enhance learning experiences for pupils.

NEXT STEPS Staff to reflect on GL Assessment results to identify gaps in learning and teaching as well as areas of weakness. Staff to explore the introduction of Second Level Numeracy Framework when it is introduced by PLA next session. To include Benchmarks in our current Second Level Numeracy and Mathematics Planners.

High Level Objective:c). Increase parental engagement in Numeracy across the curriculum.

PROGRESS, IMPACT & EVIDENCE All pupils have Sumdog and Education City logins in order to access these programmes at home without any cost to their family. This allows

parents/carers to gain a deeper understanding of what their child is covering in class in order to help support their learning at home. Read, Write and Count bags provided parents of P2 pupils with suggestions of ways to participate in numeracy activities at home. Family Learning Team offered sessions in school for parents and pupils to work together in a variety of activities. Families benefited from

this experience as it gave them the opportunity to ask questions about their child’s learning and how they could best help them with their progress.

Parents invited to participate in a Number Talk session with their child during whole school Maths Day. Parents gained a deeper knowledge of strategies taught in class and how they could provide effective support at home.

All classes include numeracy as part of weekly homework tasks which in turn helps to increase attainment.

NEXT STEPS To include active numeracy tasks for homework rather than written work. To provide parents with a list of useful websites to support their child in numeracy. Invite parents to evaluate these sites and offer

suggestions as to how we can develop opportunities for them to support their child’s progress in numeracy at home.

How successful has the school been at improving excellence and equity?

School Priority 2:Enrich the quality of learning experiences and raise attainment in Literacy.National Improvement Framework Priority How Good is Our School? (version 4) Quality Indicator

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Improvement in attainment, particularly in Literacy and Numeracy.2.2 Curriculum2.3 Learning, teaching and assessment3.2 Raising attainment and achievement

How Good is Our Early Learning and Childcare? Quality Indicator2.2 Curriculum2.3 Learning, teaching and assessment3.2 Securing children’s progress

High Level Objectives:a). Implement a progressive, cohesive programme of work in Reading, Writing, Talking and Listening at all stages.

PROGRESS, IMPACT & EVIDENCE All teachers now using new literacy planners, which allow differentiation to be highlighted for individuals, groups and whole class. Teachers

now have a better visual of pace and challenge. Professional language gives teachers a clearer understanding of aims and objectives. Professional dialogue with HT during termly Tracking and Attainment Meetings is more focused and concise. Setting in Writing at P5-P7 stages allowed teachers to be precise in targets to be achieved with their specific group. Improved attainment

and increased pace of learning for most children. Movement within groups highlighted this. P6 and P7 pupils given opportunity to select library books as home readers to encourage reading for enjoyment at home as budget

constraints did not allow us to purchase new core readers. Most children motivated to read not only at ERIC time (Everyone Reading In Class) but also for homework and requesting particular titles for school library.

Scottish Government Reading Challenge allowed P4-P7 children to record their own book reports and give opinions about the books they had picked for home readers, class books and library books. Most children motivated to read and given the opportunity to discuss texts.

GL Assessment results provided evidence for children to be challenged / supported. Focused professional dialogue between teachers and SMT regarding attainment and next steps.

Written reporting format reviewed and amended. More concise format with next steps clearly identified, which provided parents with an opportunity to support their child’s learning at home. All feedback from parents regarding new reporting format in May 2017 was positive.

NEXT STEPS Professional dialogue with all staff including early years regarding appropriate resources to raise attainment in all literacy areas. PT will cascade relevant information to staff from her attendance at PLA Meetings next session. These discussions and implementation of

teaching and learning experiences will have a direct and positive impact on literacy attainment levels. Results of GL Assessments will provide accurate and precise information for teachers to discuss with pupils in literacy. Staff will have

evidence to share professional dialogue, which will help to support formation of new groups within a stage and pupils level of attainment.

High Level Objective:b). Implement a Phonics and Spelling framework to ensure explicit and progressively taught skills across the school.

PROGRESS, IMPACT & EVIDENCE Single Word Spelling Test (SWST) used with all P3-P7 pupils in August. P5-P7 children highlighted in Stanine Groups 1-3 were assigned a

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NESSY Spelling Programme subscription to support their particular spelling needs. All P6 children using NESSY are more able to use spelling strategies in other curricular areas. P1 Literacy Rich Phonics Framework – pace was slowed down slightly to meet the needs of all children. Most children are engaged in their

learning. Framework encourages active learning. Strategies are being used by most children in their reading. These strategies also help to support writing skills. P2 Literacy Rich Phonics Framework is very progressive and can be adapted to challenge and support all children.

NEXT STEPS To develop a rigorous approach to identification of dyslexia using SWST, GL Assessments and North Ayrshire Policy on Assessment of

Dyslexia. PST to take the lead on this next session. To monitor the impact of NESSY throughout the session. Purchase additional headphones to allow children to use NESSY within the

classroom instead of at a specific time in senior open area, which can be restrictive. Renew NESSY subscription using PEF. Train current P4 pupils to use NESSY independently with a CA during Term 1 next session when they are in P5.

High Level Objective:c). Embed L2 (French) from Early Level in EYC to Second Level.

PROGRESS, IMPACT & EVIDENCE Over 50% of parents came to our European Day of Language in September 2016. The North Ayrshire 1+2 Development Officer spoke to

parents about the benefits of their child learning a second language and how they could help to support this at home. Parents were then invited into their child’s class to participate in various French learning activities. All verbal and written feedback from parents was positive. Parents now have a deeper understanding about the 1+2 approach and that in our school L2 is French.

Almost all children are enthusiastic about learning ‘word of the week’ during whole school weekly assembly. All children are able to use basic greetings in context e.g. registration. All children are responding appropriately to French instructions.

NEXT STEPS To develop ‘Word of the Week’ PowerPoint presentation used during weekly whole school assemblies. To develop a current and relevant Language Learning Policy which will be shared and discussed with staff. To discuss L3 with staff and identify a consensus on L3 language to be implemented in our school. L3 will be introduced before P5 stage. To establish links with Voisin and develop international partnership experiences.

How successful has the school been at improving excellence and equity?

School Priority 3:Enrich the quality of learning experiences in Health and Wellbeing while optimising parental engagement in the learning of children.National Improvement Framework Priority How Good is Our School? (version 4) Quality Indicator

2.7 Partnerships

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Improvement in children and young people’s health and wellbeing. 3.1 Improving wellbeing, equality and inclusion

How Good is Our Early Learning and Childcare? Quality Indicator2.7 Partnerships3.1 Ensuring wellbeing, equality and inclusion

High Level Objective:a). Incorporate Eco Schools, Fairtrade and Rights Respecting Schools into our curriculum from Early Level in EYC to Second Level.PROGRESS, IMPACT & EVIDENCE

All children are developing an understanding of rights at their particular level. All classes have a Class Charter which children have ownership of. Achievement of Commitment Level of RRS Accreditation.

Majority of pupils developing a better understanding of the value of Fairtrade products. Fairtrade Policy produced. School has successfully achieved Fair Aware Award 2nd Level.

Eco Schools – 3rd Green Flag successfully achieved in January 2017. All pupils involved in eco initiatives throughout the session.NEXT STEPS

Increase pupil and parental awareness of recently produced Fairtrade Policy. All staff to adhere to content of policy. In future, all events in school will include Fairtrade products, which will be clearly highlighted. Aim to achieve Fair Aware Award 3rd Level by May 2018.

Parents to be invited to RRS Day next session in order to increase their awareness and understanding of the work their child is covering. Involve early years more fully in the development of RRS, Fairtrade and Eco initiatives and events throughout the session.

High Level Objective: b). Implement a progressive, cohesive programme of work in PE at all levels

PROGRESS, IMPACT & EVIDENCE New PE planners ensure that all pupils are experiencing breadth and depth within a variety of sports. Progression is clearly visible. Teaching staff discussed and agreed on overview of sports to be taught at specific times throughout the year. This allows us to make

effective use of resources e.g. gymnastics equipment can be set up and left for next class which maximises teaching time. PE wall display evident in gym, which focuses children on learning outcomes and helps them to peer and self-assess more effectively. All classes participated in Fit Fifteen outside during Terms 1 and 2 when weather allowed. Increased fitness levels for majority of pupils.

NEXT STEPS To use PE wall display on a regular basis in order to focus children on learning outcomes and develop effective self and peer assessment. Whole school to participate in Fit Fifteen next session at same time of 2.40pm weather permitting. Identify funding via grants for a trim track around perimeter of school or mile marker on tarmac. Work towards achieving SSSA (Scottish Schools Sports Award) Silver Level.

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High Level Objective:c). Implement a progressive, cohesive programme of work incorporating HWB and ‘God’s Loving Plan’ effectively for P1 – P7 pupils.

PROGRESS, IMPACT & EVIDENCE New Health and Wellbeing Planners ensure breadth, depth and progression at all stages without duplication. Pupils’ progression in learning

is more visible. Flexible implementation of God’s Loving Plan as it can be covered throughout the session instead of during Lent, which was restrictive.

NEXT STEPS ICE Pack Health and Wellbeing Resource will be introduced at each stage next session. HT to purchase digital ICE resource.

High Level Objective:d). Maximise parental involvement in their child’s learning experiences throughout the session.

PROGRESS, IMPACT & EVIDENCE All parents invited into school throughout the session to participate in their child’s learning experiences – European Day of Languages, P1

Stay and Play session, Science Day, World Book Day, Maths Day, Eco Picnic, Health Day. Parents / Carers given opportunities to participate in a variety of learning experiences with their child which they can continue to develop at home.

All parents also invited to various events throughout the session – Early Years Ceilidh, Christmas Show, Scottish Assembly, Sports Day, Family Fun Night, Early Years Mini Kickers, etc. Home/school links strengthened.

Family Learning Team organised three after school clubs during Term 4. All parents invited to participate in a variety of fun activities with their child. They also organised family activities for P2 and P3 pupils in May 2017 with a focus on Read, Write, Count bags issued in November 2016. P6 pupils acted responsibly as Senior Buddies during these sessions. Stronger links developed between home and school.

Questionnaire issued to parents in October 2016 identified ways that parents would like to be involved in the life of the school. HT produced an overview of parent helpers and the support they were willing to offer. This resulted in parent helpers during infant play activities and school trips. One parent now assists with P6 cycling proficiency. Another parent assists our football coach with P5-P7 pupils.

NEXT STEPS To continue to involve parents as much as possible in their child’s learning and also the life of the school throughout the session. Issue Active Schools information leaflet to all parents next session seeking their support in establishing after school clubs. Active Schools

will provide appropriate training to interested parents.

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How successful has the school been at improving excellence and equity?

School Priority 4:

Enrich the quality of learning experiences both indoors & outdoors for all children in the Caterpillar Room (2-3 years) & Butterfly Room (3-5 years).

National Improvement Framework Priority

Improvement in attainment, particularly in Literacy and Numeracy.

How Good is Our Early Learning and Childcare? Quality Indicator2.2 Curriculum2.3 Learning, teaching and assessment2.6 Transitions2.7 Partnerships3.2 Securing children’s progress

High Level Objective:a). Review and develop planning, assessment, monitoring and self-evaluation.

PROGRESS, IMPACT & EVIDENCE All staff focused on high quality learning experiences for all children with a particular emphasis on Literacy, Numeracy, Health and

Wellbeing. New planning format will allow a smoother transition between rooms. There is scope to plan for more able 2 year olds as well as 3-5 year olds who are not meeting their developmental milestones.

Observations are now more focused and recorded more effectively. This has resulted in more detailed next steps for children. Wednesday Communication Meetings are proving extremely valuable as they allow staff in both rooms to come together to share relevant

information. This saves time and ensures that no-one is overlooked. It is also good for team building within early years. Positive relationships exist with external agencies – Health Visitors, Educational Psychologist, Early years Support Teacher, SPIN Team,

Social Workers, Home Visiting Teacher, etc. This ensures effective communication among agencies for the benefit of the child. Meeting between HT and SEYP each Friday morning is extremely beneficial as it provides the opportunity to discuss specific early years

business. HT records these meetings, which highlights action to undertake. All permanent practitioners continue to undertake a particular area of responsibility as part of their ongoing professional development.

NEXT STEPS Introduce new record of achievement format. Continue to develop effective observations and ensure method of recording is relevant and manageable. SMT to develop an effective monitoring system as part of early years observation in order to identify good practice and next steps. Written

feedback should be relevant, focused and manageable. Continue to develop new planning format in both rooms and add relevant Quality Indicators. All staff to continue to take forward their particular area of responsibility.

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High Level Objective:b). Develop outdoor learning experiences.

PROGRESS, IMPACT & EVIDENCE Caterpillar outdoor play area – herb garden developed, water wall was unsuccessful. Music wall established but unfortunately vandalised. Outdoor area successfully developed – mud kitchen in particular. Difficulty in having permanent fixtures outdoors because of vandalism. All children experience outdoor learning opportunities on a regular basis regardless of weather conditions. Walkie talkies used effectively by staff to allow free flow to early years garden from Butterfly Room although this is restricted because of 2

fire exits. Parents currently donating resources to help develop the outdoor area. This will encourage parental involvement in the development of the

outdoor area at all stages.

NEXT STEPS Continue to develop outdoor area. Canopies have been ordered for 2 year old outdoor area to create shade. Involve P1-P7 pupils with development of early years’ outdoor area as part of eco initiatives.

High Level Objective:c). Review layout of rooms and ensure children have access to a wide range of quality resources.

PROGRESS, IMPACT & EVIDENCE Butterfly Room currently in process of being totally stripped back and re-designed. Aim is to have a more neutral environment with lots of

natural materials. Prior to this the art, malleable and imaginative play areas were developed. Parent Council kindly donated £200 to help develop areas. New room layout encourages independence with resources hanging on walls and magnetic strips making a more attractive environment. Lending Library introduced in Butterfly Room to encourage parents to read at home with their child.

Caterpillar Room – layout successfully changed, which allowed children to access resources more effectively. Outdoor floor book attempted although it was difficult to obtain children’s comments. Wall displays developed. Planning and HGIOELC paperwork easily accessible for parents and staff to read.

NEXT STEPS More storage required indoors and outdoors. More furniture required to ‘soften’ the Butterfly Room and clearly define areas. Continue to develop both rooms.

High Level Objective:d). Develop transition opportunities throughout the session.

PROGRESS, IMPACT & EVIDENCE Successful transition established from Caterpillar to Butterfly Room. Transition section has been added to new planning format in both

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rooms, which reflects individualised transition programmes. Staff discuss and tailor each transition to individual child irrespective of their age. Short visits are increased as children build confidence and security within their new setting. Process documented in children’s PLP and within planning. This reassures parents as their child moves from Caterpillar to Butterfly Room.

Home visits for 2 year old children prior to starting will be in place as from August 2017. Home Visit Policy and Risk Assessment produced. Children from both rooms have regular opportunities to interact with each other as well as staff during outdoor play. Buddy system in place with P4-P7 children who attend Ogilvie Orchard (Nurture Room). P6 children trained by SPIN Team in communicating effectively with early years children. Current pre-school children will experience playground during school interval with current P1 buddies in June 2017.

NEXT STEPS To establish home visits for new 2 year old children. Produce transitional calendar to promote transition activities throughout the session.

High Level Objective:e). Maximise parental involvement throughout the session in consultation with parents.

PROGRESS, IMPACT & EVIDENCE Parenting Team visited our early years and decided that POPP will be housed within our school due to the high volume of our families who

require support from this service. All evaluations carried out throughout the session have been very positive. Any suggestions are taken on board in order to improve current

practice. Stay and Play sessions always available to deepen awareness of how parents can help with their child’s learning at home. Solihull Workshop took place in June 2017 to help parents manage their child’s behaviour at home. Family Learning Team organised after school sessions for all families during Term 4 – small turnout from early years parents. Parents enjoyed participating in final Minikickers session with their child. All parents invited to various events throughout the session –Ceilidh, Christmas Concert, Scottish Assembly, Sports Day, Family Fun Night,

Graduation, etc. Stronger links developed with parents. Parents fully involved in their child’s Personal Learning Plan on a regular basis.

NEXT STEPS To establish a Parents’ Room for early years families. To continue to support parents and try to engage them in their child’s learning using creative methods.

How successful has the school been at improving excellence and equity?

School Priority 5:Embed and enhance the principles of GIRFEC in order to reduce inequalities and improve outcomes for children. (Cluster Priority)

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National Improvement Framework Priority

Closing the attainment gap between the most and least disadvantaged children.

How Good is Our School? (version 4) Quality Indicator2.2 Curriculum2.3 Learning, teaching and assessment3.1 Improving wellbeing, equality and inclusion3.2 Raising attainment and achievement

How Good is Our Early Learning and Childcare? Quality Indicator2.2 Curriculum2.3 Learning, teaching and assessment3.1 Ensuring wellbeing, equality and inclusion3.2 Securing children’s progress

High Level Objective:a). Cultivate a ‘nurturing schools’ approach to meet the needs of all children.

PROGRESS, IMPACT & EVIDENCE A warm and safe environment exists which encompasses all areas of the school and early years. Staff training in Nurture and Restorative Approach has resulted in these approaches becoming more embedded at all stages. Pupils are

helped to understand and express their feelings and consider how their actions affect others. SMT use the Restorative Approach consistently with children during and after intervals to help resolve any issues and also when parents /

children raise concerns. This approach worked particularly well with P6 girls who regularly asked the HT if they could talk to her about any concerns they had. Although unpredictable, relationships between P6 girls has improved. They are now able to facilitate their own discussions to resolve issues.

We highlight and share personal pupil achievements within and outwith the school e.g. WHOOSH Wall, assembly stickers, etc. This highlights to children that their achievements are recognised and valued by our school community.

NEXT STEPS Educational Psychologist to work with staff on the development of Nurture and Restorative Approach in order to help fully embed it within

our school. Review our sanctions and reward systems to ensure our use of praise, reinforcement and feedback is applied consistently throughout the

school with a nurturing ethos. Ensure it is accessible and suitably differentiated for all.

High Level Objective:b). Through new legislative initiatives and effective assessment and planning, continue to provide targeted support for vulnerable children & families

PROGRESS, IMPACT & EVIDENCE Wellbeing Plans are in place for all Stage 3 and Stage 4 children in our school. Staff are given time each term to review and set new targets

with pupils in their class. These children have a better understanding of how their needs are catered for and are involved in identifying their

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next steps. Staff use ‘My World Triangle’ each term with children, which is attached to their Wellbeing Plan. HT meets with parents/carers during the session to discuss their child’s Wellbeing Plan and include their comments within the plan.

Wellbeing Plans keep the teacher and child focused on their specific needs, which in turn helps to raise attainment. Pastoral Notes booklet introduced this session allows staff to record and identify any patterns of concern. This impacts on how staff deal

with children at specific times. This booklet has been a valuable tool in recording concerns and ensuring that any issues are addressed.

NEXT STEPS Implement a more manageable approach when discussing Wellbeing Plans with parents/carers. HT to meet with parents in October,

January and May. Aim to have Wellbeing Plans in place for all Stage 2 children next session. Ensure a manageable approach when implementing new Stage 1 paperwork next session, particularly when recording the views of parents.

High Level Objective:c). Embed and enhance the principles of GIRFEC.

PROGRESS, IMPACT & EVIDENCE Each class has a Class Charter for Rights Respecting Schools. The display is child friendly to encourage pupils to participate and reflect on

the principles of GIRFEC. Class Books in P4 – P7 have SHANARRI indicators, which highlight evidence. Children becoming more aware of these indicators and more

able to discuss them from a personal point of view. All teaching staff attended twilight session on Child Exploitation, which highlighted risk indicators. Staff more aware of the signs to look for. Parent gave a valuable presentation to staff on Autism from a family perspective. This developed understanding of the impact of autism on

siblings and how we nurture and respond to the wider needs of individual children.

NEXT STEPS Class Books in P1 – P3 to also have SHANARRI indicators which highlight evidence. Early years to be included. SHANARRI afternoon to take place next session with all parents invited.

High Level Objective:d). Successfully establish our Nurture Room.

PROGRESS, IMPACT & EVIDENCE Nurture Teacher and Nurture Assistant successfully established a welcoming, safe and nurturing environment within Ogilvie Orchard. This

was highlighted in positive feedback from Senior Manager’s visit and subsequent peer observations. Four pupils have successfully transitioned back into class. Evidence obtained from Boxall Reports show significant improvements in the social and emotional skills of all children. Behavioural

Indicator of Self-esteem results (BIOS) show all pupils have raised their self-esteem. All nurture parents have provided extremely positive feedback within their questionnaires. Outdoor learning has successfully been embedded in the day to day learning of nurture children.

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Links with our early years has been established with afternoon groups of P4-P7 children providing regular input.

NEXT STEPS More parental opportunities to be introduced by linking with the Family Learning Team and also early years parental groups.

High Level Objective:e). Appraise our faith mission as a Catholic school.

PROGRESS, IMPACT & EVIDENCE All teaching staff are familiar with Catholic Schools Charter. The ‘Catholic School Evaluation and Planning’ document was a valuable tool in

allowing staff to reflect on progress and identify next steps within Theme 1. All P6 pupils given the opportunity to participate in Pope Francis Faith Award. All children regularly attend and participate in religious observances throughout the session. Strong links exist with Parish Team and parents throughout sacramental journey for P3 and P4 children. Global awareness / learning for sustainability embedded within ongoing charity work – Lepra, SCIAF, Mary’s Meals, Chernobyl Children’s

Lifeline, Ragbag Appeal, MacMillan Cancer Care, etc. Vision, Values and Aims updated in discussion with pupils, staff and parents.

NEXT STEPS Continue to use the ‘Catholic School Evaluation and Planning’ document as a self-evaluation tool next session with a particular focus on

Theme 2: Developing a community of faith and learning. Caritas pupils from St Matthew’s to come into our school and speak to P6 and P7 pupils as part of PFFA. Establish strong links with Fr Boyd who will assume responsibility for both St Mary’s and St John Ogilvie parishes in September 2017.

Overall Capacity For Improvement – strengths and next steps

St John Ogilvie Primary There is a strong sense of community in our school. Children have lots of opportunities to lead and make a difference in taking decisions which affect them. Almost all children are keen to learn from enthusiastic staff and show respect for themselves and each other. All children have a growing understanding of GIRFEC and increasingly of children’s rights. A restorative, nurturing approach continues to be developed in our school. Ogilvie Orchard (Nurture Room) was successfully established in August 2016 by dedicated nurture staff. Input from the Professional Learning Academy (PLA) allowed our Literacy and Numeracy Co-ordinators to successfully undertake targeted intervention with specific pupils in order to help raise attainment. All staff are committed to increasing attainment in Literacy and Numeracy.

Next session (2017-2018) we will continue to receive input from the PLA in order to raise attainment in Literacy and Numeracy. There will be a strong cluster focus on the Benchmarks to support active collaboration and engagement in order to raise attainment and close the gap. Staff will

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become more proficient in planning and assessing using the new Benchmarks. We will aim for all staff to embed a restorative, nurturing approach throughout the school. We will develop close links with Fr Boyd who will take on the responsibility of both St John Ogilvie and St Mary’s parishes in September 2017.

St John Ogilvie Early YearsThe main strength in our early years is the commitment of all staff to identify and address the specific needs of all children in order to help them progress. Staff work closely with parents/carers and outside agencies for the benefit of the child. A positive ethos and strong sense of teamwork exists in both Caterpillar and Butterfly Rooms.

Next session (2017-2018) we will continue to focus on the development of planning, observations, room layout and outdoor learning experiences for all children with a strong emphasis on developing Literacy, Numeracy and Health and Wellbeing. Our newly appointed Principal Teacher will take a strong lead in the development of transition throughout the session.

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