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Improvement Summary for Parents September 2016

How Well Do Children Learn and Achieve?

We continue to focus on raising attainment and achievement and have evaluated ourselves as satisfactory in this area.

Our development work this year included:

Raising Attainment for all (RAFA) projects. Some of our additional needs assistants took a lead in developing our targeted support work. As a result we have groups of children who have made good progress with reading, Writing and mental maths.

Use of data. The introduction of standardised tests has given staff the opportunity to use the information to identify children’s strengths and development needs. This allows them to plan appropriate work which will support and challenge the children. The school has started to collate data using the Learning Community literacy, Numeracy, Health & Wellbeing benchmarks for p1, p4 & p7.

Sport Scotland Award. A sports committee was formed with pupil representatives, staff and community representatives. We were successful in gaining the Gold award!!! The award is a nationally recognised award where schools are evaluated across PE and school sport provision. In gaining the GOLD award it is recognition of Drumlanrig really putting sport at the heart of its planning, practice and ethos! It highlights excellence across a range of core areas including PE, extra-curricular sport, school sport competition, young people’s leadership and voice pathways to life-long participation and much more!

The improvements that we plan to make next year are:

*  Use the national benchmarks to plan and access children’s work.

*  Develop progression pathway based on the national benchmarks for other curriculum areas.

*  Use the learning community benchmarks to track and monitor progress in literacy, numeracy and H&WB at P1, P4 and P7.

 MEETING LEARNING NEEDS

Overall we have evaluated ourselves as good in this area.

The improvements that we have made during this year:

Mental Maths – we have extended the use of big maths strategies to increase children’s mental agility. RAFA groups of children in P4 and P7 are improving their mental maths through daily mathematics challenges.

HW&B & PE Benchmarks-all staff attended in-service training to look at the PE benchmarks. They were given the opportunity to make changes where required. We now have benchmarks which staff can use to plan and evaluate pupil progress against.

The improvements we plan to make next year are:

*  Amend our progression pathways for literacy and numeracy

*  Roll out mental maths to whole school using big maths strategies

 

The improvements we plan to make next year are:

*  Continue to implement languages 1+2

*  Implement Rights Respecting Schools

*  Continue to implement Reading strategies

HOW WELL DOSE THE SCHOOL SUPPORT CHILDREN TO DEVELOP AND LEARN?

Overall we have evaluated ourselves as Satisfactory in this area.

The improvements we have made during the year

Curriculum Rationale. The school has recently develop a rational for the curriculum based on Curriculum for Excellence guidance and taking into account the values of the school. This rational places strong emphasis on the development of the four capacities and personal achievements within class based learning and through wider experiences. The curriculum rational has been shaped by input from staff reflecting on what they want to achieve through their curriculum for the children and input was also given by the parent council.

Languages 1+2. Across the school, staff are planning progressively for children to develop skills in listening and talking, reading and writing in French. We have a clear plan for the delelopment of 1+2 Modern languages. HMle praised our work on Languages 1+2 and our programme which ensures progression throughout the school.

How Well Does The School Improve The Quality Of Its Work

Overall we have evaluated ourselves as Satisfactory in this area.

We are confident we have made improvements in:

Pupil Voice – We have provided a variety of ways to give children a say in their learning and the life and work of the school.

Early Level, Building The Ambition – The ELCC and P1 staff have made positive changes to the learning environments. They are stimulating and inviting. They provide extensive opportunities for children to learn through play activities.  The environments allow children to be more independent and self-regulating.

Rights Respecting Schools – The school has received recognition of commitment to the Rights Respecting Schools programme. This is part of a Learning Community priority and through the school Rights Respecting Schools Committee children are benefiting from discussions about classroom rights and how these are linked to the UN Rights of the Child. The school is working towards the Rights Respecting School Level 1 award... Children are beginning to explore the articles and how these relate to their lives and those of other children.

Our next steps are:

v     ELCC will implement the recommendations by Care Inspectorate

v In P1, staff will develop the play activities further to ensure progression throughout the year.

v     All staff will engage in self-evaluation activities in order to improve teaching and learning.

The award reflects the commitment of staff to the life of the school and the school’s success in working with and engaging with the wider community.

The improvements we plan to make next year are:

v     Develop and amend RAFA projects

v     Streamline tracking systems

    v Develop the Achievement Passport further

v     Continue to expand opportunities for children to contribute to the life of the school.

LEARNERS' EXPERIENCES

Overall we have evaluated ourselves as Good in this area.

Improvements we have made during this year:

Visible Learning. Teachers have been introduced to strategies and some have started using these to deliver lessons.  Teacher Learning Committees were used to enhance discussions and share feedback on the impact of various approaches. There has been insufficient time to note the full impact on learners.

Reading for understanding – All staff received training on effective ways to teach reading, including the use of reciprocal reading. This resulted in teachers changing their approaches to teaching reading and setting homework. Feedback from parents confirmed this as a positive change and they have seen improvement in their children’s reading skills.