1 Standards And Quality Report

Standards and Quality Report

Muirhead Primary School

& Nursery Class

June 2015

Article 28 (right to education) Every child has the right to an education. Primary education must be free. Secondary education must be available to every child. Discipline in schools must respect children’s dignity. Richer countries must help poorer countries achieve this. (UNICEF UK/2009/Howard Davies)

Article 29 (goals of education): Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. (UNICEF UK/2009/Howard Davies)

Dyslexia Friendly School

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Purpose How good was our school in 2014-15? The purpose of this report is to answer this question. This report tells you about the quality of education and how the children benefit from learning here in Muirhead Primary school and Nursery class. Background Information Muirhead Primary School serves the Muirhead Community in Troon. The current school roll is 142 primary pupils from P1-P7 and an additional roll of 32 morning / 32 afternoon nursery placements. Placing requests across the school at August 2014 total 41; representing 29% of the school population and the percentage of pupils receiving free school meals is 55%, representing 78 pupils which includes primary 1-3 free school meal entitlement as of January 2015.

Muirhead Primary school was built in 1963 and has had two extensions to the building one to the infant department of an additional 2 classrooms for Primary 1 and 2 pupils and this year a 0-3 nursery extension and community room has been added to the existing building. This new unit will provide additional resource and support to families both in the local area and Troon community. This session there were 7 straight classes within the school and Nursery class with capacity for 32 morning and afternoon children. This session the school teaching compliment was 9.2 full time equivalent with an additional allocation of 0.4 FTE from the cluster pupil support team.

For session 2014-2015 there was an allocation of 2 full time school assistants 4 part-time school assistants totalling 106 hours. We also have 6 nursery nurses allocated to pre-school / ante pre-school provision. We also have one Sure Start nursery nurse to accommodate full time provision. The school is in the Marr College cluster and is continuing to develop close curricular and transition links with all schools associated in the cluster. The cluster schools have been involved in various aspects of transition work with a focus in particular on a Literacy Project for P7 pupils, Expressive Arts across the cluster and the continuing work on Rights Respecting Schools. All schools have gained their Level 1 Award this session which is a first in Scotland in relation to a cluster approach.

Muirhead Primary has an active Parent Council and Fundraising Committee, who both work hard to support the school. Muirhead Primary is also fully supported by the Muirhead Residents and Tenants Association who work closely with the Parent Council. Events have included:

Christmas Fair/Summer Fair MacMillan Coffee Morning Morrison’s Bag packing Hallowe’en Disco Cluster Transition Disco Race Nights

Book bags have been purchased for P1 pupils and ties have also been purchased for both P1 pupils and P7 pupils. Special hooded sweatshirts have been purchased for the new P7 pupils for the start of next session. School outings and transport costs have been funded by the Parent Council as well as substantial monies to allow the purchase of further staging.

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A dress code is encouraged at Muirhead and pupils wear smart red and white ties, school polo shirts and sweatshirts.

Vision Our vision is to create a happy, healthy and caring environment, where everyone in our school community is given the support and the opportunities to achieve their full potential. We show respect and value each other’s views and rights. We include and welcome everyone. Values The school and community have been involved in a self-evaluation exercise in relation to updating and refreshing the values. Our updated values will be launched in session 2015-16.

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Statement of School Aims

It is our aim to:-

Enable everyone to reach their full potential by creating safe, positive,

motivating and fun learning environment.

Offer a full and varied curriculum, celebrating and developing the skills and

talents of all pupils.

Provide support and challenge for each pupil according to their abilities.

Keep our thinking and practice current by referring to local and national

initiatives and guidelines.

Involve our whole school community in the work and life of our school.

Ensure that our school is a welcoming place for all.

Ensure that children’s rights are at the core of what we do allowing each child to

develop and grow responsibly.

Developing skills for life to include; resilience, confidence, creativity, tolerance

and independence.

How evidence was gathered

The school has a clear and structured monitoring plan which supports school and cluster improvement. The Performance indicators from H.G.I.O.S. and Child at the Centre underpin the improvement work of the school. Parents, pupils, staff and the wider school community are consulted both formally and informally through the audit process. The School Improvement and Action Plan are agreed at the start of the session with staff.

There is a clearly established monitoring calendar which ensures regular sampling of pupils work, learning discussions with pupils, professional dialogue meetings with staff, discussions of teachers’ forward plans with both supportive and agreed written and verbal feedback given.

Pupils’ progress and attainment levels are regularly tracked through the Seemis system and through Assessment for Excellence diagnostic assessments. We also use internal numeracy and maths, reading and spelling assessments to support progress across learning.

The Senior Management Team regularly visits classes to observe learning and teaching with an agreed agenda. Staff have been involved in agreeing what is being monitored during a class learning visit. The final learning visit involves staff in self-evaluation of the curriculum in relation to school priorities. This rich dialogue helps to shape the improvement plan for session 2015-16.

School cluster staff have worked collegiately to develop Transition, Expressive Arts and Rights respecting schools priorities. Rich professional dialogue, records of meetings and feedback have allowed a successful cluster literacy and moderation project to be implemented. All cluster schools received an RRS level 1 award this session and an Expressive Arts skills framework has been drafted and revised. Continuous Professional Learning opportunities for staff in relation to school improvement has supported learning and teaching. This is evident through teacher’s planning and the experiences offered to pupils.

In relation to the parent and pupil surveys this session, concerns were expressed with regards to pupils feeling safe within their local environment. The school involved parents, partners and Marr pupils in an Environmental

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Visual Audit, as part of the Government’s Early Years Collaborative strategy, to look at ways of improving the local community. As a result, Community Safety have secured a re-deployable CCTV camera to support in the short term. The pupils will also work with the community council and Residents and Tenants association to take community safety forward.

Pupil Survey 2014/15

72 pupils completed the survey Q1. P 4 21 (29.2%) P5 19 (26.4%) P6 12 (16.7%) P7 20 (27.8%)

Statement Agree Disagree

2 The school is helping me to become more confident 97.2% 2.8%

3 I enjoy learning at school 97.2% 2.8%

4 I get help to make my work better when I need it 98.6% 1.4%

5 I am asked about how to improve the school 87.5% 12.5%

6 I have responsibility for my own work in class 100%

7 Staff treat me fairly and with respect 97.2% 2.8%

8 Pupils treat me fairly and with respect 91.7% 8.3%

9 I have the opportunity to work in groups 100%

10 I feel safe and cared for in school 98.6% 1.4%

11 I feel safe in my community 84.7% 15.3%

12 I know what to do if I’m worried about my own safety or protection

100%

13 I know what to if I’m worried about someone else’s safety or protection

100%

14 I know how to keep myself safe online 98.6% 1.4%

15 The staff are good at making sure pupils behave properly

95.8% 4.2%

16 The staff are good at dealing with bullying 86.1% 13.9%

17 The pupil council helps to make the school better 93.1% 6.9%

18 The pupil council tells me what they are doing 77.8% 22.2%

19 I know what activities or clubs are available outside school

95.8% 4.2%

20 I take part in activities or clubs outside school 80.6% 19.4%

21. Do you take school lunches? Everyday 3-4 days

per week 1-2 days per week

Never

34 13 11 14

22. Tell us what you think about school lunches

Very good

Good Okay Poor

Presentation of food 34 18 8 0

Portion size 25 16 15 3

Menu Variety 33 14 10 1

Taste of food 44 8 8 0

Speed of service 34 17 6 1

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Helpfulness of staff 38 12 8 0

Overall service 37 18 5 1

23. If you do not eat a school lunch everyday please tell us why (you can tick more than one)

I don’t like the choices 7

I’ve never tried school lunches 4

I don’t like the dining room 3

My friends are not there 1

Queues are too long 15

It is too expensive 8

Additional comments about school lunches

30

What outcomes have the school achieved

CEM assessments -% achieving levels expected or higher than expected for their age.

2012/13

2013/14

2014/15

Reading Mathematics Reading Mathematics Reading Mathematics

P1 83% 92% 86 % 95 % 88% 100%

P3 76% 96% 90 % 90 % 83% 92%

P5 85% 92% 80% 73 % 86% 86%

P7 71% 67% 81 % 68 % 77% 81%

Reading In P1, most pupils assessed in reading achieved levels which were either in line or higher than expected for their age, compared with other pupils nationally. In P3, most pupils assessed in reading achieved levels which were either in line or higher than expected for their age, compared with other pupils nationally. In P5, most pupils assessed in reading achieved levels which were either in line or higher than expected for their age, compared with other pupils nationally. In P7, most assessed in reading achieved levels which were either in line or higher than expected for their age, compared with other pupils nationally.

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Mathematics In P1, all pupils assessed in mathematics achieved levels which were either in line or higher than expected for their age, compared with other pupils nationally.

In P3, almost all of the pupils assessed in mathematics achieved levels which were either in line or higher than expected for their age, compared with other pupils nationally. In P5, most of the pupils assessed in mathematics achieved levels which were either in line or higher than expected for their age, compared with other pupils nationally. In P7, most pupils assessed in mathematics achieved levels which were either in line or higher than expected for their age, compared with other pupils nationally. Curriculum for Excellence Levels

CfE 2014-15

Early Secure or

above

First

Developing

or above

First

Consolidating

or above

First Secure or

above

Second

Developing

or above

Second

Consolidating

or above

Second Secure of

above

P1 P2 P3 P4 P5 P6 P7

Language 88% 82% 87% 90% 100% 36% 68%

Maths 100% 91% 75% 90% 81% 45% 73%

HWB 100% 86% 100% 95% 100% 72% 95%

Science 100% 86% 100% 95% 100% 36% 82%

Technology 100% 86% 100% 95% 100% 64% 95%

Social

Studies 100% 86% 100% 95% 100% 64% 91%

Expressive

Arts 100% 86% 100% 95% 100% 73% 95%

RME 100% 86% 100% 95% 100% 64% 95%

Language - Overall most (75%) pupils achieved Curriculum for Excellence levels in Language which were in line with or higher than levels expected for their age. Mathematics - Overall most (79%) pupils achieved Curriculum for Excellence levels in Mathematics which were in line with or higher than levels expected for their age. Health and Well-being (HWB) – Overall almost all (93%) pupils achieved Curriculum for Excellence levels in Health and Well-being which were in line with or higher than levels expected for their age. Science - Overall almost all (86%) pupils achieved Curriculum for Excellence levels in Science which were in line with or higher than levels expected for their age.

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Technology - Overall almost all (91%) pupils achieved Curriculum for Excellence levels in Science which were in line with or higher than levels expected for their age. Social Studies - Overall almost all (91%) pupils achieved Curriculum for Excellence levels in Science which were in line with or higher than levels expected for their age. Expressive Arts - Overall almost all (93%) pupils achieved Curriculum for Excellence levels in Science which were in line with or higher than levels expected for their age. RME - Overall almost all (91%) pupils achieved Curriculum for Excellence levels in Science which were in line with or higher than levels expected for their age.

PRIMARY PUPIL ABSENCE REPORT @ 2 APRIL 2015

This report provides the Head of Service (Service and School Management) with an overview of primary pupil absence levels for session 2014 / 15 as at the above date. Pupil absence details – percentage figures for non-attendance (total, authorised and un-authorised) at Muirhead primary Schooli.

Percentage total absence (@ 2/4/15

Percentage authorised absence@ 2/4/15

Percentage un-authorised absence (no exclusions)@ 2/4/15

Percentage total absence for session 2013/14

Percentage un-authorised absence for session 2013/14

Percentage un-authorised absence for session 2013/14

4.5% 3.5% 1.0% 4.5% 3.5% 1.0%

How well do we meet the needs of our community?

Muirhead pupils are very proud of their school and they contribute well to improving the school through their involvement in; Pupil Council, and Eco-groups, JRSO group and Rights Respecting School Ambassadors group. Our school also has a strong house system and our House Captains and Prefects are excellent ambassadors for the school. Elections are held at the beginning of the year and the school democratically elects who will represent them. This year we introduced the roles of Head Boy and Head Girl who have responsibilities in helping with the pastoral care of pupils and for leading aspects of School Assemblies. They have also represented the School at Authority level at various events. The House Captains and Prefect have roles of responsibility and pastoral roles within the school. The pupil and parent councils collaborate on projects across the year. Both teaching staff, support staff and parents contribute to pupil groups. Pupils’ views are sought regularly and acted upon. Pupils are currently engaging in target setting across the school. Staff work effectively together and are very positive about teamwork and are committed to improving children’s learning experiences.

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Our Rights Respecting School work has featured heavily this session and the school and cluster have worked with Troon Churches together and, as a community, have raised £4,000 for the children in Syria. The pupils have continued to forge very positive links with the local Troon Community. Our primary P6&7 pupils have also been involved in the HUG (Helping Unite Generations) programme with our local elderly community and have worked presented to them in terms of their Remembrance work and also carol singing at Christmas.

At Muirhead Primary, all members of the school community are treated with equality, fairness and respect. The Pupil Support Co-ordinator monitors children who are at risk ensuring that they are supported fully. The school has very strong links with partner agencies that help to support pupils to achieve their potential.

Our primary 2 pupils have been working with our kitchen staff and parents on healthy food and were part of the Jamie Oliver ‘live’ event in May. This was followed up by a trip to the Jamie Oliver food school in Glasgow. Our nursery parents and pupils have also been working with the community food workers to create menus and cook food to share and eat with their children.

All our teaching staff and support staff are involved in school developments and in groups. Some staff members are also involved at cluster and authority level. Staffs have undergone PRD meetings in line with GTCS requirements and have agreed targets to develop to support their own professional learning and the School Improvement plan. Support staff have also had PDR meetings to allow them to identify areas for development.

The school works closely with our Active Schools co-ordinator who has supported a range of wider opportunities and clubs for our pupils, including supporting parents. This year Muirhead Primary piloted a whole school Sports Hub event at the local community centre which was very successful and enjoyed by staff and pupils. We hope to continue this next session. Parents and staff have also been involved in the delivery of our wider activity programmes which have included; scripture union and sewing, arts and crafts. Some of our activities have taken place during lunchtime to allow all children the opportunity to engage.

Staff also work closely and plan learning experiences in relation to their own particular skills and across their level. This has enriched opportunities for pupils.

This session, the school has been successful in achieving its Rights Respecting School Level 1 award.

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How well has the school met the needs of its stakeholders The school has involved the children in a significant number of areas which have contributed to their wider development and achievement. Events and activities this session have included:

Class Events Successes

All Classes

Primary Engineers Sports Hub Event Rights Respecting Schools Wear it Blue Day Science Fortnight Money Week Christmas Card Competition Children in Need Spring Bonnet Competition Scottish Poetry Competition Drama Workshops Rita Cotter Art Competition Troon Muirhead’s Got Talent JRSO

SAC P1 Winner Class winners Class winners Class winners P2 Winner P1 Winner JRSO – Winner of Co-ordinator of the Year/Campaign of the Year and Overall School of the Year

N Nursery Carol Concert Woods/Beach Visits Nursery Graduation Team Fit Football with Ayr United Community Food Worker Initiative

P1 Christmas Nativity Football Y Dance

P2 Christmas Nativity South Ayrshire Music Festival Jamie Oliver Live Y Dance

P3 Christmas Nativity South Ayrshire Music Festival Troon Live Y Dance

P4 Day of Dance School Summer Show – Olivia Environmental Visual Audit Troon Live

P5 Troon Live African Drumming Youth Music Initiative South Ayrshire Music Festival

Football team various wins and

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Golf School Summer Show – Olivia Football Team

SAC finalists

P6 Youth Music Initiative African Drumming South Ayrshire Music Festival Troon Live School Summer Show Basketball Young Engineers K’Nex Rugby Football Team

Heather’s Hut Finalists – Murrayfield Football team various wins and SAC finalists

P7 Young Engineers African Drumming Rotary Quiz School Summer Show MacMillan Fund Raiser Burns Supper Show Racism the Red Card Cluster Maths Challenge Rugby Football Team Energy Calendar Competition Learning to play the Ukulele

Rotary Quiz Runners Up SAC Relay Finalists Volleyball Team Winners Winner Energy Calendar Competition Football team various wins and SAC finalists

Due to the close monitoring of attendance and late coming, and the inclusive nature of the school, once again, there have been no exclusions this session. The school breakfast club continues to be very successful. This is run by staff volunteers and has an impact on pupil readiness for learning. A number of targeted children attend this daily. Our numbers have continued to be very healthy this session. The School’s website has continued to develop and contains relevant information for both staff and parents. In relation to the provision for 0-3, the work has already begun and staff and parents have been involved in the consultation process. There have been two consultative sessions this year to allow parents to view the plans and offer their views. Monthly meetings are taking place to ensure all stakeholder are kept informed with relevant information

Area for Development:

As a cluster, working towards gaining our level 2 award in relation to Rights Respecting School

Implementation of the Cluster Literacy transition project at primary 6 and 7

Development of 0-3 nursery provision

How good is the education we provide?

Overall, the quality of education we provide at Muirhead is Very Good. The recent parental survey has confirmed this for us. The majority of parents are very satisfied

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with the school in all areas and have commented favourably about a number of aspects of the work we do. They are happy with the progress their children are making when learning at Muirhead. The school has looked at the results from both parent and pupil surveys very carefully and have responded to any concerns through; providing workshops, parent open hours, involving the skills and expertise of our partners to support and enhance health wellbeing and learning. An extract from the parental survey is included below:

Children are happy, nurtured and respected by school staff. Results of parental questionnaires are very positive, and highlight how pleased they are the levels of support their children receive. The school will continue to look at ways to engage parents

Parent Survey 2015 There are 141 children in the school and 53 (38%) questionnaires were returned.

Strongly Agree

Agree Disagree Strongly Disagree

1. The school is helping my child to become more confident 25 (18%) 26(19%) 1

2. My child enjoys learning at school 28(20%) 25(18%)

3. My child is progressing well 24(17%) 24(17%) 3(2%)

4. My child is encouraged and challenged to work to the best of his/her ability 22(15%) 28(19%) 3(2%)

5. The school keeps me informed about my child’s progress 15(11%) 29(20%) 8(6%)

6 The school keeps me informed about Curriculum for Excellence 14(10%) 27(19%) 8(6%)

7. My child feels safe at school 31(22%) 17(12%)

8. My child feels safe on the way to school 27(19%) 22(16%) 2(1%)

9. I feel staff know my child as an individual and support him/her well 36(25%) 16(11%) 1

10. My child benefits from school clubs and activities outside the classroom 28(19%) 14(10%) 5(4%)

11. The school asks for my views and takes these into account 16(12%) 25(18%) 8(6%) 1

12. The Parent Council keeps me informed about their activities to support school improvement

15(11%) 34(24%) 2(1%) 1

13. The school is well led 20(14%) 30(21%) 1

14. The school deals with any complaints or concerns appropriately and effectively- 18(13%) 27(19%) 3(2%) 1

15. The school involves me in my child’s learning 18(13%) 28(19%) 7(5%)

16. I need help to support my child with their homework 6(4%) 5(4%) 27(19%)

17. Overall, I am happy with the school 23(16%) 29(20%)

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Other consideration to the quality of education we provide includes:

AiFL strategies are used across the school with very good pupil/teacher interaction

The pupil support system is very sound and a wide variety of strategies and resources are in place to meet pupil needs including regular meetings with parents and partners to keep all parties informed

Modifications have been made to the school building to support pupils with additional support needs and a quiet area in the upstairs has being created

GIRFEC and the Locality Forum is used to effectively support pupils Cluster working is used to identify common themes and strengthen the

curriculum Effective transitions are in place for Nursery/P1 and P7/S1and across levels Parental partnerships are encouraged through: CfE workshops, school clubs,

open afternoons, review meetings, Parent workshops have been established through PEEP Parenting Programme Healthy food inputs have been delivered to parents through our Community

Food worker Child Protection training for all staff is in place and refreshed annually Our dyslexia school philosophy is embedded in practice which has resulted in

our Gold award Staff participate in a variety of CLPL activities linked to school improvement and

Professional Update Self-evaluation and reflective practice is captured through; school audits,

working parties, in service days, team meetings and quality assurance procedures

PDR process allows for continuous improvement of learning and teaching Investment has been made to resource and support Expressive Arts and

Outdoor Learning to include Music, Drama and field trips Parents are offered an ‘open hour’ per term to speak to the class teacher.

Times are communicated to parents via the termly newsletter and texts.

Areas for Development

Development of assessment in Expressive Arts Continue to develop a programme of outdoor learning across the school Further develop strategies in assessment Focus CLPL activity more closely on the school improvement agenda taken

account of the Professional Update agenda and teacher’s targets Continue to develop e-portfolios at both N/P1 and P7/S1 Develop a programme for parent helpers to support staff during learning time

and continue to develop parental links

How good is our Management?

The School Improvement Plan is clear, and relevant to the needs of the school, reflecting local and national developments. Staff have some ownership of the plan, and their skills, interests and expertise are fully utilised to support improvement. Staff are fully consulted in relation to evaluating the school improvement plan and are instrumental in setting targets. This session we have also engaged all pupils in evaluation activities and their views have been included in taking the school forward.

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The school budget is used effectively and creatively to ensure key improvement priorities are supported and to provide capacity to take these areas forward. A budget summary in relation to school improvement has been created. Staff working groups are also consulted in relation to financial purchases to support improvement. This year expenditure has accounted for the development of; music workshops for all staff, African drumming workshops for pupils, drama workshops for both staff and pupils, outdoor learning opportunities for staff and pupils to include outings. Additional staging has also been purchased this session to support the development in Expressive Arts as part of the school and cluster improvement priorities. Parental feedback has indicated that the school is well managed and comment positively about various aspects of school management. Continuous Professional Development (CLPL) opportunities are provided for staff by the school, the cluster and by external providers and through South Ayrshire Council’s official CLPL programme. It is the policy of the school to deliver, where appropriate, CLPL which is linked to School Improvement priorities and which will have an impact on the quality of the learning and teaching within the school.

Feedback from staff has indicated that the most useful CLPL has been the opportunity to work more closely with colleagues both within school and across the cluster. The Depute Head Teacher is the Co-ordinator for CLPL and frequently offers staff opportunities in relation to CLPL. Both the Head Teacher and Depute Head Teacher have been trained in the delivery of Professional Update. Staff have engaged positively with professional update and all have engaged in PRD meetings where professional targets have been identified to support the work of the school. Staff meetings, development groups and in service days offer regular opportunities for staff to engage in self-evaluation and school development in a collegiate manner.

There is a clear cycle for improvement planning based on identification of strengths and development needs through the audit process. Staff, pupils and parents are involved in the process. The audit informs the self-evaluation plan which in turn informs the Improvement Plan and Standards and Quality Report. Local and national priorities are adhered to when planning for improvement.

Staff skills have been utilised this session to develop P.E., Music, French and STEM across the school across early, first and second level of Curriculum for Excellence.

Areas for Development

To look at our strategy for self-evaluation in relation to Education Scotland’s increased expectations

To continue to develop an enhanced programme of transition at Early Level considering staff skills and abilities

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How good is the leadership of the school?

In Session 2014-15 the Management and Leadership Team continued to demonstrate a high level of commitment to taking forward school improvement. The Head Teacher has been instrumental in leading both the school and cluster to achieving their Rights Respecting School level 1 award in term 2 of this session. The Head teacher is continuing to lead this initiative and is working with staffs and pupils on the journey to level 2. The Depute Head Teacher along with the Nursery staff have developed e-profiles in the nursery which shows progression in learning across all areas from the beginning of ante-pre to the end of pre-school. The Principal Teacher has developed outdoor learning across the whole school and has supported staff and pupils in relation to organising quality outdoor activities and experiences across the curriculum. Resources have been purchased to support the continued implementation of outdoor learning. The Principal Teacher was also successful this session in successfully completing South Ayrshire Council’s Leadership Development Programme 2 and securing a Depute Head Teacher post. The team has high expectations of staff and pupils and has a clear sense of direction and will continue to work hard to continue to secure the full support and backing of the school community. The Head Teacher has regular team meetings with the Senior Management Team to evaluate progress across key areas of the school. The Head Teacher, in consultation, identified key roles and responsibilities for staff taking account of the schools improvement agenda. The Head Teacher, with staff, identified roles and responsibilities and staff strengths to enhance learning and teaching. The Head Teacher is committed to developing leadership capacity at all levels across the school. Within Muirhead Primary, all teaching and non-teaching staff make a positive contribution to school life. Staff and children take the lead in roles within and beyond the classroom to develop leadership at all levels. Pupils take on leadership roles through involvement in; the Pupil Council, Eco-group, JRSO, Rights Respecting School Ambassadors, House Captains, Prefects, lunchtime clubs, organising outings and visits, and by working with class teachers to develop topics and learning within classes. Across the school, staff are highly effective in working together to improve children’s learning. Teachers are keen to take the lead in curricular developments, and to share good practice with colleagues. There is a positive team spirit evident in the school, and staff work together formally and informally to secure improvements. The partnership we have with our Parent Council and Tenants and Resident’s Association continues to be very strong, with them playing a key role in the school developments, fund-raising and supporting the wider life of the school. Our Parent Council is in the process of change and are convening a new council early in the session with new parents taken on key roles. Partnerships with colleagues across the council and in other agencies e.g.: health, police etc. are very strong, with joined up working taking place to support children and their families within the school community.

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12. What is the school’s capacity for improvement?

There is always room for improvement and through the self-evaluation process it is clear what needs to be improved. We will continue to strive to ensure that there is a consistency in curriculum planning both at cluster and at school level. We will continue to use the strengths of staff both at school and cluster level to support curriculum development and widen the educational experiences for pupils. There has been an improvement in some of our assessment results and, as a school, we will continue to develop and refine our curriculum and continue to evaluate and monitor our approaches to literacy and numeracy to meet all learners’ needs.

Our focus this year is to continue to ensure that effective systems are in place to consistently track pupil progress; intervene early to identify and support difficulties, work very closely with partner agencies and have a hard working, committed staff. The above strategies combined should continue ensure improvement at all levels. We will also be carefully considering the work of the cluster schools in relation to developing assessment in the Expressive Arts. The school will also look to progress our programmes across literacy and social subjects. We also want to develop our pupil voice strategy through our Rights Respecting School initiative and also to involve our parents more in sharing learning.

13. What are the areas for improvement within the school? The identification of key areas for improvement across the school next session has been identified through:

The school’s systems for self-evaluation Literacy /Numeracy/Social Subjects across the curriculum Assessment with a focus on the Expressive Arts Consistent approach to whole school target setting

Pupil Voice through a Right Approach

Details of the above priorities can be found in our School Improvement Plan.

Mrs June Stefani Head Teacher