Tingwall Primary School School Improvement Plan Session 2017-18 · 2018-05-08 · 6 Priority 1 NIF...
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Tingwall Primary School School Improvement Plan Session 2017-18
Transcript of Tingwall Primary School School Improvement Plan Session 2017-18 · 2018-05-08 · 6 Priority 1 NIF...
Tingwall Primary School
School Improvement Plan
Session 2017-18
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Factors Influencing the Improvement Plan
School factors
Closing the Attainment gap – focus on Literacy/Numeracy
Continue to progress the whole school approach to Nurture
Local authority factors
Schools and Quality Improvement Service Plan
Engaging with the new strategy document on Monitoring, Tracking and Moderation
Circular 018/2017/I
National factors
National Improvement Framework
How Good Is Our School (4th Edition)
Curriculum for Excellence
Getting it Right for Every child (GIRFEC)
Education (Scotland) Act 2016
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TINGWALL PRIMARY SCHOOL in partnership with Parents and the Community, shares the values of the Curriculum for Excellence
(Wisdom, Justice, Compassion & Integrity) and those identified by the pupils (see below), plus the aims of ensuring our young people have the opportunity to
achieve the four capacities and become:
SUCCESSFUL LEARNERS who: Show enthusiasm and motivation for life-long learning Try their best and persevere Develop good numeracy, literacy and communication skills Can use technology Can link and apply their understanding in new situations
CONFIDENT INDIVIDUALS who: Respect themselves and others Pursue a happy, healthy and active lifestyle Can voice their own opinions in a responsible
manner, while considering the views of others Assess risk and take informed decisions to achieve
success
EFFECTIVE CONTRIBUTORS who: Are resilient and self-reliant Show initiative and an enterprising attitude Have excellent communication and social skills Can work in partnership and in teams Think critically and can solve problems
RESPONSIBLE CITIZENS who: Show a sense of community at local, national and global
levels Understand different beliefs and cultures Evaluate environmental, scientific and technological
issues Participate responsibly in political, economic, social and
cultural life
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How Pupils were consulted and involved in decisions
Pupils in P3-7 have the opportunity to elect a representative to serve on the Pupil Council
The Pupil Council meets on a regular basis and is proactive in generating ideas and initiatives
The Pupil Council is consulted by the Head Teacher on matters affecting the quality of learner experience. This year the Pupil Council also met with the Director of Children’s Services on two occasions.
Learner views are established using a variety of methods including informal discussion in year groups, whole class and whole school in assembly, the use of questionnaires, carousel activities, suggestion boxes, and class representatives
Our P6 Junior Road Safety Officers (JRSO’s) and P7 ‘buddies’ are also able to pass on valuable information to pupils and staff
Notice boards, Newsletters, the school website, e-portfolios, reflective logs, Class blogs, and school events provide opportunities to communicate the views of learners
Learners’ evaluations are used by teachers when planning programmes of work and determining approaches to learning and teaching.
Strategy for parental engagement
We are proud of the welcoming ethos in our school which ensures that parents feel they can contact staff to discuss any queries they may have
Parents attend a Child Led Learning evening, a progress review meeting and have the opportunity for two further Parents’ evenings. They also receive an Interim and end of session progress report.
Parents receive termly curriculum overviews, monthly newsletters and can access class blogs for weekly updates on class work.
Parents were invited in to P4/5 and P6/7 classes to view the learning that had taken place, especially with regards to Enterprise activities.
Parents are keen to help with school trips, swimming and charity/fundraising events
Parents were consulted at the end of term about new reporting procedures and all were happy with the updated proposals.
Parents were also consulted about the school’s vision, values and aims and homework. They were also asked to complete a questionnaire on current/future help provided by the school and how they could help the school, in return.
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Tingwall Primary School Curriculum Map
APPENDIX A
XXXX School
School Improvement Plan
Session XXXXi re
Values
Our values were adopted after consultation with all staff parents and pupils in September 2016
Our values underpin everything we do in school.
Our school is a place where our children and young people feel included, valued, respected and safe.
Everyone is encouraged to do their best and to achieve in their learning.
Our curriculum is inclusive and we aim to provide a relevant curriculum to meet the needs of our learners.
Personal Support Teachers are skilled in identifying next steps in learning.
Individual learning needs are taken account of and children
have involvement in setting their own targets .
Success is celebrated and displayed.
Homework routines updated May 2017
Good home/school communication
Good transition procedures in place,
Positive links with outside agencies, businesses and the community.
Experiences and Outcomes
Health and wellbeing is integrated throughout all
aspects of curriculum.
Tracking in Maths,Reading, Writing, Listening &
Talking and Health & Wellbeing.
Inter disciplinary topic grids are being updated to
ensure coverage of es and os.
Totality of the Curriculum Very positive ethos.
Supportive parents and community.
Involvement of Active Schools Coordinator and visiting specialists.
Addressing recognition of achievement across the curriculum
and ensuring it is celebrated regularly.
Cross curricular approach to planning interdisciplinary
projects.
Opportunities for pupils to be involved in enterprising
activities, International Education, Eco schools, and Pupil
council.
Principles
Expectations are high, although work remains
ongoing in challenging able pupils.
Ongoing self evaluations – staff and pupils.
Range of teaching styles.
Personalisation and choice are being developed
through Golden Time, Personal Projects, strands
in topics and Clubs.
Enjoyment and challenge through active learning,
ICT Enterprise and IDL topics.
Learning and Teaching
All staff trained in Cooperative Learning strategies.
AifL strategies are embedded in all classrooms. e.g. ‘No hands up’,
Two stars & 1 wish, lolly sticks etc.
Pupils are involved in reflecting on their learning and setting targets for
improvement
Staff reflect on all aspects of L&T through regular curricular staff
meetings and professionla discussion. plus attendance at TLCs
Active learning approaches are used in all classrooms.
All staff plan lessons using CfE experiences and outcomes and will
work on assessing these using benchmarks
Assessment
Formative and summative assessment used in school
e.g. AifL, Self & Peer, Write to the Top, Topic in a
Nutshell, Check Ups, PIPS,SWST, Benchmarks.
National Standardised Assessment P1, P4, P7
(Literacy & Numeracy)
Pupil monitoring and tracking undertaken 2x year with
class teacher, ASN teacher and Head Teacher.
Continue to support TLC’s and share information.
Moderate in school and with cluster schools
Entitlements Equality and inclusion are embedded with children’s
differing abilities well catered for within school and in
partnership with other agencies.
Whole school events eg Enterprise, Topics and
fundraisers.
Relating lessons to real life contexts/Enterprise
opportunities.
Eco-committee, Pupil Council,Visits and clubs
Pupils use terminology and are developing understanding
of their own learning and development across the four
capacities.
Examples of achievements in four capacities displayed on
CfE noticeboard
Topic /subject plans linked to four capacities
Learner
Responsible Citizen Confident Individual
Effective Contributor Successful Learner
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Session
Area for Development and Desired Outcomes / Pupil view for 17/18
17/18
To raise attainment in Literacy – all pupils working at appropriate CfE level. Pupil Views – important target. Could P6/7 have a
rota for achievement talks? Could there be more choice in group reading books? Could we have a book sale to raise money for
new books?
To raise attainment in Numeracy – all pupils working at appropriate CfE level. Pupil Views – yes we understand the importance
of this for getting good jobs when we’re bigger. Could we do more game type activities such as Countdown/Board games? We
need to do more mental maths.
To adopt a whole school approach to Nurture to close the attainment gap between the most and least disadvantaged and help
raise attainment. Pupil Views – We love Wellbeing Wednesdays. Could P7 have more time with their P1 buddies?
18/19
Continue to focus on Literacy, Numeracy & Health and Wellbeing to continue to raise attainment and close the attainment gap
Engage with Parents to develop Relationship, Sexual Heath and Parenthood (RSHP) education to ensure it takes account of
modern life including the safe use of mobile technologies
To improve learners’ skills for work and knowledge of careers throughout their educational experience by incorporating a
progressive line of development from P1 to P7 into IDL topics
19/20
Continue to focus on Literacy, Numeracy & Health and Wellbeing to continue to raise attainment and close the attainment gap
Ensure continuity, progression and challenge in delivery of science es and os
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Priority 1 NIF Priority - Improvement in attainment, particularly in literacy. NIF Driver – School Leadership, Teacher Professionalism, Parental engagement,
Assessment of Pupils’ Progress. QIs – 1.3 (Leadership of Change), 2.2 (Curriculum), 2.3 (Learning, teaching and assessment), 2.5 (Family Learning), 2.7
(Partnerships), 3.2 (Raising attainment and achievement/Securing children’s progress)
Target: To raise attainment in Literacy
School’s current position: We were part of the initial Northern Alliance Literacy Project last year and hope to continue the good results achieved. The staff
drafted new guidelines for Literacy at the end of last term and will have an opportunity to see how they work in practice this session.
Desired Outcomes
Identification of pupils at
risk of underachieving,
especially in P1, and put
in place measures to
bridge the attainment gap
Implementation Process (Actions)
Participate in the Northern Alliance Literacy
project funded by Scottish Government.
Complete initial Emerging Literacy
Assessment with P1
Deliver introductory family learning workshop
on emerging literacy
HT/CT to attend 4 local network meetings
Engagement with Emerging Literacy support
materials to assess and analyse data,
organise learners using data and plan
developmentally appropriate learning
experiences, tracking progress
Ongoing universal and targeted support is
given to families on the progress children are
making and ways which they can support at
By whom
HT, P1 CT
CT
HT, P1 CT
HT, P1 CT
P1 CT
Time
Scale
Sept-June
Aug
Sept
Sept-June
Sept-June
Resources
Support from
Childrens
Services QIO for
Early Years and
James Cook (NA)
High land Literacy
Website
Supply for P1 (4
days)
Monitoring
Project will be monitored by HT,
QIO and Education Scotland
Link Officer through classroom
based action research.
Initial Emerging Literacy
assessments completed as a
baseline and on-going
assessment completed during
the year to track and monitor
progress
End of level teacher judgements
for P1 – Achievement of Early
Level, inc P1 National
Standardised Assessment Data
Evidence of attendance and
feedback from family
engagement workshops and
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Implement new school
Literacy Planning
Guidelines to ensure a
coherent approach the
teaching of literacy across
the school so pupils
experience continuity and
progression in their
learning journey
home
Information to be passed to P2 teacher
(2018/19) on the progress that learners have
made within the four key skill areas of
Emerging Literacy.
Ensure all teaching staff are familiar with new
guidelines
Familiarisation with Literacy Benchmarks and
new standardised assessments
Review at staff meetings and adapt as
necessary
P1 CT
HT, Class
teachers
HT, Class
teachers
Term 4
2018
Aug
Ongoing
Oct-May
Tingwall Literacy
Guidelines 2017
Benchmarks
(Class folders)
Standardised
assessments
interactions regarding support
Monitoring of learning
experiences which take a
developmental approach across
the early level
HT to monitor implementation of
guidelines in class visits/pupils’
work
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Evaluation:
Review project outcomes and guidelines in June 2017, after National Standardised
Assessments, to ensure it meets the needs of all learners and is raising attainment in
Literacy.
Evidence (How do we know?)
Pupils will be consulted about whether they are enjoying their
learning and how they know that they are making progress.
Teachers’ workload will be reduced as there will be a progressive
framework in place which meets the needs of all pupils.
Improved reading, writing, listening and talking results in P1, P4
and P7 (2018)
Priority 2 NIF Priority - Improvement in attainment, particularly in literacy. NIF Driver – School Leadership, Teacher Professionalism, Parental engagement,
Assessment of Pupils’ Progress. QIs – 1.3 (Leadership of Change), 2.2 (Curriculum), 2.3 (Learning, teaching and assessment), 2.5 (Family Learning), 2.7
(Partnerships), 3.2 (Raising attainment and achievement/Securing children’s progress)
Target: To raise attainment in Numeracy
School’s current position: Need to change current maths scheme to ensure a more structured approach to the teaching of numeracy to ensure basic
number work skills are secure
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Desired Outcomes
The majority of learners
are achieving their desired
CfE level
Teachers are confident in
teaching numeracy and
have the appropriate
resources
Opportunities for family
learning in numeracy are
provided which will
improve educational
outcomes for all children
Implementation Process (Actions)
Implement new school guidelines on planning,
assessment and resources (SHM for P1-P3
and TeeJay for P4-P7
Participate in Northern Alliance Numeracy
Project for P3/P4 pupils (more info to follow at
start of term)
Familiarisation with numeracy benchmarks
Introduction of the new national standardised
assessments in numeracy to support teacher
judgement as part of the ongoing tracking
process.
Access high quality staff development –
SEAL/Numeracy Hub
Distribute Parent Leaflets sharing resources
for use at home
By whom
HT and CTs
CA, FS, CS
HT and CTs
Time
Scale
Aug-June
Sep-June
Term 4
Oct In -
service
Resources
Tingwall guidelines SHM Teejay Numeracy Hub Benchmarks Number Talks books and video
SEAL training
(Stages of Early
Arithmetical
Learning)
Parent zone
Monitoring
Tracking meetings and
standardised test results
Class visits
Discussions with staff, parents
and pupils
Evaluation:
Review project outcomes and guidelines in June 2017, after National Standardised
Assessments, to ensure it meets the needs of all learners and is raising attainment in
Numeracy.
Evidence (How do we know?)
Pupils will be consulted about whether they are enjoying their
learning and how they know that they are making progress.
Teachers’ workload will be reduced as there will be a progressive
framework in place which meets the needs of all pupils.
Improved numeracy results in P1, P4 and P7 (2018)
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Priority 3 NIF Priority - Improvement in children and Young People’s Health and Wellbeing. Closing the attainment gap. NIF Driver – School Leadership,
Teacher Professionalism, Parental engagement, Assessment of Pupils’ Progress. QIs – 1.3 (Leadership of Change), 2.2 (Curriculum), 2.3 (Learning, teaching
and assessment), 2.5 (Family Learning), 2.7 (Partnerships), 3.2 (Raising attainment and achievement/Securing children’s progress)
Target: To establish a whole school approach to Nurture
School’s current position: The school received funding as part of the Scottish Attainment Challenge to backfill a LSW post to enable her to run two nurture
groups each week. The project demonstrated positive impact of the happiness, confidence and attainment of the pupils so this year with limited funding we
want to provide opportunities for more pupils to participate.
Desired Outcomes
To improve the mental
health of our young people
All learners have an
awareness of SHANARRI
and are developing the
skills and language to
discuss their own
wellbeing
To close the attainment
gap
To raise attainment
Implementation Process (Actions)
Use guidelines from Education Scotland
‘Applying Nurture As a whole School
Approach’ to help us design an effective
programme which works in our setting.
Use evaluations from last years’ groups
regarding favourite activities to establish
choices for this year.
Use money from £1200 distributed by Director
of Childrens’ Services to purchase resources
(activities and snacks)
Teachers to group pupils according to needs.
Set up Golden Time Rota for additional opt in
Nurture Group Activities (consult pupils)
By whom
CS
SM
CS, SM
CTs
CS, SM
Time
Scale
Aug
Aug
Aug to
June
Aug
Resources
Education
Scotland
‘Applying Nurture
As a whole
School Approach’
Nurture Group
Evaluations
£1200
Monitoring
HT, Class and ASN teacher and
LSW to observe and consult
pupils about their feelings and
introduce strategies to help them
improve their Shanarri scores.
Compare scores near beginning
of term and again at end.
Nurture Group pupils to
complete an evaluation sheet.
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Continue to develop SHANARRI programme
embedding it into Health and Wellbeing
overview
Ensure pupils are able to communicate using
the language associated (Safe, Healthy.
Achieving, Nurtured, Active, Respected,
Responsible, Included) and can score each
section on the wheel according to how they
feel.
Enable pupils to contribute their ideas for
school improvements related to SHANARRI
CS
CTs
CS
(Assembly
and focus
groups)
Aug
Sep
Oct-May
Term 1
and 3
SHANARRI wheel
Evaluation:
Ed Scotland Audit
Consult with pupils in T1 to find out what they think we need to do to feel ‘SHANARRI’ and
become a Nurturing School.
Pupils score themselves against SHANARRI wheel at beginning and end of session
Consult again in T3/4 to see if pupils feel that there has been any impact on their Health
and Wellbeing
Evidence (How do we know?)
Act on pupil wishes, especially regarding nurture group/Golden
Time/Playtime activities/resources, as far as possible
Improved pupil Shanarri scores,
Consultation with pupils, staff and parents
Ed Scotland Audit
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Additional Tasks 2017-18 Responsibilities
Consider LA’s guidance on reporting, curriculum planning and the Tracking,
Monitoring and Moderation Strategy. Implement Tingwall Guidelines.
Train staff in using SEEMIS to complete interim and annual reports and tracking and
monitoring data. The procedures in place should ensure staff are aware of the
progress all pupils are making and can share this with parents/carers in a non-
bureaucratic manner.
CS, Class teachers
Gail Burgess
Work with cluster schools to consider our approach to profiling and the folio of
evidence to be kept so that a folio of evidence is in place for each learner, which
supports the awarding of levels, setting next steps and sharing progress with parents
CS, Class teachers, Cluster HTs
Put plans (and resources) in place for new IDLs to ensure that all es and os are
covered so that pupils experience breadth and depth in their learning
CS, Class teachers
Continue to deliver French throughout the school and engage with the local authority
and cluster schools to ensure L3, for P5-7, is ready to be implemented by 2020
Class teachers
CS, KS
Continue to participate in TLC and Moderation with Whiteness Primary Class teachers (led by FS)
Audit the following HGIOS 4 Quality Indicators:
1.3 Leadership of Change 2.5 Family Learning
CS and staff
Continue to communicate progress to parents through Class Blogs Update website
Class teachers CS/MS
Consult pupils, staff, parents over future P7 school trips CS
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Tingwall Primary School
Development Time 2017-18
Date Development
Term 1
14 August 2017 (in-service) Staff Meeting, CP, Fire safety, Literacy, Numeracy &
IDL planning, SEEMIS Monitoring & Tracking
15 August (in-service) Classroom organisation, HT at LA training on new
standardised assessments
22 August A Whole School Approach to Nurture/1+2 languages
29 August School Trip Consultation with Parents
5 September Numeracy Planning
12September Literacy Guidelines & Planning
19 September Health & Wellbeing – Shanarri assessment
26 September Results of consultation on School Trips / ‘My
Learning Journey’
Term 2
23 October Local Authority Training - Graham Logan Keynote
Speech & Workshop
24 October Am - Numeracy Planning & Moderation (Benchmarks)
@Tingwall
Pm - Assessment (inc Holistic Assessment) &
Moderation at Bells Brae PS
1 November Numeracy Moderation with Whiteness at Whiteness
7 November SEAL training at Hamnavoe Primary School
14 November Mind Your Head – Mental Health Project
21 November TLC with Whiteness at Tingwall
28 November Education Scotland – Nurture audit
5 December Shanarri /Health & Wellbeing overview
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Term 3
8 January Literacy – Reading & Writing Cluster Cross Stage
Moderation at AHS
9 January Standardised Assessments Webinar
16 January School Moderation – Health & Wellbeing
23 January TLC with Whiteness at Whiteness
6 February HGIOS 4 audit
Mon 12 February Financial Education
20 February Review IDL – coverage of es and os
27 February Moderation with Whiteness at Tingwall
6 March HGIOS 4 audit
13 March HGIOS 4 audit
20 March TLC with Whiteness atTingwall
27 March Literacy – Review data/resources
Term 4
17 April Framework for Educational Leadership / SCEL
24 April Numeracy - Review data / resources
Wed 2 May TLC with Whiteness at Whiteness
8 May School Moderation – Literacy
15 May Planning for Improvement (results of consultation and
next steps)
22 May Family Learning
29 May Literacy Moderation with Whiteness at Whiteness
5 June Which SIP targets do we still need to complete?
12 June
19 June
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Tingwall Primary School Teacher of Primary – Working Time Agreement
2017/18
Configuration of time within 35 hour week
Activity Time per
week
Teaching 22.5 hours
Personal Preparation and Correction Time 7.5 hours
Weekly Collegiate Time 5 hours
Total 35 hours
Total Collegiate time available, not including In-Service Days: 39 weeks x 5 hours = 195 hours
Breakdown of collegiate time per annum
Essential School Activities Detail Hours
Reporting to Parents 2 x written reports December (15 min per pupil x 24 = 6h) May (30 min per pupil x 24 = 12h)
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Pupil Progress meeting Child Led Learner evening Communication with Parents (telephone calls, blogs, e-portfolios/profiling)
February – 10 mins per pupil x 24 = 4h Plus 15 mins per pupil prep x 24 = 6h Optional June meeting – 2 hours September – 2 hours Ongoing throughout session
12
2
9
ASN consultation/liaison Regular consultation, review meetings 6
Planning, Assessment, Monitoring & Tracking
2.0 hours per week x 39 weeks 78
Moderation 3 x 2 hours (with Whiteness) = 6 h 3 x 1 hour in school = 3 h
9
Professional Review & Development 1 annual meeting = 1 hour Prep time = 2 hours, including informal discussions throughout session
3
Staff meetings 20 min per week x 36 12
School Improvement Plan Tasks 32 x 1 hours 32
Time left for other duties/activities 14
Total 195
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Tingwall Primary School
Standards & Quality Report
Session 2016-17
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Introduction Shetland Islands Council is committed to delivering the best possible outcomes for children and young people so that they have the best start in life and are ready to succeed by following the principles of Curriculum for Excellence and Getting it Right for Every Child (GIRFEC).
Within Curriculum for Excellence, every child and young person is entitled to experience a curriculum which is coherent from 3-18. Those planning the curriculum have a responsibility to work in partnership with others to enable children and young people to make transitions smoothly, building on prior learning and achievement in a manner appropriate to their individual learning needs. This should ensure that young people are well placed to move to positive destinations on leaving school and entering adult life.
We want to know how well we are doing this and how we can improve. We are continuously evaluating what we do and how it makes a difference to our learners. We have been asking ourselves – staff, pupils, parents/carers, and other partners – the questions contained in this Standards and Quality Report. Our self-evaluation is in the pages that follow, along with our main areas for development for session 2016-17. This report is based on the quality indicators in How Good is Our School? 4th Edition (2015) and How Good is our Early Learning and Childcare? (2016) Progress in the areas we developed in our 2016-17 School Improvement Plan is outlined in the Appendix.
We love taking part in the Scottish Daily Mile Initiative
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Context of the School
Tingwall Primary School is situated 6 miles north of Lerwick. The school is non-
denominational and caters for pupils at all primary stages. Its catchment area comprises
Tingwall and Girlsta. A number of parents also make written requests for placement from
out with the catchment area.
The school’s current roll is 90, split into four classes:
P1 - 20
P2/3 - 21
P4/5 - 24
P6/7 – 25
There are four full-time equivalent class teachers, one of whom is the Head Teacher. The
Head teacher teaches two days with the remaining three being covered by an Admin
support teacher. There is a part-time Additional Support Needs (ASN) teacher who works
two days per week and one full-time Learning Support Worker who works closely with the
teachers to support pupils with additional support needs in each class. There is a part-
time Learning Support Assistant/ Playground Supervisor who works mornings only.
Art, Music and PE teachers visit weekly to support the school in delivering a 50 minute
lesson to each class. Music instructors in fiddle, piano and woodwind, also visit weekly
providing individual 25 minute lessons for pupils from primary 5 upwards whose parents
have requested and paid for tuition. This year, for the fifth time, we are lucky to have free
guitar lessons for some Primary 5 -7 pupils, funded by Youth Music Initiative (YMI).
The school has one secretary, who works 24 hours per week (mainly mornings). There is
one Head Cook and two kitchen assistants. A Cleaner in Charge and a cleaner work in
the evenings. There a janitor who provides 3.5 hours support per week.
Religious Observance is provided through the school’s Assembly programme with monthly
visits from Alasdair MacPherson and regular visits from Reverend Deborah Dobby.
A six-week block of swimming lessons for each class is delivered by the PE teacher at the
Scalloway Pool as part of the Health and Wellbeing Curriculum.
Good links have been developed over the years between Tingwall and the other schools
in the Anderson High School Cluster.
The school encourages parents to be involved in the education of their children and
operates an ‘open-door’ policy. Parents can attend an informal Learner Led open evening
in September and are offered an appointment to discuss the progress of their children with
class teachers, in November with optional meetings in March and June.
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As part of the Education (Scotland) act 2016, there is a statutory requirement for schools and local
authorities to report on aspects of the NIF:
The National Improvement Framework Drivers
Driver Area of Strength Areas to Develop
School Leadership All staff participate in individual
and collective professional
learning which improves
outcomes for all learners.
Staff engage in professional
dialogue to develop collective
understanding e.g. shared
understanding of level, pedagogy,
assessment.
There is a very strong focus on
improving learning among staff
across the school.
The HT facilitates a range of
approaches to professional
learning to enable staff to learn
with and from each other
including with colleagues across
sectors and with partner
agencies.
The skills and talents of
individuals is maximised to build
leadership capacity.
There is evidence of a range of
strategies in use to support our
learners to take responsibility for
their own learning and progress.
Develop effective approaches to
evaluating and monitoring the
impact and sustainability of our
professional learning.
Engagement with implications of
governance review.
Curriculum overviews are shared each term and written reports are given out in
November and May. Class blogs are regularly updated and offer parents the opportunity
to see the variety of work undertaken by their children.
There is a very supportive Parent Council which actively helps the school in a number of
ways including: organising a crèche and ringing the bell on Parents’ Evenings;
accompanying the P1s to swimming lessons and other pupils on trips out; providing teas,
coffees and home-bakes at the Open Evening and Sports Day; helping with Golden Time
activities and helping the Eco-Committee improve the garden.
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Learners regularly engage in
challenging dialogue with others
about their learning and progress
and use this to set themselves
clear targets in learning.
All staff have consistently high
expectations of all learners.
The vision of the school is
ambitious and focuses on
improvements in outcomes for all.
All teachers regularly reflect on
and show commitment to the
shared values as embedded in
GTCS standards.
All staff are committed to change
which results in improvements for
learners.
All staff are clear on the school
strengths and areas for
development based on a range of
evidence. This is used to create
clear rationale for school
improvements.
Teacher Professionalism The learning environment is built
on positive, nurturing and
appropriately challenging
relationships which lead to high
quality learning outcomes.
Learners’ achievements in and
out of school are recognised.
They understand how these
achievements help them develop
knowledge and skills for life,
learning and work.
Learners play an active role in the
school and wider community and
regularly take on leadership roles,
including leading learning.
Learners receive high-quality
feedback and have an accurate
understanding of their progress in
Ensure all activities are
appropriately challenging.
Make more use of community and
outdoor spaces to deliver high-
quality outdoor learning.
Continue to streamline Planning,
tracking & Monitoring to make
more manageable and effective.
Continue to provide opportunities
for moderation in school and
cluster (Whiteness & AHS) to
ensure accurate teacher
judgement of a level.
Engage with Northern Alliance
initiatives and developments.
SEAL training.
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learning and can suggest ways in
which they can improve. They
are able to provide feedback to
each other.
TLC with Whiteness.
Parental Engagement Good partnership working and
supportive Parent Council
We enable parents and carers to
contribute to the life of the school
and be involved in school
improvement.
Parents comment on the ethos of
the school -welcoming, friendly
and approachable.
Develop a family learning
programme (HGIOS 4 QI 2.5
Family Learning) starting with
Literacy and Numeracy,
Consider challenge questions in
HGIOS 4 QI 2.7 Partnerships.
Assessment of children’s
progress
Assessment approaches are
matched to the learning needs of
learners and are used to support
them to demonstrate where they
are in their learning.
Teachers use a range of different
assessments to measure
children’s progress across the
curriculum. They work effectively
with colleagues across the
learning community to moderate
standards.
There is evidence that children
and young people are confidently
engaged in reviewing their own
learning and the work of the
school.
Update planning and
assessments to include
Benchmarks.
Ensure all teachers are confident
in levelling work.
Analyse pupil progress at
transition stages (P1, P4, P7) to
ensure appropriate progress and
intervention strategies where
necessary.
Increase the percentage of pupils
achieving the appropriate
curriculum levels in literacy and
numeracy.
Implement new standardised
assessments to aid teacher
judgements and provide nest
steps for pupils.
School Improvement Most young people are attaining
appropriate levels in their
learning.
Raising attainment levels in
literacy and numeracy are central
features of the school’s priorities
for improvement.
Time is protected for professional
learning and collegiate working to
Ensure tracking and monitoring
are well understood and used
effectively to secure improved
outcomes for all learners.
Ensure all teachers have well-
developed skills of data analysis
which are focussed on
improvement.
Remove any barriers to learning
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develop the curriculum and
consider its impact on young
people.
and ensure equity for all.
Ensure that there is a clear focus
on developing the skills of literacy
& numeracy, in a progressive way
across the curriculum.
Performance Information Identification of ‘gaps’ in literacy
skills and knowledge and
understanding in P1, which were
highlighted through PIPS results
and class and teacher
assessments. (Northern Literacy
Project)
Identification of pupils requiring
extension activities. Pupils
highlighted by class teachers
during literacy, numeracy and IDL
tasks.
Because of intervention
strategies, the pupils will be
working at an appropriate level or
exceeding the level.
Strategies to plug the gaps
include participation in Northern
Alliance Literacy and Numeracy
Project and targeted intervention
from ASN teacher.
How well do pupils learn and achieve?
(Q.I. 2.3 Learning, teaching & assessment; 3.2 Raising attainment & achievement)
Overall our learners are successful, confident, exercise responsibility and contribute to the
life of the school, the wider community and as global citizens. They are personally and
socially adept and have achieved a range of skills and attributes through a wide range of
activities, taking increasing responsibility for their own learning and relishing opportunities
to lead learning.
Our attainment data shows that all pupils have achieved early level in Literacy and
Numeracy by the end of P1. In Reading, Listening and Talking and Numeracy most pupils
have achieved first level by end of P4 and second level by end of P7.
Strengths
We continue to promote an ethos of high expectation. All learners have made progress on
their prior learning. This has been evidenced through teacher’s plans, formative and
summative assessments and evaluations, IEPs, class work, moderation, support and
review meetings. Through classroom visits and examples of pupil work, it is evident that in
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most classes, learners are provided with challenging tasks, activities and experiences and
there is breadth of learning opportunities for pupils. We have evidence that pupils are
progressing through the levels of Curriculum for Excellence.
The overall quality of learners’ experiences is very good and in some cases, excellent. Our
learners are eager and active participants who are fully engaged, resilient, motivated and
interact well during activities. Teachers use a wide range of approaches and give clear
explanations and instructions and skilled questioning to promote curiosity, independence
and confidence and to regularly enable higher order thinking skills in all learners. Learning
is supported and enriched by effective use of digital technologies.
IEPs (Individual Educational Plans) are in place for learners as appropriate and these
identify achievable targets involving pupils and parents in the process.
Through the process of Personal Learning Planning: e-portfolios, learning logs and
‘Assessment is for Learning’ strategies, our learners continue to be involved in planning
their own learning and personal development and are showing increasing skills as learners.
High quality feedback makes them aware of their progress and strengths as learners and
what they need to do to improve. Learners are treated with equality, fairness and respect.
Staff share learning intentions and success criteria with learners.
Our learners’ views are valued and they helped to update the School’s ‘Vision, Values and
Aims’ by coming up with the core values they wished to include. Pupils regularly reflect on
their own learning and assessment and understand the importance of setting targets to
help them improve. The Pupil Council, JRSO and P7 Young Leaders are groups who meet
regularly to carry out improvements and related duties within the school. Learners are
consulted about what they like about school and what could be improved so that their ideas
can be included on the SIP. Learners are asked what areas of their education they have
enjoyed and made progress in, so that they can make comments on their own end of year
progress report.
Pupils achieve in a range of activities for personal and wider recognition. Throughout the
year, individual children have taken part in outside accreditation such as music
examinations, Bikeability, Young Leaders Awards and sporting events. The Netball Team
competed in after school Primary Netball league and gained new strips through
sponsorship from a Parent’s business. A group of P6 pupils became Shetland Euroquiz
Champions and travelled to Edinburgh to participate in the final heat in the Scottish
Parliament. They were excellent ambassadors for their school. Learners’ achievements are
celebrated in the school, through assembly certificates, CfE achievement board class
blogs, e-portfolios, Learning logs and newsletters.
Behaviour in the school is excellent and often commented upon by visitors to the school.
Opportunities for wider experiences have been built into the curriculum with learners able to
participate in a wide range of school trips and experience club type activities organised by
active schools.
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Areas for Development
To implement the recommendations in the Local Authority’s Strategy document on tracking, monitoring and moderation in the broad general education, including reviewing our cluster approach to Profiling.
Continue to participate in Northern Alliance Literacy Project to raise attainment and to ensure progression in writing throughout the school.
To review ways of raising attainment in Numeracy.
To invest more time and funding in enabling all pupils to participate in ‘Nurture groups’, to promote health and wellbeing.
How well is the school helping pupils to develop and learn?
(Q.I. 1.2 Leadership of learning; 2.2 Curriculum; 2.4 Personalised support; 2.5
Family Learning; 2.7 Partnerships)
Across our school, an ethos of professional engagement and collegiate working is evident.
This leads to continuous improvement in learning and teaching and improved outcomes for
our learners.
The school continues to develop learning and teaching in line with Curriculum for
Excellence. Our curriculum has a clear rationale based on the 4 capacities. All children
and young people are encouraged and supported to achieve their potential through the
provision of a carefully planned curriculum which endeavours to meet the very specific
individual needs of the child.
Strengths
The curriculum follows national and local guidelines and shows clear evidence of breadth
and balance. It continues to be revised in line with the recommendations contained in
“Curriculum for Excellence” and “Assessment is for Learning”.
Formative assessment strategies are clearly embedded throughout the school and learning
is enriched and supported by effective use of digital technologies.
The school’s arrangement s for pupils’ care and welfare ae very good. We continue to
promote healthy lifestyle choices through the health education programme and by providing
healthy lunches and a tuckshop.
Whilst the quality of learning and teaching is of a high standard at Tingwall Primary, the
school continues to strive to bring about improvements to the learning experiences of
pupils. There is a purposeful learning environment at all stages and pupils are encouraged
to exercise initiative and take responsibility for their own learning as well as engage in
opportunities to lead learning e.g. Co-operative Learning, Lead warm-ups in PE, Mixed
stage working. P7 buddying P1’s.
There is a wide range of experience and expertise among the teaching staff that make use
of a variety of teaching methods and differentiated approaches. On a daily basis, pupils
have a choice of activities using a wide variety of different resources. All teachers
encourage active learning.
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The use of praise underpins learning and teaching. Work has continued throughout the
session to ensure that standards of pupils’ behaviour and discipline remain high.
The quality of pastoral care for pupils and their personal and social development are very
high. Staff work collectively to maintain a climate of mutual trust, respect and confidence
are evident throughout the school. Staff are alert to the emotional, physical and social
needs of individual pupils and effective arrangements are in place throughout the school for
the care and welfare of the pupils. This year has seen the development of two weekly
‘nurture’ groups which has helped to improve health and wellbeing of pupils and as a result
has had a positive impact in the classroom.
Inclusion and support for learning is a key strength of the school. The needs of pupils who
require additional support are reviewed regularly. There are individual learning
programmes in place for pupils with the greatest needs. Individual learning plans have
been developed to ensure that all targets planned are SMART (Specific, Measurable,
Attainable, Realistic and Timely). The range of activities and the pace of work are tailored
to meet the needs of all pupils.
Staff are committed to Getting it Right For Every Child. GIRFEC principles and paperwork
is now embedded in practice to ensure that needs are identified and addressed.
Support has also been provided from the psychological services and speech and language
therapy. Positive attitudes and tolerance are promoted through Personal and Social
Development, Religious and Moral Education and Circle Time.
Parents are encouraged to participate in their child’s learning. We have effective
mechanisms for communicating and consulting parents making good use of face-to-face
contact, newsletters, e-mail, website, surveys and telephone calls. Our school is a
welcoming school. An annual review of the school helps feed into the Improvement Plan.
In December and again in May, parents receive comprehensive reports about the progress
of their child. An informal Child led Learning evening and a formal parents evening saw
100% attendance by parents.
Very good links exist with the Parent Council and other outside agencies.
Pupils maintain a very good level of attendance. However, there are still some
unauthorised absences due to holidays being taken during term time.
The school stages a range of events, such as P6/7 inviting Parents in at end of each topic
to present their learning, P1 host ‘Bring an Adult to school’ and P6/7 and P4/5 participated
in Enterprise Projects which involved parents and raised money for worthwhile causes. The
school continues to entertain the community with a Christmas Concert and Summer
Concert.
Over the year, we have had several visits from outside agencies. The feedback from these
agencies has always been extremely positive. These agencies always compliment us on
our happy, enthusiastic and well-behaved pupils.
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Areas for Development
Provide creative opportunities to engage families in learning – refer to results of recent survey.
Provide new resources for Health and Wellbeing activities e.g. Board Games
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How well is the school improving the quality of its work?
(Q.I. 1.1 Self-evaluation for self-improvement; 1.3 Leadership of change)
All staff, pupils and parents are fully involved in improving the life and work of the school.
All staff are strongly committed to improving the experiences of learners through on-going
career-long professional learning opportunities. We engage in professional dialogue,
reflection, moderation, self-evaluation and development activities to ensure that all staff are
continuously increasing their skills and knowledge in line with GTCS Professional Standards.
Strengths
Self-evaluation procedures continue to be developed to ensure that the focus is on learning
and teaching. Staff engage in self-evaluation on aspects of school life as well as on their own
learning and teaching.
We ensure that learning is the central focus of our improvement plan and always consider the
impact developments will have on the pupils. We are committed to planning and implementing
strategies for improvement. Developments in our school take account of our capacity for
improvement and staff have time to consider and embed changes.
We have a very positive school ethos, which is built on trust, teamwork and genuine concerns
for staff and pupils. We reinforce an atmosphere of collective responsibility and mutual
support. Staff are given opportunities to take on leadership roles (1+2 l language ambassador,
Student Mentor, Probationer Supporter, SSERC mentor, TLC Co-ordinators), access further
training, deliver information sessions for colleagues, participate on working groups and present
to the wider community if relevant.
We have strong links with our cluster schools/settings to ensure that pupils are well supported
during the transition process. Transition arrangements are well established in all sectors of the
school and are reviewed annually. These arrangements are effective and highlight the
school’s approaches to inclusion, particularly the teamwork with partner agencies.
We are fortunate to have support from an Active Schools Co-ordinator. Our co-ordinator helps
run activities such as Bikeability, transition events, Young Leader Awards and various sporting
competitions, opportunities and leagues.
Our school calendar of staff development time is linked directly to the SIP with additional
opportunities for staff training made.
Staff are valued and consulted. Their views are taken on board to influence improvements.
Our learners can confidently review their own learning and the work of the school.
The Parents were consulted on updating our Vision Values and Aims, and Homework Policy.
Areas for Development
To continue to support staff with GTCS Professional Update.
To make use of SEEMIS for Tracking, Monitoring and Reporting
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Improvement Priority 1: To raise attainment in Literacy
Our key areas for development to take this priority forward are:
Target 1: Identification of pupils at risk of underachieving especially in P1 and put in place measures to bridge the attainment gap Target 2: Implement new school Literacy Planning Guidelines to ensure a coherent approach
the teaching of literacy across the school so pupils experience continuity and progression in
their learning journey
Improvement Priority 2: To raise attainment in Numeracy
Our key areas for development to take this priority forward are:
Target 1: Ensure the majority of learners are achieving the appropriate CfE level
Target 2: Ensure Teachers are confident in teaching numeracy and have the appropriate Resources Target 3: Provide opportunities for family learning in numeracy which will improve educational outcomes for all children
Improvement Priority 3: To establish a whole school approach to Nurture
Our key areas for development to take this priority forward are:
Target 1: To highlight the importance of caring for the mental health of our young people
Target 2: All learners have an awareness of SHANARRI and are developing the skills and language to discuss their own wellbeing Target 3: To close the attainment gap and raise attainment by helping our pupils to be happy,
confident pupils with a ‘can do’ attitude.
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Standards and Quality Report: Appendix
Progress made within the areas for development in our School Improvement Plan Session 2016-17
Improvement Priority 1: To help raise attainment in Literacy and develop our own Literacy
Guidelines based on Shetland Literacy Strategy.
Target 1: Identification of pupils at risk of underachieving, especially in P1, and put in place measures to
bridge the attainment gap.
Evidence: P1 class teacher and pupils participated in the Northern Alliance Literacy Project funded by
Scottish Government. The project was based on early assessment and intervention strategies to ensure
that all pupils could achieve the appropriate Literacy level. It was 100% successful.
Further Work required (if any): Further funding has been granted for this project to continue next session.
Target 2: Develop a coherent approach to literacy planning across the school so pupils experience
continuity in their learning journey.
Evidence: Teachers read the Shetland Literacy Strategy, researched Education Scotland website, looked
at our own resources and that used by other schools and produced a set of guidelines to be used
throughout the school to ensure pupils receive high quality literacy teaching which builds on work done
previously and ensures continuity and progression.
Further Work required (if any): The new Guidelines will be trialled in 17/18.
Improvement Priority 2: To ensure Planning, Assessment, Monitoring and Tracking is meaningful,
linked to SAL and manageable and that the appropriate level is awarded to pupils’ work
Target 1: To produce simplified planning, assessment and tracking formats which are meaningful to teachers and ensure pupils are achieving their potential. Evidence: This was tricky with so many changes over the year such as the SALs (Significant Aspects of Learning) being replaced by the National Benchmarks (which remained in draft until the end of term), the introduction of standardised assessments in literacy and numeracy for P1, P4 and P7 from 201718 and the Local Authority working on producing a Tracking, Monitoring and Moderation Strategy including guidelines on reporting and collection of evidence. We eventually managed to produce our own school guidelines at the end of term, Further Work required (if any): Trial the new school guidelines and adapt according to local and national
updates.
Target 2: To increase teacher confidence in levelling pupils’ work and ensuring standards are consistent with other schools so that pupils are working at and awarded the appropriate level. Evidence: Moderation activities in literacy, numeracy and Health and Well-being were undertaken in our own school, with Whiteness Primary and the AHS. The professional dialogue around the decision making
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was helpful in reassuring teachers that their professional judgements were sound and that pupils were being given work at the appropriate level. Further Work required (if any): The most useful session was the moderation of writing when Whiteness and Tingwall pupils all did the same activity to make it easier to assess. Common activities for future moderation activities will be designed at our TLC (Teacher Learning Community) meetings with Whiteness teachers next session.
Improvement Priority 3: To become familiar with HGIOS 4 (How Good Is Our School 4 – a tool for
School Self-Evaluation) to ensure continued improvements in our learners’ experiences.
Target: To undertake rigorous self-evaluation of QIs 1.3, 2.3, 3.1, 3.2 in order to ensure that we are providing a high level of service to our pupils and parents and to highlight areas for improvement.
Evidence: Teachers worked collegiately to audit QIs (Quality Indicators)
1.1 Self-evaluation
2.3 Learning. Teaching and Assessment
3.1 Ensuring Wellbeing, Equality and Inclusion
3.2 Raising Attainment and Achievement
These sessions produced high quality professional dialogue which was required to tease out the evidence
behind our evaluations. It was reassuring to find out that there was consensus about most of the points
looked at.
The Parent Council looked at 2.5 ‘Family Learning’ and a questionnaire was sent to all Parents asking
What the School could do further to help and What Parents could volunteer to do in return. There was a
very good response with Parents happy with the service the school was providing and offers of help with
Football Coaching and other activities.
Further Work required (if any): We ran out of time to audit QI 1.3 Leadership of Change so this and 2.5
Family Learning will be examined more closely next session.
