Standards and Quality Report 2018-19

School Name: St Ninian’s Primary School

Context of the school:

Saint Ninian’s Primary School is situated in Hillhouse, Hamilton. It is a Roman Catholic co-educational school covering the seven years of primary education, after which children transfer to Saint John Ogilvie High School.The current roll is 220 over 9 classes, 3 of which are composite.This session has presented a number of challenges surrounding staffing, with many changes taking place within our team of support staff.The local area is a mixture of social and privately owned housing.Our new school was opened in 2009, creating a vibrant learning environment for our pupils. We have 9 classrooms, multi-purpose hall, cafeteria, ICT suite, kids kitchen, library and open areas for active and investigative learning.Outdoors we have a large playground with a Trim Trail, MUGA pitch and garden.Our school vision is to ASPIRE –Achieve Succeed Progress Inspire Respect EnjoyThis vision is based on our gospel values and how children can develop them in their life.Children relate their achievements in terms of our vision and this ensures they are conversant with it.We have a small but supportive and active Parent Council who play an important part in the life of the school. They work with us in a range of ways including fundraising. They have introduced an annual fun day for our children.Our local community is interested in being involved with our school. We have a range of business partners who are always represented at our annual Careers event. We take part in a range of activities with the University of the the West of Scotland, Universal Connections, and Active Schools.As part of the Saint John Ogilvie Learning Community we take part in a range of events designed to support a smooth transition.Our intake children come from 12 pre-school establishments so we ensure our in-school Transition Programme is effective in bringing children and families together before children start school.

The National Context for EducationThe National Improvement Framework (NIF) for Scottish Education sets out the Scottish Government’s vision to continually improve Scottish Education and to close the attainment gap, delivering both excellence and equity. Our school, working in partnership with South Lanarkshire Council is fully committed to delivering these ambitious aims.

The key priorities of the National Improvement Framework are:

• Improvement in attainment, particularly in literacy and numeracy • Closing the attainment gap between the most and least disadvantaged children • Improvement in children and young people’s health and wellbeing • Improvement in employability skills and sustained, positive school leaver destinations for all young people

Key drivers of improvement have also been identified, these are:

• School leadership. • Teacher professionalism. • Parental engagement. • Assessment of children’s progress. • School improvement. • Performance information.

South Lanarkshire Council’s overall vision is to “improve the quality of life of everyone in South Lanarkshire Council.”

Education Resources’ key purpose is to:

“Raise achievement and attainment, inspire learners, transform learning and work in partnership to strengthen our communities”

The priorities relating to this are: • • Deliver high-quality early learning and childcare to give our children the best educational start • • Raise standards in literacy, numeracy and close the poverty-related attainment gap. • • Improve health and wellbeing to enable children and families to flourish. • • Support children and young people to develop their skills for learning, life and work. • • Ensure inclusion and equality are at the heart of what we do.

Our school is committed to taking these priorities forward and developing each driver through our annual School Improvement Plan (SIP.)

Assessment of children’s progress throughout the Broad General Education (to end of S3)

As one of the drivers, our school, alongside all schools in Scotland, has been required to report on Curriculum for Excellence levels for literacy and numeracy achieved by all children at the end of stages P1, P4, P7 and S3. This data is submitted to South Lanarkshire Council in June each year and collected subsequently by the Scottish Government. This data is based on teacher judgement, informed by a wide range of assessment evidence including standardised testing where appropriate. As from session 2016/17 all schools in Scotland will be required to participate in the new Scotland National Standardised Assessment (SNSA) project. This will further help inform teacher judgement of levels.

The following table shows benchmarks for children achieving Curriculum for Excellence Levels.

Level Stage covering 3 years approx. Early The pre-school years and P1, or later for some. First To the end of P4, but earlier or later for some. Second To the end of P7, but earlier or later for some.

Third and Fourth

S1 to S3, but earlier for some. The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4. The fourth level experiences and outcomes are intended to provide possibilities for choice and young people’s programmes will not include all of the fourth level outcomes.

Senior phase

S4 to S6, and college or other means of study.

Some children and young people will start learning at these levels earlier and others later, depending upon individual needs and abilities. Many children not attaining National Levels will have an Additional Support Plan (ASP) and may be making good progress but against different milestones e.g. individual targets. Learning progress is not about how fast children move through the levels but about ‘how much’ and ‘how well’ children learn, having depth and breadth of experiences at each level.

Assessment of these levels is based on a wide variety of evidence and ways of measuring progress such as assessment of projects, general class work, observations and peer assessment. Where possible, children and young people are encouraged to be directly involved in the assessment process.

Schools and teachers work with others to set shared standards for assessing progress. These standards are based on National “benchmarks” for each area of the curriculum. This process is called moderation and it ensures that schools have similar expectations.

What follows is our school’s data about achievement of these levels for session 17/18 through to session 18/19.

Review of SIP progress session 2018-2019

Priority 1: Create leadership opportunities and further develop the use of collaborative enquiry techniques and improve the quality of learning and teaching with a focus on literacy, numeracy and health and wellbeing.

National Improvement Framework Key Priorities Improvement in attainment, particularly in

literacy and numeracy; Closing the attainment gap between the most

and least disadvantaged children; Improvement in children and young people’s

health and wellbeing; and Improvement in employability skills and

sustained positive school leaver destinations for all young people.

National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information

HGIOS 4 QI: 1.2, 1.5, 2.4, 2.5, 3.1, 3.2Progress and Impact:All staff took part in collaborative enquiry as part of their professional development, forming three research groups and selecting aspects of enquiry for improvements in pedagogy, becoming more knowledgeable regarding theory and research in these aspects. Staff groups formed focused on:

Literacy and English Numeracy and Mathematics Health and Wellbeing

Staff did see the benefit of this enquiry and shared findings with each other through professional dialogue sessions at staff liaison meetings linking to closing the attainment gap.

Staff leadership/ co-ordinator roles were established with the focus on developing materials for staff to be more confident in the use of benchmarks and using teacher professional judgement. All staff report a greater knowledge and understanding of benchmarks which has increased consistency in the application of standards. Staff are more confident in the area of TPJ which has enabled us to be more specific about individual learning barriers and provide effective interventions at an earlier stage. Targeted interventions are more focused and will continue to be reviewed regularly.

Improving Health and Wellbeing of our young people by introducing a Nurture Room to support individual needs including social, emotional and ASD is underway with accredited training booked for three members of staff.

Next steps:

To use professional learning to help enhance classroom practice through the use of policy, planners and reports produced as part of professional enquiry.

Continue with targeted interventions incorporating Nurture provision to support pupils with individual needs. Focus on raising attainment in Literacy and Numeracy, ensuring staff are using/ analysing data gathered to

inform practice.

To continue moderation at Learning Community level incorporating peer visits across the Learning Community and engage in professional dialogue.

Priority 2: Further develop parental engagement and pupil participation.

National Improvement Framework Key Priorities Improvement in attainment, particularly in literacy

and numeracy; Closing the attainment gap between the most and

least disadvantaged children; Improvement in children and young people’s

health and wellbeing; and Improvement in employability skills and sustained

positive school leaver destinations for all young people.

National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information

HGIOS 4 QI: 1.1, 1.5, 2.4, 2.5, 3.1Progress and Impact:Parental/ family questionnaire was given to generate ideas regarding groups/ sessions parents and carers would like to attend. Initially questionnaire response was poor, so it was resigned and given again at a parental event to increase responses received. Based on this feedback an invite to join the formal parental focus group was given. Initial meetings were positive with various partnership events being planned but the uptake did not meet expectations. Specific year groups were then targeted and the response did improve; greater participation did occur with year groups being the focus as opposed to individual families. Attendance on average was 32% which was a great improvement compared to previously.

All staff had input on parental engagement opportunities content and agree that the most successful initiatives involved parents working directly with their children, as opposed to opportunities given for parents only. Family learning opportunities were further developed to include homework activities, with each child during the month of March being given a ‘March into Family Fun’ homework booklet. These were popular with families and feedback states that this style of homework task would be received well in the future.

A staff parental focus group was developed to support all children in targeted group to attend school regularly and on time in addition to attending new breakfast provision. Attendance at breakfast provision was on average 42 children daily and parents/ children report that this provision is successful and should continue.

Pupil leadership was further developed to include our ongoing pupil employee programme with P5, P6 and P7, Masterclasses sessions, House Groups, Business Day and World of Work Careers event. Pupils report that they have increased knowledge regarding career paths and associated developing young workforce skills; responsibility, organisation, communication, problem solving, enthusiasm and teamwork. In addition, a pupil focus group has been working with the Acting PT using How Good is OUR School. Children have responded very well to this and are working through themes with enthusiasm demonstrating increased maturity, responsibility and positive attitudes.

Next Steps: Continue to create links to strengthen family engagement. Continue to implement and extend How Good is OUR School to increase pupil participation, aspects of which

will facilitate parental involvement. Plan and develop Nurture based activities including GUAB, Drawing and Talking, Lessons for Living and other

small group programmes to support the increasing range of social, emotional and behavior needs. Continue Masterclass programme at all levels. To implement core learning in skills, evidenced through planning, assessment, moderation tracking and

monitoring, ASPIRE sheets, jotter work.

Interventions and progress towards closing the poverty-related attainment gap 2018-19

Intervention 1Developing understanding of benchmarks in order to raise attainment in Literacy, Numeracy and Health and Wellbeing.

Re-design planners for Literacy and English, then Numeracy and Mathematics to develop staff awareness of benchmarks.

All class teachers to use new planners for Curricular Planning. Activity summary –

Review of planning format for literacy and numeracy.Review of format of tracking discussions.

Evaluation Continuing to use the benchmarks at each stage to support monitoring and tracking,

allowed effective dialogue and moderation to take place with interventions being put in place when required.

Also introduced, ‘checklists’ for each stage in relation to tolls for reading, writing, talking and listening. This is extending to ‘checklists’ for numeracy as well as health and wellbeing.

We continued to measure change during termly planning sessions, tracking and monitoring and learning community moderation opportunities. Further challenge for children put into place in each class, with teachers becoming more confident when making teacher professional judgements.

Staff will continue to become more familiar with benchmarks across levels, not just at their own stage, to further develop a progressive learner picture as children move through the school.

Since January 2019, school co-ordinators for Literacy, Numeracy, Health and Wellbeing

have been given dedicated co-ordinator time to further develop staff awareness/ training within these areas. This work is impacting positively on staff confidence when making teacher professional judgement at all stages. Work in this area is sustainable and will continue.

Intervention 2Create a staff focus group led by our PEF funded staff to further develop parental engagement.

To engage parents where attendance and participation is an issue. All parents in target group contacted and encouraged to take part in breakfast club

provision. Family learning opportunities offered to include opportunities for adults only in addition

to learning together with the children/ family. Parent/ Carer only opportunities -Take Time for YouHandling Children’s BehaviourDyslexia Awareness workshopCome and Try WorkshopsFoodwise Workshops (with formal qualification)Chit Chat Cafe

Learning as a family opportunities include -March into Family FunFamily Fun Easter Crafts Active LiteracyNumeracy ProgFood Technology Workshops

School aims to achieve improved participation from families in both groups.

Evaluation

Success at this point with support staff input is minimal, due to the high rate of support staff absence which continued from end of Oct 2018 until March 2019.

Overall, attendance at parental events did increase compared to the previous year. The Book Bug event which was organised for P1-P3 year groups was the most successful event attended.

We ran a parental group specifically for our EAL parents which we plan to continue also. This group to run once a month and is scheduled to continue. 16.4% (27) of our families at school are EAL. Attendance from EAL families within this group is approximately 33% (9).

We plan to continue the parental focus group for the future and are keen to expand on speakers/ areas of interest.

Staff members are also keen to speak to parental groups with areas of their own expertise. For example, Literacy co-ord, Numeracy co-ord, Health and Wellbeing co-ord.

Breakfast club continues to do well with currently an average of 46 children attending daily. Parents/ carers are very happy with this provision. We continue to target families where attendance and punctuality at school remains a concern.

Intervention 3Create leadership opportunities and further develop the use of collaborative enquiry techniques to improve the quality of learning and teaching with a focus on Literacy, Numeracy and Health and Wellbeing.

Staff formed into three groups – Literacy, Numeracy, Health and Wellbeing for Prof Enquiry. Nurture lead staff, once trained, to offer twice weekly Nurture group provision based on

children identified with use of Boxall profile. Nurture lead teacher will provide CLPL for all staff. She will support all staff in developing

Nurturing Principles across the whole school, using Nurture UK Nurturing Schools Programme Framework as an audit and evaluation tool.

Pupil focus group established and will select areas of self-evaluation to take forward. Discussion with Kear Campus (via Whithorn Support Base) regarding Nurture provision and

opportunities to work in tandem. Teachers monitoring pupil engagement in class and at lunch time clubs, after school clubs and

all outings. Purchase of dedicated and sustainable resources in relation to improving attainment, closing

the gap.

Evaluation

Staff are continuing with professional enquiry in relation to identified areas, with links to the school improvement plan and improving attainment, closing the attainment gap.

Areas for enquiry are Literacy and English, Numeracy and Mathematics, Health and Wellbeing.

Staff groups will feedback with a short presentation of professional enquiry findings in May 2019.

Nurture UK have our details in relation to training and will contact us when we are required to formally book this.

Ongoing work in relation to identifying children for Nurture provision within school using Boxall Profile.

Pupil focus group is ongoing with How Good is OUR School to increase pupil participation, involving parents/ carers when appropriate.

Pupil focus group participating in planning sessions ‘Leadership Lunch’ to raise profile of group within school. This is ongoing.

Pupil focus group continues to work well, with children working through Theme 2, Learning and Teaching.

Children in all stages have been able to fully participate in all offered educational outings and sporting outings. These opportunities have been partly funded by PEF in order to keep costs low, as ‘The Cost of the School Day’ for many of families is forefront when planning. This input will be ongoing in order to provide equity and excellence within our Health and Wellbeing curriculum.

Opportunities given across stages for Health and Wellbeing lunchtime clubs, including multi-sports and dance. With this, there is no cost to parents/ families as teachers, in addition to Active Sports, arrange these sessions with no charge.

As part of the school day, as opposed to after school activities which have historically not

been well attended by pupils, football and netball coaching has been offered and the response is very good. Children have participated throughout the session in football tournaments and netball festivals. There is no cost to families for this provision, so is open to all. School staff provide coaching, and this provision is sustainable.

Residential outing for children in Primary 6 and Primary 7 planned for May 2019, is being partly financed by PEF. Again, if not subsided children from our targeted families would be unable to attend/ take part and miss this valuable life experience.

1.1 Attainment data - Attainment of Literacy Curriculum for Excellence levels 2015/16, 2016/17 and 2017/18 (teacher judgement – confirmed levels – 3 year trend).

2015/16 2016/17 2017/18 2018/190.00

10.0020.0030.0040.0050.0060.0070.0080.0090.00

100.00

Reading

SchoolSLCNational

% A

chie

ved

2015/16 2016/17 2017/18 2018/190.00

10.0020.0030.0040.0050.0060.0070.0080.0090.00

100.00

Writing

SchoolSLCNational

% A

chie

ved

1.2 Attainment data - Attainment of Numeracy Curriculum for Excellence levels 2015/16, 2016/17 and 2017/18 (teacher judgement – confirmed levels – 3 year trend).

2015/16 2016/17 2017/18 2018/190.00

10.0020.0030.0040.0050.0060.0070.0080.0090.00

100.00

Numeracy

SchoolSLCNational

% A

chie

ved

1.3 Poverty-related attainment gap data

2015-2016 2016-2017 2017-20180.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

64.568.9 69.0

80.885.2 85.1

Closing the Gap Attainment Over Time: Reading

SIMD 1 and 2 plus FMESIMD 3-10 not on FME

Academic YearPerc

enta

ge %

Ach

ieve

d Cf

E le

vels

in P

1, P

4 an

d P7

2015-2016 2016-2017 2017-20180.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

57.362.9 63.4

75.081.3 79.7

Closing the Gap Attainment Over Time: Writing

SIMD 1 and 2 plus FMESIMD 3-10 not on FME

Academic YearPerc

enta

ge %

Ach

ieve

d Cf

E le

vels

in P

1, P

4 an

d P7

2015-2016 2016-2017 2017-20180.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

72.7 76.5 76.8

86.190.2 89.6

Closing the Gap Attainment Over Time: Listening and Talking

SIMD 1 and 2 plus FMESIMD 3-10 not on FME

Academic YearPerc

enta

ge %

Ach

ieve

d Cf

E le

vels

in P

1, P

4 an

d P7

2015-2016 2016-2017 2017-20180.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

74.3680.00 78.79

86.84 86.1191.49

Closing the Gap Attainment Over Time: Numeracy

SIMD 1 and 2 plus FMESIMD 3-10 not on FME

Academic Year

Perc

enta

ge %

ach

ieve

d Cf

E le

vels,

P1,

P4 a

nd P

7

Achieving Excellence: Overall Progress towards National Improvement Framework PrioritiesSession 2018-19

Use all available evidence (including data)

Literacy: Progress satisfactory good very good excellent

Strengths

We continue to make good progress in levels in attainment as compared with SLC and nationally. Systematic tracking and monitoring programme, particularly with Primary 1 children where an early intervention

approach was taken, has been very effective and will continue. New planners for Literacy and English, in addition to assessment checklists, have been introduced and built

capacity and confidence with teachers in determining professional judgements of attainment of a level and attainment in a level.

High levels of participation in all transition based Literacy activities – Nursery/ S1Next steps

Continue to implement intervention strategies such as 5 Min Box for Literacy and English, writing support group, working closely with SST Support for Learning and SST EAL.

PEF funded interventions to continue, working to close the attainment gap. Develop Catch Up Literacy programme to improve attainment in reading and comprehension skills across the

school. Continue to further develop parental engagement with Literacy and English as a focus. Continue to develop and promote participation in all Literacy based transition activities – Nursery/P1 and

P7/S1. Further enhance role of Literacy coordinator.

Numeracy:Progress satisfactory good very good excellent

Strengths Strong progress with numeracy in Primary 1 – 89.4% achieved expected level. New planners developed and introduced for Numeracy and Maths, in addition to assessment checklists being

developed. Intervention resources being used across the school with good success. Children responding well particularly

with Rapid Maths and New Wave Maths resources. Money Week activities/ workshops in place linking with HMRC, Savvy Savers Credit Union and The Dog’s

Trust. High levels of participation in transition activities such as Maths Challenge, Deputy First Minister’s Maths

Challenge and Nusery/P1, as well as P7/S1 opportunities.Next steps

Continue with core learning at all stages, enhance delivery of teaching and learning through quality feedback, in addition to tracking and monitoring.

Introduce 5 Min Box for Numeracy and Maths as additional intervention across all stages to help close the attainment gap.

PEF funded interventions to continue, with a focus on STEM resources. Continue to develop money based learning workshops working with wider community – HMRC, The Dog’s

Trust and Savvy Savers partners. Continue to participate in all Numeracy and Maths transition activities.

Health and WellbeingProgress satisfactory good very good excellent

Strengths Children continue to report that they feel safe, happy and supported in school. Whole school ASPIRE approach across all classes. Pupil leadership group in place and working through How Good is OUR school themes. School events to promote Health and Wellbeing initiatives. Food technology provision in place. Pope Francis Faith Award in place for children in P6 and P7. Assosciated Laudato Si pupil group in place also,

linking with the local parish and wider community. Planners/ IDL studies in place to promote Rights of the Child and Equalities and Inclusion based learning. Sporting/ educational outings programme across all classes. Participation in football, netball and dance festivals. Nurture provision through PEF funding - Time to Talk, Skills for Life groups. Increased links and participation with Active Schools clubs. Breakfast club provision in place for all families, free of charge. SST provision in place. Liaising with fellow professionals, many opportunities for professional dialogue and making links. Members of staff trained in relation to Wellbeing Application.

Next steps Accredited Nurture training to take place. Nurture workshops to be further developed. Continue further development of sports provision – lunchtime clubs, Masterclass. Continue to promote breakfast club provision. Extend pupil leadership opportunities across the school. Continue SST provision for behavior support. Extend professional dialogue opportunities in relation to wider community Health and Wellbeing links. Continue to implement revised SLC ASN paperwork and utilise Wellbeing Application to meet the needs of all

pupils with HWB development needs. Continue to offer high quality educational/ sporting outings and experiences. Continue to participate in sporting festivals.

Employability Skills/Positive Destinationssatisfactory

good very good excellent

Strengths All children continue to enjoy and benefit from the whole school events and enterprising approaches within

classes; Business Day (2nd level classes), World of Work Careers Event, Pupil Employees, Business Challenge, Savvy Savers, DYP IDL Studies in place across the school.

STEM area in place, timetables for all classes. Masterclass sessions are in place across the school with children working across level. House Groups in place, linking with leadership skills and pupil voice.

Next steps Continue and further develop opportunities to promote and enhance Skills for Learning, Life and Work. Further embed core learning for skill development across all stages in school. Continue to offer an enhanced range of Masterclass sessions throughout the school year across the school. Continue to share good practice across the Learning Community, linking moderation focus as highlighted in

Learning Community Improvement Plan.

Overall quality of our learners’ achievements Highlights of session 2018-19

Every year we further develop our work on the understanding of GIRFEC indicators by shaping this into the first study of the session across all classes. Our staff are committed to ensuring pupils have the opportunity to learn and develop

in a supportive environment with high expectations which promotes inclusion and equality.

Our programme of active educational and sporting experiences was again very successful with many children identifying their personal successes in this area as one of their ‘star moments’ of the session. With PEF funding we were able to ensure that all children were fully involved in all activities involving learning in and outwith the classroom.

Children in Primary 2 successfully completed their Kerbcraft programme linking to road safety, working with our Road Safety Officer and parent helpers.

All of Primary 5 children engaged in specialist musical input and participated in a year group performance for their peers. Also, children in P4 participated in lessons with music specialists learning how to play the ukulele; they also performed for their peers in school.

Educational facilities linking to classroom learning incorporated visits to –

Almond Valley Blair Drummond Safari Park Kelvingrove Museum Glasgow Science Centre The Tall Ship Museum on the Mound The Scottish Parliament

‘Future Stars’ sessions for our P1 – P3 pupils Ice Skating sessions for our P4 pupils Ten Pin Bowling for P5 Hamilton Games for P5 Swimming programme for our P6 children Visit to ‘Soar’ including mini golf and laser tag

for P7 Residential visit to Dukeshouse Wood,

KIngswood for our P6 and P7 students

All classes participated in class showcases, performing for their peers, families and friends at school assemblies to share their learning whilst taking leadership roles. All classes participated in our Christmas Show and in our Summer Show with the children showing confidence, and our Primary 7 events team and technology team assisted in the planning and performing of these whole school events; they demonstrated leadership skills taking responsibility for the stage lights/ sound system/ digital hardware, behind the stage roles, assisting with younger classes and in creating the show booklets.

Our football, netball and dance teams participated in sporting festivals, conducting themselves with maturity and sporting attitudes. Our school choir took part in competitions, Parent Council Fayre events and also performed at a local restaurant to assist with charity fundraising.

We again welcomed a specialist Mandarin teacher who delivered weekly input to pupils in Primary 6; the children developed their vocabulary and learned about aspects of the Chinese culture. They presented their learning confidently to peers and are keen to learn more.

We aim to continue developing as a community of faith and learning with all staff committed to supporting the children on their faith journey. This year we welcomed the opportunity to support Primary 3 pupils who made the Sacrament of Reconciliation and Primary 4 pupils who celebrated their First Holy Communion. Children in Primary 6 and Primary 7 completed their Sacraments of Initiation when they made their Confirmation which staff were privileged to attend. Once again, our Primary 7 pupils were awarded The Pope Francis Faith Award and they have sharing their learning with peers in Primary 6 who have started in this journey. Many Primary 7 pupils showed a strong commitment to faith and learning when they voluntarily participated in our monthly Laudato Si group in

connection with our local parish and local community.

Each year, during Advent and Lent our House Groups nominate and choose charities to support. This school year the charities chosen by the children included –

St Andrew’s Hospice SVDP Missio Alzheimer’s Scotland Mary’s Meals Kilbryde Hospice

In addition, our Primary 7 pupils proudly became ambassadors for St Andrew’s Hospice.

Our school app, monthly newsletter and school website keeps all stakeholders updated on learners’ achievements and successes.

Comment on strategies that have been successful in engaging with children and young people, staff, parents and the wider community and the impact of these.

We continue to be diligent in creating and maintaining relationships with all stakeholders. Our school app and website are very successful in keeping stakeholders informed. Communication between school and parents is a priority we will continue to take forward and work to enhance.

Our Reporting Sessions continue to be well attended and additional provision is made for parents who are unable to attend. Our curriculum Learning About Learning event we host annually in November remains a positive experience for parents, pupils and staff to share learning and information. Bi-annual questionnaires are issued personally to parents at Reporting Sessions as this is how we gather most responses.

The school continues to benefit from a supportive Parent Council and their input is invaluable.. Parent Council meetings and events continue to be well supported and attended, and the Parent Council continue to meet formally on the first Monday of every month with members of the SMT also attending. This year the Parent Council continued to host coffee mornings for all class showcases and organised a Christmas and Spring Fayre providing opportunities for the whole school community to come together. Also, they organise a free Summer Fun Day for all pupils which continues to be very successful and a wonderful experience for the children. They continue to raise funds to enhance the life of our school.

Children in school regularly take part in learner conversations with class teachers, and termly with SMT. At the end of each term children review their learning and set challenges for the coming term. An end of session review allows us to see which learning opportunities have been successful. We regularly seek the views of children and parents and the main aspects are displayed on our ‘you said, we did’ board.

All staff are actively engaged in our self-evaluation programme. Support and ancillary staff will be included more regularly as we move forward with developing school leadership roles for all staff and further develop pupil leadership/ participation.

Working with the wider community occurs in a variety of ways. This year opportunities were given through – Parental engagement Sacramental preparation

The Pope Francis Faith Award Our Whole School World of Work Careers Event Money workshops Savvy Savers Grandbuddies IDL study with P4/5 Opportunities for parent helpers to become involved in the life in the school Class Showcases School shows

Quality Indicator

How are we doing? How do we know?School Self-Evaluation

1.1 Self-Evaluation for Self-Improvement

We take a collaborative approach to self-evaluation and use a wide range of effective approaches to ensure everyone is involved in self-evaluation activities.

Our robust programme for self-evaluation is discussed and prepared at the start of each session and activities are recorded. These include – Jotter monitoringLearner conversationsPeers visitsHT visitsLC Moderation oppsTracking and MonitoringCP feedback

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1.3Leadership of Change

Our area for development this session was to ensure staff at all stages became more familiar with the benchmarks. We have been successful in this area.

All staff are more confident in the monitoring and tracking process and the expectations at their stage. This has allowed us to target interventions more quickly and effectively.

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2.3Learning, teaching and assessment

Our area for developed was collaborative professional enquiry in addition to putting in place targeted interventions linked to benchmarks.

Staff participated in professional enquiry and shared findings via staff meetings/ moderation/ professional dialogue.Targeted interventions identified and put in place.Staff completing updated SLC ASN intervention paperwork.

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3.1Ensuring wellbeing, equity and inclusion

Our children continue to report that they feel happy, safe and supported in school.We need to address the growing number of individual needs to ensure minimum disruption to learning and teaching and to support these individuals with strategies which will enable them to play a full part in their learning experience.

Review of CP procedures Masterclass Sessions across levelRights Based LearningPupil questionnaires and learner conversations occur weekly in class and termly with SMT. Updated Equalities and Inclusion Policy is underway.Nurture provision is currently being put in place.

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3.2 Raising attainment and achievement

We have developed a structured monitoring and tracking system which allows us to identify barriers to learning.

We have identified barriers to learning specific to learners needs and supports are in place.

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Overall evaluation of establishment’s capacity for continuous improvement

Our vision, values and aims are shaped by our clear understanding of the social, economic and cultural context in which our children and their families live alongside our awareness of current policy and practice. We are committed to raising attainment for all our children and we endeavour to deliver a challenging, engaging curriculum that will enable our young people to develop skill and knowledge and be equipped to make positive and successful transition to secondary education.

At St Ninian’s we are committed to rigorous self-evaluation that is focused on improving outcomes for our young people. A strength of the school is the commitment of all staff to ensure our young people ASPIRE; acheive, succeed, progress, inspire, respect and enjoy. We dedicate time for professional dialogue, collegiate learning and self-evaluation to ensure there is a clear focus on, and understanding of change for the benefit of our children. All staff are committed to change which results in improvements for learners.

All staff are involved in the process of change and in evaluating the impact of improvements. This is supported by carefully planned individual and collective career long professional learning.

Signed: K White

Date: June 2019