|
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| School Development Plan | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Education Culture and Sport Service
Dingwall Primary School School Development Plan June 2007
The curriculum has breadth and balance across most areas in both English and Gaelic classes. Programmes of work continue to be developed, revised and phased in at a pace that is supportive to staff and meets the needs of the pupils, the school, council and national priorities. This session extra time has been given to Language activities as the staff introduced the Highland Literacy Project. It is envisaged that this will continue next session, as we try to embed the methods and develop the reading/writing links in all classes. Revised E.S. Topics are now in place in all classes, with most of the Highland Health Programme being incorporated through Topic and Circle Time activities. In May 2005 the school was awarded Health Promoting School Status at Level 4 and has tried to keep this momentum going by holding a Health Week each November and designating the last Friday of each month ‘Fruity Friday,’ when pupils can dress casually as long as they bring a healthy snack to school for playtime. The inclusive approach to health in the curriculum seems to have been successful and popular with staff. The Highland Science programme has been used as the basis for our school science programme. All units have been reviewed and resourced by staff and are now in place. Delivery continues to be by the Class Teacher in P1-3 and by specialist CCR teacher in P4-7. Promoting Positive Behaviour policy is in place throughout the school. Almost all staff follow the policy consistently, with almost all staff using Quality Time appropriately. It is essential that frank discussions continue to take place with staff to ensure that the curriculum remains manageable and is programmed in a way that allows staff to deliver all that is expected within the allotted time. Nursery ( English and Gaelic) The Nursery continues to offer children a range of opportunities during their pre-school year. Early Intervention Initiatives, such as introducing Letterland Characters, are now well established. Formal policies for curricular and other areas are now agreed and in place. This sessions Care Commission Inspection was very positive and most areas highlighted in the joint HMIe /Care Commission Inspection last session have been addressed. Next session discussion of transition issues and play in the curriculum will be started as part of ACE familiarization with staff.
Throughout the school, courses and programmes are taught in a consistent and logical manner, although in some classes promoted staff need to monitor breadth, to ensure this is maintained in all areas of the curriculum. The development of mental maths in all the classes has been successful. All maths lessons are now expected to have an element of direct teaching involved. The maths policy is being revised to reflect current practice. Scottish Heinemann Maths is now in place throughout the school. Some problems have been encountered with SHM as it moves through the school. The use of SHM has increased the pace of learning for most pupils. We need to ensure that all pupils get appropriate reinforcement so all concepts are established before moving on. Although Problem Solving is taking place in all classes, we hope to next session review practice and introduce and resource a programme which will allow a more systematic and consistent approach. Despite some input from the development officer last session, which mainly looked at the underpinning principles of AiFL, staff still need further support and practical guidance so that the excellent practice in some classes permeates the whole school. Work will continue next session in developing ideas from the Highland Learning and Teaching Toolkit. All teachers have been asked to share aims for all lessons with pupils. This will be extended to include self evaluation by pupils and teachers following a group of lessons. Home/school packs are in operation Nursery – P3 and have been very successful. There have also been several very successful events in the Support for Parents programme. We hope to continue and develop these next session with general events and specific workshop training and involvement for groups of parents The school has developed programmes of work in a wide range of topics. Next session our Writing and Reading programmes will be further developed, as we take account of the introduction of the Highland Literacy Programme into the school. This has led to many changes as to how we teach reading and links closely with ideas in AiFL and AcfE. In the future these links will also have to be developed across other areas of the curriculum. In the Nursery, courses take account of National and Local curriculum guidelines and are balanced and ensure relevant learning experiences. All courses were described as good during the HMIe inspection in Nov 2005.
Class Visits Policy folders and Programmes of Work Pupils’ Work Forward Plans
Almost all pupils are making good progress from their prior levels of attainment. The school has strategies in place to try to raise standards in all areas of the curriculum, but particularly in Language and Mathematics. Almost all pupils continue to perform well in the tasks set in their coursework. Staff should ensure that they take prior learning into account as classes move through the school. Less able pupils are well supported with Individual Education Plans where necessary. More emphasis still needs to be given to stretching the more able pupils in the school. The loss of standardised testing in P3 has been disappointing, as it allowed comparison across year groups and with National Assessments. The school will again look into reintroducing CAT testing when time and money allow. The instructions given on the use of National Assessments have remained much as before, reflecting what we feel was previous good practice in the school. The framework and direction for use of National Assessments is consistent throughout the school. Teacher Guidance on National Assessments may have to be revisited to look again at advice on when to test – especially looking at points to use Reading Assessments. Checklists for reading skills have been passed out to staff and these should be used in conjunction with the guidance to gauge when it is appropriate to test. This session NA results show an improvement in Maths attainment, but slight falls in both Reading and Writing. However, as the Highland Literacy project embeds in the work of the school, we hope that attainment will reflect the added confidence and enjoyment the pupils are showing in their language activities. The continued early attainment of Level A in Maths, Reading and Writing by many pupils in P2 is very encouraging. Many pupils in other year groups are also exceeding targets. As Scottish Heinemann Maths moves through the school more pupils are attaining target levels earlier, for example most pupils in P3 have already now attained Level B. Maths setting has this session been used in P7 and next session we hope to extend setting to P6 and P7, if staffing will allow. Staff should continue to ensure that pupils have covered and are secure in most strands in a Level before any NA is undertaken. In the Gaelic Medium classes most pupils are now achieving expected levels in Reading, Writing and Maths at appropriate times. The improvement in Gaelic Reading and Writing attainment has continued and the early attainment of Level A Gaelic Reading and Writing in P2 and indeed for the first time by one P1 pupil, is very encouraging. See Appendix 1 for details of individual class achievement. Individual tracking records are now in place for all pupils with classes also tracked through the school. The HT meets with Class Teachers to set targets for individuals and groups of pupils in June , October and during the spring term. In line with Council instructions test results are input to Phoenix as soon as they are passed, rather than at the end of the session as previously.
National Assessment Results Pupils’ Work Class Visits and Discussion with Staff.
Termly plans are now completed three times each year. September-December, January-March and April-June. All staff follow the core programmes and schemes which are in place. 5 hours CAP is set aside for planning each term. All staff are strongly encouraged to plan with their year group partners, which ensures consistency across classes. Basic programmes for E.S., Mapping, Science, RME, Circle Time, Mental Maths and ICT will now be given to staff at the start of each session to try to cut down on repetitive paperwork. Staff keep weekly plans, which should remain in their classrooms at all times. The school has revised the council planning formats to make them easier, more effective and efficient to use. Further review of our language planning is necessary to take account of development through the Highland Literacy Programme. To ensure all areas of the curriculum are adequately covered, it has been necessary to introduce a basic timetable for all classes to complete, giving subject rather than content details. This timetable will remain fairly static throughout the year. Class Teachers have time to consult with Support for Learning Teachers, Deaf Education Service Staff, Classroom Assistants and Learning Support Auxiliaries. The school has taken steps to try to ensure some specialist teacher input remains in place for P1-3. It is hoped that these arrangements can continue next session. The new Nursery Planning formats are now in place and are working well. Nursery Staff meetings, Nursery/School Liaison meetings and individual review meetings with all Nursery staff now take place on a planned and regular basis.
Almost all teachers follow school policies and courses closely. Teachers communicate very effectively with pupils using a range of styles. All have been happy to embrace a more direct approach, which has been very effective, especially in maths. The introduction of the Highland Literacy Project has meant staff have had to look very closely at the way they teach. The development of cooperative learning and the retention of less written evidence than previously has unsettled some staff. Homework is used by all staff to reinforce basic skills in reading, spelling, maths and some E.S. work. Some homework is repetitive, but its use is consistent across nearly all classes. During formal and informal class visits, the interaction observed between teacher and pupil and the teachers’ use of other staff, has in all cases been very encouraging. All staff use reward systems to encourage good work. These should continue to be as positive as possible. All staff have high expectations of their pupils and all are encouraged to produce work of a high quality. Developments started in the use of Target Setting and Self Assessment will continue next session.
Almost all pupils try to produce their best work at all times. Staff use praise very effectively to encourage the children and build up their confidence. Staff should continue to develop AiFL ideas to give positive feedback to pupils. Most staff use a good mix of class, group and individual teaching strategies. Pupils are given responsibility for their learning in almost all classes and are encouraged to develop independent thinking. In line with AiFL ideas pupils should have the opportunity to take part in cooperative learning experiences. Pupils are given the opportunity to take part in a wide range of extra-curricular activities, both in school time, during our blocks of weekly activity afternoons, or outside school time in clubs run by staff, parents and friends of the school.
Staff plan learning programmes to try to ensure all pupils work to their full potential. Learning and teaching programmes and activities are well differentiated and activities well matched to the varying needs of the pupils. Work with the Highland Literacy Project has increased the amount of collaborative learning taking place. This is also permeating into other areas of the curriculum. In some classes however the pace of work should take more account of previous activities to ensure all activities build on past learning. It is hoped that the continued work through the Learning and Teaching Programme will ensure all pupils are adequately challenged. Classroom Assistants, Learning Support Auxiliaries and Learning Support Teachers are used very effectively by most teachers. Support staff deployment is very stretched, with pupils having significant difficulties not receiving all the support we would like due to budget pressures outside the school.
Most assessment is as part of the ongoing work of the class, with any difficulties highlighted on teacher’s forward plan. The school assessment, record keeping and reporting procedures continue to be reviewed and revised in light of AiFL developments. Further development work is required to ensure consistency of approach throughout the school. Maths, phonics and reading record sheets are kept for each group and writing folios record progress through the school. End of topic Self Assessment sheets are also completed by pupils in P4-7. As AiFL developments continue, pupil achievement folders will be built up, with personal targets in maths, language and health kept. As part of each class visit, the DHT/HT is expected to look at each teacher’s record-keeping folder to ensure all are up to date. National Assessments are used in Maths, Reading and Writing to confirm Class Teacher’s own assessment in line with National Guidelines. Information from teachers’ own assessments and National Assessments is used to inform parents and future staff of progress, and to evaluate and influence the learning and teaching programme
Parents are encouraged to contact the school at an early stage if they have any concerns about their child’s education. Formal reports are issued to parents preceding the twice-yearly Parents’ Evenings in November and June. The school also issues Parent Newletters at regular intervals. Parents’ information workshops and induction meetings are held for Nursery and P1 parents in June and October. A variety of Parents’ workshops have also been held as part of the Early Intervention programme. Next session further parent workshops will be held to inform and explain about the Highland Literacy project and outline to parents how best to help and encourage their child at home. The new Council Report Format taking account of ACFE and the four capacities has been discussed with staff and revised for use this session. From next session comments on pupil achievement in the four capacities will be made. Unfortunately early feedback from parents on the information contained in the new council format has not been positive. Future consultation with parents will be needed to either alter the reports or to explain the new format.
Forward Plans Class Visits Pupils’ Work Discussion with Staff, Pupils and Parents.
Although we are a very large school we have worked very hard to create a welcoming environment, to try to fully address the emotional, physical and social needs of our pupils. Almost all staff are considerate and concerned for the needs of their pupils and show this in the consistent and caring way they deal with their pupils. P7 helpers, identified by their waistcoats/helper badges, assist in the infant play areas at playtime and lunchtime, and a supervised time out room is available for those who are unwilling or unable to take part in play activities outside. The helper scheme has been extended, with P6 pupils teaming up as buddies with Nursery Pupils in the summer term, so they will know the helpers when they come into school. Buddies have also received training from our Children’s Service Worker. Incidents are dealt with in a consistent manner, with all parental concerns followed up by a member of the teaching staff or Management Team. The present Council system for recording all alleged incidents of bullying is unworkable and cumbersome, leading to complete lack of use except in the most extreme cases. Some thought should be given to reviewing the recording format and guidelines. This session the staff discussed and approved the school Anti Racist policy. Our Care and Welfare policies have all been updated and a new Staff Handbook with straightforward information introduced. Our Positive Behaviour Policy is now well established with the new Cool Achievers Awards and Quality Time systems in place throughout the school.
There is now a formal, well developed PSD Programme in operation in the school. Weekly Assemblies, Circle Time and the Anti-Bullying programme, together with visits from the police and other local organisations are helping to promote self-esteem and self-worth to all pupils. Each term, assemblies have different themes, with school Chaplains, Classes, the HT/DHT and visitors from external organisations taking turns to contribute. Assembly is used by the Head Teacher as a time to recognise contributions to the life of the school by individuals and by groups of pupils. Well-done Assemblies are held for the P1-3 each fortnight. At the end of each term Achievement Assemblies are held to recognise significant achievement by pupils and staff and to announce the house winner of our Cool Achievers Awards. New credit card style certificates are now use to recognize achievement in the upper school with Bronze, Silver and Gold awards for pupils who consistently achieve well. Most children co-operate very well together, but the school has had to develop strategies to help those who are unable to integrate successfully. Further support is needed to enable our most needy pupils to remain in class without affecting the education of other pupils.
The Head Teacher tracks individual and class progress and discusses this with the Management Team and with class teachers. Formal Tracking and Target Setting meetings take place three times each year. The Head Teacher also meets with Support for Learning staff each term to discuss individual pupil progress. All teachers keep individual pupil folios containing examples of writing, most recent National Assessment Papers and E.S. work. These are passed on to the next class teacher each year. All teachers complete a class hand on sheet at the end of each year, detailing progress of groups in the class and highlighting any problem areas. Pupils need more opportunities to evaluate their own progress and aptitudes and set targets across the curriculum. Present folio system will be reviewed next session as AiFl and ACE ideas are considered.
Learning Support staff consult with Class Teachers and agree programmes of work for all pupils they are involved with. Class Teachers should take account of the work the pupils will be doing with the LST when allocating tasks for the day. The school has organised internal cover so that all LSAs can consult with the Class Teacher they spend the bulk of their time with. This system is not ideal, and the Council should try to give some time flexibility to LSAs to allow consultation time outwith the school day. All our pupils with SEN are making good progress, with support staff and class teachers working together well to deliver differentiated programmes to meet their needs. We are very concerned that the recent cuts in both Support for Learning Teaching time – a decrease of 50% over the past two years- and Support Assistant time will have a major impact on the support available for our SEN pupils and thus have an adverse effect on all pupils in the school. All pupils with needs outwith groups in their class have appropriate IEPs. The review system for these IEPs has been developed by the SLT and there is now a consistent system in place. The Support for Learning Policy and Practice has been reviewed and altered to take account of New Community School developments. The School Liaison Group is now in place and is starting to work effectively. Additional support staff have been employed, and are now making an effective contribution to the school. The Learning Support Teacher has worked very hard to develop the school system and has established a formal review procedure for pupils with IEPs. The loss of RoNs and the introduction of CSPs has put an added burden on all school staff. The Management Team needs to ensure that the procedures in the policy, especially regarding staged referrals, are being followed consistently. In both Gaelic and English Nurseries very good liaison exists between the staff and the Health Visitor and Speech and Language Therapist, so pupils with difficulties are identified at an early stage. A liaison group involving school and nursery staff meets each term to share information and build closer links. New cluster arrangements have allowed closer links to be developed with other partner centres in the town.
Senior Management and Support for Learning Staff are knowledgeable about and have a clear understanding of legislation relating to SEN. We have continued concerns over the change from RoNs to CSPs. Many pupils in the school who require significant support will not have a CSP. We hope that support will remain in place to allow these pupils to be successfully integrated into classes. Lack of Educational Psychologist and Speech and Language Therapist time remains a major issue.
Placement of pupils with additional support needs is given close consideration before any pupil is placed in a class. Classes with pupils who have additional support needs are regularly reviewed, so that the best blend of pupils and staff is arrived at. Most LSAs have only part-time contact with any pupil and have their timetable and responsibilities reviewed each session. The school has organised internal cover so that all LSAs can consult with the Class Teacher they spend the bulk of their time with. As the system of allocation of LSAs by the council is changed, the school must make sure pupils with additional support needs are all adequately supported. DDA legislation continues to have a major impact on the life of the school. Further work is still needed to make all areas of the school DDA compliant.
The school has very positive links with the Area Education Office, which have been developed over many years. Links with other schools remain mainly through extra-curricular activities. This year P7 have had many more links with P7s from other schools through staged events such as a Basketball Festival, Street Jam, Safe Highlanders, Choices for Life and various sporting activities. Events have also been held involving all feeders to Dingwall Academy. The development of the school ‘Blogspot’ has allowed contact with other schools and individuals from all over the world in a controlled way. The use of Associated School Groups to develop A Curriculum for Excellence and The Highland Promise in 2007 is helping to improve links between schools across a variety of curricular areas. Although links with the Local Secondary School are still mainly at Management Level, there have been positive links established between pupils from Dingwall Primary, Dingwall Academy and St Clement’s School. We see these links as the first steps in much closer sharing of resources among all three Dingwall Schools. Transition procedures P7-S1 are well established involving SMT, Guidance and Support for Learning Staff. These will be improved, especially at curriculum level, during the planned development project on ACfE. The school has a very good working relationship with the Area Education Office, Educational Psychologists, Health Department, Social Work and Speech and Language Therapy. Through the New Community School Initiative the School Liaison Group is meeting regularly, reviewing and planning, on a very positive basis, multi-agency working. A School Nutrition Action Group and a Safer Routes to School Group have been set up with staff, pupils and parents taking part. We gained Health Promoting School status in 2005, while, thanks to the work of our Safer Routes to School Group, we have been able to build a cycle compound and make changes to the school access road and mark out drop off points in our car park. The level of support available from the Educational Psychologist is still inadequate for a school of our size. Many children who should be seen for formal assessments are not seen, as we have to give priority to urgent cases. Enterprise activities continue to be developed, with an Enterprise Group running each term. This session a group of staff also audited the enterprise activities taking place through the school and have highlighted the activities in place and possible areas for development.
School Care and welfare Policies Discussion with Staff, Pupils, Parents and Professionals from external Agencies. Support for Learning Audit and Policy Class Visits Records of Need and IEPs Forward Plans Parent Questionnaire
Pupils, staff, parents and the whole community are on the whole very supportive to the school. They share a sense of pride, identity and loyalty to the school, which is very positive. This has been backed up by a parental questionnaire completed in January 2006. Despite the rather intrusive security system now in place, the school has a welcoming atmosphere and a relaxed and interesting reception area for parents. Care needs to be taken to ensure that all visitors are registered and that parents are aware of the process for coming into the school. Relationships between staff, pupils and parents are positive, with most working together co-operatively and conscientiously. Discipline problems are dealt with in a consistent, efficient and sensitive manner by almost all staff, with parents involved at an early stage should incidents recur. The Positive Behaviour Policy and Anti Bullying Policy have been reviewed with parent input via a whole school questionnaire. The staff handbook has been revised, with summary advice on dealing with child protection and other issues included. The Pupil Council is now well established, with members on the SNAG and Safer Routes to School Groups, as well as influencing many other school activities.
Almost all members of staff promote a strong ethos of achievement throughout the school. All staff have high expectations of their pupils and the school has systems in place to try to ensure consistency across all staff and classes. The vast majority of pupils try to do their best at all times. The school values, recognises and shares these achievements in a variety of ways - for example during Well-Done and Achievement Assemblies.
The school promotes equality of opportunity and fairness in all aspects of school life. Staff need to ensure all school policies are consistently implemented. Ethnic, religious, cultural and linguistic diversity is recognised, valued and promoted as a positive feature of the school and its community. Positive steps are taken to ensure that pupils, parents and staff are treated equally, with respect and in a fair and just manner. We promote inclusion and try to support and include pupils with SEN in as positive a manner as possible.
Parents continue to play a crucial role in the life and work of the school. Almost all work very co-operatively with the school and many contribute to school life by helping with activities, working groups, school trips and extra-curricular clubs. Most always comment in pupils’ homework diaries and parents of pupils in the infant classes have been very positive about the impact of our Home/School packs. Many of our Support for Parents activities are over subscribed and large scale events always well supported. We how have a three yearly cycle of major events for parents held each September – Maths, Science and Literacy Fairs. As well as regular newsletters, the school has started issuing more curricular information to parents and this will continue to be developed. The school web site is growing in popularity and contains much very useful information. Parents are encouraged to log on for information. Our school blogspot is very popular with pupils and will hopefully become a way of parents also viewing pupils’ work. In our Nursery the ‘Share a session’ scheme has been very popular with many parents volunteering to take part. The After School Club established by parents several years ago continues to grow and the relationship between club and school is very positive and mutually advantageous. Recently we worked with the Three o’clock Club to build a basketball court. This is now in constant use by pupils both during and after the school day. Our Gaelic Homework Club is now well established with a significant number of Gaelic Pupils attending. A homework club, run by our Pupil Support Teacher, has been set up to support any pupils who find it difficult to complete homework tasks. This club is working well, with most pupils who are invited keen to take part. A parent has helped the school become involved in Paper Recycling. We hope to continue and extend these environmental developments, through the Pupil Council, to obtain Eco School status in the future. Our very active School Board continues to be very supportive and is very influential in helping the school push ahead with new initiatives. The Board chairman this session organized a steering group to ensure seamless transition form School Board/Parents’ Association to Parent Council next year. The school Parents’ Association/Friends of Dingwall Primary contributes much to the life of the school, by providing extra resources for the pupils and by staging social events throughout the year for pupils and parents. This session they have contributed significantly towards the purchase of resources for the school. Thanks to support from the Parents’ Association we have been able to develop a new play area for the Nursery and P1-3 pupils and this year hope to do the same for the P4-7 classes. They require extra help, as the core of parents who are active in the Association is fairly small for a school with more than 500 pupils. The school has again contributed to the local community through work with our local Councilors and the Community Association in bulb and tree planting and litter clean-ups. One of our Enterprise Groups also worked with the Ross Memorial Hospital to provide new artwork to decorate the wards for patients. The school actively supports many charities including Children in Need, Comic Relief, Save the Children, CHAS and Macmillan Cancer Fund. This year a sponsored work out, as part of our Health Week, raised more than £3000 for LEPRA. Relationships with the local newspapers are good, with both eager to feature school activities when appropriate Many classes use the local area and community as a learning resource. Good links have been built up between the school and many local organisations and businesses. These links are used to enhance curricular and extra-curricular activities. The School May Fair is now a fixture in the town diary and is very well supported by all in Dingwall. Links with the community have been further enhanced raising the school profile through school shows, concerts and our school choir participating in events around the town.
Parent Questionnaire Class Visits Discussion with Staff, Pupils and Parents School Board Parents’ Association
Thanks to the efforts of staff, pupils and parents, internally the school provides a welcoming and pleasant environment. Pupils’ work is displayed attractively in all areas of the school, and externally tree, bulb and shrub planting has improved the look of the playground. Staff, pupils and parents have painted playground games in both the infant and the P4-7 play areas. Regular Health and Safety inspections by the Head Teacher and Union Representative highlight areas of concern, which are passed to the Council Health and Safety team. An ongoing programme of internal refurbishment continues, with carpeting, furniture and painting work being completed when money from the school budget is available. The new woodchip heating system is now in place and we hope to see the benefit of this, both in the comfort of the building and in the decrease in fuel costs. All the radiators in the school have had thermostats fitted and all light switches have been replaced and are controlled by movement sensors. Although our gym floor was replaced at Easter due to flood damage, Gym provision is very poor for a school of almost 600 pupils. The council needs to consider what resources are required to provide suitable accommodation, as a planned housing development of 600 homes comes on stream.
The school is well resourced. Almost all requests for additional resources have been met, when they fit in with school policy. Practical resources are upgraded regularly and the level of audio visual support – listening centres, CD/Radio, TVs, Digital and Video Cameras is increasing year on year. Last session saw a complete replacement of all reading materials for the upper school and also the purchase of a wide range of supplementary materials for P1-3. Further purchases may be required this session as any shortages or gaps in resources are identified. Over the next year new IT hardware and software will be brought into use in all classes. This has been purchased with a one off government resource payment. Next session significant staff training will be required to ensure the equipment is used productively. IT provision is now at a level that technician support is required on an almost daily basis. The council urgently needs to look at how best to support IT systems in large primary schools if the resource is to be used effectively. Topic boxes, practical resources, teacher resources and videos are all well organised, catalogued and stored centrally. Resources are very well used, although some staff do not use the borrowing and return system effectively. Gaelic resources have been brought together and catalogued by the Gaelic Staff. Large curricular purchases are linked to curricular developments and are purchased centrally after consultation with staff. Purchase of consumables from a limited selection, is devolved to staff on an annual basis depending on class size. All staff seem happy with the flexibility allowed by this process. School finances remain in fairly healthy surplus, but are insufficient to allow flexibility to increase staffing or undertake major exterior refurbishment. This year we have been able to resource the provision an tarmac outdoor play area for the Nursery, allowing the pupil access to outdoor play activities in all weathers.
Resources are well organised and accessible. Topic boxes are very well used and the teachers’ resource area is well stocked with materials and well used by staff. Time in CPD has been made available for staff to familiarise themselves more fully with the resources in the school. There are library areas for P1-3 and for P4-7. We are continuing to explore ways to provide a separate library area for P4/5 in the work base. A quiet area for staff to work in during CCR time was completed in 2005. Next session we hope to be able to allocate a room solely for Science and Technology, allowing the teacher to have classes come to him, rather than resources being constantly moved round the school. This will have the added advantage of staff being able to work in their own rooms during CCR time. Display areas are allocated to all classes and are changed regularly. Pupils’ work is displayed in all classrooms and the importance of display is discussed regularly with staff.
The school is staffed at the requisite level. Most classes, especially in the middle part of the school, are very large. The teaching staff is complemented by many ancillary staff – Learning Support Auxiliaries, Classroom Assistants and Clerical Assistants - who are of great benefit to the school. The school has access to a bank of suitably qualified supply staff. Office staff should ensure that all new supply staff receive a copy of our guidelines, so they are aware of their responsibilities. There is a good balance of experience and expertise amongst the staff. Individuals are well qualified and most have had training relevant to their responsibilities and the needs of the school and its pupils. Staff are now team teaching in many areas of the curriculum to share expertise across a variety of curricular areas. The school is moving slowly towards the new post-McCrone management structures. Our new DHT has now well established in post with two PTs appointed last session. Support for pupils with SEN is good in some areas, while in others the support services are still developing.
All teachers are good classroom practitioners. Almost all staff have contributed to discussions which have led to Policy Making and the provision of various programmes of work. Teachers have worked well together in Development Time to produce packages for use in a variety of curricular settings. Staff are consulted as to which area of the school and stage they would like to work in, and these preferences are taken into account when classes are allocated. Learning Support is reviewed each term to try to meet the needs of individuals and groups of pupils. Work by CCR staff in Science in P4-7 has been very successful. Specialist staff also deliver PE and Music in P4-7, supplemented by extra input from the class teacher. P1-3 still receive specialist input in music, with a member of school staff also being released from class to deliver PE to P1-3. LSAs are deployed effectively and have clearly defined remits and duties. The Head Teacher meets with LSAs once a term to discuss issues of concern. The DHT meets regularly with all Classroom Assistants. Learning Support Teachers, Deaf Education Support Staff, Classroom Assistants and Learning Support Auxiliaries all have the opportunity to consult with their Class Teachers on a weekly basis.
All teaching staff have a clear and focussed remit, in line with national guidelines. Staff Professional Development Meetings have taken place for all teaching staff and individual needs identified. Follow up meetings are now under way using the new CPD format. The school is developing a programme for CPD and all staff are keen to participate in those areas they feel will benefit their own needs. Individual staff members meet with the MT to discuss how their development needs are being addressed. The school must ensure that new staff and those moving stage have appropriate training, eg E.I. Training or North Lanark Writing. The Head Teacher continues to try to allocate the Staff Development Budget with due regard to National, Local, School and Individual priorities.
The system for devolved school management is well understood and operated in accordance with local guidelines. All invoice payments, and administration of the school fund, is dealt with very efficiently by the school administrative assistants. A new electronic ordering system has recently been introduced, administrative staff are presently coming to terms with its use. The Head Teacher oversees all expenditure and meets with the School Finance Officer each term. These meetings have proved invaluable in monitoring expenditure. Staff are consulted on major items of curricular expenditure and funds for consumable items are devolved to class teachers on a per capita basis. Major items of expenditure are linked to the school development plan and staff development. The school fund is also in healthy surplus with pupils enjoying visits from many theatre companies and many class trips are provided for pupils at no charge.
Staff Discussion Class Visits Observation Discussion with Finance Officer
Next session the aims of the school need to be revised, giving consideration as to how we are to meet the four capacities in ACE. Policies are reviewed annually and major changes agreed by the whole staff. Staff have an active involvement in all policy making and review procedures. In 2005/6 staff undertook a major review of all policies to ensure they reflected local guidelines on format and content. Following the McCrone agreement, consultation with staff has been formalised and extended to try to ensure all staff have an input into any major decisions affecting school life.
A wide-ranging Questionnaire was issued to Parents by the School Board in January 2006. Responses were overwhelmingly supportive of the work of the school. There were several areas which required some action, and steps are being taken to address the areas of concern. Other areas of concern are identified through discussion with staff and pupils. These are taken into account when planning developments. The formal system of class visits continues to focus on a specific area of development and also to monitor developments, which should now be in place in all classes. The MT should ensure that any areas for action are carried out in class. Jotters are regularly sampled by members of the MT and feedback given to staff. Promoted staff continue to monitor forward plans and give written feedback to all staff. All staff have the opportunity to discuss forward plans with member of the Management Team. Staff keep weekly forward plans for use in their own classes. National Assessments are used in a systematic and consistent way throughout the school. Test results are starting to be used by staff as the basis for evaluating courses and learning and teaching. Regular management team meetings, staff meetings, department meetings, Gaelic Group, Nursery Group and Consultative Group meetings allow staff the opportunity to air their views and influence decision making in all aspects of school life.
The School Development Plan is set out following Council Guidelines. All developments are outlined in the INSET and CAP programmes for the year. Further development time will be allocated as required from the Staff Development Budget. Staff will further develop their professional competence through CPD time. Priorities identified in the previous plan have been implemented effectively. Progress has been made in all projects, although some developments will continue this session. Staff have been fully involved in implementation of the plan and the developments within the plan have improved the quality of pupils’ experiences and should have a positive impact on maximizing attainment. Parents are made aware of the content of the plan, through a summary of the main development going to all parents, with a full version of the plan available on the web site.
The Head Teacher tries to be as accessible as possible to staff, pupils and parents. He regularly takes classes and knows pupils, staff and parents very well. In trying to improve communication links through the school he is using the computer network extensively, so general information may be passed to staff using First Class. This should not replace the need for the Head Teacher to be seen in all areas of the school on a regular basis. The Head Teacher has a good relationship with all staff, pupils and parents. He is available to discuss concerns and difficulties with staff and parents alike. All staff play an important part in the running of the school and despite the size of the school, individual contributions are greatly appreciated. The Head Teacher should try to ensure all staff are aware of the value of their work and should ensure workload issues are considered when developments are being planned. Within a laid down framework, promoted staff are allowed to develop their own areas of responsibility and all are valued by the Head Teacher.
Remits for promoted staff are clearly defined and are reviewed annually. Levels of responsibility take account of strengths and amount of time committed to class teaching. Promoted staff meet regularly and work as a team. Team decisions should be adhered to by all Management Team members. The DHT is now established in the school and is making a very positive impact on school life.
Quality Assurance Visits Discussion with Staff and Parents Parental Questionnaire
2. Further develop personal learning planning with pupils and establish consistent use of Achievement Folders for all pupils. Little Progress
All staff have received training in Questioning Techniques, Providing Feedback, Sharing Criteria and Peer and Self Assessment A large proportion of the training focussed on the underpinning principles, and staff have expressed a need for more input on practical implementation of the strategies and tactics. A selection of strategies were agreed through the ASG network meetings which teachers have trialled in the classroom. There has been a whole school approach to the sharing of learning intentions, the use of Targetteers in maths, the setting of targets in Health, self / peer assessment of Environmental Studies, Science and Technology, Class Talks and Core Reading. Jotter Sampling and Observations of Learning and Teaching have shown some examples of excellent practice, but this is not consistent and needs to be developed in order to have real impact on pupil participation and on forming successful learners. Time is needed to share good practice and engage with the strategies in a more strategic manner.
Targets
Criteria for Success
All staff have attended the Highland Literacy training in the teaching of reading through the use of collaborative learning strategies. Additional resources have been acquired to provide a variety of Core Reading, a range of texts for delivering Reading for Information and Writer’s Craft lessons, and short novels for Home Reading. Core Reading, Writer’s Craft and Reading for Information lessons are being implemented throughout the school, using direct and interactive teaching. Classroom observations show the majority of pupils enjoying working collaboratively, and are confident in engaging with texts. Collaborative learning has been reported to have a very positive impact on the inclusion of pupils with Additional Support Needs It is still too early to see any noticeable improvement, or otherwise, in attainment. Over the next two years trends will be monitored to check how attainment is moving. In class visits it has been obvious that pupils are enthusiastic about the new developments and are enjoying using the new reading materials. Some staff have concerns about coverage of 5-14 strands and delivering follow up activities which are relevant and purposeful. Time is needed to embed practice and to develop a whole school programme of work, ensuring consistency, coverage and progression. Development of the Reading /Writing link across all areas of the curriculum will be a main area for development as the ACE outcomes are published.
Targets
Criteria for Success
All pupils have been engaged in a wide and diverse range of activities relating to the six areas of the Highland Year of Culture, including opportunities for trialling new experiences. The whole school has been involved in a film making project, reflecting both traditional Highland Culture and 21st Century literacy and technology. The project culminated in an excellent whole school celebration in the form of an award ceremony, held in Dingwall Academy, and involving evry pupil in our school alongside senior pupils from the Academy. Opportunities through Activity Afternoons and Film / Animation clubs have allowed the impact to be sustainable. The films are now available for purchase on DVD as an enduring reminder of the Year of Culture. A silk banner is being designed to depict the unique identity of Dingwall Primary as part of a permanent display for the new Academy. Activities will continue into the new session, with a joint Dingwall Primary/St Clements event in Dingwall Academy in October. Pupil audit of the varied activities will give pupils an opportunity to have an input to possible future activities.
The Council’s new planning format for Nursery has been introduced and staff are happy with way it is working. It is less cumbersome than old system and allows flexibility for changes. Cluster meetings have been arranged, but it has not been possible for all groups to attend. Not all groups can attend on INSET days and staff do not have the flexibility to attend outwith session time. Open days in both Gaelic and English Nurseries have been held and were very well attended. Next year days will be staggered so that we are not overwhelmed by the numbers attending. One general audit has taken place this session. Next session audit will look at transition issues and the implication of ACE on Nursery and the transition issues from Playgroup and to P1. All signage in the Nursery Gaelic and English has equal prominence. Over the Easter break a tarmac area was constructed at the back of the Nursery. This will allow the children access to an outdoor play area throughout the year. The Nursery staff are presently constructing a garden area and are bidding for funding to develop this area further.
Most of the developments undertaken this session have changed How we work rather than what we do. The introduction of the Highland Literacy Project has been challenging for staff and has led to many rethinking how they teach many aspects of Language. There have been several very frank discussions with staff about aspects of the project and how we finally approach all the areas has yet to be finalised. Discussions will undoubtedly continue next session as we try to ensure that the key aspects of the project are delivered in a consistent and logical manner with all areas covered in a logical and structured way. The development of staff assessment of what and how they are teaching has been a major bonus and it is hoped that these discussions will continue as we start to consider the implications of ACE and how we are going to teach and link many areas of the curriculum. Alongside both these developments, continued and expanded use of AiFL techniques is essential. Collaboration, target setting, self and peer assessment will all be further developed alongside the Reading Project and the consideration of the impact of ACE on the curriculum. All pupils have benefited from the Highland Year of Culture and have thoroughly enjoyed being involved in many of the activities. Our film making project will leave the children a legacy, not only of what they produced, but also the experience and skills gaining in making the films.
* S : school L : local N : national priorities ** 1 : High priority 2 : Low priority M : maintenance
September 2007
Term 1 2007/8
Term 1 2007/8
Term 1 2007
Term 2 2007/8
Appropriate cross-curricular topic identified
Costs related to Inset (Nov 2007) eg Speaker/Lunch/Photocopying etc Time and travel expenses of Curriculum Link staff to visit Primaries Cost of Jotters CAT sessions related to Project ASG meetings twice per term – cover costs
G A MacKenzie to arrange November inset Dingwall Academy Curricular Link staff (S Swallow and S Forsyth) ASG All teaching staff
INSET time. Parent meeting may require staff cover costs
NCTs to organise meetings Nursery staff and parents to discuss ideas MT to oversee developments
Appendix 1 Dingwall Primary School Collective Activity Programme 2007/8 Class Contact 22.5 hrs Personal Allowance 7.5 hrs Collegiate Activity 5 hrs Total over School Year 190 Less 2.5 X 38 95 Time Allocated for CAP 95hrs Proposed Allocations Planning 3x4hrs 12hrs( Partly in school) Parents’ Evenings 4x5hrs 20hrs* Staff Meetings 4x1.5hrs 6hrs* Dept Meetings 4x1hr 4hrs* Reporting 2x12hrs 24hrs Target Setting 3x1.5hr 4.5hrs* CPD Reviews 1hr 1hr* Moderation of NA 3x1.5hrs 4.5hrs In Year Groups Consultation time 4 x 2.0hrs 8hrs with colleagues Development Time 11hrs Personal Planning, Preparation, 95 hrs Recording and Record Keeping Total 190 Hrs * Timetabled Activity
Summary of Attainment in National Assessments 2006/7 English Medium Classes Primary 2 - Numbers of pupils attaining Level A or better Reading P2/1 14/23 P2/2 12/22 P2/3c 3/8 Total 29/53 = 55% Writing P2/1 13/23 P2/2 19/22 P2/3c 3/8 Total 35/53 = 66% Maths P2/1 19/23 P2/2 20/22 P2/3c 6/8 Total 45/53 = 85% Primary 3 – Attaining Level A or better Reading P3/1 14/24 P3/2 20/24 P2/3c 8/12 Total 42/60 = 70% Writing P3/1 18/24 P3/2 24/24 P2/3c 12/12 Total 54/60 = 90% Maths P3/1 23/24 P3/2 24/24 P2/3c 12/12 Total 59/60 = 98% Primary 4 – Attaining Level B or better Reading P4/1 19/30 P4/2 30/30 P4/3 22/30 Total 71/90 = 79%
Writing P4/1 21/30 P4/2 28/30 P4/3 23/30 Total 72/90 = 80% Maths P4/1 24/30 P4/2 28/30 P4/3 26/30 Total 78/90 = 87% Primary 6 – Attaining Level C or better Reading P6/1 23/32 P6/2 19/24 P6/7c 6/6 Total 48/60 = 80% Writing P6/1 26/32 P6/2 16/24 P6/7c 6/6 Total 48/60 = 80% Maths P6/1 26/32 P6/2 20/24 P6/7c 5/6 Total 51/60 = 85%
Primary 7 – Attaining Level D or better Reading P7/1 20/30 P7/2 21/29 P6/7c 14/17 Total 55/76 = 72% Writing P7/1 24/30 P7/2 23/29 P6/7c 10/17 Total 57/76 = 75% Maths P7/1 24/30 P7/2 26/29 P6/7c 13/17 Total 63/76 = 83%
Gaelic Medium Classes Primary 2 - Attaining Level A or better. Gaelic Reading P2/3c 6/6 Total 100% Gaelic Writing P2/3c 4/6 Total 67% Maths P2/3c 6/6 Total 100% Primary 3 – Attaining Level A or better Gaelic Reading P2/3c 6/6 Total 100% Gaelic Writing P2/3c 6/6 Total 100% Maths P2/3c 6/6 Total 100% Primary 4 – Attaining Level B or better Gaelic Reading P4/5c 5/8 Total 63% Gaelic Writing P4/5c 5/8 Total 63% Maths P4/5c 8/8 Total 100% Primary 6 – Attaining Level C or better Gaelic Reading P6/7c 5/7 Total 71% Gaelic Writing P5/7c 4/7 Total 71% Maths P6/7c 6/7 Total 86% English Reading P6/7c 5/7 Total 71% English Writing P6/7c 5/7 Total 71% Primary 7 – Attaining Level D or better Gaelic Reading P6/7 c 5/6 Total 84% Gaelic Writing P6/7c 4/6 Total 67% Maths P6/7c 5/6 Total 84%
English Reading P6/7c 5/6 Total 83% English Writing P6/7c 5/6 Total 83%
Overall Attainment – Pupils Meeting Target Levels in P3, P4, P6 and P7 2007 2006 2005 English Reading 216/286 76% 82% 77% English Writing 231/286 81% 84% 77% Mathematics 276/313 88% 85% 82% 2007 2006 2005 Gaelic Reading 21/27 78% 71% 60% Gaelic Writing 20/27 74% 66% 41%
Dingwall Primary School Management Team Responsibilities 2007/8 Mr R. Mackenzie HT Oversee all developments Monitor MT Forward Plans Monitor in Classes Oversee Support for Learning Oversee NCS Developments DSM Parental Liaison Staff development and Review Coordinator School Development Planning Oversee use of National Assessments Introduce Staff to A Curriculum for Excellence
Mrs S. Nesbitt DHT Oversee all Curriculum Developments Monitor Forward Plans P4-7 Monitor in all classes Develop Resource and Library Areas Monitor use of SHM to maximise attainment Oversee and lead developments in AiFL Oversee development of Highland Literacy Programme Organise whole school events Mrs E. MacLeod DHT Pastoral Responsibility P1-3 Staff Monitor Forward Plans P1-3 and Nursery Monitor in Classes Nursery – P3 Nursery Liaison Organise Support for Parents Events Organise P1 Induction and P1 Parents’ Information Evening Early Intervention Coordinator Mrs Mary Sinclair DHT Pastoral Responsibility for P4-7 Staff Monitor Forward Plans from Gaelic Classes Monitor in Nursery and Gaelic Classes Ensure whole school developments in place in Gaelic Classes Gaelic Nursery Liaison Croileagan Liaison Lead and oversee all Gaelic Curriculum Developments and implications of whole school developments for Gaelic Classes Ensure strategies to improve attainment in Gaelic Reading and Writing are in place in all classes
Mrs R. Clark PT Organise Support for Parents Events Work with Pupil Council and JRSO Arrange Pupil Work Displays throughout the school Develop Resource and Library Areas with DHT
Dr C. Macdonald PT Oversee all ICT developments in the school. Assist in development of ICT in all classes. Familiarisation with SHM and development of Problem Solving Programme
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
