Standards, Quality and Improvement Plan for East Craigs Primary School and Nursery Class

2017-18

Standards and Quality Report 2016-17

Each year in school we write a report to share with you how well we have done with our school’s Improvement Priorities from the previous Session. We also highlight the achievements of our staff and pupils. Our priorities for this Session are also included so we can make sure you know which aspects of our school we are focusing on improving most.

This leaflet can be seen on our school website at www.eastcraigs.edin.sch.uk. together with the expanded version of the Standards, Quality & Improvement Plan.

Our Vision

“Valuing equality for each of our children, and their families, we ensure all are included and respected. As Citizens, we are committed to the Values of Wisdom, Justice, Integrity and Compassion. We are Lifelong Learners who can think critically about what we know and learn, to bring about innovations and positive change in society. We are fully committed to excellence in teaching and learning and celebrate the successes and achievements of all, valuing each individual. We set ourselves the highest expectations to demonstrate that we are an ambitious, thinking school. We are equipped to embrace whatever our future holds and to

contribute in meaningful ways through the skills for learning, life and work that we develop here in East Craigs Primary and beyond.”

Our Values

Equality

Respect

Positive Self Esteem

Growth Mindset

Challenge

Our Aims

Confident Individuals

We strive to promote a welcoming, safe and caring environment which inspires good behaviour, self-discipline and respect for others.

We provide effective support systems for all learners which promote personal and social development and enhance academic achievement.

Successful Learners

All pupils are provided with a broad and balanced curriculum that ensures their learning is challenging, enjoyable, fun, motivating and inclusive.

Each pupil is encouraged to achieve his/her full potential across the whole school curriculum

All pupils receive the highest quality of learning and teaching experiences to enable them to become successful learners, confident individuals, responsible citizens and effective contributors.

Effective Contributors

We build and maintain effective partnerships between the school and its parents, support agencies and the wider community.

To ensure all staff share in the leadership of learning through an open, consultative leadership and management approach involving reflective self-evaluation and quality continuous professional development.

Responsible Citizens

The quality of our learning and teaching is enhanced by the effective organisation and management of the school’s resources.

Our pupils and staff build up a strong foundation of healthy and environmentally friendly lifestyle choices which encourage a responsible approach to the environment, their physical and mental well- being and self-esteem.

Our School Motto

Team EC – Where Everyone is a VIP

Our Improvement Plan Priorities in 2016-17

We make sure that our school priorities support both the National Improvement Framework (NIF) Priorities and City of Edinburgh’s Strategic Priorities for our Children & Families. We also self-evaluate using the document “How Good Is Our School?” 4th Edition, which is a framework of Quality Indicators against which we evaluate our practice. Below you will see an evaluation of each of our priorities referenced to the National Improvement Framework and relevant Quality Indicators. You can view the National Improvement Framework Priorities at:

https://education.gov.scot/parentzone/learning-in-scotland/National%20Improvement%20Framework

School Priority 1

Raising attainment through improving children & young people’s health and wellbeing through the development of outdoor learning opportunities as an aspect of the development of our new curriculum framework. (NIF Priorities 1 & 3)

Progress

Due to the ongoing works to the school grounds, which followed the extension works, this priority has been somewhat limited in progress. Thus, this priority will continue as a maintenance aspect in 2017/18.

A Position paper has been drafted, with some additions to be made, which forms part of the school’s overarching Effective Learning and Teaching Policy which was launched in August 2017.

Nursery have asked parents/carers for Loose Parts and have begun to collect these.

Outdoor Learning Improvement Group (RACI group) Members to engage in relevant Outdoor Learning Professional Development Opportunities.

2 members of staff attended the Learning for Sustainability Conference in May at Napier University.

Pupil Community Learning Teams have been set up as follows:- Garden Force- Mrs Bonthrone, Outdoor Learning- Mrs Tynan, Forest School- Mrs Lewis, Sustainability- Miss Peters & Upcycling- Mrs Millar. These have made valuable contributions to the development of the outdoor learning environment.

RACI group members have been to visit James Gillespie’s Primary School to learn from the improvements made, and funding secured, to enhance their outdoor learning environment.

Impact

Although progress in this priority has been limited due to the restrictions on the physical environment, conditions have been created where staff feel confident to initiate well-informed change and are committed to collective responsibility of the change process due to the continued development of RACI groups.

Good account has been taken of assessment of risk with regard to future improvements to the physical environment.

Through the use of the outdoor learning environment, particularly through relevant Community Learning Teams, pupils have been exposed to a wider range of learning environments. They have been able to take increased responsibility for school improvement and their learning, demonstrating eager participation which is evidenced in pupils’ evaluations. They have also made valuable contributions to the life of the school and wider community.

The use of the outdoor learning environment has contributed to the wellbeing of all pupils, within the context of meeting the SHANARRI indicators (Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included). Positive relationships have been fostered in a linear manner through Community Learning Teams, which have sustained beyond this learning context.

Statutory requirements and codes of practice are complied with.

School Priority 2

Improving employability skills through the development of curricular innovations in ICT:- embedding the use of I-pad technology in supporting learning and teaching in every classroom. (NIF Priorities 1,2 & 4)

Progress

Each class has established an I-pad station with 2 I-pads for pupil use.

The new sets of I-pads are now well utilised, facilitated by a booking system for all classes to enhance mobile learning in ICT.

Sharing Our Learning pages/general website development has led to enhanced community engagement with our site. Positive feedback received from members of the community re information access/information about what our pupils are learning, which is shared termly.

ICT suite still utilised to ensure pupils’ skills in the use of lap-tops is sustained.

Inventory of apps and what they do has been created for staff to ensure ease of access to appropriate resources.

E-learning journals were being piloted with the ante-pre-school pupils in Nursery to ensure continuity in Session 2017-18.

Digital Learning lunchtime club run by RACI group member & P6 young leaders. This was extended to the Digital Leaders’ Community Learning Team which the existing young leaders became part of.

Education City/Linguascope subscribed to – supporting ICT resources both in class and at home.

Very positive feedback received from the community with a high participation rate.

Full audit of Smartboards and associated Smart software has been undertaken by SSUK. Boards and projectors are being upgraded/renewed over summer holidays, which includes greater interactive capacity in some of the older boards.

Impact

“We are Lifelong Learners who can think critically about what we know and learn, to bring about innovations and positive change in society. We are fully committed to excellence in teaching and learning and celebrate the successes and achievements of all, valuing each individual. We set ourselves the highest expectations to demonstrate that we are an ambitious, thinking school. We are equipped to embrace whatever our future holds and to contribute in meaningful ways through the skills for learning, life and work that we develop here in East Craigs Primary and beyond.”

This priority has enabled us to espouse the aspects of our shared vision, as stated above. We demonstrate a clear understanding of the social, economic and cultural context in which our young people currently live, and learn, in, whilst pre-empting changes in innovation in the future by providing pupils with a range of digital learning dispositions, transferable across a range of learning contexts.

Good account has been taken of assessment of risk with regard to the strategic investment of digital hardware and software to ensure the highest standard of provision in keeping with the principles of a best value approach to budgetary control.

Learners are exposed to a greater range, and more equitable, digital provision taking increasing responsibility for their own learning. An example of this is the Digital Leaders’ Community Learning Team who have made valuable contributions to the leadership of learning across the whole school context.

Learning in all classrooms is enriched by the use of digital technologies.

Good use of digital technologies is in place to provide, and share, evidence of pupils’ attainment and achievement i.e. Live learning through the Sharing Our Learning Pages/E-learning journals pilot.

Digital technologies are well used to support learners with specific learning needs e.g. pupils with Social & Communication needs to ensure inclusion and equality in learning. This impacts positively on pupils’ attainment in Literacy and Numeracy for most pupils, as evidenced in data.

School Priority 3

To ensure that the design of the curriculum meets the needs of all learners for Numeracy and Mathematics, including a focus on financial education, implementation of SEAL (Stages in Early Arithmetical Learning) to

Primary 4 and the Mental Agility Guidelines. (N1-4)

Progress

SEAL Resources / information distributed via Professional Learning sessions to all staff to support effective learning and teaching.

Linked with World of Work & Rights Rangers Community Learning Teams for Financial Education week

Evaluations of SEAL trackers completed by staff to monitor pupils’ progress.

All staff p1-4 have attended SEAL training. All staff to deliver mental strategy “warm ups” at

start of Numeracy & Mathematics lessons. Education City subscription to support learning and

teaching in class and homework.

Impact

Practitioners across the whole-school have an increased level of confidence in the leadership, and implementation, of this priority.

At P1 & P4, attainment in pupils achieving expected levels of attainment has increased. At P7 there is a slight downwards trend (not statistically significant) attributable to smaller year group and pupils with identified needs in Numeracy & Mathematics who are well supported through appropriate

Pathways/Child Planning process. The majority of pupils make good progress from prior levels of attainment.

Learners’ experiences are appropriately matched to need/ability with active engagement in evidence. Pupils are provided with opportunities to apply skills and strategies to a range of problem-solving contexts, including real-life.

School Priority 4

To ensure that the design of the curriculum meets the needs of all learners in the development of Reading Skills (NIF 1-4)

Progress

An excellent range of reading materials is available, and readily accessed, by staff to ensure differentiated learning and equity for all pupils. There is a need for extra copies of some books to meet the need of expanding class groups.

A school library card has allowed increased access to resources from the Drumbrae Hub.

There is a need to expand resources to support learners who have English as an Additional Language.

Literacy boxes are in use and have been well received. Development of some close reading skills has been identified as a next step to gaining confidence and has been initiated in some classes.

Staff are clear about the rationale and methodology of the Active Literacy programme.

Impact

At P1, P4 & P7, attainment in pupils achieving expected levels of attainment has increased in Reading.

There is very effective support for pupils experiencing challenges in reading enabling most individual pupils to make good progress from prior levels of attainment. This is through the very effective support for learning mechanism, and collective responsibility, which seeks to promote equity of success and achievement for all.

Cluster Improvement Priorities

To implement 1 + 2 Modern Languages P1 – 7 French P5 – 7 German.

To agree consistent standards of assessment in Literacy and Numeracy across the cluster.

To promote equality through the implementation of the Rights Respecting Schools, 1 in 5 Poverty and Sustainability Agendas.

To extend the Primary to Secondary transition programme to include a day of active outdoor learning at P6.

Progress

Staff have undertaken training in the 1+2 Modern Languages approach from City of Edinburgh Development officer and Ms Donaldson, East Craigs Curriculum Leader.

Staff access the wealth of resources developed by City of Edinburgh to support learning and teaching of Modern Languages.

Learning progressions have been developed and are used to plan learning experiences,

Parents & Carers Workshop delivered by Ms Donaldson, Miss Reid and Mrs Cunningham from Craigmount High School.

Native speakers working with a range of classes to support learning.

Strong model of collegiate working evidenced by the Cluster RACI Improvement group.

2 Cluster collegiate learning sessions attended by teaching staff to moderate standards in the assessment of Literacy & English, Numeracy & Mathematics.

Pupils learn about Rights & Responsibilities in a variety of learning contexts, including the suggestions of how the school can support the ‘1 in 5 Poverty’ initiative and the Rights Rangers Community Learning Team.

The P6 active outdoor learning did not take place due to the additional cost already incurred by P6 parents & carers as a result of change to Lagganlia as the venue for the P7 residential excursion. This would have placed additional financial pressure on families.

Impact

Increased confidence in pupils using French and German in conversational language.

Improvements in practice across the Cluster in ensuring consistency in standards of assessment of pupils’ progress.

Promotion of pupil voice, and consideration of actions which ensure our commitment to inclusion and equality for all children and families.

Our Other Successes and Achievements in 2016-17

I have summarised our other main successes and achievements using the “Quality Indicators” aforementioned. These have been the Indicators we have used for Self-Evaluation throughout Session 2016-17.

1.3 Leadership of Change

All staff are aware of the new Vision, Values & Aims statement.

There is an increasing understanding of the social, economic and cultural context in which the school operates.

Senior leaders create the conditions where staff feel confident in initiating well-informed change to improve learning outcomes for pupils.

Time is protected for professional dialogue, collegiate learning and self-evaluation.

Staff at all levels take some responsibility for implementing change, promoting equality and social justice, through planned interventions.

Growth Mindset is central to the school’s ethos. Rights and Responsibilities – UN Convention are

promoted in school. New Reporting format introduced to provide parents

& carers with a more holistic view of their child’s progress.

2.3 Learning, Teaching and Assessment

The school’s professional actions are based on a shared Vision.

There is strong commitment to the development of pupil voice across the whole school.

Most learners are eager and active participants in their learning.

School improvement, and associated investment, has been directed towards enriching the use of digital technologies, which has improved the equity of the provision for all learners.

Skilled questioning and engagement promotes curiosity, independence and confidence, regularly enabling Higher order thinking skills.

Planning and assessment makes provision for pupils to develop, then demonstrate, their knowledge, understanding and skills in a range of learning contexts.

Tracking and Monitoring Approaches are highly developed and provide a detailed analysis of pupil attainment at individual, class and school level. This is also measured against local, and national, standards.

3.1 Ensuring wellbeing, equality and inclusion

Inclusion, Dignity & Equity are central facets of the school’s Vision & Values. We are developing a shared understanding of wellbeing across the whole school and of the need for dignity and worth for every individual.

A range of groups are run to support pupils in school i.e. Seasons for Growth, Talk & Move, Lego therapy, Playboxes, Emotions Talks.

There are high expectations of all pupils. Promotion of the Rights Respecting Schools agenda,

including 1 in Poverty Awareness. Community Learning Teams have developed

personalisation and choice in learning and pupils’ leadership skills.

GIRFEC approach ensures that we work with partners in learning in ensuring learners’ needs are met well, including Child Planning meetings.

Professional learning has been undertaken in the Model of Collective responsibility in meeting learning

needs, The role of Corporate Parenting, and the 1 in 5 Poverty initiative.

There is a high level of engagement in learning, from parents & carers, for almost all pupils.

There are 10 supported pupil places in Breakfast Club.

Senior pupils are leading clubs for younger pupils during lunchtimes.

Active schools offer a range of out-of-school learning clubs.

Funding support is available to enable all pupils to partake in the P7 Residential experience.

Staff use SHANARRI (Safe, Healthy, Achieving, Nurtured, Active, Responsible, Respected, Included) indicators to support pupils’ wellbeing.

Pupils receive support and challenge in learning, as appropriate.

Staff and children make excellent use of Growth Mindset and Mindfulness to ensure readiness for learning.

Staff know, and celebrate, the wider achievement of children.

As a result of the approach to ensuring the wellbeing of all children, we are improving outcomes for pupils and their families.

We reinforce statutory requirements and codes of practice. Professional expectations are made clear to staff.

3.2 Raising attainment and achievement

Summary of Standardised data

The below data evidences a positive trend in attainment levels for our pupils at measured stages Primary 1, 4 & 7.

Primary 1

94% of pupils achieved their expected levels in Numeracy & Mathematics. This exceeds the City average of 86%. The added-value assessment (PTM5) indicates an increase in Mean Standardized Age Score (SAS) from 110(Baseline) to 113 ((PTM5). This exceeds the City Average of 106.

92% of P1 pupils achieved their expected levels in Literacy & English. This exceeds the City average of 82%. The added -value assessment shows an increase from 105 to 113 (YARC). This exceeds the City average of 109.

Primary 4

89 % of pupils met their expected levels in Numeracy & Mathematics, which exceeds the City average of 78%. The Mean Standardized Age Score (SAS) for Numeracy & Mathematics is 104 which exceeds the City average of 101 and exceeds the National average.

89% of pupils met their expected levels In Literacy & English, which exceeds the City average of 79%.

The Mean Standardized Age Score (SAS) is 105, which exceeds the City average of 100. This exceeds the National average.

Primary 7

71% of pupils have met their expected levels of attainment in Numeracy & Mathematics, which slightly less than the City average of 76%. The Mean Standardized Age Score for Numeracy & Mathematics is 98, which exceeds the City average of 97. This is less than the National average.

88% of pupils met their expected levels in Literacy & English which exceeds the city average of 80%. The Mean Standardized Age Score is 108, which exceeds the City average of 106. This is significantly higher than the National average.

In Numeracy & Mathematics the P4-P7 Progress reflects an increase in Mean SAS from 90 to 98.

In Literacy & English the P4-P7 progress reflects an increase in Mean SAS from 98 to 108.

There are robust mechanisms in place to track individual pupil attainment and achievement over time. There is a Professional Learning Session in September each year where our staff use standardised attainment data to plan interventions, support and challenge for our pupils.

2.2 Curriculum The new curriculum has been fully implemented

during session 2016/17. Full consideration has been given to local context and a simple demographic analysis undertaken.

Core subjects have clear, discrete skills progressions to provide security and confidence for staff and quality learning experiences for pupils

An interdisciplinary curriculum framework has been developed to allow for greater personalisation and choice in learning/greater response to context.

The curriculum has a clear rationale and was collaboratively created, based on the shared values of the school and community.

It is fully grounded in securing children’s rights, entitlements, equality and wellbeing.

The development of the curriculum is underpinned by a coherent whole school approach to learning for sustainability.

All staff take responsibility for developing Literacy, Numeracy, Health and Wellbeing and Digital Literacy across the curriculum.

We pay particular attention to ensuring that children develop skills for learning, life and work. Our staff and partners provide well-planned opportunities for learners to develop an awareness of the world of work.

There is a high level of participation in school life by parents & carers, including significant financial support from funds raised by PTA. During Session 2016-17, they have contributed £10,172.35 which has been used to pay for:-

Brass instruments Food for Christmas Parties Snack for the Christmas pantomime Contribution towards the end of year

pantomime Primary 7 bowling and pizza trip Pizza for the Primary 7 ‘Qually’ Education City Linguascope Astroturf for the nursery garden Updating of ICT equipment

Parent Council work very positively with the staff team, working together in a professional manner to resolve issues and bring about school improvements, together with sharing positive feedback from parents & carers.

Our Improvement Priorities for Session 2017-18

What are we going to do next?

Develop staff confidence to engage with Education Scotland Benchmarks to develop holistic assessments with a focus on Moderation of standards in Literacy & English, Numeracy & Mathematics.

Explore the key policy principles inherent to “A Blueprint for 2020: Expansion of Early Learning and Childcare in Scotland Consultation” with a view to implementing the 1140 hours nursery provision by 2020.

To promote active engagement in learning through creative and innovative approaches to learning and teaching, with a focus on Assessment for Learning strategies, ensure equitable access for all learners, particularly

those at risk of experiencing barriers to learning.

To raise attainment in Literacy & Numeracy through Nurture approaches which impact positively pupils’ Health & Wellbeing.

To further develop practice in supporting learners with social communication needs.

Cluster Priorities

To further embed 1 + 2 Modern Languages: French in P1 – 7/German in P5 – 7

To promote equality & equity through the implementation of 1 in 5 Poverty agenda, nurture approaches & strategies for supporting social communication needs.

To engage in moderation practice focused on the Education Scotland Benchmarks.

To extend the Primary to Secondary transition programme to include a day of active outdoor learning at P6 and introduce a P7 cluster residential camp

What else are we working on this session?

To continue to promote, and espouse, our Vision and Values across the whole school community.

To continue to develop Distributive Leadership at school, and cluster, level through RACI groups, Community Learning Teams and other pupil leadership opportunities. Increase the involvement of parents & carers in leadership opportunities.

Implement fully our new Effective Learning & Teaching Policy and Attainment Strategy.

Increase identification of, and support for, higher attaining pupils.

Review our Homework approach. Review our Positive Behaviour Management

approach. Continue to develop the Outdoor Learning

environment. Finalise, and implement, our Play Policy. Strategy for securing further involvement of parents,

carers, stakeholders & wider community partners. Full implementation of E-learning journals in Nursery. Develop a Digital Strategy, which supports the

School, and Cluster improvement agenda, in light of refresh planned 2017-18.

Continue to embed SEAL practice in P1-4 as the core approach to learning and teaching of Numeracy & Mathematics, and for groups as appropriate in P5-7.

Ensure implementation of the Mental Agility Guidelines across the whole school.

We have created a new 3-Year Strategic Plan, using our Self-evaluation data which will map out our improvements

until Session 2019-20. This can also be viewed on our school website.

I hope you have found this report informative and helpful in sharing aspects of our school performance and improvement agenda. Your views are very important in ensuring we meet the needs of our community well. I would be grateful if you could please complete the evaluation form which accompanies this report to let us know these views. Please contact me directly if you would like to discuss any aspect of the report.

Many thanks for your ongoing support in improving our school.

Jackie Reid

Head Teacher

Standards, Quality and Improvement Plan for East Craigs Primary School and Nursery Class

2017-18

Please comment on any aspect of school performance/priorities

………………………………………………………………………………….

…………………………………………………………………………………..

…………………………………………………………………………………..

…………………………………………………………………………………..

……………………………………………………………………………………

Please comment on aspects of the Standards, Quality & Improvement Plan which you found useful?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

Please comments on any improvements which you think we could make.

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

.