The curriculum has
breadth and balance across most elements. It has a rationale that is generally
focused on achieving the school's aims. In developing the curriculum, full
consideration has been taken of best practice as embodied in national advice
and local guidance. Recently the advice given in ‘Ambitious, Excellent
Schools’ has been taken into account in influencing the school aims and
direction of curriculum development and planning. Account has also been taken
of parents' and pupils' views.
There is effective
integration of knowledge, skills and understanding. The use of Information
Technology is integrated into the curriculum. Personal and Social Education,
and Health Education are developing alongside links with “Pupil Welfare” and
‘Health Promotion’.
Teachers report
there are many curriculum priorities e.g. mental mathematics, writing, and
science etc. This puts pressure on their timetables. However the school has
brought forward guidance on timetabling and flexibility through the increased
use of interdisciplinary studies and emphasis on particular topics at
particular times of the term.
The concept of pupil choice needs to be developed. However the school is in a
good position to develop the new Curriculum for Excellence.
12 (Level 3/4)
Teaching plans showed
attention to all aspects of the curriculum.
Local Authority and
National Guidance underpin the arrangements for courses and programmes of
work. Recent development work has enriched the quality of courses in Mental
Arithmetic, Phonics, Spelling, Reading for Information, Writing, Art and the
use of the Borders pack, Science through the Highland Science materials,
French through the new Highland French materials, and Health through the
Nelson Thornes materials.
Time allocations are,
generally, in line with the 5-14 guidance and there is a good balance between
reading, writing, talking & listening. Learning activities are based on
regional and national guidance, and publishers’ schemes of work. Curriculum
models which re-emphasise the integration of cross-curricular work have been
discussed to achieve effective use of time and to promote foundation skills in
information finding, presentation and evaluation.
The various
elements of courses and programmes of work are planned to provide coverage and
progression at different stages. Teachers ensure that concepts and skills were
reinforced and if possible within the restraints of time and resources, and
pupils progressively presented with more demanding stimuli.
More flexibility
from a Curriculum for Excellence will enable the planning of more choice and
challenge in activities.
Teachers receive
comprehensive and helpful guidance on programmes of work, learning and
teaching, support for pupils and assessment and recording.
The use of special
‘whole school themes’ has allowed the development of the Expressive Arts e.g.
Christmas Music; a Victorian Music Hall, Infant Christmas shows, a ‘Winter
Art’ exhibition, and ‘Heartstone’ anti-racism projects involving Art and
Dance, and through the related whole school themes e.g. Australian Art and the
Festival of Flight. A whole school learning plan is being established to
integrate valuable whole school experiences into teachers and community plans.
Evidence
Staff survey,
comments, and guidelines, planning sheets and timetables,
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Good progress has
been made maintaining very high standards of attainment and looking at issues
which help confirm and reinforce high attainment. These include: the everyday
teaching of mental arithmetic; the pacing of mathematics teaching in early
stages; the setting of pupils in mathematics at primary 6 and 7; the
development of early intervention strategies; the emphasis on reading; the
accelerated teaching of phonics; the whole school development of writing using
the North Lanarkshire pack, the use of ICT, and the use of research and
information finding activities
Almost all pupils
make very good progress from their prior levels of attainment and this is
confirmed by screening assessments, tracking, national assessments and
everyday work.
Performance in
terms of 5-14 levels of attainment is consistently very strong.
|
|
97-98 |
98-99
|
99-00
|
00-01
|
01-02
|
02-03 |
03-04 |
04-05 |
05-06 |
|
Reading |
90%
(68% ) |
92%
(73%) |
91%
(76%) |
94%
(80%) |
89%
(81%) |
93%
( ?) |
90%
*(Boys 96 Girls 85) |
92%
*(Boys 98 Girls 86) |
92%
*(Boys 94, Girls 89) |
|
Writing |
84%
(53%) |
89%
(60%) |
88%
(66%) |
95%
(70%) |
90%
(72%) |
90%
(?) |
90%
*(Boys 92 Girls 88) |
93%
*(Boys 94 Girls 91) |
90%
*(Boys 90, Girls 91) |
|
Maths |
93%
(72%) |
96%
(76%) |
92%
(77%) |
91%
(79%) |
94%
(80%) |
94%
(?) |
94%
*(Boys 98 Girls90) |
96%
*(Boys 99 Girls93) |
96.5%
*( Boys 97, Girls 96) |
(Figures in brackets are national comparisons *and comparisons between boys
and girls) There seems to be an improvement in writing. Variation on levels of
attainment can be expected from year to year, as it depends on different
groups of children moving through the stages. A 2% change represents only 3
pupils. The difference between boys and girls contrasts with national trends
of attainment.
Consideration is
given to the small number of pupils who have not achieved national attainment
levels. Their progress is monitored, tracked and individually evaluated.
When looking across
the range of related quality indicators, there is strong evidence that they
have contributed very effectively to the maintenance of high standards of
attainment.
Teachers views -
Level 4 performance (6), Level 3-4 (1) Level 3 (2)
Evidence; Staff survey, screening, assessments,
national test results, development plan and outcomes, other quality
indicators
|
The Planning Packs
and the electronic term plan’s provide concise and clear specifications of
what pupils are expected to learn and how learning is to be undertaken. These
are used to inform the teacher’s own system of weekly planning to produce
plans on a daily basis.
Learning outcomes
are prominent in the term plans and are conveyed to pupils in an appropriate
form in the classroom. More emphasis is being returned to enrichment and
interdisciplinary activities in planning.
The Assessment
Policy has been modified and is coherent in termly and annual expectations.
Weekly plans indicate assessment features for that week. Use of check sheets,
informal and intuitive assessment are part of the strategies which are stated
in the school assessment policy. Plans take account, as appropriate, of
national and local curriculum guidelines and school policies.
Activities,
including homework, are planned in a way which makes effective use of the
pupils’ and teachers’ time. Parents’ views on homework have been canvassed.
Opportunities for
planning with colleagues are used well. A self-evaluation format has been
drawn up with staff agreement, for evaluating forward plans.
Teacher’s Views
between Level 3 (6) and 4 (4)
Evidence; Staff survey, teacher’s plans and
programmes of work, teacher’s assessment folders, report
|
1.
Teaching approaches
are suitably varied with appropriately chosen activities and learning
experiences. Homework policy has been discussed and altered to provide a wider
range of activity and to be easily managed through the week by pupils, parents
and the class teacher.
Teaching
approaches, expositions and instructions are clear and pitched at an
appropriate level. In general there was sharing of the purposes of activities
and more emphasis on self-evaluation and agreeing on the next steps in
learning. Teaching targets were shared with pupils and parents and formed the
basis of assessment records within an individualized Assessment Learning
Profile
Teachers had
developed an interactive model for teaching mathematics and mental agility.
The use of pair and group work had been developed as part of writing
activities and was being extended to ‘reading for information. All classes had
used self-assessment and were developing this aspect. I.C.T. was making an
impact on teaching and learning at a class, group and individual level with
teacher confidence high. Further developments were taking place in the use
of digital displays for using multi-media resources in the classrooms.
Level 4 (4) Level
3/4 (2) Level 3 (8)
Evidence; Staff survey, class and focused visits,
teacher’s plans.
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The pupils think
that their classrooms are attractive and liked the displays. They found work
interesting and challenging. They liked the topics, visits, computer work,
story writing, and maths. Pupils said they liked to work because they want to
do well for themselves. Only a small number worked only because the teacher
‘told them to’.
The pace of
learning seemed about right for most children in each class, enabling nearly
all the children to make good progress. Most said they knew what they needed
to improve, but the percentage varied from class to class and seemed to
increase with age.
The pupils liked to
work together collaboratively in a variety of circumstances involving groups
of differing composition and size. They liked to share and help. Some
preferred to work by themselves.
Overall the
consistency of returns suggest a Q.I. of Level4
Evidence; Pupil survey, and interviews, Pupil
Council
|
Tasks and
activities are generally matched to the needs of individual pupils, and
a good choice of resources is made. Learning and teaching approaches are such
that pupils are helped to achieve their next steps in learning.
Assessment in maths
and language is ongoing, and track pupils progress well. Pupils are aware of
their own assessment targets. Own personal targets are set in writing and
maths.
Carefully judged
provision is made for individuals or groups of pupils with differing abilities
or aptitudes, ensuring that pupils are challenged at an appropriate level.
Learning needs are
systematically identified. Identification of learning difficulties begins in
the nursery, and screening tests and assessments are also carried out in the
infant and senior stages. The arrangements for meeting support needs has
improved over the last session with an increase of support time to 3 days, and
an increase of classroom assistant time from the schools savings. CCR time was
being used to provide more effective consultation.
When Individualised
Education Plans are in place, these are considered effective and useful.
Learning support and other specialist staff contribute effectively to meeting
pupils' needs.
11 (level3)
Evidence; Focus class visits, interviews with staff
and pupils, review of I.E.P.s and pupils with additional support needs
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Methods of
assessment are generally well matched to clearly identified purposes.
The school has made
very good progress in developing a formal assessment system tied in with pupil
and parent reporting. This has been developed during session 2005-06 and uses
ICT for recording assessments and mail merge to produce reports.
Assessment, formal
and informal, is employed in making judgments about each pupil’s individual
progress towards their appropriate curricular 5-14 targets in mathematics and
language. This process includes continual assessment, check up sheets,
mathematics and language assessment records, screening tests and national
assessments. The formal means of recording assessment information has been
developed around individual record sheets in maths, language, and ‘other
aspects of the curriculum’.
The ‘other aspects
of the curriculum’ are assessed differently, reflecting the class programme of
work for that stage. Individual strengths and interests are noted.
Staff record
informal comments and observations about the pupils on a weekly basis using
their own formats (diary etc). Where appropriate, tests are used effectively
and in accordance with local and national guidance.
Teachers are
knowledgeable about the pupils and seek to find out how individuals are
dealing with key learning aims and tasks how successful they are and what
difficulties they are meeting. The Learning Support Teacher and class visits
by Head Teacher and Depute Head assist in this process
The input of
learning support, and HT and DHT in class visits, the use of screening tests
and assessments, and national tests in reading and mathematics provide a
degree of moderation and validation of teachers’ judgments on pupils.
Arrangements to develop formal moderation of progress at key stages are now in
place.
Information as to
progress and attainment is increasingly being transmitted by the teacher to
pupils. This is in certain areas of the curriculum, notably in writing, ICT
and the use of the curriculum record sheets. Sharing time provides a regular
opportunity for conveying this feedback to the class. Pupils themselves are
increasingly involved in a dialogue about their progress with self-assessment
being developed in a number of ways particularly writing, PSD and ICT. Pupils
views are valued.
Individual
achievement is recognized in a variety of ways: informally: at writing times;
sharing times; use of stickers and badges; wall charts and the completion of
curriculum records. Assessment records are used periodically to inform pupils
and highlight their strengths and achievements and identify ‘next steps’ and
to provide a basis for reporting to parents and to foster continuity of
learning from stage to stage.
Teachers make use
of assessment information to evaluate the effectiveness of learning and
teaching and inform future provision.
Teachers views
Level 4 (3) Level 3-4 (6)
Evidence; Staff survey, screening, assessments,
national test results, reporting formats., feedback form parents
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Parents are
encouraged to communicate with the school about their children’s progress and
opportunities to consult with teachers are readily available.
Formal occasions;
Information Evening; Parents Afternoons, Parent-Teacher interviews are well
organised and all arrangements are communicated clearly.
Written reports to
parents are in a revised format, providing clear information and details of
how each pupil is progressing across all aspects of the curriculum
particularly in language and mathematics, including personal and social
development, and indicating the next stages in each pupil’s learning. This
format has been developed in Session 2005-06 to make better use of electronic
technology and to become more focused on essential information.
Parents indicate
that there is a good deal of satisfaction about the arrangements for
communicating information about the curriculum and the pupils’ progress.
Parents’ views and enquiries about their child’s attainment and progress are
promptly and carefully considered. The school provides an effective response.
Evidence
Staff survey,
reports, pupil, teachers’ and parents’ views from questionnaire
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The school operates
key policies and procedures focused on the care, welfare and protection of
pupils. All staff are clear about their responsibilities. The policies are
maintained in a school handbook.
‘Help at Hand’ is
used to convey to children, and staff the concept of being ‘at hand’ to help
anyone in need. It is an inclusive approach which actively encourages pupils
to be independent and to take responsibility in helping others appropriately
in all situations of need.
The development of
a healthy lifestyle is promoted across the school: A ’Healthy Morning Snack’
has been introduced for all infants; There are healthy food options for
school lunches; With parental involvement we have agreed packed lunch and
dental health guidelines; Cycle storage facilities have been improved, and a
safety zone created around the school (reduced speed limits and protective
physical barriers); Staggered breaks at interval and at lunch time have been
introduced and are reducing accidents and allowing improved play and
recreation.
The library is
opened at lunch time for senior pupils and others who need a quiet supervised
area. Games, computers and reference materials are available. The library club
has also opened for additional after school use for a limited time. Finances
and interest, limit the growth of after-school care.
The school has also
improved the location and quality of drinking water available to pupils,
and prepared plans for improved security and safety around the school, which
also includes resurfacing of playgrounds.
An active school
council advises on pupil welfare and facilities and deals with the pupil’s
complaints and aspirations; Incidents between pupils are dealt with
constructively and effectively. We have developed arrangements where nominated
senior pupils assist with the care of their fellow pupils. This is on a ‘help
at hand’ basis which is inclusive to all the pupils, and while encouraging
independence, it provides a comfort safety net for all.
Staff judge that
they work well together; there was mutual trust, respect and confidence
between staff on pastoral care issues and staff are willing to give time to
parents.
Generally staff
felt they are kept informed about relevant background issues concerning
pupils. Staff are alert to the emotional, physical and social needs of the
pupils and sensitive to the needs of the child from the background
information.
There are effective
procedures for identifying needs, and these needs were addressed for the most
part by the deployment of staff, expertise and resources.
Evidence; Staff survey, pupil council notes,
changes in routines & dining hall, fruit and vegetables consumed, reduced
litter and crisp wrappers.
|
The school uses a
range of approaches to develop pupils' personal and social skills.
Teachers are committed to promoting whole-school strategies.
High expectations of behaviour are applied consistently across the
school. The school has increased
opportunities for pupils to be praised and for their achievements to be
recognised and valued. Aspects of PSD are
more prominent in assessment and reporting
There are planned
opportunities for senior pupils to participate in the routines of the school
and to show care and consideration for others i.e. ‘help at hand’ for infants.
The Pupil Council plays a role in developing the pupils’ participation in
decision making and promoting citizenship. The meetings of the Pupil Council
tie in with ‘sharing times’ and P.S.D in the classroom. Special focus has been
placed on healthy eating, exercise, walking and cycling to school, playground
improvements, environmental and recycling projects.
Pupils are given
opportunities and are encouraged to participate in a wide range of extra
curricular and additional in-school activities, and this includes fund raising
for the school and nominated charities..
It is our
impression that all pupils are making good progress towards the development of
self-esteem, and an awareness of personal health and safety. Many of our
pupils grow to show independence of mind and co-operate well with others both
socially and in school work. Their behaviour and social relations generally
show genuine concern for and tolerance of others.
However some of the
attitudes of our older male pupils are strongly influenced by peer pressure
and social values (outside of the school). This influence is very strong on
some youngsters and has strong negative effects, creating a perception that
becoming a ‘cool’ teenager is synonymous with freedom to be irresponsible.
Evidence; Staff survey, Pupil Council notes;
feedback from sharing time
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Nursery children
are prepared for their change to mainstream by visits to the main school,
playground and classrooms, in advance of their induction days. A phased
introduction is arranged for their induction into Primary 1. The nursery
profiles are used to provide valuable base line information to the Primary 1
teacher.
Primary 7 pupils
are prepared for transfer to secondary by the organization of several social
and sporting activities e.g. football festival, athletics afternoon as well as
their induction visit to the Academy. Visits by Academy staff (management and
guidance) precede the induction day visit on separate occasions for parents
(January) and the pupils (May). In general pupils feel comfortable about their
transfer to secondary education.
Care is taken about
the placement of individual children from nursery to primary 1 and for those
transferring from Primary 7 to Secondary 1. Effective and full dialogue takes
place between nursery staff and primary, and primary 7 and secondary guidance
and also ‘Support for Learning’ teachers. Detailed information on progress and
attainment for all the primary 7 pupils is transferred to our secondary
colleagues
Evidence; Staff survey, pupil and parent
questionnaire
|
The HT and DHT
systematically track individual pupil’s’ progress and regularly scrutinize
progress reports. Within time restraints, the HT and DHT systematically
monitor individual pupils' progress through class visits, screening and class
assessments, national test results and pupil reports. The LST has a role in
supporting the monitoring of the progress of pupils with additional support
needs and I.E.P.s
The projected and
actual performance of pupils are compared at regular intervals. For all pupils
this is done by looking at the progress in attainment of 5-14 levels and the
results of screening tests (infants) and standardized tests (middle and upper
stages). The progress of particular pupils with I.E.P.’s is followed up
through interviews with parents and increasingly pupils are involved.
Pupils' performance
is recorded systematically. A useful record of individual pupils' aptitudes,
progress and attainment is built up in all aspects of the curriculum with
increasing involvement of pupils in discussing personal targets for learning.
The school has introduced a system of recording all children with additional
support needs and a stepped intervention policy.
In key cases, staff
make effective use of information gathered to negotiate realistic learning
targets with pupils in their individual education plans. However this quality
interaction is not possible with all pupils with current class sizes.
There is effective
communication of information about pupils' achievements between department
heads, class/subject teachers, learning support staff, and parents.
|
Evidence :
Phoenix print outs; discussions with staff ; assessment records and
reports; feedback from staff, parents, IEPs |
Within the time
available, programmes of work are well designed and suitably differentiated.
The emphasis is on language and mathematics and P.S.D. Targets, tasks and
activities are carefully selected to take account of pupils’ individual needs.
Where appropriate,
additional experiences, including the use of ICT, are planned and provided to
help
identified pupils
to overcome significant difficulties in a particular element of the
curriculum.
Classroom
assistants make a significant contribution to supporting pupils in the
classrooms. The school has paid for the addition of 17 ½ hours of
classroom auxiliary support time from school savings.
Where relevant, the
involvement of learning support staff makes a significant contribution to
programmes of work. The three days of support teacher time has had a positive
impact on support arrangements. Management and record systems are being
adapted to minimise duplication of work and ensure efficient record keeping
Almost all pupils
with special educational needs and/or disabilities are making good progress
towards the outcomes and curriculum targets identified within their programmes
of work. Taking account of their needs, their overall level of attainment is
fairly high. There is a need to consider the kinds of support which would
be suitable for stretching the most able.
Within the limited
time restraints, learning support staff fulfill an appropriate range of roles
effectively. These include well planned and effective tutorial teaching,
well-informed advice to senior managers and class teachers about the
curriculum, effective individual programmes of work and strategies to meet
pupils’ needs. Learning support staff contribute to staff development.
|
Evidence –
IEP’s ; targets achieved; feedback from staff; electronic and paper
records; programme. |
The management team
and support teacher have a clear understanding of current legislation and
advice regarding special educational needs. The new additional Support for
Learning legislation has been discussed with staff and the support policy
amended. All pupils with additional support needs are now identified and a
staged intervention approach is being used to prioritise their needs.
The needs of
individual pupils inform the development of individual educational programmes.
Reviews are undertaken at appropriate times within the school calendar of
parent-teacher contacts and are in line with statutory requirements.
There
are effective
procedures in place to appropriately ensure that the legislation with respect
to pupils with records of needs is met. Alterations have been made to the
physical accommodation to provide appropriate facilities for a wider range of
needs i.e. a Haven Room for Autistic pupils.
Children with
special educational needs are given careful prior consideration of their needs
and disabilities before entry to school. The school needs improved physical
accommodation to provide flexible and appropriate facilities for certain
children with disabilities e.g. autism. Plans have been prepared for these
changes to be made to accommodation.
Careful
consideration is given to the nature of a pupil’s special needs and their
placement in classes i.e. whether a composite or straight class is preferable.
Placements are monitored. Partnership works well between various agencies,
school staff and parents about the details of placement and support
arrangements.
An inclusive
approach has been recognized by staff as being important. Successful
integration has been achieved on many occasions despite it proving difficult
given the overall high aptitude of children in the school. By necessity the
individual needs, in curriculum and social terms, need to be differentiated.
In other situations access to the whole curriculum is a challenge.
The school has good
links with the Area Education Office and external educational support staff.
There are
well-developed and effective links with other schools, and nursery units.
Arrangements for transfer from playgroup to nursery and nursery to Primary 1
are well developed. Arrangements for Primary –Secondary liaison have long been
established and demonstrate a high level of co-operation. They include
effective transfer of assessment information as well as curricular and
pastoral aspects. Clear and detailed information about pupils' learning needs
is exchanged at appropriate times.
