Contents · Web view3 To improve attainment for all learners at Early/First Level through the ... of our new “Word Study ... masterclass dialogues and

Standards and Quality Report

2016 / 2017

[GOLDENHILL PRIMARY SCHOOL | West Dunbartonshire Council | Standards and Quality Report | 2016 - 2017

Contents

About our School: Vision, Values and AimsAbout our School: Context

What evidence have we used to evaluate our work?

What were our priorities for session 2016/17?

School Priority 1:School Priority 2:School Priority 3 . School Priority 4School Priority 5School Priority 6School Priority 7School Priority 8

What is our capacity for continuous improvement?

1.3 - Leadership of Change

2.3 - Learning, Teaching and Assessment

3.1 - Ensuring wellbeing, equality and inclusion

3.2 - Raising Attainment and Achievement

Next Steps: Priorities for session 2017/18

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About our School: Vision, Values and Aims

● Vision: To empower our learning community to achieve the highest outcomes for all● Mission Statement: Work together making sure everyone counts in order to achieve high quality experiences that motivate and inspire all learners.● Values:

● Be kind● Be helpful● Be honest and respectful● Work hard

● Aims:● Create and deliver courses, activities and events which will motivate and inspire learners● Develop creative and innovative ways to support learning ● Value diversity, promote equal opportunities and foster inclusion● Promote partnership and community participation. ● Value achievement and celebrate success ● Continually reflect on and aim to improve the quality of our services.

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About our School: Context

● Location Stewart Drive, Hardgate, Clydebank, G81 6AH● Age of school New Building opened August 2010● Roll 282● Staffing – FTE 15.4● SIMD* Deciles 1-3 34%, 4-6 48%, 7-9 18% ● Notable features Building over two floors accessible via stairs and lift. All weather pitch and Forest School development within school campus.

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What evidence have we used to evaluate our work?● Performance data HMI Report 2016/17, GL Assessment Results, HGIOS?4 Self-evaluation Data● Attainment data Teacher Judgement, CFE Levels and GL Assessment results for Reading and Maths ● Focus groups Parent Council, Pupil “Blethers”, Pupil Leadership Groups, Whole Staff, Teaching Staff● Parental questionnaires Google Forms Surveys used to gather views and opinions

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What were our priorities for session 2016/17?

1. To improve attainment in maths/numeracy within BGE.

2 To improve learning, attainment and achievement in STEM within BGE.

3 To improve attainment for all learners at Early/First Level through the development of Learning through Play/active learning andReciprocal Teaching.

4 To develop literacy skills within BGE.

5 Assessment & Moderation.

6 Deliver Year 3 Programme for Languages 1+2

7 Self-Evaluation - ensure outcomes for pupils continually improve.

8 To further develop PE and Technologies curriculum within school to ensure delivery of BGE.

School Priority 1:

School Priority 1: To improve attainment in maths/numeracy within BGE

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NIF Priority:Improvement in attainment, particularly in literacy and numeracy

HGIOS?4 QIs2.2 Curriculum2.3 Learning, teaching and assessment

NIF Driver:Teacher Professionalism

Progress and Impact: Overall, the quality of learning, teaching and assessment across the school is good. Across the school there is a very positive and engaging

environment for learning. All teaching staff are involved in moderation through small-scale collaborative action research projects. Working with colleagues to plan and review this learning is now helping staff to develop their shared understanding of standards and expectations. A few teachers were also involved in this work across the learning community and benefitted from seeing and evaluating practice in other schools. There is clear evidence of improvement as a result.

Through a range of engaging active learning opportunities across the curriculum, children work collaboratively often in pairs and small groups. As a result of these regular opportunities to talk about their learning, they are becoming more confident in discussing what they have done well and what they need to improve.

In almost all classes, there is evidence of a wide variety of teaching approaches including active learning, whole class lessons, group and paired work, independent learning and the use of games. Overall staff provide clear explanations during their teaching. In almost all lessons observed, teachers shared learning intentions and as a result, children are clear on the purpose of their learning.

Learning pathways are in place for all areas of the curriculum and based on experiences and outcome.

Next Steps: Continue to build on CAR work alongside reviewing the newly published benchmarks, to further develop consistency and share high expectations

of learning at all stages across the school. Ensure brisker pace and appropriate challenge for individuals and groups to ensure activities are well-matched to learners’ needs. Further improve use of digital technologies to enhance learning across all stages. Involve pupils in generating Success Criteria and review approaches to questioning using higher order thinking skills consistently across the school. Consistent use of assessment from day to day learning, including new benchmarks, to support and extend learning. Review impact of initiatives/learning pathways aimed at improving learning and closing the poverty related attainment gap.

School Priority 2:

School Priority 2: To improve learning, attainment and achievement in STEM within BGE.


HGIOS?4 QIs1.2 Leadership of Learning

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1.3 Leadership of ChangeNIF Driver:School Leadership

Progress and Impact: We are developing a culture of continuing professional engagement and collegiate working. This is leading to improvements in learning, teaching

and assessment demonstrated via improved GL Assessment results. There is evidence of improved leadership of learning at some levels in a range of contexts such as STEM, Forest Schools and Digital Technology. All staff engage in career-long professional learning and are identifying professional development and approaches that will improve our practice

and outcomes for pupils via STEM, CAR, Languages1+2, Forest Schools and Digital Technologies. We are developing a collegiate learning culture which is evidenced by Collaborative Action Research projects, peer learning and professional

dialogue. We have many pupil groups who are involved in improving experiences for their peers these are - JRSO, Pupil Council, Sports Committee, Health

& Safety Committee, P7 Reading Buddies, P6 Playground Buddies, P6 Play Leaders, House Captains and School Librarians. All stakeholders are Involved in the development of our Vision, Values and Aims resulting in a shared understanding of standards and goals. Our Monitoring calendar is well organised and clearly linked to planning, tracking and assessment ensuring that school priorities are met. Teachers have a good understanding of its community and the social, economic and cultural context of the school. There is a high priority placed

on supporting the social and emotional needs of all children. Digital Schools Award secured this session lead by Miss Rae and Mr McGillivray.

Next Steps: Further involve all stakeholders in planning for school improvement in the maths aspect of STEM. Investigate the development of a pupil Learning, Teaching and Assessment group to further improve pupil voice.

School Priority 3:

School Priority 3:To improve attainment for all learners at Early/First Level through the development of Learning through Play/active learning andReciprocal Teaching.

NIF Priority:Improvement in attainment, particularly in literacy and numeracyClosing the attainment gap between the most and least disadvantaged children

HGIOS?4 QIs

2.2 Curriculum3.2 Raising attainment and achievement

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NIF Driver:Teacher ProfessionalismAssessment of Children’s’ progress

Progress and Impact: In almost all classes, there is evidence of a wide variety of teaching approaches including active learning, whole class lessons, group and paired

work, independent learning and the use of games. Learning through play and other recent developments including forest schools, STEM lessons and “masterclasses” are providing children with a

range of contexts to develop and consolidate knowledge and learn new skills. Across all stages in the school, staff use assessment is for learning strategies well. Approaches such as self and peer assessment and target

setting are enabling children to reflect better on and evaluate their own learning. In the best lessons, staff use the information gathered to monitor how well children understand their learning. Staff are now making better use of a range of assessment data to track progress and plan next steps in learning Staff plan collaboratively to ensure lessons are engaging and resourced effectively. Significant improvements have been made to learning and teaching approaches ensuring that individual pupils’ needs are met. Almost all children are motivated and engaged in their learning. In the best lessons, children have opportunities to lead their learning and as a

result, they are developing greater independence. This is helping the school work towards our vision to empower children to achieve their best.

Next Steps: Staff will collaborate to develop assessment approaches during Learning Through Play and Active Learning sessions ensuring that appropriate

interventions are planned and evaluated to support and challenge learners. Pupils will Identify and reflect on the skills for learning, life and work that they are developing through new initiatives and experiences. Review how we are recording and reporting on progress within a level to ensure there is a shared understanding of what this means for individual

children.

School Priority 4:

School Priority 4:To develop literacy skills within BGE.


HGIOS?4 QIs

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1.3 Leadership of Change1.4 Leadership and management of staff

NIF Driver:Leadership and Management

Progress and Impact: Our well managed quality assurance calendar is linked to assessment, planning and tracking to ensure progress in literacy. Staff

participate in collegiate planning, including weekly formal staff meetings outlining developments, assessment and moderation in reading and writing.

Mrs Lappin is participating in WDC Literacy Steering Group Reciprocal Teaching approach used across all levels has led to raised attainment in reading Almost all teaching staff took part in BIG WRITING course to further improve teaching, learning and assessment. Across P4-7 we have raised attainment in spelling due to the implementation of our new “Word Study” approach to teaching spelling Implementation of Literacy World P3-7 ensures a progressive programme which supports and challenges pupils appropriately. SMART targets applied to pupils’ support plans are measurable and offer appropriate support and challenge.

Next Steps:

Ensure inexperienced staff members have opportunities to develop professional learning in Reciprocal Teaching and Big Writing. Identify target groups of pupils who experience barriers to learning including the most deprived children to closely monitor and track

impact during termly planning and tracking meetings. Research initiatives regarding the development of a pupil led Learning, Teaching and Assessment group to further improve pupil

voice. Establish Early/First Lending Library including a Reciprocal Teaching help sheets for parents.

School Priority 5:

School Priority 5:Assessment & Moderation.


HGIOS?4 QIs

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Progress and Impact:

All teaching staff have been involved in Collaborative Action Research projects resulting in a clearer understanding of standards required for improvement.

Almost all teaching staff took part in a “BIG WRITING” course to further improve teaching, learning and assessment in Literacy. Staff are now making better use of Literacy and Numeracy assessment data to track progress and plan for next steps in learning. All teaching staff have engaged in a range of moderation activities to develop a shared understanding of the standards required to

improve attainment within Literacy. Improved GL assessment results this session.

Next Steps: Continue to participate in WDC assessment and moderation framework. Improve “task involved” feedback detailing what pupils need to do next to improve and how to go about this. Further develop CAR projects processes and protocols to ensure consistency and accuracy of reporting across all levels. Planned collegiate sessions for moderating standards against Literacy/Numeracy Benchmarks. Ensure that teaching staff are aware of and are confident in using WeDAR.

School Priority 6:

School Priority 6:Deliver Year 3 Programme for Languages 1+2


HGIOS?4 QIs



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L2 1+2 Languages: (P3, Term 1) training for primary teachers by 1+2 Languages Coordinators to assist with pronunciation and increase teacher confidence

Spanish Languages course undertaken by two teachers Languages 1+2 Coordinator (Ms Kinsella) supported staff via CLPL opportunities in school Implementation of Languages 1+2 Programme on track (P1-3 delivered)

Next Steps:

Ensure inexperienced staff members have opportunities to develop professional learning in Spanish and French as appropriate. Continue with WDC Languages 1+2 Programme. Languages 1+2 coordinator will update learning packs for all levels and distribute to staff. Utilizing teachers’ skills/talents further develop implementation of French Language Programme P5-7. Continue to promote CLPL opportunities for all staff.

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School Priority 7:

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School Priority 7:Self-Evaluation - ensure outcomes for pupils continually improve.


HGIOS?4 QIs




WDC Tracking Toolkit updated and teachers beginning to input assessment data leading to clearer focus on progression and next steps

CAR projects provided straightforward evidence of improvement in mental agility and the need for timely, focused interventions HMI report identified aspects of school self-evaluation as good leading to a more open, reflective and collaborative practice providing

more opportunities to share good practice, build teacher capacity and improve learning experiences for pupils Staff, pupils and parents are consulted to ensure that all views are reflected upon and influence school improvement planning

Next Steps:

Further improve our use of data to inform practice and share successful interventions. Utilize specific interventions to close the attainment gap between the most and least disadvantaged pupils. Develop digital Learning Logs sharing targets and achievements with parents regularly. Develop termly planning overview to ensure a Broad General Education.


School Priority 8:

School Priority 8:To further develop PE and Technologies curriculum within school.

NIF Priority:Improvement in attainment, particularly in literacy and numeracyImprovement in children and young people’s health and wellbeing

HGIOS?4 QIs




Curriculum guide introduced and aligned with SALs providing clear progression pathways across the curriculum FUNS cards introduced across all levels which have supported and improved pupils’ core strength, agility and balance. CLPL opportunities improved pupil performance across West Dunbartonshire sporting events Sports Scotland Gold Award achieved this session has recognised excellence in sporting activity within the school Updated Technologies programme introduced across all levels has provided a progressive programme of skills All pupils have access to Chromebooks to enhance their learning in a variety of contexts Digital Award achieved this session recognising good practice in use of digital technologies All pupils have had an opportunity to develop technology skills and tool use through a Forest School experience P4 & P5 pupils have had opportunities to further develop technology skills using construction tools during Plan, Do, Review sessions Google Classroom is being piloted at second level to promote pupil engagement with homework and improve parental involvement

Next Steps:

Review Curriculum Guide ensuring alignment with Benchmarks. Review and update Technologies planner to ensure alignment with Chromebooks and Google documents. Further develop approaches to digital technologies to support parental engagement. Further develop digital learning logs P3-7. Further development of Google Classroom to include First Level pupils. Promote staff engagement and uptake of further CLPL opportunities to ensure high quality PE experiences for pupils.

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What is our capacity for continuous improvement?During our weekly collegiate meetings, we explore/discuss and implement agreed areas for improvement linked to our School Improvement plan. These changes are tracked/evaluated during our monitoring activities and termly planning, tracking and evaluation meetings with staff.

1.3 - Leadership of Change

Quality Indicator 1.3 - Leadership of Change

Level: GOOD

Theme: School Evaluation External Evaluation (HMIe)

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

Pupils, parents, partners and staff are all involved in the creation and ongoing review of the vision, values and aims of our school to ensure we continually strive for the highest possible outcomes for all learners.

In partnership with the Parent Council and learners, the school developed a new shared vision and values to empower learners to achieve the best possible outcomes in a respectful learning environment.

Strategic planning for continuous improvement

SLT create conditions where staff feel confident to initiate well-informed change and are committed to collective responsibility regarding the implementation of new initiatives. All stakeholder views are valued and inform our school improvement.

Well organised quality assurance calendar linked to assessment, planning and tracking and this is well managed by senior leaders.Weekly staff meetings are used to evaluate practice, resources and data to ensure the focus is continuously on raising attainment and school improvements.

Implementing improvement and change

SLT in our school community promote and support innovation, creativity via -CAR projects which led to improvements in mental agility; Pupil Choice regarding differentiated learning tasks to ensure appropriate challenge; development of digital learning logs providing an efficient record of targets; attainment and achievements that can be shared with parents; parental engagement e.g. parents leading learning and developing outdoor learning environments.

Staff are very willing and ready to take lead roles in working groups and to be responsible for aspects of curriculum development. Through the leadership and well considered strategic planning by the headteacher, leadership, staff and partners, there is now strong capacity for the school to continue its improving learning journey.

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2.3 - Learning, Teaching and Assessment

Quality Indicator 2.3 - Learning, Teaching and Assessment

Level: GOOD

Theme: School Evaluation External Evaluation (HMIE)

Learning and engagement The ethos of our school reflects a commitment to children’s rights and constructive relationships.Almost all learners are eager and active participants who are engaged, resilient, motivated and interact well during activities. Most learners’ experiences are enjoyable and well matched to their needs.Most learners have opportunities to exercise choice, understand the purpose of their learning, have opportunities to lead learning and make use of appropriate digital technology.

Overall, the quality of learning, teaching and assessment across the school is good. Across the school there is a very positive and engaging environment for learning. Relationships between staff and children are positive and nurturing and illustrate their commitment to children’s rights. This supports the positive learning ethos across the school.

Quality of Teaching Our teaching is reinforced by our shared school vision and values. We make use of a wide range of learning environments and varied teaching approaches. Digital technologies are used appropriately to further enhance and support learning.Teachers explanations and instructions are clear including the increasing use of higher order questioning to measure a pupil’s understanding. Observations of learners closely inform appropriate interventions and future learning. Staff use feedback effectively to plan for and support progress in learning.

In almost all classes, there is evidence of a wide variety of teaching approaches including active learning, whole class lessons, group and paired work, independent learning and the use of games. Overall staff provide clear explanations during their teaching. In almost all lessons observed, teachers shared learning intentions and as a result, children are clear on the purpose of their learning.Most teachers use questioning to good effect checking understanding and building on prior learning. In the best lessons, staff use well considered questions to scaffold and extend learning.

Effective use of assessment Through observations, pupils’ work, formative and summative assessment activities, gathered at set intervals, staff monitor the progress of all learners.

Staff are now making better use of a range of assessment data to track progress. This will help staff better understand how secure children are in aspects of their learning and will better enable children to

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All teaching staff are involved in moderation through small-scale collaborative action research projects. Working with colleagues to plan and review this learning is now helping staff to develop their shared understanding of standards and expectations. A few teachers were also involved in this work across the learning community and benefitted from seeing and evaluating practice in other schools.

revisit concepts and skills more regularly.Staff should develop approaches to assessing children’s learning during play and active learning sessions to ensure that learning is supported/ challenged ensuring interventions can be appropriately planned.

Planning, tracking and monitoring Teachers plan daily to ensure that they can be fully responsive to pupil/s progress and needs. Teachers plan alongside the Curriculum Guide to ensure delivery of a BGE and address the skills and knowledge required for each curriculum area.As a result of this process, teachers monitor and evaluate learners’ progress by examining the information on their attainment across Literacy, Maths and HWB.

All teaching staff are involved in moderation through small-scale collaborative action research projects. Working with colleagues to plan and review this learning is now helping staff to develop their shared understanding of standards and expectations. A few teachers were also involved in this work across the learning community and benefitted from seeing and evaluating practice in other schools.

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3.1 - Ensuring wellbeing, equality and inclusion

Quality Indicator 3.1 - Ensuring wellbeing, equality and inclusion

Level: GOOD

Theme: School Evaluation External Evaluation (HMIe, VSE, IV)

Wellbeing Our approach ensures the wellbeing of all children and we continually work to improve outcomes for children and their families.Our school community is developing a clear understanding of wellbeing and in the dignity and worth of every individual. Pupils benefit from a good education which we provide for all children and young people. Relationships across the school community are positive and supportive, founded on a climate of mutual respect within a sense of community, shared values and high expectations. Pupil voice is evident through our pupil leadership groups and pupil blethers as part of monitoring process. We will continue to develop staff knowledge and skills surrounding nurturing and restorative approaches.

Staff’s knowledge of each child’s unique needs contributes well to the caring ethos across the school. All staff have a good understanding of wellbeing and children’s rights and this supports the positive relationships between children and staff. Children show respect for their peers and their school community. Staff should continue to develop wellbeing across the school ensuring this contributes to improvements in children’s attainment and achievements. The school is at the very early stages of exploring how nurturing and restorative approaches can support further its work to secure improvements in children’s wellbeing.

Fulfilment of statutory duties We observe and actively participate with statutory requirements and codes of practice. Our staff, learners, parents and partners know what is expected in these areas and are involved in fulfilling statutory duties to improve outcomes for children and young people.

Staff have undertaken professional learning opportunities which have improved their understanding of GIRFEC and the wellbeing indicators. Children receive regular opportunities for religious observance through weekly school assemblies with the local minister.

Inclusion and equality We ensure inclusion and equality leads to improved outcomes for all learners. All learners are included, given opportunities to be engaged and involved in the life of the school. Most pupils feel very well supported to do their best.

Whilst exclusions from school are rare, there has been an increase from zero exclusions in session 2014/15 to three for session 2015/16 and three so far in session 2016/17. The school takes appropriate steps to provide effective support to minimise exclusion for children experiencing difficulties,

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3.2 - Raising Attainment and Achievement

Quality Indicator 3.2 - Raising Attainment and Achievement

Level: SATISFACTORY

Theme: School Evaluation External Evaluation (HMIe, VSE, IV)

Attainment in Literacy and Numeracy Attainment is strongest within the early level where almost all children achieve early level by the end of P1 in reading, listening/talking and numeracy.All staff are involved in collaborative action research projects and these are beginning to have a positive impact on raising attainment within numeracy.Staff’s participation in moderation activities is beginning to support more effective professional judgement of children’s attainment. In all classes children use reciprocal reading strategies effectively to support their understanding of texts within literacy.

Overall, children, including those requiring additional support, are making satisfactory progress in their learning. Children’s attainment in literacy and English language and numeracy and mathematics is satisfactory. Across the school, the majority of children achieve appropriate Curriculum for Excellence levels in reading, writing, listening and talking.Across the school, the majority of children show strength in understanding number. By the end of early level, children can count with confidence and work on simple addition and subtraction. By the end of first level, an increasing number of children are developing confidence in addition and subtraction with tens and units and by the end of second level, children are using their knowledge of partitioning to help them add and subtract mentally with hundreds, tens and units. Children across the school are becoming more skilled in explaining the strategies they are using for mental calculation.

Attainment over time GL assessments and CFE levels are added to our school BGE Tracking Toolkit to measure progress and plan specific interventions to support all pupils’ learning needs.

The school tracks children’s progress over time and benchmarks their standards against those in the rest of the learning community. The school also benchmarks their results against the national results in standardised

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assessments in literacy and numeracy.

Overall quality of learners’ achievement This session staff have begun to gather information regarding individual/group achievements. These are recorded and celebrated each week, tracking strengths and areas for development to ensure equal opportunities for all learners.Our learners are acquiring a range of skills through a variety of activities e.g. Scottish Opera, sports events, masterclasses, local clubs and afterschool activities.

The school has started to develop its approach, beyond recognising and celebrating children’s achievements, to focus on the skills and attributes gained through taking part in a range of activities and interests within and out with school.

Equity for all learners Our vision is to empower all learners to achieve the highest outcomes for all. Equity is at the heart of every initiative. We have increased opportunities for Pupil Voice via planning, pupil groups and pupil “blethers” (used to support teachers’ evaluations).

Nurture approaches have been used this session to support pupils who are finding a school environment/curriculum challenging. These approaches have had some success and will be further developed next session.

The school has made the provision of equity for all learners at the heart of everything they do. This includes monitoring the progress of children experiencing disadvantage. Staff and senior learners are already offering support, for example, buddying for reading and playground leaders who are trained. Senior leaders are moving to promote family learning further.Children experiencing barriers to learning are supported well to promote equity and enable them to achieve. The school has taken steps to review learning experiences such as buying new literacy materials to encourage better reading including the use of technology. The new nurture facility is already providing effective support for pupils who find it difficult to remain in a classroom for the entire day. Homework is supported in school and pupils are often offered enhanced learning support to help them become more resilient.

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Next Steps: Priorities for session 2017/18

1. To improve attainment in Numeracy in P1-7 via flexible groups focusing on pace and challenge, review of progression pathways, family learning

opportunities, outdoor learning, STEM, digital technology and targeted interventions.

2. To improve attainment in Literacy – review of progression pathways for pace and challenge, writing moderation, staff training,

3 To engage with benchmarks to evidence and track individual pupil progress in numeracy through assessment and moderation activities.

4 To promote a consistent approach to the development of Spanish across all levels and French in P5-7.

5 To ensure that outcomes for pupils continually improve through self-evaluation procedures e.g. HGIOS?4, Summary of Inspection Findings, establish a

Learning, Teaching & Assessment Pupil Group,

6 To raise awareness of transferrable skills required for learning, life and work through masterclass dialogues and skills records in digital learning logs.

7 To promote wellbeing, equality and inclusion through a shared understanding of Nurture Principles, SHANARRI and GIRFEC to improve outcomes for

our school community.

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Documents

Contents · Web view3 To improve attainment for all learners at Early/First Level through the ... of our new “Word Study ... masterclass dialogues and