SCHOOL STANDARDS AND QUALITY REPORT

2018/19

Standards and Quality Report

Context of the school: Dingwall Primary School serves a very diverse catchment area with a wide range of SMID codes. At present there are 15 English Medium classes and 4 Gaelic medium classes, and a unit which supports pupils with hearing impairments.

Three and four year old pupils are accommodated within the school’s nurseries, housed in hutted accommodation within the school grounds. An inspection by the Care Inspectorate on 3.10.17 rated all areas inspected as very good or good.

The head teacher has been in post for four years and is non- class committed. He is supported by a deputy head teacher and four principal teachers who have varying remits to ensure responsibility across current developments.

The school has a very stable staff with currently three probationers and two job shares in English medium and two job shares in Gaelic medium.

Two members of staff are currently on secondment funded by PEF money to deliver early intervention in order to address the Attainment Gap.

Next session nursery allowance hours will increase significantly from 660 per child per year to 1140.

The school was last inspected by HMIe in January 2008 with all areas rated as either good or very good.

School Vision, Values and Aims:Pride, Positivity, Participation and Perseverance. ( Revised by working party 2019 )

School: Dingwall Primary School

Head Teacher: Kevin Raistrick

Date submitted: June 2019

To provide a positive environment to enable the children within our care to be successful learners, confident individuals, responsible citizens and effective contributors.

Summary of Standards and Quality Report/School Improvement Plan engagement process:Participants Engagement detailsTeachers and other staff, including ELC staff

All staff were consulted through individual Professional Development and Review sessions during January / FebruarySIP Action Plans discussed at CAP meetings during AprilWorking Time Agreement and CAP calendar shared on June Inset.School Working Party on Vision and Values developed our new vision statement.All collegiate development work is related to developments within the SIP.Similarly all classroom observations and feedback relate to developments within the SIP.Q.I.s are going to be reflected on throughout the coming session at fortnightly staff meetings.

Parents SIP and Standards and Quality report published on School Website.All parents informed that paper copies of SIP were available from the school office.February – all parents given summary of current SIP and asked for feedback on suggestions for areas to be included in SIP 2019-20120.March – all parents given summary of current developments and asked for feedback.Parents have the opportunity to comment throughout the session on development work within the classroom on pupils’ online portfolios.

Pupils Pupil Council Meeting March 2019Pupil survey on Google Forms March 2019Pupils have opportunity to post suggestions in consultation box outside HT’s office

Volunteers working in school (such as parents taking after-school activities, 3rd sector engagement etc.)

Feedback sheet on School Improvement Priorities is available for anyone interested from the school office.

Other partners Highland Deaf Education Services and The Lighthouse –a Social and Emotional Support Needs Base within the school, share our school improvement plan and are invited to contribute to the CPD calendar.

Youth Development Workers assist us in taking part in the JRock challenge.

Ross County support us in improving Health and Wellbeing throughout the session.

Our Active School Co-ordinator and Youth Workers and S6 pupils support wider achievement through lunch time clubs.

We have a variety of ministers who support us through

assemblies and also this session through classroom visits.

We are holding a large Community Involvement Event in June where we hope to get feedback from a range of sources.

Associated Schools Group

ASG meetings ongoing throughout the session.

Review of School Improvement Work against the National Improvement Framework PrioritiesWhat have we done to close the attainment gap?

Pupil Equity Funding Project : Raising Attainment in Literacy and Numeracy.

Impact and data

The head teacher has analysed SNSA, SPP and attendance data across the SIMD bands and identified where patterns exist and areas for action. Two teachers have been seconded for the session and have targeted support at pupils in P1-P3 focussing on Literacy, and some older pupils focussing on Numeracy. A Gaelic teacher is out of class one day per week to support Gaelic pupils. These staff have all received training on Emerging Literacy Practices. Literacy support programmes such as Toe by Toe and Speedy Readers are used further up the school.

An initial phonological assessment was carried out on all P1 English Medium Pupils in September 2018. The results from this assessment helped to identify strengths and gaps in children’s foundational skills. The teachers then used this information to plan learning and teaching matched to the children’s development. Our data for P1 indicates that :By the end of June 2019 84% of children had secure Word Boundaries, a foundational skill of reading and writing. This is an increase of 71% since September 2018.By the end of June 2019 96% of children were secure in rhyme awareness and detection, an increase of 44% since September 2018.By the end of June 2019 84% of children were secure in Phoneme Discrimination and Alliteration. This is an increase of 59% since September 2018.Table showing percentage of children in P1 English Medium being secure in assessed phonological skills.

Date

Listening and attention

Auditory discrimination

Auditory memory

Word boundaries

Rhyme awareness and detection

Syllable blending

Syllable detection

Rhyme production

Onset-rime

Phoneme discrimination and alliteration

Phoneme blending

Phoneme segmentation

Sep 2018

73% 75% 73% 13% 52% 73% 40% 15% 19% 25% 2% 0%

June 2019

80% 98% 92% 84% 96% 94% 90% 59% 82% 84% 31% 37%

The PEF funded teachers have also run a Mindfulness group for children with social and emotional needs. Emotional check- ins are being carried out with children who require emotional support. Social stories are being used to help children cope with aspects of school and learning. Movement groups are being carried out to aid those with coordination and listening difficulties. Experiential learning is occurring through Outdoor Learning activities for children who are lacking in diversity of experiences, and for those who find learning in a classroom setting challenging. Support is being given to children with Speech and Language difficulties through delivery of programs. The PEF Teachers have also supported community involvement in our school through our Community Involvement Day. This has boosted our school’s positive profile in Dingwall.PEF funding has allowed PEF teachers to be present at Parents’ evening allowing parents the opportunity to find out more about their children’s learning and

development, becoming more involved in their child’s education.

What have we done to raise attainment, particularly in Literacy and Numeracy?Relevant Improvement Priority title:

One of our main developments for this session throughout the school was Wraparound Spelling. All teaching staff and support staff received training. Pupil were assessed in October / November and then 6 months later in April.Results showed that

58 % of pupils had a spelling age increase of more than 6 months 43% had a spelling age increase of more than a year 16% had an increase of more than 2 years

Big Maths has been embedded throughout the school, with a strong focus on mental arithmetic – a revisit at the beginning of this session was delivered to ensure this continues.Data from a combination of teacher’s professional judgement and the SSNA assessments show that for numeracy in Primary 1 most pupils (85%) are average or above, in Primary 4 the majority (74%) of pupils are average or above, and in Primary 7 most (77%) are average or above.Attainment in literacy is lower than that in Numeracy and there is currently a dip at the middle stages. Data from a combination of teacher’s professional judgement and the SSNA assessments show that for Reading in Primary 1 the majority of pupils (70%) are average or above, in Primary 4 the majority (60%) of pupils are average or above, and in Primary 7 most pupils (80%) are average or above. In Writing in Primary 1 most pupils (81%) are average or above, in Primary 4 the majority of pupils (53%) are average or above, in Primary 7 the majority of pupils (67%) are average or above.A focus on Literacy , including Talk for Writing, will aim to address this next session.Two teachers have been seconded to support pupils and have been trained in Emerging Literacy Practices. All P1 pupils have been assessed in order to identify needs.Progressions are in place in Literacy and Numeracy to show coverage and progression. SSNA and SNSA data is analysed by the HT and is a focus for discussions on attainment with all staff.Holistic Assessments Tasks have been developed this session to add to the range of evidence used to inform learning and teaching and to allow pupils to demonstrate their learning in new and challenging contexts.All nursery staff have attended training in Words Up in order to develop quality engagement and interactions with pupils. A focus on the key messages from this will continue this session.Staff have continued to develop the quality of observations for sharing learning with parents via online profiles.Planned quality opportunities for outdoor learning in Nursery provide stimulating and motivating experiences daily across the curriculum as well as in Literacy and NumeracyOne to one devices for upper school pupils have increased opportunities for the use of ICT to support Literacy and Numeracy.

What have we done to improve children and young people’s health and wellbeing?Relevant Improvement Priority title/ school project: N/A

House Captains delivered lessons to infant classes on Positive Mind Sets.The garden areas have been improved and extended to support outdoor learning and workshops on using the outdoors have been held for parents.

The school entered the JRock competition supported by parents and Youth Workers – this was a very successful event involving a large number of pupils with the school being given awards in several categories.Classes have continued to be involved in The Mile a Day initiative in a variety of ways.We have extended our engagement in football training to a girl’s football team and have had a very successful year in a variety of tournaments, both in football and shinty.Activity afternoons have been extended to infant classes and activities are monitored to provide a wide range of skills, and to appeal to a range of interests.Our Active Sports Co-ordinator has been delivering lunchtime active session for infants with support from Academy Youth leadersWe have appointed Digital Leaders to support the use of Chrome Books and to lead an assembly on safe use of the Internet.Over 100 pupils, staff and parents took part in the Loch Ness 5k.P7 pupils took part in an outward bound trip to Loch Eil.All pupils are given opportunities throughout the session to take part in a wide range of extra-curricular activities and have the opportunity to perform, and to take part in enterprise and charitable activities.In Nursery positive comments from the Care Inspectorate reflect the work that has been put into developing an ethos of care and nurture with children responding by exploring their environment, enjoying themselves and trying new experiences without fear of failure.Parents informed the Care Inspectorate that they found the staff team friendly and approachable and they appreciated the kind manner in which their children were cared for.They found that the staff team knew the children very well with support and guidance beingtailored to the individual needs of children.Opportunities for outdoor play were particularly commented on We found the outside play area to be attractive, interesting and well thought out providing children with a place that they embraced and adored.

What have we done to improve employability skills and help our children and young people achieve sustained, positive school leaver destinations?Relevant Improvement Priority title/ school project:

Pupils are encouraged to be independent, reflective learners through termly Learning Conversations and target setting, which are shared on their online portfolios.One to one devices in the upper school enable pupils to become IT literate and Google Classroom encourages an ethos of collaboration.Big Maths has focussed on providing pupils with the necessary mental numeracy skills.Classroom observation feedback shows that pupils are motivated and on task and that a positive working ethos exists.A range of extracurricular activities and clubs and activity afternoons and a residential week provide pupils with opportunities to learn new skills and develop confidence and a positive attitude.House Captains have delivered lessons to younger pupils on having a Positive Growth Mind-set.

Pupils are given opportunities throughout the school to take on areas of responsibility. All pupils each year will be involved in a performance of some kind and be given the opportunity to contribute to a whole school event e.g. Summer Fair.

Our overall evaluation of the school’s capacity for continuous improvement:

* We are confident in our capacity for continuous improvement ☒

* We have some concerns about our capacity for continuous improvement ☐Comment:

QI 1.3Leadership of change

Themes (HGIOS?4) Developing a shared vision, values and aims

relevant to the school and its community Strategic planning for continuous improvement Implementing improvement and changeThemes (HGIOELC?) Developing a shared vision, values and aims

relevant to the ELC setting and its community Strategic planning for continuous improvement Implementing improvement and change

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

The HT has shared his vision and aims with staff and these are reflected in the school improvement agenda.

All staff are committed to ensure we achieve the best possible standards and success for all learners.

All staff have been part of Working Parties this session .

A Vision and Values Working Party has been developing our Shared Vision.

Two members of staff have committed to the Next Generation Lead on 9 training and will take on ownership of an aspect of development within the school.

Members of staff have taken on board responsibility for events such as the JRock Competition and Community Afternoon.

Staff are clear on the school’s strengths and areas for development based on a range of evidence.

Careful consideration is given on how to move forward priorities.

The need for specific developments is well understood and the pace of change is managed strategically.

Our PT with responsibility for ICT ensures we are continually developing ICT skills and keeping abreast of changes..

The majority of pupils feel positively about our current developments and see them as worthwhile.

Staff engage regularly in professional dialogue and have opportunities for collegiate working.

Staff are confident in discussing how they have improved their practice as a result of professional learning, and record this through PRD records.

Question 2How do we know? What evidence do we have of positive impact on our learners

School Improvement Report and Plan.

CAT calendar / Self Evaluation Calendar

Class visits with a focus on learning and teaching .

Tracking pupils’ progress – AfE data, PLPs etc

Work sampling

Pupils and parents feedback including surveys on specific developments – Wraparound Spelling

Pupil portfolios – and parental feedback on portfolios

Staff PRD plans and records

Question 3What could we do now? What actions would move us forward

The Vision and Values working party need to continue to develop ownership of the vision, values and aims of the school.

We need to continue to use Working Parties to support developments as this has been a successful aspect of the session.

We need to have regular and systematic reflection of the QIs in order to identify areas for improvement – these will become a focus for fortnightly staff meetings.

What is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and Childcare? six-point scale?

good

QI 2.3Learning, teaching and assessment

Themes (HGIOS?4) Learning and engagement Quality of teaching Effective use of assessment Planning, tracking and monitoringThemes (HGIOELC?) Learning and engagement Quality of interactions Effective use of assessment Planning, tracking and monitoring

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

Classroom observations by SMT found pupils to be eager and active participants who are motivated and interact well during activities.

Learners experiences are enjoyable and well matched to their needs and interests, more so now staff are confident at planning IDL topics.

Learning Targets and Success Criteria are regularly shared with pupils.

This session WrapAround Spelling has made significant improvements in the spelling ages of the majority of pupils. ( 58%)

We have developed holistic assessments to allow for breadth and challenge and for pupils to be given opportunities to demonstrate their learning in new contexts.

All pupils have had the opportunity to contribute to the life of the school through performances for parents and families and through enterprise opportunities.

Through Learning Conversations pupils are aware of their learning targets and how to achieve them.

Big Maths is now embedded throughout the school.

We make good use of a variety of learning spaces – Dingwall Academy, Community Centre, local woods, Ross County etc

Garden areas in both the school and the nursery have been developed to provide areas for learning.

Learning is supported by our use of digital technologies especially in the upper stages where pupils have one to one devices.

Teachers give clear explanations and instructions and use questioning effectively to encourage engagement.

Feedback is used to inform and support progress in learning

We make use of a wide range of valid, reliable and relevant assessment tools to support learning – including SNSA and Emerging Literacy data , SPP data, assessment against Es and Os and a variety of ongoing classroom

assessments ,including formative assessment on a daily basis.

Teachers plan appropriately based on the relevant Es and Os - coverage trackers ensure the needs of learners are met across all areas of the curriculum.

The last QIO visit reported teachers have become more confident at flexible planning over different timescales and at involving pupils in the planning process.

The HT interrogates data to produce information to evaluate learners’ progress and to evaluate the effectiveness of developments designed to improve outcomes for all learners.

Question 2How do we know? What evidence do we have of positive impact on our learners?

QIO visitsClassroom observationsIDL plansPupil SurveysClass PerformancesSchool FairsPupil PortfoliosClassroom ObservationsTeachers PlanINCAS and SNSA dataSPPCollated data shared with staffHT / SMT discussions with staff

Question 3What could we do now? What actions would move us forward?

Attainment in Literacy – particularly writing, remains lower than in Numeracy.We need to address this by looking at our teaching methodology of literacy within the classroom.

We have progressions in place for Literacy and Numeracy – we now need to extend these to all other curricular areas.

We have developed the use of Holisitic Assessments – staff feedback tells us that staff would like identified Es and Os to be assessed with evidence kept– in order to see progression – in all areas other than Numeracy.

What is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and childcare? six-point scale?

good

QI 3.1Ensuring wellbeing, equality and inclusion

Themes (HGIOS?4) Wellbeing Fulfilment of statutory duties Inclusion and equalityThemes (HGIOELC) Wellbeing Fulfilment of statutory duties Inclusion and equality

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

Staff and partners are proactive in promoting positive relationships in the classroom, playground and wider learning community.

All staff know and understand GIRFEC and the wellbeing indicators.

Children are active participants in discussions and decisions which affect them.

Individual needs are met by small social groups - Lego, cooking, fine motor skills, mindfulness etc.

Relationships across the school are very positive and supportive.

Staff know what is expected in terms of statutory requirements and codes of practice and fulfil these duties to improve outcomes for pupils.

Communication with parents and partners in supporting these outcomes is very effective.

Learners are included, engaged and involved in the life of the school and are treated with respect and in a fair and just manner.

We have effective strategies in place to support children facing challenges such as those with additional support needs.

We understand value and celebrate diversity and challenge discrimination.

Question 2How do we know? What evidence do we have of positive impact on our learners?

QIO Feedback / Classroom ObservationsPupil Council, Eco Group, IEP MeetingsResilient Kids , Circle Time programmes and social groupsPupil CouncilEco GroupGardening Development Group‘Mr Box’ feedbackPupil Surveys and Focus GroupsASN support

Question 3What could we do now? What actions would move us forward?

We need to continue to focus on improving attainment for groups and individuals facing barriers to learning, including poverty. We need to assess future developments , such as next session’s focus on writing to ensure attainment is being improved for all, but in particular those pupils from the lower SIMD indicators.

What is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and childcare? six-point scale?

good

QI 3.2Raising attainment and achievement/Ensuring children’s progress

Themes (HGIOS?4) Attainment in literacy and numeracy Attainment over time Overall quality of learners’ achievement Equity for all learnersThemes (HGIOELC?) Progress in communication, early language,

mathematics, health and wellbeing Children’s progress over time Overall quality of children’s achievement Ensuring equity for all children

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

Learners generally make good progress from their prior levels of attainment in literacy and numeracy.Tracking meetings with teaching staff focus on pupils at risk of underachieving.

Question 2How do we know? What evidence do we have of positive impact on our learners?

The table below is an analysis of the last 4 years of SPP data within the school. This gives an indication of how cohorts have progressed over time and shows the percentages of children considered to be performing at or above the expected standard for their age / stage. The general trend is one where the percentages remain fairly constant or improve over time for individual cohorts of children. This indicates that learners generally make good progress from their prior levels of attainment in literacy and numeracy.Several points of interest come from this data:

The apparent dip in literacy performance in the middle stages referred to earlier, should be looked at in the context of the cohort of children. The current P4 children have performed at this level for the last three years.

There are some occasions of large changes in performance for a cohort from one year to the next. This highlights the need for

Year group

Number in year group

ReadingMay

WritingMay

NumeracyMay

P7 65 51= 78%

43= 66%

48= 74%

Same cohort May 2018 (P6)

= 66%

Same cohort May 2018 (P6)

= 57%

Same cohort May 2018 (P6)

= 63%Same cohort May

2017 (P5)= 66%

Same cohort May 2017 (P5)

= 60%

Same cohort May 2017 (P5)

= 60%Same cohort May

2016 (P4)Same cohort May 2016

(P4)Same cohort May 2016

(P4)

=67% = 51% = 67%

P6

62 46= 74%

44= 71%

46= 74%

Same cohort May 2018 (P5)

= 62%

Same cohort May 2018 (P5)

= 64%

Same cohort May 2018 (P5)

= 72%Same cohort May

2017 (P4)= 65%

Same cohort May 2017 (P4)

=63 %

Same cohort May 2017 (P4)

= 71%Same cohort May

2016 (P3)= 62%

Same cohort May 2016 (P3)

= 65%

Same cohort May 2016 (P3)

= 66%

P562 49

= 79%44

= 71%48

= 77%

Same cohort May 2018 (P4)

=72 %

Same cohort May 2018 (P4)

=59 %

Same cohort May 2018 (P4)

= 66%Same cohort May

2017 (P3)= 73%

Same cohort May 2017 (P3)

= 63%

Same cohort May 2017 (P3)

= 68%Same cohort May

2016 (P2)= 61%

Same cohort May 2016 (P2)

= 66%

Same cohort May 2016 (P2)

= 69%

P4 57 34= 60%

32= 56%

42= 74%

Same cohort in May 2018 (P3)

= 67%

Same cohort in May 2018 (P3)

= 62%

Same cohort in May 2018 (P3)

= 71 %Same cohort in May 2017 (P2)

= 58 %

Same cohort in May 2017 (P2)

=61 %

Same cohort in May 2017 (P2)

= 67%Same cohort in May 2016 (P1)

= 70 %

Same cohort in May 2016 (P1)

= 81 %

Same cohort in May 2016 (P1)

= 77%

P372 55

76%50

= 69%50

= 69%

Same cohort in May 2018 (P2)

= 81%

Same cohort in May 2018 (P2)

= 77%

Same cohort in May 2018 (P2)

= 82%Same cohort in May 2017 (P1)

= 72%

Same cohort in May 2017 (P1)

= 79%

Same cohort in May 2017 (P1)

= 79%

P2 55 28= 51%

38= 69%

41= 75%

Same cohort in Same cohort in May Same cohort in May 2018

May 2018 (P1)= 77%

2018 (P1)=78 %

(P1)= 85%

P1 68 47=69%

50= 74%

52= 76%

AfE and SNSA dataSPP dataSeesaw Portfolios – in particular Evidence of Attainment FoldersClassroom ObservationsNumeracy ProgressionsLiteracy ProgressionsCoverage Trackers

Pupil PortfoliosSchool Performances etcParticipation in The ModEnterprise Opportunities etc

Question 3What could we do now? What actions would move us forward?

Attainment in Literacy – particularly writing, remains lower than in Numeracy.We need to address this by looking at our teaching methodology of literacy within the classroom.

What is your current evaluation of this QI using the How good is our school? (4th edition) and How good is our early learning and childcare? six-point scale?

good

KEY THEMEfrom QI 2.2Curriculum

Theme 3 (HGIOS?4) Learning pathways

Theme 3 (HGIOELC?) Learning and development pathways

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

Tracking in Numeracy supports pupils to build on their prior learning and ensure appropriate progression. Tracking in Literacy has been adopted this session.

Coverage trackers for all areas ensures coverage of all Es and Os

Flexible planning meets the needs of all learners. Where appropriate Es and Os are planned for within an IDL context

Our curriculum has a strong focus on developing the skills our young people need in the world of work – in particular skills in literacy, numeracy, health and wellbeing and digital literacy.

All pupils are involved in enterprise activity at some point during the session.

There has been a focus this session on developing outdoor learning areas.

Question 2How do we know? What evidence do we have of positive impact on our learners?

Monitoring of coverage trackers and numeracy assessment tracker.Monitoring of Planning documentsClassroom / Peer VisitsDevelopment of the outdoor learning areas

Question 3What could we do now? What actions would move us forward?

We have Progression Frameworks in place for Numeracy and Literacy but we now need to develop these for all other curricular areas.

KEY THEMEfrom QI 2.7Partnerships

Theme 3 (HGIOS?4) Impact on learners (focus on parental

engagement)

Theme 3 (HGIOELC?) Impact on children and families (focus on

parental engagement)

Question 1How are we doing? What’s working well for our learners? What are the features of effective practice in our school/ELC setting?

Through effective partnerships with Ross County, Dingwall Rotary Club, Feis Ross, Tesco’s, Aigas Outdoor Centre, SSPCA, Nature Rangers, STEM ambassadors, Local Ministers and parental volunteers etc we have improved our learning provision and developed pupils’ skills for learning, life and work.

This session the Vision and Values Working Party have organised a community open day for local organisations to showcase their work.

We have an effective Parent Council supporting the school.

Through the use of online learning portfolios we have increased parental engagement in their children’s learning. Statistics for the first week in June show 423 new items posted, 543 ‘likes’ , 54 comments and 1285 parental visits. Total comments for the year total over 20,000.

This session Google Forms have been used to get feedback from parents on current developments.

Question 2How do we know? What evidence do we have of positive impact on our learners?

Feedback from partnersAttendance at eventsMonitoring Calendar of eventsOnline Portfolios.

Question 3What could we do now? What actions would move us forward?

We need to assess and reflect on the success of the Community Open Day and decide if this should maybe become an annual event or be built upon is some other way. Should it be rotated with events aimed at different partnership groups e.g. grandparents. We need to reflect on taking our partnership with the organisations involved forward.