CONTENTS
Page
Section 1 1
Tingwall Primary School and its Context School Vision, Values and Aims
Section 2 4
Audit Consultation
Pupil Voice
Progress on 2013/14 Development Areas
Factors influencing the plan
School’s Performance across the nine key areas
Special Events and Achievements
Section 3 29
Action Action plans 2014/15
Development Time
Collegiate Agreement
Dressed as our Favourite Characters for World Book Day
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Tingwall Primary School and its Context
Tingwall Primary School is situated 6 miles north of Lerwick. The school is non-
denominational and caters for pupils at all primary stages. Its catchment area
comprises Tingwall and Girlsta. A number of parents also make written requests
for placement from outwith the catchment area.
The school’s current roll is 70, split into three classes:
P1 – 11, P2 – 11, (22)
P3 – 16, P4 – 6, P5 – 2 (24)
P5 – 4, P6 – 6, P7 – 14 (24)
There are three full-time equivalent class teachers, one of whom is the Head
Teacher. This year a probationer teacher has been allocated to a class four
days per week to allow the Head Teacher to attend to administrative duties in
school and work one day per week for the Local Authority, taking forward the
Donaldson Report recommendations.
There is a part-time Additional Support Needs (ASN) teacher who works two
days per week and one full-time Learning Support Worker. Both work closely
with the teachers to support pupils with additional support needs in each class.
There is a part-time playground supervisor/classroom assistant who works
mornings only.
Art, music and PE teachers visit weekly to support the school in delivering a 50
minute lesson to each class. Music instructors in fiddle and piano also visit
weekly providing individual 25 minute lessons for pupils from primary 5 upwards
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whose parents have requested and paid for tuition. This year, for the second
time, we are lucky to have Arthur Nicholson providing free guitar lessons for
Primary 6 and up, funded by YMI, Youth Music Initiative.
The school has one full-time secretary, supported by a DSMO based at Bell’s
Brae. There is one Head Cook and two kitchen assistants. A Cleaner in Charge
and a cleaner work in the evenings. There is no janitor.
Religious Observance is provided through the school’s Assembly programme with
monthly visits from Alasdair MacPherson. The Central Mainland Minister has
been ill and unable to support the school as she has in the past. Now that she
has recovered she is moving to Orkney, so hopefully there will be a replacement
soon.
A six-week block of swimming lessons is delivered by the PE teacher at the
Scalloway Pool as part of the Health and Wellbeing Curriculum.
Good links have been developed over the years between Tingwall and the other
schools in the Anderson High School Cluster.
The school encourages parents to be involved in the education of their children
and operates an ‘open-door’ policy. Parents are offered two appointments with
their children’s class teacher/s, one in October and one in March each year.
Personal Learning Plans are shared in terms two, three and four and written
reports are given out in June.
There is a very supportive Parent Council which actively helps the school in a
number of ways including: organising a crèche and ringing the bell on Parents’
Evenings; shopping for fresh produce for the Healthy Tuck Shop; accompanying
the P1s to swimming lessons; providing teas and coffees at the Open Evening and
Sports Day; helping with Golden Time activities and helping the Eco-Committee
improve the garden.
Using our imaginations...
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VISION ,VALUES AND AIMS
TINGWALL PRIMARY SCHOOL in partnership with Parents and the Community, shares the
values of the Curriculum for Excellence (Wisdom, Justice, Compassion & Integrity) and the aims
of ensuring our young people have the opportunity to become: SUCCESSFUL LEARNERS who: Show enthusiasm and motivation for life-long learning
Try their best and persevere
Develop good numeracy, literacy and communication skills
Can use technology
Can link and apply their understanding in new situations
CONFIDENT INDIVIDUALS who: Respect themselves and others
Pursue a happy, healthy and active lifestyle
Can voice their own opinions in a responsible manner, while considering the views of others
Assess risk and take informed decisions to achieve success RESPONSIBLE CITIZENS who: Show a sense of community at local, national and global levels
Understand different beliefs and cultures
Evaluate environmental, scientific and technological issues
Participate responsibly in political, economic, social and cultural life
EFFECTIVE CONTRIBUTORS who: Are resilient and self-reliant
Show initiative and an enterprising attitude
Have excellent communication and social skills
Can work in partnership and in teams
Think critically and can solve problems
Vision statement
To encourage our learners to embrace the school motto: ‘TRY DEE BEST’ in order to
achieve their full potential in a safe, stimulating and harmonious learning environment.
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Section 2: Audit
Consultation The improvement plan is based on national developments in education, Local Authority
improvement objectives and priorities identified within the school. In determining the
priorities for development the school consulted a range of stakeholders in order to
establish their views. This included:
Pupils
The teachers employed in the school
The school’s support staff
The Parent Council
Parents of pupils in attendance at the school
Pupil Voice The views of pupils are of particular importance when decisions are required to be
made concerning the life and work of the school. In order to ensure that learners are
consulted and to maintain a strong pupil voice throughout the school, the following
arrangements are in place.
Pupils in P3-7 have the opportunity to elect a representative to serve on the
Pupil Council
The Pupil Council meets on a regular basis and is proactive in generating ideas
and initiatives
The Pupil Council is consulted by the Head Teacher on matters affecting the
quality of learner experience
Learner views are established using a variety of methods including informal
discussion, the use of questionnaires, carousel activities and class
representatives
Notice boards, Newsletters, the school website, e-portfolios, reflective logs,
PLPs and school events provide opportunities to communicate the views of
learners
Learners’ evaluations are used by teachers when planning programmes of work
and determining approaches to learning and teaching.
Progress on 2013/14 Development Areas Tingwall Primary School’s Improvement Plan 2013/14 identified five development areas
for the session. For each of these areas an action plan was created that identified the
targets, impact, implementation strategies, timescale, personnel, resources and staff
development. Action plans were monitored on a quarterly basis, in line with the school’s
quality assurance monitoring calendar and the following table shows our progress
towards last year’s priorities and gives an indication of further work to be carried out
in each development area.
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Summary of progress in meeting priorities contained within the School Improvement Plan 2013-14
Development Priority 1
Reflective Learners, Assessment and
Moderation
(Q.I.s : 1.1, 2.1, 5.2, 5,3,5.4, 5.5,5.6 5.7)
Success Criteria / Impact Evaluation of Progress Further Actions to be taken
1a) Pupils become skilled at
reflecting on their work and
setting appropriate targets
The pupils will be able to
demonstrate what they know,
understand and can do.
The class teacher was able to get e-
portfolios up and running with the
majority of P6/7 however there are still
some technical issues preventing some
pupils from gaining access and so paper
copies of the content were used. Pupils
enjoy reflecting in this way and it is
having an impact on their work. Pupils are
taking on board feedback left by class
teacher and setting their own targets.
P3/4/5 set their own PLP targets, use
learning logs and review success criteria
for self assessing.
P1/2/3 use PLPs, discussion and traffic
lights for reflection.
Try to ensure all P5/6/7 pupils
have access to e-portfolios to
reflect on their progress and set
targets
1b) Pupils are given effective
feedback and know how to
improve their work
Pupils feel that their work is
valued and are aware of the next
steps in their learning.
Pupils will demonstrate their
All classes use tickled pink and growing
green as well as two stars & a wish for
effective feedback plus oral
discussions/questioning to clarify thinking
and set targets. The P6/7 teacher found
that pupils responded positively to
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knowledge and understanding,
skill, attributes and capabilities
through a wide range of evidence
including specific assessment
tasks, activities, tests and
examinations
feedback and target setting on PLPs and
actively tried to improve their work.
1c) Staff take part in moderation
activities and share standards.
Staff discuss and share their
assessments with colleagues to
agree consistent
All teachers took part in across-
stage moderation event on Health and
Wellbeing at AHS on the April In-
service day. Two teachers worked
together to contribute a video clip of
first level working for this event.
Staff moderated clips from early to
fourth level and enjoyed participating
in discussion with colleagues from
other schools in order to reach
agreement on levels. It was
reassuring to reach consensus of
levels through professional dialogue.
More moderation activities in our
own school next year and reading
moderation project with
Hamnavoe and AHS.
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Development Priority 2
The Curriculum – Numeracy/Literacy
(Q.I.s : 1.1, 5.1, 5.2, 5,3, 5.4, 5.5,5.6
5.7)
Success Criteria / Impact Evaluation of Progress Further Actions to be taken
2a) To continue to improve the
delivery of numeracy and maths in
line with CfE.
Teachers will be more confident
at delivering effective learning
and pupils will be motivated and
engaged whilst they enjoy a
variety of active learning
experiences
Tingwall teachers participated in a
Heinemann Active Learning In-service
session alongside teachers from other
schools, which helped to build up their
confidence at delivering maths in an
active and enjoyable way whilst ensuring
that the i-planner could be used
efficiently for planning work and
assessing pupils’ progress.
Heinemann Active Maths is working well
for first and second level pupils.
Teachers find the planning and
assessment online tools useful and it is
simple to share plans with HT for
monitoring. Lessons are delivered using a
variety of activities/resources and pupils
are enjoying this more active approach to
learning.
To revise the programme of study
for the scheme to ensure that all
the es and os are covered which
will ensure continuity and
progression and that the design
principles are embedded.
2b) To improve the delivery of
Literacy and English by creating a
scheme of work and updated
policy to ensure coverage of CfE
outcomes and experiences and
Literacy across learning
As above We inspected copies of a new Literacy
Scheme (Read, Write, Inc) but found that
although the resources were superb, they
would not be suitable for use in multi-
composite classrooms as there was too
much teacher input needed at the
different stages. We looked at a new
Need to price up Tree Tops
reading books for P3-7 and
comprehension books for P5-7
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spelling scheme (Spelling for Literacy)
and have decided to use this from August
2014 as the core materials show clearer
lines of progression and challenge and
teachers should be able to use more
active learning methods to engage the
pupils and motivate them to learn their
spellings. Compared to Prim Ed the
scheme should also be more cost
effective as no individual booklets need
to be purchased.
We have looked at a continuation of the
Oxford Reading Tree Reading scheme for
P4 and P5 and have decided to order the
Treetops resources to deliver more up-
to-date, enjoyable and challenging reading
and comprehension activities whilst the
pupils are learning to become truly
independent readers.
We no longer use the accelerated reader
scheme due to financial reasons, so need
to ensure that P5 – P7 is resourced for
second level CfE outcomes.
c)Share updated scheme and
policy with Parent Council /
Parents
Working in partnership has a
positive impact on children’s
learning
We have not yet completed our work
on producing a programme of study
/policy so this will be carried over to
next session
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Development Priority 3
Eco-Schools
(Q.I.s 2.1,2.2.4.1,5.1,5.7)
Success Criteria / Impact Evaluation of Progress Further Actions to be taken
3a) To complete the environmental
action plan.
Targets for improvement will be
identified and
an environmental action plan can
be developed
Specific and manageable targets
for environmental improvement
are derived from the audit
process
The committee identified
Biodiversity and Food and the
Environment as areas to work on
from the audit. The school
decided that a new Eco code was
needed and the committee ran a
competition to design a new one.
3b) Continue to embed Rights
Respecting School Values
Pupils are aware of their
responsibilities in ensuring the
rights of each individual is
respected
Rights are discussed regularly in
assembly
Plan a new RRS programme
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3c) To achieve 3rd Green Flag
award
All pupils will be more
environmentally aware, will stick
to the Eco code, and will be proud
of their achievements
Committee kept a bike/scooter
survey for Sustrans and received
funding to have a new bike shelter
installed in March. Elaine Skinley
SIC Road Safety Officer cut the
ribbon at the official opening
ceremony.
The average number of pupils cycling
to school is two most days but more
than five in better weather.
The assessment application did not go
ahead due to losing some members of
the committee (staff and pupils) and
the Local Authority Commitments of
the Head teacher
Development Priority 4
Meeting Learning Needs / Equality
and Fairness
(Q.I.s: 5.3, 5.6)
Success Criteria / Impact Evaluation of Progress Further Actions to be taken
4a)To understand the roles of
teachers and specialist staff
To ensure that in line with the
ASN Review by Professor Donnie
Macleod, we are working together
to promote the ‘Anticipatory’
model which was highlighted as
the preferred model, ensuring
inclusion, equality and fairness
whilst developing independent
learners.
An In-service session on ‘Teacher’s &
Auxiliaries staff roles around meeting
the needs of pupils with ASN’ was led by
Chris Horrix and attended by all staff.
Stall all agreed after a great deal of
discussion that our school promoted the
‘Anticipatory’ model which ensures
inclusion, equality & fairness, whilst trying
to develop independent learners.
All staff members have attended GIRFEC
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Training.
HT and ASN teacher attended the
‘Autism toolbox’ event.
Proposal for the development of guidance
to support the GIRFEC provisions in the
Children and Young People (Scotland) Act
2014 was published in April.
4b)Meeting and implementing the
requirements of legislation
To fully implement the requirements of
the updated GIRFEC Process to ensure
the needs of all pupils are being met.
HT attended the ‘Equalities Strategy’
twilight training course.
Embed the GIRFEC process and
paperwork into life of the school to
ensure appropriate action is taken to
meet the needs of all pupils.
Carry out the self- evaluation Quality
Assurance Process.
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Development Priority 5
Professional Update
(Q.I.s: 7.3, 9.3)
Success Criteria / Impact Evaluation of Progress Further Actions to be taken
5a) To ensure teaching staff are
aware of and prepared for the
changes being introduced as a
result of Donaldson ‘Teaching
Scotland’s Future’ with regard to
Professional Update and the new
Professional standards
To maintain and improve the
quality of teachers as outlined in
the relevant professional
standards and to enhance the
impact they have on pupils
learning
All teaching staff attended a CPD session
led by Norrie McKay on Professional
Update. All teachers have MyGTCS
accounts.
The HT was Chair of the Local Authority
working group and has been involved in
updating PRD Guidelines and producing a
PRD/PU Handbook for Teachers and
Managers. She helped the Local
Authority achieve validation of the
PRD/PU process.
5b) To conduct annual PRD
meetings with reference to the
standards
To support, maintain and enhance
teachers’ continued
professionalism
All teachers had PRD meetings and have
evaluated their knowledge and skills
against the new Professional Standards.
Targets have been set using the new
Authority PLP format and teachers have
been granted access to MyGTCS to
record their Professional Learning.
Continue to embed the coaching and
mentoring style of PRD meetings.
Support teachers who are in the first
cohort for Professional sign off.
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Factors Influencing the Plan In setting our school improvement priorities for 2014/15, national and local
perspectives have been considered, including those detailed below.
NATIONAL FACTORS INFLUENCING THE IMPROVEMENT PLAN
Curriculum for Excellence aims to achieve a transformation in education in Scotland
by providing a coherent, more flexible and enriched curriculum from 3-18, firmly
focused on the needs of the child and young person and designed to enable them to
develop the four capacities. Full implementation of the new curriculum began in
August 2010. Work will continue in planning, building and delivering the new curriculum
ensuring that all pupils receive the relevant CfE Entitlements:
Entitlement 1: Every child and young person is entitled to experience a curriculum
which is coherent from 3-18
Well-planned, joined up learning within the four contexts of learning
Smooth and well-paced progression in learning
Smooth transitions
Entitlement 2: Every child and young person is entitled to experience a broad general
education (up to S3)
Provision of Experiences and Outcomes across curriculum areas
Active and engaging learning and teaching
Assessment and learning supports breadth, challenge and application
Progression through the CfE levels
Achievements recorded in P7 and S3 profile
Entitlement 4: Every child and young person is entitled to develop skills for learning,
life and work with a continuous focus on literacy and numeracy and health and
wellbeing
Skills for learning, life and work
Literacy and Numeracy
Health and wellbeing
World of work, enterprising activities and culture
Entitlement 5: Every child and young person is entitled to personal support and
challenge to enable them to gain as much as possible from the opportunities which CfE
can provide
Learners reviewing learning and setting goals
Enrichment and challenge around additional support needs
Learners identifying and planning opportunities for personal achievement
Partnership working to support learners
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LOCAL AUTHORITY FACTORS INFLUENCING THE IMPROVEMENT PLAN
To implement Professional Review and Development and GTCS Professional
Update
Equality Milestone
Implementation of the Medium Term Financial Plan as it affects schools, with
respect to Catering and Cleaning review, support staff review, teacher
efficiencies
Implementation of the Shetland Learning Partnership
Implementation of the Schools Reconfiguration Project, as it affects particular
schools
Implementation of additional 125 hours of Early Learning and Childcare
Continue to develop approaches to moderation at school, cluster and
Shetland-wide level
SCHOOL FACTORS INFLUENCING THE IMPROVEMENT PLAN
All parents were given the opportunity to influence the plan through ‘two stars and a
wish poster’s at Parents’ evenings where Parents were asked to ‘like’ the comments
they agreed with based on the HMIe Parent questionnaire comments from the
previous year.
Pupils from P1 and P2 were consulted by the class teacher and P3 and up completed
individual questionnaires simplified from HMIe pupil questionnaires. Pupils were also
consulted by HT in assemblies.
All teaching and support staff were given the opportunity to voice their opinions and
post these anonymously in a post box in the staff room.
Teachers were asked to evaluate the school using ‘How Good is Our School 3 (HGIOS
3)
All staff have taken part in a Professional Performance Review. This allowed staff to
speak about their achievements over the year and areas which they wish to develop
further.
The results of these audits were shared with staff, pupils and parents.
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Strengths
The school is very welcoming (a happy and safe environment) where pupils are
keen to learn
We keep parents well informed of their child’s progress and what is happening
(e.g. PLPs and monthly newsletters)
The staff are approachable, friendly and caring and work well as a team
The staff know each child well as individuals (very good at picking up on
strengths and weaknesses and supporting with this), help the children to enjoy
learning and work to the best of their ability
Communication between staff is excellent and staff feel their views are valued
Leadership at all levels
The Christmas Show was so enjoyable!
Areas for development
Continue to work on streamlining Planning, Assessment and Moderation in line
with ‘tackling Bureaucracy’
Curriculum – ICT/Glow, Literacy & Numeracy, Review design principles of
personalisation & choice and challenge & enjoyment
Language Learning in Scotland: A 1+2 Approach – A framework for language
learning in Scotland based on the mother tongue and 2 additional languages
Promote care & Welfare & Equality and Fairness by putting values into action
Implement Professional Review and Development and GTCS Professional Update
THE SCHOOL’S PERFORMANCE ACROSS THE NINE KEY AREAS
The framework of indicators in “How Good is Our School 3? (HGIOS? 3)” is designed
as a tool to help with evaluating and improving the quality of education, which we
provide for all learners. The nine Key Areas in the framework cover all aspects of the
school’s work. Evaluative statements under each heading give an overview of how the
school is performing. Evidence on which these evaluations are based comes from a
variety of sources.
Key performance outcomes
We continue to promote an ethos of high expectations. Most learners have made
progress on their prior learning. This has been evidenced through teachers’
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professional judgment (observations, class work, plans and evaluations, ASN
consultation meetings and formative assessment), PLPs and IEPs.
As we fully implement Curriculum for Excellence, one aspect of this is the move away
from National Assessments in reading, writing and maths as the method of
benchmarking the success of our pupils and consequently our school. It is therefore
more difficult to look at broad statistics and the actual value added to each individual
child’s learning becomes our focus. To measure this attainment, we have in place a
number of summative assessments such as PIPs which is used in P1 and P3 to confirm
class teachers’ assessments and ensure correct support and challenge is given to those
pupils who need it, ‘Write to the top’ writing assessments and Heinemann Active Maths
assessments.
Throughout the year individual children have taken part in outside accreditation such
as music examinations and sporting events.
Our learners have contributed to the life of the school and the wider community
through a range of enterprise activities. Pupils achieve in a range of activities for
personal and wider recognition.
The devolved budget was used to fund improvements prioritised in the SIP.
We comply and actively engage with statutory requirements and codes of practice,
promoting these through our policies, information booklets, the school website, Parent
Council and appropriate CPD training.
Impact on learners
Through the process of personal learning planning and ‘Assessment is for Learning’
strategies our pupils continue to be involved in their own learning and development and
are showing increasing skills as learners. High quality feedback makes them aware of
their progress and strengths as learners and what they need to do to improve.
The overall qualities of learners’ experiences are very good. Our learners are
motivated and eager participants in their learning. The quality of the pupils’ learning
experiences in music, art and PE is enhanced by our visiting specialists.
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Pupils’ views are sought and acted on through regular meetings of the Pupil Council, and
Eco-Committee and in assembly where feedback is also given. (Consultation over new
school uniform/hoodies). Pupils are given frequent opportunities to reflect on their
learning and they comment on this in a variety of ways - logs, e-portfolios, blogs and
termly PLPs as well as their end of session report.
We will continue to provide active and challenging work for pupils and monitor progress
rigorously.
Parents receive frequent information about the work of the school and the learning
experiences of their children through monthly newsletters, termly PLPs and the school
website. We listen closely to the views of parents and use information received to
influence improvements.
Parents participate very well in relevant meetings and school events (100% attendance
at Parents’ Evenings). Recent consultation (March 2014) indicates that parents are
more than happy with the quality and variety of educational experiences we provide.
Impact on staff
We have a clear and shared understanding of what is involved in providing high-quality
education. The engagement of staff in the life and work of the school is very good
and effective teamwork is evident. All staff are valued and consulted (two stars and
one wish, March 2014). Staff help to review and develop the curriculum and support
pupils’ learning and engage in Continuous Professional Development (CPD) which has an
impact on the experience of pupils in the school. For example our ASN auxiliary
trained as a ‘Seasons for Growth’ coordinator so that she could help improve transition
arrangements for P7 going up to secondary school.
All teaching staff and auxiliaries have been trained in Co-operative Learning strategies
and these are used regularly in all classes to enhance the children’s learning
experiences and provide learners with opportunities to exercise responsibility. It
worked particularly well this year in our mixed stage topic on the Commonwealth
Games.
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Impact on the community
The school has good links with the local community. Pupils often take part in fund
raising events and links have been developed with local businesses to enhance the
curriculum. The school is used during the evening by the Althing Debating Society as
well as providing a venue for Adult Education evening classes.
The pupils have taken part in a number of interesting trips within the wider
community, making their learning fun and relevant, such as visits to local pelagic fishing
boats and the Net Store, to the Observatory and to the Shetland Museum for the
Gentle Giant workshop. We work collaboratively with a number of organisations to
enhance learning and teaching and to assess and support pupils. Members of the local
community are actively involved. This session a number of visitors have come to the
school to talk and share information with the pupils such as Field Studies Officer,
NHS staff, parents and Dogs against Drugs. Our weekly assemblies are enhanced
through the use of a variety of speakers.
We work collaboratively with partner agencies such as Speech & language,
Occupational Therapy, Educational Psychologist, and ASN Outreach to provide support
and reduce barriers to learning.
A Parent Council was established in June 2007 and has supported the school by ringing
the bell and organising a crèche for Parents’ Evenings, shopping for the Healthy Tuck
Shop, serving tea and coffee on our Open Evening and Sports Day, accompanying P1
pupils swimming, planting and maintaining the ‘grow box’ and tyres in the garden.
Delivery of education
The curriculum follows national and local guidelines and shows clear evidence of
breadth and balance. It continues to be revised in line with the recommendations
contained in “A Curriculum for Excellence” and “Assessment is for Learning”.
Increasing use is being made of formative assessment strategies and this will continue
to be developed. The effective use made of Information and Communication
Technology (ICT) is having a positive impact on pupils’ learning experiences.
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Pupils’ achievements are celebrated widely in the school, for example, on the ‘Tingwall
Superstars’ notice board and in assembly, as well as through newsletters, the media
and on the school website. Pupil work is displayed in classrooms, and shared with
others in pupil areas and in the community. A Curriculum for Excellence board
celebrates achievement in the four capacities.
This session teachers worked collaboratively with staff from our cluster schools to
moderate Health and wellbeing. These collegiate opportunities have proved extremely
valuable and have reassured staff across the cluster that we have agreed standards.
The school’s arrangements for pupils’ care and welfare are very good. The school
successfully promotes healthy lifestyles choices through the health education
programme, and by providing healthy tuck-shop and lunches.
Relationships across the school are very positive. Our pupils are well behaved and
show consideration for others. Visitors to school often comment about the ‘polite and
helpful’ pupils.
We implement a variety of effective systems for gathering the views of staff,
parents and learners on the quality of our work. As individuals and with colleagues we
evaluate our work and make improvements.
This session we have used the ‘Great Reading Race’ from P3 to P7 to promote individual
achievement through personal reading and also use the SRA reading laboratory to
enhance the reading programme and experience a wider variety of books/texts. Our
expressive arts programme is enhanced by using specialist teachers in art, music and
PE. They work closely with the class teachers to ensure that positive links are made
between curriculum areas.
Weekly whole school assemblies are held. Some of these assemblies have a Christian
theme and may involve outside speakers such as Mr Alasdair MacPherson; whilst
others focus on world events and Global Citizenship. Social skills or Children’s Rights
are discussed and a monthly/termly target set. Pupils are presented with weekly Star
Pupil /Star Writing / Well Done and Accelerated Reader certificates to celebrate
their achievements and motivate further learning.
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As part of our programme of Citizenship and Enterprise, the Pupil Council organised
charity fundraising events for Children in Need, UNICEF Day of Change/World book
day (£45.22) and raised £403.22 towards a Shelter Box for the Philippines.
The Eco-Committee continues to promote environmental issues throughout the school
and the Junior Road Safety Officers (JRSOs) organised a selection of competitions to
raise awareness of Road Safety issues.
Whilst the quality of learning and teaching is of a high standard, the school continues
to strive to bring about improvements to the learning experiences of pupils. There is a
purposeful learning environment and all pupils are encouraged to exercise initiative and
take responsibility for their learning. All teachers make use of a variety of teaching
methods and differentiated approaches. All teachers encourage active learning.
Teachers plan their lessons thoroughly and provide a good range of learning activities
using a wide variety of different resources. A system of tracking individual progress
through the CfE experiences and outcomes for reading, writing and numeracy is in
place.
The school has a welcoming, relaxed atmosphere with positive relationships between
staff and pupils. Staff maintain high expectations of pupil behaviour, understanding
that the use of praise underpins learning and teaching so are always ready to praise
pupils and encourage good behaviour. Positive attitudes and tolerance are promoted
through Personal and Social Development, Religious and Moral Education, and Rights
Respecting School charters.
The quality of pastoral care for pupils and their personal and social development is
very high. Staff work collectively to maintain a climate where mutual trust, respect
and confidence are evident throughout the school and are alert to the emotional,
physical and social needs of individual pupils and effective arrangements are in place
for the care and welfare of pupils. Feedback from pupils, parents and staff confirm
that the school environment achieves high standards of care and welfare.
Pupils with additional support needs have been well supported through the commitment
of our part-time ASN teacher and existing support staff, working collaboratively
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alongside class teachers to ensure the range of activities and the pace of work are
tailored to meet the needs of all pupils.
Additional support has been provided by the ASN outreach teacher, Speech and
Language Department, Occupational Therapy and Psychological Services. .
Transition arrangements are being constantly reviewed to ensure a smooth move from
pre-school to Primary 1 and from Primary 7 to Secondary 1. Two moving up sessions
were held in which pupils got the opportunity to spend time in their new classroom with
their new teacher (where necessary). Several other visits between Little Tikes and P1
teachers were organised and new P7 buddies were involved. New P1 pupils and their
parents were given the opportunity to sample a school meal in the dining hall before
the pupils started school. This ensured that the pupils were familiar with the
environment and saw the school and parents working together. An Active Schools
session at Scalloway as well as a co-operative learning session with P7 and S1 pupils,
including lunch in the cafeteria, ahead of their two time-tabled days, was held at the
Anderson High School in June. This was very successful and as well as allowing the
children to become familiar with the layout of the building, they met and worked
alongside pupils they will meet at secondary school.
Parents are encouraged to participate in their child’s learning. We have effective
mechanisms for communicating and consulting parents making good use of face-to-face
contact, newsletters, email, website and telephone calls. Parents are invited to an
informal open evening each September to meet new members of staff and check that
their child has settled into the new term. Each term parents receive a curriculum
overview and a copy of their child’s PLP where they are able to see the targets set for
Literacy, Numeracy and Health & Wellbeing for their child. They may also set a home
target. Parents also have the opportunity to comment on the learning taking place.
Two parent/teacher appointments are available every year to discuss progress. At the
end of each academic session parents receive a comprehensive report about the
progress their child has made. We value the feedback we receive from parents and
our annual consultation with parents contributes towards our school improvement plan.
Policy development and planning
The school has been involved in the school improvement planning process for many
years. Our improvement plan has challenging but achievable targets and clearly
22
indicates who will be involved, how developments will be resourced, their desired
impact and how success will be evaluated.
We evaluate the impact of our School Improvement Plan on improving outcomes for
learners.
Self evaluation procedures ensure all partners and stakeholders are given
opportunities to contribute ideas, express concerns and make suggestions, knowing
that this information will be acted on.
The school’s procedures for quality assurance will be reviewed as part of the work to
update the planning process to ensure coverage of all CfE experiences and outcomes
and how this is monitored and reported.
The Quality Improvement Officer visits the school on a termly basis to monitor a
particular area of the work of the school. He also monitors the school improvement
plan.
A leaflet for parents is produced to summarise the plan and increase its accessibility.
Management and support of staff
At Tingwall we have skilled and qualified staff who work very hard to ensure that the
needs of our learners are met. An ethos of team working and professional engagement
has been evident in the classroom and at staff meetings.
We have access to a number of specialist agencies to provide support for ASN pupils
and staff.
Our recruitment procedures comply with those of the Local Authority and are robust
and transparent.
We have a clear and well-supported framework for Staff Development. All staff are
involved in either the Employee Review and Development (ERD) or the Professional
Review and Development (PRD) process and have an annual review meeting with the
Head Teacher. Staff development this session has included relevant national and local
training and staff meetings.
23
The school has an effective support structure in place for Probationers.
Every effort has been made to communicate, consult and share information with
colleagues, although it has been harder due to part-time /job-share staff and
different people covering staff absences on different days. However communication
has been carried out at meetings, via e-mails and memos, displaying information on the
staffroom whiteboard, information folders for teachers and auxiliaries and through
sharing minutes of meetings.
Partnerships and resources
The school is well resourced however the current financial situation at Local Authority
level has meant that budgets are being reduced and all resources must be used
carefully and waste minimised. However we rely on the generosity of parents when it
comes to raising funds for more expensive items e.g. Heinemann Active Maths. We
have clear procedures for financial control and are well supported by the school’s
Devolved School Management Officer (DSMO).
We were lucky this year to have had a covered cycle shelter funded by Sustrans and
this has encouraged more pupils to cycle to school.
We were able to refresh all the magnolia paint in the main areas and classrooms to
help ‘clean up’ the school.
We were pleased to be able to borrow a janitor from the AHS for a week in the
summer holidays to do some ‘odd jobs’ for us.
We have strong links with our cluster schools/settings to ensure that pupils are well
supported during the transition process. Transition arrangements are well established
in all sectors of the school. There is a transition programme for children moving from
pre-school settings into primary one and from Primary 7 to secondary education and
for all pupils with additional support needs moving between sectors. These
arrangements are effective and highlight the school’s approaches to inclusion,
particularly the teamwork with partner agencies. Our ‘Move-up’ mornings have worked
really well and ‘Mixed stage and classroom’ projects have helped too. A successful new
initiative has been inviting the new Primary 1 pupils, along with their parents into the
school in June for a school lunch. Also the Primary 7 pupils enjoyed a successful ‘Co-
24
operative Learning’ morning with S1 pupils at the AHS, which also included staying over
lunchtime and allayed many fears about this aspect of their move.
We work closely with other agencies to ensure that all the needs of our learners are
met and are fortunate to have support from an Active Schools Co-ordinator. Visiting
instructors in drama, creative dance and tag rugby, raquet ball, bowling, netball and
multi-sports as well as visiting speakers (e.g. Japanese visitors, Ghanaian Drumming
group, Arthur Nicholson, Eduardo Niebla, Scottish Opera, NHS, Childline) and trips
out (e.g. Sullom Voe Oil Terminal, Voxter) all helped to enhance the curriculum.
Pupil attainment is tracked by: class teachers, the ASN teacher and the Head
Teacher, throughout the year to ensure that all pupils are making appropriate
progress. Time is allocated for regular consultation meetings.
Leadership
Our vision, values and aims reflect the principles of CfE. The school has a logo and a
motto ‘Try dee Best’.
We have a positive school ethos which is built on trust, teamwork and genuine concerns
for staff and pupils. We reinforce an atmosphere of collective responsibility and
mutual support.
We are committed to planning and implementing strategies for improvement.
Improvements in our school take account of our capacity for improvement and staff
have time to consider and embed changes.
We ensure that learning is the central focus of our improvement plan and always
consider the impact developments will have on the pupils.
Staff are encouraged to take a lead role in helping to achieve the targets in the
School Improvement Plan.
Pupils are encouraged to take leadership roles during co-operative learning sessions
and by becoming involved in Pupil Council, Eco-Committee, and JRSO opportunities. P7
run the daily Healthy Eating Tuckshop and after gaining their Young Leaders Awards
through Active schools, they organize lunchtime games for the younger pupils.
25
ACHIEVEMENTS
During the year staff and pupils at Tingwall Primary School made other notable
achievements to the life and work of the school. All of these serve to enhance our
curriculum, motivate, engage and inspire the pupils and help all pupils to develop the
four capacities of CfE and become successful learners, Confident Individuals,
Responsible Citizens and Effective Contributors:
Euroquiz
A special mention must be made of the 4 P6 pupils who became Shetland Euro Quiz
Champions and went to Edinburgh to participate in the Euro Quiz final against 30
other Scottish Local Authorities, finishing 10 out of 31. Not only was their academic
achievement recognised, their attitude and behavior throughout meant that they were
fantastic ambassadors for their school and Shetland.
Visits and Visitors
Trips out have included:
The whole school went to Scalloway Games Park to participate in events to celebrate
the Commonwealth Games and the Queen’s Baton Relay
Trips to the’ Defiant’ & ‘Research’ fishing boats/Net store/Shetland Catch – P6/7
P6 JRSOs presented their work at the Town Hall
Shetland Museum – Vikings – P3/4/5
Gentle Giant workshop at Museum – P1/2/3
Observatory – P1/2/3
Visitors to the school included:
Ghanian Drumming Group Katatsitsi
SSPCA
Scalloway Fire Festival
26
Nesting & Girlsta Jarl Squad
Golden Time – baking – Anita Mouat
Harry Rose, Education Field Officer
Izzy Swanson – Drama
Alasdair MacPherson – Assembly – once per month
Robert Bennet, Alan & Radi McKay – Assembly
Gordon McCracken – Assembly
Elaine Skinley (Road Safety Officer) – to open new Bike Shelter
Bressay pupils/teacher – two terms
Benjamin Napier – Childline – P6/7
Stephen Renwick & Police – Drugs & the Environment
Marina Bazeley – Seasons for Growth
Japanese visitors – P6/7
James John Shearer – Blydoit fish shop – P6/7
Arthur Nicholson - Guitar Lessons – P6
Eduardo Niebla – Guitarist – P6/7
Chloe MacIsaac – Tobacco and Its harmful effects – P5
Jenny Gilmour – Drug safety P345
Stephen Renwick – Vikings – P3/4/5
Dogs against Drugs – P1-P5
Sian from Stomping Ground Drama – P3
Play van – P1/2/3
Variety of ‘Virtual Authors’ through Scottish Booktrust
Sporting events
Sanna Aitken – Young Leaders Awards P7
Sanna Aitken -Raquet ball – P7
Marie Irvine – After school netball club
P6/7 Carpet Bowls
Daniel Meadows- Tag Rugby for P4-7
Amy Harper - multi-sports club for P3
P5-7 pupils participated in the Hockey League up at Brae as well as the Netball and
Football competition at Clickimin. They enjoyed a high level of success and were
commended on their sportsmanship
Four pupils represented the school at County Sports
27
Musical/Dramatic Participation
The whole school participated in ‘An Out of this World Christmas’
P5-7 performed in ‘The Macabre Opera House’ with Scottish Opera and Whiteness,
Happyhansel, North Roe and Ollaberry Schools
P1/2/3 participated in the ‘Pirates’ musical with Andy Ross
Jane McLaren taught dance to P5-7 to perform on the evening of the Commonwealth
Games Celebrations
P3-P7classes and solo and duet performers from P6/7 performed at the Music Festival
with great success earning gold and silver certificates with two pupils being asked to
perform at the Gala Concert
P6/7 pupils did well at the Young Fiddler of the year competition
Several pupils earned their Piano grade certificates
All instrumentalists performed to the school and to parents
Citizenship and Enterprise
The Pupil Council and Eco-Committee organised a variety of activities and raised
awareness and money for Roald Dahl Day, Children in Need, World Book day and
UNICEF Day for Change (£45.01). Collection for a Shelter Box for the Philippines
£403.22
All pupils participated in Da Voar Redd Up by tidying up the school grounds and local
neighbourhood and Sport Your Trainers Day/Commonwealth Day in the Countdown to
the Commonwealth Games in Glasgow in July.
28
Cake sale for Children in Need Mixed stage topic – Commonwealth Games
Staff development
Staff participated in a variety of training events to update their knowledge and skills
including:
Better Movers and Thinkers, SEEMiS training, Professional Update awareness raising,
working group and Validation, NIB conference, Epi-pen training, GIRFEC, Espresso
website, Partnership meetings with Aberdeen Uni, Probationer mentor training,
National CLPL network, ShEEP workshop, Social Skills in Co-operative Learning, Co-
operative Learning in Multi-composite classrooms, Seasons for Growth, Autism
toolbox, Coaching & Mentoring, Educational facilities tour Sumburgh Lighthouse,
Equalities Strategies,
29
Section 3 Action Plans 2014/15
Main Point For Action 1
Delivery of Education: Curriculum, Teaching & Learning QIs 5.1, 5.2, 5.3,
5.4, 5.5, 5.7
CfE Entitlements
1, 2, 4, 5
Target Impact/Success
Criteria
Implementation
strategies
Timescale Resources/Leaders Progress to
date/Next steps
To create a
Programme of work
showing continuity &
progression in
English/Literacy
from P1-P7
To ensure that
pupils receive a
stimulating,
challenging, relevant
and enjoyable
programme which
meets their needs
Supplement
/Update Oxford
Reading Tree
resources from P3
up
Decide which G & P
skills need to be
taught to each year
group in line with
new spelling scheme
Decide which types
of writing should be
undertaken in each
year group
Audit L&T
resources
Keep parents
informed
July 2015 HT & CTs
ORT catalogue
cost? £2,000?)
Spelling for
Literacy
L&T resources
30
Evaluate new
Heinemann Active
Maths scheme to
find out what is
working / not
working
To ensure
progression in es
and os and ensure
pupils are enjoying
active learning
Pupils views
Staff discussions –
What do we mean
by Active Learning?
HT observations &
consultation
Keep parents
informed
December 2014 HT
Heinemann Active
Maths
Journey to
Excellence
Professional
Learning
Education Scotland
To review two of
the Design
Principles of CfE:
(Challenge,
enjoyment, breadth,
depth, progression,
relevance,
coherence,
personalisation &
choice) ensuring
that there is
evidence of these in
our curriculum
Teachers will be
confident that the
pupils can be sure
of access to a
curriculum that
offers
Personalisation &
Choice, Enjoyment &
Challenge.
Staff Discussion &
Tasks – e.g. What
evidence is there of
challenge in your
planning/lessons?
Peer visits
HT monitoring of
teaching and
learning
March 2015 HT, CTs
Education Scotland
Website
To begin to embed
the use of Glow in
life and work of the
school
To help ‘tackle
bureaucracy’ by
streamlining
workload ( shared
calendar, resources,
plans etc)
To motivate and
engage pupils in
their learning
Training October
In-service
Follow up staff
discussions – how
can we use Glow in
our school for staff
and pupils?
December 2014
Ongoing trial
projects
Dawn Adams & Pam
Currie (Education
Scotland)
Glow website
Upgraded
laptops/computers
31
Implement ideas
Continue to
review/improve
planning &
assessment &
tracking
Ensure these
processes are
manageable and in
lines with ‘tackling
bureaucracy’
guidelines
Audit current
arrangements. Only
plan for es and os
which are not
regularly covered
March 2015 Education Scotland
self evaluation
toolkit
Tingwall guidelines
planning/tracking
formats
HT & CTs
Staff take part in
moderation
activities and share
standards
Staff develop a
shared
understanding of
standards and
expectations
ensuring all pupils’
work is assessed in
a consistent way
Staff to moderate
reading at end of
first and second
level with teachers
at Hamnavoe
Cross stage
moderation at AHS
May 2015
April 2015
HTs & CTs
Oxford Reading
Tree Non-fiction
resources
Assessment grid
Video
Moderation day
(supply to be paid
centrally)
Keep abreast of
local & national
guidelines on
implementation of
1+2 languages
(to be implemented
by 2020)
Everyone in school
is aware of current
developments and
how the local
authority propose
to action this
Appoint school
ambassador to
attend local
training, receive
newsletters
and feedback to
colleagues
September 2014
Ongoing
Local training and
newsletters
Education Scotland
website
32
Main Point For Action 2
Delivery of Education: Care, Welfare & Development /
Equality & Fairness
QIs 5.3, 5.6, 5.8,8.6 CfE Entitlements
1, 2, 4, 5
Target Impact/Success
Criteria
Implementation
strategies
Timescale Resources/Leaders Progress to
date/Next steps
Child Protection
training is up to
date for all staff
Ensure roles and
responsibilities in
ensuring health &
safety of young
people
Attend CP training October In-service Kate Gabb
HT
Consider approaches
to and provision for
meeting the
emotional, physical
and social needs of
young people
Young people are
safe, healthy,
active, nurtured,
achieving,
respected,
responsible and
included
Attend Nurture
training
Implement GIRFEC
Process
Create new ‘living
room’ in quiet area
October In-service
Ongoing
July 2015
Sarah Jamieson
GIRFEC training/
paperwork
Cost? /Fundraising -
Volunteers to carry
out work/donations
of
table/chairs/curtai
ns/lights
HT/MM/DF/SM
Improve world of
work and enterprise
opportunities
throughout school
Young people are
proactive in
developing ideas
about their future
and develop
enterprising skills
Whole school audit
Class work/projects
– emphasis on skills
being learnt
Evening Fundraiser
for Tingwall Hall
Assembly
June 2015 Invite people into
school to speak
about their
jobs/careers
World of Work
Week, Enterprise
projects (Micro
Tyco), Local
Community
Fundraiser
HT
33
Actively Promote
equality of
Opportunity &
Fairness
We recognise, value
and promote
diversity in our
school and its
community whilst
stressing what is
shared in our values
and experiences
Class work
Assemblies – RRS &
Discussion of School
/CfE and RRS
values
March 2015 Identity & Diversity
topic pack
UNICEF Rights
Respecting School
resources
HT
Main Point For Action 3
Eco Schools QIs 2.1, 2.2, 4.1,
5.1, 5.6, 5.7
CfE Entitlements
1, 2, 4
Target Impact/Success
Criteria
Implementation
strategies
Timescale Resources/Leaders Progress to
date/Next steps 3a) To review the
environmental action
plan.
Remind committee about
which two strands from
the results of the audit
are the focus for this
year
Ensure pupils and
parents are kept
informed through notice
board, assemblies and
newsletters and are
invited to ‘Day of Action’
painting picnic tables, &
chairs, friendship bench
& play shelter
Request Parent help with
Garden
Eco-Committee
continues to meet at
least twice per term to
work towards developing
January 2015
September 14 - July 15
EC & HT
Eco-committee
Parent Council / Parents
Shirley Hunter & pupil
volunteers
Eco-Schools Scotland
website
Completed
Environmental audit
34
strategies to achieve
the Third Green Flag.
Ensure records, minutes
of meetings, photos and
other evidence is kept
safely.
Application for
assessment
Action plan
Minutes of Meetings
Portfolio of evidence
3b) Continue to embed
Rights Respecting
School Values
Pupils are aware of their
responsibilities in
ensuring the rights of
each individual is
respected
Whole school ‘needs and
wants ‘ exercise plus
Children’s Rights
discussed in assembly
May 2015 HT & CTs
3c) To achieve 3rd
Green Flag award
All pupils will be more
environmentally aware,
will stick to the Eco
code, and will be proud
of their achievements
May 2015 EC/HT & Eco-committee
Main Point For Action 4
Leadership: Professional Update QIs 7.3, 9.3
Target Impact/Success
Criteria
Implementation
strategies
Timescale Resources/Leaders Progress to
date/Next steps
To develop teacher
self evaluation
linking to the
Professional
standards and
Professional Update
To support, maintain
& enhance teachers’
continued
professionalism
Attend In-service
event.
October 2014 GTCS website and
presentation by
Norrie Mackay
35
Teachers record
Professional
Learning using
MyGTCS on line
Professional Record
Individual and
collaborative
sessions
Ongoing Kate Coutts’ Drop in
session
Staff development
time
To engage in PRD
process, meetings
and Update as
required to ensure
pupils receive the
best possible
education from a
skilled workforce
Remind staff of
ongoing PRD cycle
Annual PRD meeting
and Professional
Update sign off by
June 2015
HT
Local Authority
Guidelines /
handbook
36
Tingwall Primary School
Development Time 2014-15
Date Development
Term 1
18 August 2014 (in-service) Staff Meeting, CP, Fire safety, Classroom
organisation, Probationer induction etc.
19August (in-service) Heinemann Active Maths/ICT-iplanner & e-
portfolios
11 September Planning, Assessment & Tracking
23 September Projected roll/Expressive Arts (project)
/Fundraising evening
Term 2
27 October (in-service) Interactive Whiteboard / Co-op Learning
28 October (in-service) Nurture groups (2 days)
29 October (in-service) Glow / Glow blogs / Professional Update
30 October PLPs/Evaluation of Progress/GIRFEC
11 November Feedback from October In-service / What is
excellent Teaching and learning/Active Learning?
2 December Glow/Heinemann Maths - evaluation
Term 3
6 January 2015 Care & Welfare of Pupils / World of Work/RRS
22 January Curriculum design principles/Moderation
5 February English/Literacy / Glow
17 February Self – evaluation /Consultation pupil, staff,
parents
5 March Planning, Assessment & Tracking / Professional
Update
Term 4
13 April (in-service) Moderation across sectors / English / Literacy
16 April English / Literacy / Eco-schools
28 April Numeracy / Professional Update
12 May English / Literacy
28 May Moderation
9 June Glow
25 June School Improvement Plan
Co-operative Learning and Assessment is for Learning strategies will be discussed regularly
37
Tingwall Primary School
Teacher of Primary
Configuration of time within 35 hour week: 2014/15
Activity Time per
week Total
Teaching 22.5
hours 22.5
Personal Time ((preparation and
correction) 7.5 hours 7.5
Collegiate Time 5
Total 35 hours
Time per
annum Total
per
annum
Total Collegiate Time available 38 x 5 190
Breakdown of collegiate time per annum
Staff meetings/Development
17 x 1.75
hours + 5
x 1.75 = 22
38.5
Parents’ meetings (2.5 hr meeting +
2.5 hr preparation) 4 x 5 20
Consultation/liaison 39 x 0.5h 19.5
Reports / PLPs / IEPs 25 x 2
hours 50
Planning 4 x 10h 40
Staff Development and Review 2 x 1h 2
Requisition 2 x 1h 2
Evening events 3 x 2h 6
Time left for other duties/activities 12
Total 190
