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Standards and Quality Report St Mungo’s Cluster

St Francis Xavier’s RC Primary and Nursery 2017 - 2018

Operational Guidance

Section 1 Context

Section 2 Evaluation

Improvement Priotities

2017-2018

Section 3 Improvement Priorities for 2018 -2019

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St Mungo’s Cluster

St Mungo’s Cluster consists of seven primary school and one secondary school and operates across Falkirk Council. As a denominational Cluster we work closely together to serve our communities of Faith and Learning. Senior Management, staff, parents and pupils across all schools contributed to various self-evaluation exercises to contribute to this Standard and Quality Report. This included evaluating all improvement priorities for the session 2017/18 using How Good is Our School? 4 and Developing in Faith. Staff, parent and pupil views were gathered for self-evaluation and to identify future improvements. In St Francis Xavier’s all stakeholders contributed to the evaluation of the school’s Pupil Equity Funding plan and improvement within the individual School Improvement Plan priorities.

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St Francis Xavier’s Primary School and Nursery Class

As a community of faith and learning,

in St Francis Xavier’s we will foster and form God’s people with

o a thirst for learning o self-belief and ambition o a deep sense of wonder o hope, justice and faith

o resilience We will do this in an atmosphere where all are safe, respected and loved; where friendships

are strong, creativity is encouraged, and diversity is celebrated.

So that when our children leave, they are excited to embrace their future and are ready

for the ever changing world

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Our Context St Francis Xavier’s is a Roman Catholic primary school with a tradition of providing high quality education spanning more than a century. It began in 1880 in Silver Row. The current building was opened on the Merchiston Avenue site in 1960 for an expanding population. Our catchment is West Falkirk with almost all pupils transferring into St Mungo’s High School. The school is served by the parishes of St Francis Xavier’s in Falkirk and St Mary’s of the Angels in Camelon. We receive a high number of placing request into St Francis Xavier’s with reserved places across all stages. The school is a solid brick construction with extensive playgrounds and grassed areas. The nursery is a custom-built facility attached to the main building corridor. Our music room and TP are standalone facilities accessed through the P1/2 playground. The current roll of the school is 424 pupils in 15 double stream classes and a composite P1/2. The nursery has capacity for 40 children in the morning and 40 children in the afternoon. The school has a senior management team of the headteacher, depute and three principal teachers and a teaching staff of nineteen teachers. One Senior Early Years Officer and five EYOs make up the team in the nursery. Over the last two years the school management team capacity has been challenged with long term staff absence. This impacted on the management of the nursery as did significant nursery staff absence. Our school has a diverse demography with over 30% of learners with English as an Additional Language and 40% of learners in areas SIMD 1-3. Most families are Roman Catholic, but many are of other faiths and none. This session our Pupil Equity Funding allocation was £69, 000. From our pupil tracking, we identified pupils, mainly from SIMD 1& 2, who would benefit from interventions to support closing the attainment gap. We researched a number of interventions and resources to support the interventions prior to deciding how to use our Pupil Equity Funding allocation to deliver our plan. The funding received was based on 50 pupils. During the session 2017 –2018 we identified 66 pupils who required targeted interventions to address needs based on inequity. Targeted interventions will address nurture, Literacy, Numeracy and Health and Well-being or a combination of these areas.

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Review of progress for 2017 -18 Priority 1: Increase staff understanding of achievement of a level within literacy and numeracy NIF Priority- School Improvement NIF Driver - Assessment of Children’s Progress

FC Priority Improving attainment

HGIOS?4/HGIOELC? QIs 2.3 Learning, Teaching and Assessment

Has this work been supported by PEF? yes/no

Progress and impact Following our cluster teacher confidence survey on the moderation cycle, we identified three key areas for staff development for this session. 1. To support staff in assessing breadth, challenge and application. 2. Support staff in using the benchmarks to assess learner’s progress. 3. Support staff to make robust and reliable teacher judgements of achievement of a level. Throughout the session, staff engaged in cluster and school based collegiate planning sessions focused on developing Holistic Assessments. All cluster staff participated in cluster moderation events using agreed cluster pathways, benchmarks and moderation proformas. Feedback from headteachers following planning and tracking meetings indicates that almost all staff demonstrate an increased understanding of progression within levels and standards. Feedback from staff following the moderation event, highlights that 72% of staff are now more confident planning for breadth, challenge and application (holistic assessments) 85% of staff are now more confident in using the literacy and numeracy benchmarks to assess pupils learning and as a result their judgements about learners progress are more reliable and robust following discussions held with their peers during the moderation session. All headteachers report that teacher judgements are drawn from a wider evidence base demonstrating breadth, challenge and application. Next Steps We will continue to:

• Develop a bank of moderated and quality assured literacy and numeracy holistic assessments for each level.

• Continue to engage in school and cluster moderation events. • Develop staff confidence in providing quality feedback linked to success criteria

and leading to next steps in learning.

Review of progress for 2017 -18 Priority: Introduction of Growth Mindset to increase pupil engagement and resilience.

NIF Priority- Improvement in children's and young people’s health and wellbeing

FC Priority

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NIF Driver - School improvement Improvement in children’s and young people’s health and well being

HGIOS?4/HGIOELC? QIs 1.3 Leadership of Change 2.3 Learning, Teaching and Assessment

Has this work been supported by PEF? yes/no

Progress and impact We identified key areas for development within Growth Mindset for this session. 1. To raise levels of confidence, resilience, engagement and perseverance of all pupils. 2. Increase staff awareness of Growth Mindset processes and strategies 3. Increase use of the language of Growth Mindset in the classroom environment by all. 4. Increase parental engagement through raising awareness. Throughout the session, staff engaged in school and cluster collegiate sessions, professional learning activities and professional reading focussed on developing Growth Mindset theory and strategies. All cluster primary staff participated in a professional learning event led by Teach Mindset. Staff have evidenced raised levels of confidence, resilience, engagement and perseverance in pupils through observations, persistence in more challenging tasks, increased willingness to make mistakes and an increase in the language of Growth Mindset. A wide range of Growth Mindset strategies have been implemented in classrooms across the cluster, such as, Learning Pit, Challenge-O-Meter, the Power of Yet and Chilli Challenge. Raising awareness with parents occurred through leaflet distribution, feedback within Snap Shot jotters, information seminars, newsletters, Twitter and home learning grids. Feedback from cluster staff, highlight that 83% of staff are now more aware of Growth Mindset processes and strategies, 76% of staff indicate an increase of Growth Mindset in the classroom by all pupils and staff and 62% of staff indicate raised levels of confidence, resilience, engagement and perseverance in pupils. Next Steps We will continue to:

• Continue to develop staff confidence • Develop a consistent approach to measure impact • Continue to raise parental awareness and encourage Growth Mindset within the

home • Embed Growth Mindset language within daily practice and use in all areas of the

school community • Continue to use Growth Mindset strategies within learning

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Review of progress for 2017 -18 Priority 3: Increase teacher knowledge, skills and confidence in planning, teaching and assessing science using progression pathways. Provide coherence and consistency in science across the cluster NIF Priority- Improvement in attainment NIF Driver - Assessment of Children’s Progress

FC Priority Raising Attainment

HGIOS?4/HGIOELC? QIs 2.3 Learning, Teaching and Assessment

Has this work been supported by PEF? yes/no

Progress and impact Continuing from Year 1 of the cluster science priority, headteachers and staff identified three key areas for staff development.

1. Produce science progression pathways and benchmarks for early to second level. 2. Support staff in using the progression pathways to plan teaching and learning. 3. Produce resources to support teaching and learning in science.

All primary staff received training via GLOW meet in Pneumatics and Hydraulics on 20th November. Resources from these sessions continue to support all staff to deliver science in this area. Feedback from these meetings highlighted that almost all staff were growing more confident in teaching science due to GLOW meet sessions. Cluster working group produced draft progression pathways in line with the benchmarks for early to second level. Materials for a collegiate session were produced which focus on the use of the progression pathways and skills progression, the resources that have been developed, yearly overview and an example of how lesson resources can be shared across the cluster via OneNote. Feedback from staff indicates that most are now more confident using the skills pathways in line with the progression pathways and understand how to access resources moving forward. Next Steps We will continue to:

• Access online resources via OneNote for all of the organisers. • Access the resource boxes based on a rota system. • Complete resource boxes for the remaining five organisers and replenish as

required. • Develop staff confidence accessing and using resources on Teams and

OneNote.

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Review of progress for 2017 -18 Priority 4: Teachers to use improvement methodology to impact on attainment in Numeracy NIF Priority- Improvement in attainment NIF Driver – Teacher professionalism School improvement

FC Priority Raising Attainment

HGIOS?4/HGIOELC? QIs 2.3 Learning, Teaching and Assessment 1.2 Leadership of Learning

Has this work been supported by PEF? yes/no

Progress and impact All primary class teachers undertook action-based research within their classes following the improvement science PDSA model. Staff used research to inform their small test of change for either individual learners, groups or whole class. The focus of the initiative was to demonstrate the positive impact a test of change can have on overall attainment and pupils’ achievements. This continued the improvements and developments achieved through the Bridging the Gap (Numeracy) project last session. To launch the initiative, Jude Breslin delivered input on improvement methodology. Expectations of all primary teachers carrying out their test of change was shared across the cluster. Teachers were asked to summarise their PDSA in a poster form to share at a cluster event, all teachers can access for future reference.

Staff survey (78 returns) measured progress and impact on professional learning.

51 teachers carried out practitioner enquiry for the first time. 75% reported an increase in confidence following the study. 78% of teachers positively responded that the research carried out will impact on future practice. Sharing their PDSA with cluster colleagues scored a 4.36 rating out of 5.

I think to be sustainable in the classroom, the process must be focused on enquiry and not research.

It was great hearing professional practice examples from colleagues and discussing issues that arise within the stage.

Enjoyed the opportunity to share with colleagues - very inspiring.

The best part of the session was being able to discuss my findings and the findings produced by other teachers.

Enjoyed the opportunity to research

Next Steps We will continue to:

• Prioritise numeracy to raise attainment. • Engage in professional dialogue through lesson study model and professional

enquiry.

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Key priorities for School Improvement Planning 2018 -2019 St Mungo’s High School Cluster: Priority 1: 100% of pupils will show an increase by at least 10% in attainment within Numeracy (PEF) Priority 2: Assessment is for Learning- Feedback - is used effectively to improve learning and teaching Priority 3: 100% will have opportunities to develop skills for learning, life and work Priority 4: Wellbeing for All Our community has a shared understanding of wellbeing equality and inclusion leading to a positive impact on the relationships and well-being of all. (PEF) What is our capacity for continuous improvement? We continue to build on our strong commitment to cluster collaboration and improvement impacting on all children and families within our denominational schools. Staff feedback from cluster wide professional learning evidenced this approach is highly valued. Distributed leadership is prioritised, and opportunities will continue to be provided for staff. Our model facilitates sharing of good practice, resources and robust moderation across learning. Our drive for consistency in pedagogy, tracking of attainment and achievement and approaches will lead to better outcomes for all. Self-Evaluation of the Core HGIOS?4/HGIOELC? QIs

QI School/Setting SE

St Francis Xavier’s

HMIE (if inspected in current academic

session)

Care Inspectorate gradings (if inspected in

current academic session)

1.3 5 2.3 4 3.1 5 3.2 4 Additional QI You may wish to include an evaluation of a QI you have been focussing on QI School/Setting SE 2.2 St Mungo's Cluster 4

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Nursery Class 2017/2018

This session staff continued to build on previous improvements in self-evaluation connecting the National Improvement Framework, Building the Ambition and HGIOELC to carry out peer observations with a focus on 2.4 Personlised Support Staff continue to use revise observation framework to support self-evaluation and identify improvement needs.

E Journals continued to be used more widely with all families accessing regular reports on-line. Parents engage with e journals daily and contribute to the evaluation process and children’s learning.

Revising transition into P1, staff build on last year’s improvements to ensure continuity and progression for all learners. The programme supports children well as they move into Primary One with increased confidence.

This year our Nursery teacher represented the nursery on the cluster Nursery RACI group focussing on quality observation and moderation. This will continue as an early years collaborative.

Nursery parental evaluations - parents rated all indicators as a 5 or 6 this session highlighting the support offered to individual children. Verbatim comments were extremely positive.

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Improvement Activity and Action

Equity Drivers

Resources Led by Timescale Evidence gathered

Impact - headlines

Senior Early Years officer to support targeted 11 x P1 pupils to

1 0.5 EYO Resourcing of play based learning

KO September to June

Vocabulary development using word aware SNSA Early Literacy Early Numeracy Listening skills Teacher Judgement Surveys

Every child made progress, some closed the gap in most areas. Significant gains in vocabulary development and listening skills for all learners.

Principal teacher to lead on Nurture and developing a safe place (our TP) for individual, targeted and universal groups.

2 PT 0.4 Sfla 2 FTE Resourcing the TP Food for breakfast

VW September to June

Latecoming Attendance Boxall profiles MAL Listening SNSA

Latecoming Once child went from 31 lates last session to 6 this session. Attendance Targeted pupils – only one child did not improve attendance. Boxall Two children did not progress out of fourteen assessed.

Community Learning Development officer targeting P7 transition and targeted support for one family

1,2,3,9 and 10

CLD Cluster allocation

AK Easter - June

Attendance Increased parental engagement

Children deregistered from Child Protection register. Some increase in parental involvement. P7 pupils’ evaluation still to be completed as supports in place over summer break. Family report positively

Literacy Targeted reading and spelling groups SRA reading recovery Nessy accounts

4 PT Resourcing

DS October to June

Cluster data Nessy group - all children made progress and class teachers evaluated the impact as most were able to transfer new skills. All learners still to complete the programme. SNSA P7 reading programme all but one child made progress in attainment. SNSA- 3x high 4 x medium 2 x low ( One EAL)

Numeracy Targeted Groups addressing need for

4 PT Numicon

DS October to June

P4 SNSA numeracy 1x high 6x medium

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Delivery Excellence and Equity

The St Mungo’s cluster agreed the following data be used to identify equity gaps. Consistency across all school will allow for future planning, cluster improvement, transition and the impact of interventions. Free Meal Entitlement, SIMD, Additional Support Needs, English as an Additional Language, attainment data ( now Scottish National Attainment Survey) pupil engagement in wider life of the school, adverse childhood experiences, attendance, late coming, teacher judgement surveys, parental engagement and exclusions. Professional discussions across all staff (teaching and support staff) in the school and engagement in our contextual analysis further informed our data and pupil tracking information.

From our pupil tracking, we identified pupils, mainly from SIMD 1& 2, who would benefit from interventions to support closing the attainment gap. We research a number of interventions and resources to support the interventions prior to deciding how to use our Pupil Equity Funding allocation to deliver our plan. The funding received was based on 50 pupils. During the session 2017 –2018 we identified 66 pupils who required targeted interventions to address needs based on inequity. Targeted interventions will address nurture, literacy, numeracy and Health and Well-being or a combination of these areas.

visual and concrete support to support conceptual understanding and close identified gaps.

3 x low ( One EAL) P7 SNSA 3x high 6 x medium

Health and Well being Target P7 groups Meeting the cost of P7 residential – 2 families – both participated

2,3,6 Food technology Cost of Lockerbie

EG September to May

MAL Pupil feedback

All pupils demonstrated an increase in confidence and evaluated the programme well. This was reflected in MAL assessments at P7 with 3 improving their score, one remaining the same although her score was high initially.

Parental engagement “ Learning alongside your child” Targeting Cooking on a budget.

10 Food technology

Various Parental feedback

High levels of parental engagement. Feedback from all parents were very positive. Last session targeted families- two did not attend.

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Final Evaluation Evidence Based on both TJS and SNSA P1 Three children closed the gap in both literacy and numeracy Three closed the gap in Reading, Listening and Talking and Numeracy One in listening and Talking One in Numeracy P4 One child closed the gap in both Literacy and Numeracy P7 One learner closed the gap in both Literacy and Numeracy Two children in Literacy Two children in Numeracy

School holds data and hard evidence to support all assertions.

Looking forward ………. next steps Complete Nessy and reassign new learners to the programme Continue Learning Alongside your Child – greater emphasis on HWB and food technology. Continue P7 SRA and assign new P6 group Food technology – use informed data to agree group – MAL or SHANNARI Numicon used for targeted support and interventions TP – continue and develop Early intervention 0.4 teacher P1 support Targeted support P2-7 0.4 teacher

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