Udny Green Primary school Standards & Quality Report 2017-2018 & School Improvement Planning 2018-2019
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Udny Green Primary school
Standards & Quality Report
2017-2018
&
School Improvement Planning
2018-2019
School Forward We are pleased to present both our Standards and Quality Report for Session 2017– 2018 and our School Improvement plan for the current session 2018 -2019. This report forms part of our quality improvement framework and provides important information regarding our schools progress to date and identifies our next steps in school improvement. Self-Evaluation for Self-Improvement is at the heart of our practice in Udny Green school. We continue to develop our practice in making robust use of evidence as a basis for judgements regarding the impact of our work on our learners. How are we doing? How do we know? What are we going to do now? Looking inwards to analyse our work Looking outwards to find out more about what is working well for others locally and nationally Looking forwards to gauge what continuous improvement might look like in the longer term At Udny Green we continue to be committed to working closely with our community and all other stakeholders that support the education we provide. Together we are working hard to ensure all our pupils get the best possible start in life and are enabled and encouraged to maximize their potential. We realise that within education things never stand still or stay the same. We continue to strive to meet the changes and challenges. Through this document we hope that you will get a sense of our developments, successes and areas for further growth. Mrs Wendy Gibson Head Teacher
The School and its context Our school vision Growing Ourselves as Lifelong learners Daily At Udny Green we provide a happy, caring, achieving and inclusive environment that ensures our children reach their full potential. We are GOLD. Understanding discovery nurture you Growth mindset responsibility effort enjoyment nature What do we aim to achieve for our children/pupils We aim to work as a T.E.A.M Together- Working cooperatively developing our knowledge and skills of how to work effectively as part of a team. Everyone- Pupils, parents, staff and the wider community are actively involved in the life and work of the school. Achieves- motivated to accomplish and achieve the goals we set ourselves. More- always striving to go above and beyond in everything we do. Our work is underpinned by our Curriculum Rationale which is created and inspired by our unique setting and designed to encourage- Growing Ourselves as Lifelong learners Daily
Context Our school is located in rural Aberdeenshire in the small village of Udny Green adjacent to a traditional village green. Our location is a beautiful and peaceful setting and within our school grounds we have a pond, small orchard, bug hotel, plastic bottle greenhouse, small forest and a large playing field with fun, innovative play equipment. We are a 6 green flag Eco status school, bird friendly and are regularly awarded gold through the Formartine Beginning to Blossom competition. Our location informs our progression of learning contexts, bundling of experiences and outcomes and our learning, teaching and assessment approaches.
Impact of our developments
In this section we will outline the Targets we set last session and identify the progress we
have made during session 2017-2018
Priority 1 –
Self-evaluation, Staff development- leadership opportunities and DATA confidence
Progress • All staff are engaged in self-evaluation through effectively
evaluating their planning and teaching.
• A few parents are engaged in the self-evaluation of school
improvement.
• All children were involved in school improvement planning
with a child friendly school improvement plan/ display which
includes an action plan which the children created.
• All children are profiling their learning.
• One member of staff has been accepted to complete the
SCEL into headship course. This same member of staff has
led the RRS application, school show, world book day and
gymnastic after school club.
• Attainment meetings with all staff where there is professional
dialogue based on teacher judgement and data.
• ASL planning and assessment implemented.
Impact • All staff are now identifying next steps that will improve their
teaching and in turn providing enriched learning opportunities
for all children.
• Most children have an understanding of school improvement
planning, what our school improvement plan is and what we
are doing to achieve it.
• Profiling has resulted in all children reflecting on their
learning and identifying next steps. All staff are scaffolding
these reflections ensuring most children can identify the
knowledge and skills that they have used and need to
develop.
• Having another member of staff take the lead on varying
aspects and the drive to progress allows distribution of
leadership and empowers staff to go above and beyond.
• Attainment meetings and ASL planning and assessment has
allowed next steps for all children to be identified and
tracked. This has had an impact on attainment across all
areas of the curriculum particularly literacy- , numeracy.
Next steps • Continue to have children and parents actively involved in the
school improvement plan and have child friendly version.
• Continue to implement effective profiling.
• Continue to ensure attainment meetings have direct impact
on the children learning and next steps.
• Continue to ensure self-evaluation of planning and teaching.
• Planning collaboratively next session will ensure even better
self-evaluation and progression across stages.Priority 2 –
Planning, tracking and monitoring and family learning.
Progress • All staff involved in creating and implementing new planning
formats using the Aberdeenshire frameworks and Education
Scotland benchmarks.
• Planning in all areas has involved ensuring there is a clear
progression from p1 to p7.
• All staff beginning to become familiar with the revised
tracking and monitoring system.
• There has been little work done regarding family learning this
session.
Impact • All staff now using the planning formats and tracking and
monitoring to evaluate their teaching and inform next steps
for learners.
• All staff now consistently thinking about progression rather
than doing things in isolation.
Next steps • Continued focus on planning, monitoring and tracking
attainment.
• Now look at family learning and how to effectively implement
this.
Priority 3 –
Promoting Diversity and Rights respecting school ethos
Progress • No working group or diversity plan was implemented.
• Some work was done to establish a rights respecting action
plan. However we will not be applying for the award until next
session.
Impact N/A
Next steps • As part of a member of staff into headship course, she will
put into action a plan to implement fully rights respecting
school and apply for the award and alongside this create a
diversity plan.2. How good is our leadership and approach to improvement?
Relevant NIF priority: All
Relevant NIF driver(s): School leadership, Teacher professionalism, School improvement
Level of quality for core QI: 4
Overview:
All stakeholders have a shared understanding of the vision values and aims at Udny Green School. There are clear
tools for consulting with all on school improvement. Leadership roles are undertaken by both staff and pupils. There
is a clear drive for school improvement and team work/sense of collective responsibility is evident across the school.
The strategic direction of the school is based on a sound analysis of data and other feedback.
1.3 Key strengths:
• Staff are actively involved in improvement planning & school development work. Staff regularly
audit the school to inform next steps for improvement. All staff members are involved in the
evaluation of progress and the identification of future priorities.
• All collegiate activities are based upon working towards the outcomes on the school’s
improvement plan and provide a focus for regular reflection and discussion on progress made.
• Staff understand the value of self-evaluation and improvement planning. A culture which
promotes a need for a shared vision for change and improvement which is meaningful and
relevant to the context of the school within our community has been established.
• “Pastoral & Attainment Meetings” give teaching staff an opportunity to discuss improvements/next
steps.
• A range of approaches are used to gather views and ideas in order to further improve the school.
(Computer based questionnaires, carousel discussions, team meetings, individual meetings)
• Weekly planning formats encourage regular self-evaluation.
• Peer monitoring is encouraged and timetabled to further improve quality teaching and learning.
Most class teachers are very reflective practitioners.
• Regular CLPD opportunities are offered to staff. Staff are actively involved in CLPD activities
linked to improvement planning.
• Pupils, parents and staff are consulted and actively involved in evaluating the school. (Examples
include – electronic questionnaires, pupil/parent voice, written feedback forms.)
• All stakeholders are encouraged to share their views and influence school improvement.
• Staff engage in moderation exercises with cluster schools in order to share practice and
developed a shared understanding of progression in Literacy and numeracy.
Identified priorities for improvement:
• Monitor our tracking of wider achievement and the impact it is having on individual learners. Link
to Skills for Life project and DYW work which is currently being evaluated.
• Continue to upskill staff on interrogation of assessment results to inform planning of targeted
support/pace & challenge.
• Self-evaluation and learning visits to be developed further both in school and with neighbouring
school focusing on moderation
• Practitioners have systematic opportunities to review and refresh their pedagogical practice
looking inwards, outwards and forwards.
• Implement a robust quality assurance calendar for next session to ensure monitoring of teaching
practise, planning and jotter sampling.
• More opportunities for peer monitoring of classroom practise and collaborative working/ planning.3. How good is the quality of care and education we offer?
Relevant NIF priority: All
Relevant NIF driver(s): Teacher professionalism, School leadership, Parental engagement,
Assessment of children’s progress
Level of quality for core QI: 4
Overview:
The ethos of Udny Green School is positive and respectful of all. Almost all pupils engage well with learning
experiences and there is evidence of appropriate pace and challenge for all. The quality of teaching is good. The
school continues to develop the use of IT to support learning appropriately. Staff are beginning to plan collegiately
and they use assessment information in order to track progress and identify next steps in learning.
2.3 Key strengths:
• Almost all learners are motivated and eager to engage in their learning.
• There are positive, respectful relationship in evidence across all areas of the school
• The everyday language used across the school links clearly to a rights respecting ethos.
• The school is continuing to work on sharing the purpose of learning with pupils and the majority of
pupils know what to do in order to be successful. This is especially evident in writing tasks.
• All staff plan appropriately in order to meet needs and the Aberdeenshire frameworks and
Education Scotland Benchmarks are used to plan effectively.
• All pupils contribute to the wider life of the school and its community. Their views are continually
sought and acted upon.
• Learning and teaching in all classes is underpinned by the school’s vision, values and aims.
• Consultation is ongoing with pupils, parents and staff in order to improve current profiles.
• Technology is used across the school in all classes on a daily basis to enhance learning
opportunities.
• Ongoing formative assessment is evident in all classes.
• Aberdeenshire Frameworks/Benchmarks are being used to support Assessment opportunities.
• There are opportunities for some pupils to make choices in how and when they carry out their
learning.
• Participation in Rights Respecting Schools and Eco Schools and as well as a range of global
citizenship focussed activities ensures that pupils are developing the skill for life learning and work
Identified priorities for improvement:
• Develop our moderation practices both in school and with schools within the cluster in
order to further develop a shared understanding of standards
• Develop the use of technology in supporting effective learning and teaching
• Increase pupil confidence in discussing their learning/identification of next steps
• Develop a more consistent approach to feedback across the school.
• Develop the use of Digital technology to effectively to support learning.
• Develop the use of one note for on-line profiling for p5-7.
• Ensure questioning and higher order skills are promoted and from observations this is
evident in practice
• Continue our participation in Rights Respecting school and apply for our first award.4. How good are we at improving outcomes for all our learners?
Relevant NIF priority: All
Relevant NIF driver(s): Assessment of children’s progress, School improvement, Performance
information
Level of quality for core QI: 5
Overview:
Staff at Udny Green School have a good knowledge of learners, their families and the local community. The
school strives to ensure all are treated with respect and there are clear procedures in place to support pupils.
Pupils have access to universal supports and there is a clear staged procedure in place with regard to targeted
support.
3.1 Key strengths:
• Everyone in our learning community is treated fairly and with respect and we place importance
on fostering positive, open & supportive working relationships based on trust.
• The School has an ASN audit of need which is used in regular tracking discussions with staff.
Where staff identify learners who require support the school responds quickly accessing
available resources to support.
• Throughout session 2017- 2018 a whole school understanding has been developed around
GIRFEC including a shared understanding of SHANARI Indicators.
• All staff have completed annual update of Child protection training and GIRFEC principles
ensuring a clear protocol is in place in order to meet individual needs.
• The school actively utilise opportunities to promote diversity and engage in global citizenship
through curriculum and whole school activities including charity work led by pupils.
• The school’s HWB programme promotes our inclusive ethos.
• The Aberdeenshire Dyslexia friendly toolkit has been used to support pupils across the school.
• Staff are vigilant and are prompt to raise concerns around pupil achievement and well being.
• Effective transition arrangements are in place for pupils. Enhanced provision is available and
planned for pupils in relation to individual needs.
• Importance of early identification of needs given priority, with PSA time being weighted
accordingly.
• Planning is differentiated to meet individual needs. SFL and PSA time is targeted appropriately
and links to the Schools ASN Audit.
• Parents feel well-informed about pupil progress and events in school, and are happy
with the accessibility of teachers and the HT.
Identified priorities for improvement:
• Further develop approaches to measure fully the impact of targeted interventions over
time for our learners, particularly our PSA support.
• Continue to build capacity as a team to best meet the needs of pupils with increased
levels of need.
• Continue to target use of PEF appropriately in order to ensure pupil need is met.
• Develop the use of pupil friendly IEPS with pupils, parents, class teacher, SFL teacher
and HT being involved in the process.Evaluation of QI 3.2 Raising attainment and achievement
Level of quality for core QI: 4
Sources of evidence/ evaluation activities undertaken:
As per QA calendar
TMR system
Key strengths:
• Attainment in literacy and numeracy for all learners is central to the work of our school and
features in annual improvement priorities.
• Rigorous tracking and monitoring of attainment highlights that most children at Udny Green
School attain or exceed expected levels for literacy and numeracy
• Attainment is compared against local and national averages.
• Attainment data from standardised assessments demonstrates that there is a very good
match between this and teacher’s professional judgements.
• Appropriate supports are put in place based on attainment conversations. Expertise is
sought from ASN/partner agencies to select appropriate interventions
• Overall our learners are successful, show confidence, are responsible and contribute fully
to the life of our school. Their opinions are sought and acted upon allowing them
ownership of initiatives and their school community.
• Pupil participation in their wider community is successful through partnership with a variety
of different links including castle garden where we regular work with the gardener to
maintain and develop our vegetable plot, the local church and minister who visits regularly
with not only a pastoral remit but helps the children learn about their local community and
history, Lady Williams who ensures the children have continued access to the Castle
garden plot but who also teaches the children about the history of their local area.
• Wider achievement is celebrated and shared within individual classes and at whole school
level.
• Staff understand the need for equity within our learning and achievement. We strive to
ensure barriers to learning, including poverty, are removed to allow learners to succeed
and achieve.
Identified priorities for improvement:
• Continue to track attainment, including attainment over time to pick up trends,
evaluate and use for identifying improvement priorities.
• Staff development time to be used to familiarise themselves with SNSA information
and use as appropriate
• Continue to develop moderation opportunities across the school and cluster to
ensure shared expectations to bring greater consistency in teacher professional
judgement
• Continue to embed the use of Aberdeenshire and Education Scotland’s
benchmarks to continue to make increasingly confident professional judgements.
• Ensure attainment data is discussed and analysed at tracking/planning discussions
as per QA calendar.PEF 2018-2019
Identified gap Listening and talking attainment data shows18/48 children are
requiring support in this area. A number of children attend speech
and language and many other children have poor communication
and socialising skills. A few children in the school would suffer
from anxiety also. The wellbeing web audit showed 9/48 children
didn’t feel very safe and 12/48 children didn’t feel included.
Maths at early and second level has improved, hopefully with
continued intervention at first level this will hopefully improve also.
Early- 3/4 75% achieved or above and Second 14/22 71%
achieved or above.
Dyslexia resources/ interventions will also continue as set out in
the last years PEF plan.
Expenditure
Professional learning opportunities - £
Supply cover to release staff to work collaboratively - £
Resources including:
Practical materials to support nurture space- £800
Online subscription to spelling programme for targeted pupils to
access - £200
Big maths online subscription- £650
Expected Dyslexia support- children with dyslexic tendencies will be more
outcomes engaged and coping better with all areas of the curriculum
particularly literacy.
Maths- improved whole school maths attainment results.
Nurture- improved scores in the wellbeing audits, improved whole
school listening and talking attainment results.
Regarding disadvantaged communities- all children at Udny
Green fall within 8,9 or 10 SIMD decile index. The children in
receipt of FSM particularly benefit from the dyslexia support put in
place and will benefit from the nurture space.
Impact Use attainment tracking in maths and listening and talking to
Measurements measure impact on these areas.
Use big maths online tracking to measure impact on all learners.
Use Nessy tracking and track sfl testing to measure targeted
pupils
Use HWB tracking from audits to measure impact.Capacity for improvement School staff are fully committed to the principle of continuous improvement. We wish to provide the very best for every child in our care. In this task, we are increasingly advised by performance data, such as pupil attainment data, so we can see clearly ‘what’ we need to improve. We will continue to look inwards, outwards and forwards to prepare and equip our young people for their future. We will continue to work in partnership with parents, health professionals, and others to ‘get it right’ for every child. Key priorities for session 18-19 Priority 1 – Raising Attainment and Achievement Priority 2 – Creativity and employability Priority 3 - Closing the attainment Gap – Effective data analysis to secure school improvement.
Action planning
National Improvement Framework Priorities HGIOS
• Improvement in attainment, particularly in 1.1Self-evaluation for self-improvement
literacy and numeracy. 1.2 Leadership for learning
• Closing the attainment gap between the most 1.3 Leadership of change
and least disadvantaged children. 1.4 Leadership and management of staff/ practitioners
• Improvement in children and young people’s health and 1.5 Management of resources to promote equity
wellbeing. 2.1 Safeguarding and child protection
• Improvement in employability skills and 2.2 Curriculum
sustained, positive destinations. 2.3 Learning teaching and assessment
Key drivers of improvement 2.4 Personalised support
School leadership 2.5 Family learning
2.6 Transitions
Teacher professionalism 2.7 Partnerships
3.1 Improving/ ensuring wellbeing, equality and inclusion
Parental engagement Specific to HGIOS 4
3.2 Raising attainment and achievement
Assessment of children’s progress 3.3 Increasing creativity and employability
School improvement
Performance
Improvement Priority Outcomes for learners Impact Measurement PEF
Raising attainment and Children at Udny Green Evidence of impact:
achievement School will
HGIOS QIs In Literacy
1.3 • Experience a more Critical analysis of attainment Nessy
2.3 focussed and and achievement data. programme
3.2 streamlined approach purchased.
to spelling and
grammar using the
active literacy
programme, Nessy
spelling programme,
Aberdeenshire
frameworks and
Education Scotland
Benchmarks.
• Ensure a robust and
effective reading
progression throughout
the school.
Profile effectively:
• Ensure regular learning Continued identification of
conversations with all children requiring targeted
children that are support and interventions in
reflected in their place, measured and
profiles. evaluated.• All children at all levels
should be able to talk
about their learning,
identifying strengths
and next steps.
Assessment:
• Children will experience
opportunities to
demonstrate and apply
their learning within
planned Holistic
Assessments
Priority 2 – Creativity and Pupils will: Evidence of impact:
employability • Experience a cohesive
HGIOS QIs and up to date Learning conversations with
3.3 programme for STEM children and their reflections
1.5 learning and be able to on their knowledge and skills
2.2 relate the relevance of development.
2.7 their learning to their
future, including the
world of work. Target setting by children
• Be able to articulate related to their academic,
what and how they are emotional and social goals
learning and how that
learning relates to their
future and the world of
work.
• The children will Children able to extend their
continue their work own learning by using prior
with food- planting, learning to be creative and
cooking and creating. innovative.
Children’s learning will
be challenged and built
upon ensuring the 7
principles of curriculum
design are taken into
account.
Priority 3 - Data analysis
Closing the attainment • Staff to familiarise Pupil need is more
Gap themselves with new appropriately supported.
2.4 data from SNSA
3.1 ensuring this is used to Data is used effectively to
3.2 support planning etc target resources for impact
• Ensure TMR system is
robust and allows for Raised attainment for pupils.effective analysis of
data.
• Continue attainment
meetings to ensure
effective next steps for
all children and
interventions needed
are identified.
Wider Achievements
Memories are made of this:
As a school we place a high value on pupil achievements and strive to create opportunities
for pupils to achieve and for us to recognise and celebrate achievements gained both
through school activities and other pursuits.
Pupils at our school are also aware of the needs and plights of others and Global Citizenship
reflects their caring attitude. Our school is not restricted to the four walls and a roof. Where
possible the school has extended their sense of community to incorporate and assist with
Global issues.
Charities supported by the school over the last session included:
Children In Need
Sports Relief
Friends of Anchor
Glasgow children’s hospital charity
Books abroad
This session we have had many different opportunities in order to promote the wider
curriculum.
Pupils have benefited from a wide range of extra-curricular clubs and activities including
cricket, gymnastics, football and drumming.
All of our children took part in Enterprise Activities-
Including the opportunity for Parents/ carers and extended friends in the community to
engage with the school showcasing learning and activities over the past year at an open
morning.
Baking for and serving at various community cafes over the past year.
Practising and performing two schools shows.
Cooking and serving a different breakfast each week which the whole school enjoy together.Our pupils have been involved in improving our school through their help to create and implement the schools new vision, values and aims and curriculum rationale. Some of our primary 7 pupils took part in a Rotary Quiz with the Rotary Club. They competed against a number of other schools in the area and did very well come 4th in the first round. This year also saw some of our usual activities taking place. Our Primary 6/7 pupils took part in a residential week to the Compass Christian centre. They all had a thoroughly enjoyable experience. Continued work on being an eco-school maintaining our eco school status by working effortlessly on our school grounds, castle garden plot while learning about sustainability and yet another entry into the ‘Formartine in bloom’ competition. Wider Community Links We have a strong link with the castle and castle grounds where we have a large plot to grow vegetables. This link also ensures the children are continually learning about the history and heritage of their local area. The school also has a very strong link with the local church and minister, this also ensures the children are continually learning about the history and heritage of their local area. Our Parent council, pupils and staff got involved in our annual Christmas Fayre. The parent council organise the superb fundraiser for the school which was well attended by all in the Community. Some of the children were candle bearers at the large charity event ‘Human Anchor of Light’ organised by ‘Eat on the green’ for friends of anchor. This event raised over £35,000. Various members of the community help the children maintain the school grounds by helping with planting and the up keep of the pond. The children bake for and serve at a monthly community café. This is regularly attended by members of the community, not just the parents. In the last term of this session we held a ‘rhyme time’ for pre-school aged children. This was very well attended and will continue into the next session. The Udny community trust have provided grants for new outdoor play equipment and for a literacy shed. This has been very popular with the children and the literacy shed will be developed next session providing a space to encourage children to read and find enjoyment in books. We regularly provide articles to be published in the Pitmedden news letting the wider community know what has been happening at Udny green. The gymnastics club performed at the Udny Gala where the school grounds were also use to help host this large community event.
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