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Burgh Primary School

“Work Together, Play Together, Grow Together”

Standards and Quality Report

2017/18

Burgh Primary

Standards and Quality Report 2017-18

School Name: Burgh Primary

Our School Context

Burgh Primary school is a non-denominational, co-educational primary school which was officially opened in 2010. We have a current roll of 198 pupils, 96 boys and 102 girls over 8 classes.The school is in the Rutherglen Central and North ward of South Lanarkshire Council (SLC). As the word “central” indicates, the school is located within Rutherglen Town Centre, a highly urbanised area. Our school is situated within an area of challenge. Our school participates in the Scottish Attainment Challenge and this session, secured funding to take forward a number of projects related to raising attainment in literacy and numeracy.

Figure 1 Aerial View of School

Figure 2 SIMD Map of area

Burgh Primary is one of seven primary schools within the Stonelaw Learning Community. Our learning community collaborates well. This session, schools worked together to moderate writing.

Our school actively promotes family engagement and learning. As a school we are keen to engage with parents. We have an active Parent Council – known as “Friends of Burgh.”

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Our school has 6 key values which we promote within our school community. Our values are discussed and celebrated regularly at school assemblies. They are also visible in our reception area and on our school website this ensures that all visitors to our school are aware of what we aim to promote as a school

We asked some of our pupils which of our values they felt were most important to them.

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Confidence Friendship

Manners Respect

Burgh Primary

Our school vision is:

Our vision is extremely important to us. We aim to promote a culture where all stakeholders within our school community have the opportunity to succeed and feel supported within our school to achieve their full potential. In addition to our school vision, each class in consultation with their teacher, develops their own vision for learning – this is important for developing a learning culture within each class as well as the wider school.

Photographs from our annual “Class Vision” assembly

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Our school motto is:

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Review of SIP progress session 2017/18

Priority 1:

Raising Attainment in Literacy through use of creative approaches and focused intervention and closing the poverty related vocabulary gap

National Improvement Framework Key Priorities Improvement in attainment, particularly in

literacy and numeracy; Closing the attainment gap between the most

and least disadvantaged children; Improvement in children and young people’s

health and wellbeing; and Improvement in employability skills and

sustained positive school leaver destinations for all young people.

National Improvement Framework Key Drivers

School leadership

Teacher professionalism

Parental engagement

Assessment of children’s progress

School improvement

Performance information

HGIOS 4 QI: 3.2

Progress and Impact:

Action 1

Word Aware TrainingKey Question: Does introducing a whole school programme for vocabulary development close the poverty related attainment gap thus improving pupils’ attainment in literacy?

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Action Outcome

Pupil use of vocabulary will be improved – this will be transferred into writing

Outcome Progress/Evidence

In November 2017, all staff were trained in the Word Aware approach. Staff feedback on training indicates that it was positively received, 33% of the surveyed staff sample felt that the training was very good, 42% of staff felt it was good and 25% felt that it was average. All staff felt that they would implement Word Aware strategies in class, as the training offered practical ideas and activities which could be easily attempted.

Unfortunately due to time constraints and other literacy priorities taking precedence, this priority will be further implemented in session 2018/19, it is therefore not possible to assess whether implementation will improve pupil vocabulary.

Action 2

HANEN programme – Learning Language and Loving It Key Question: Does the HANEN programme impact on P1 pupil use of language?

Action Outcome

Improved social skills/use of language in targeted P1 pupils

Outcome Evidence

In June 2017, a staff member was trained in the “Learning, Language and Loving It” programme. Working collaboratively with colleagues from Speech and Language Therapy (S&LT) she delivered training to staff from Glenburgh, as well as early level teaching and support staff from Burgh Primary. Feedback from the training session indicated that staff found training beneficial in terms of developing their understanding of language in the classroom.

In Service Training - Staff comments

“I plan to work on my communication and interactions with a few children who I consider to be reluctant or passive conversational styles.”

“I plan to work on interacting more with a reluctant/passive learner in my class to gauge his learning development.”

The most useful thing I learned in this session was the four conversational styles and the roles teachers play e.g. the director, etc.”

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Action 3

Drama Specialist in residence

Key Question: Does the use of drama enhance pupils’ experiences of reading within the curriculum?

Action Outcome

Pupils read more widely – evidence of at least 80% of surveyed pupils indicate that they read more as a result

Literacy skills of pupils improved. - evidence of at least 80% of surveyed pupils indicate improved literacy skills


In August 2017 a drama specialist was engaged to work within the school to explore how drama could be used to enhance literacy. Each class identified texts which were being used with pupils within the class and the specialist developed drama lessons using these as a stimulus. Pupils were observed by teachers using the Leuven Scale and pupils were also surveyed to measure impact.

Some key findings from the pupil surveys were:

Around 44% of surveyed pupils indicated that the drama sessions had made them want to read more

The project positively impacted upon children’s literacy skills. Throughout the questionnaire, many pupils mentioned how their confidence had developed, particularly around speaking in front of an audience, as well as general improvements in their talking and listening skills – around 70% of the surveyed group felt they had improved in this area.

Around 74% of the surveyed population indicated an improvement in their ability to visualise key events within the book. This links with research, suggesting that drama helps children to process and interpret the world. The skill of visualisation has been shown to be important for children’s reading comprehension.

Around 60% of the surveyed sample felt that the drama activities had improved their vocabulary, it is hoped that this will transfer into writing skills.

Pupils reported development of a range of skills; (see image below)

What skills did the drama sessions help you develop?8

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*A full breakdown of this project can be found in Burgh Primary PEF report 2017/18

Action 4

Catch Up Literacy Training

Key Question: Does the introduction of new targeted approaches help to close the gap in literacy?

Action Outcome

Literacy gap reduced

Outcome Progress/ Evidence

This academic session, three members of staff were identified and trained in the “Catch Up” literacy intervention. Following training, time was spent considering how to best take the intervention forward. It was decided to target our P4 class in session 2018/19, as tracking indicated that there was a cohort of children who could benefit from the intervention. The Principal Teacher created timetables and staff members are beginning to implement this in session 2018/19

Next Steps

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Word Aware Staff refresher to take place Staff to begin piloting the approach

Hanen – Learning Language and Loving It

Staff to be trained in the next module in-service 2018 Block of work with identified new intake pupils to be undertaken in session 2018/19

Drama and Literacy

Drama and literacy class to re-commence in September 2018

Catch Up

To be implemented in P4 and rolled out progressively throughput session 18/19

Further Steps:

Introduction of Reading Spine PM Benchmarking

Priority 2: Raising Attainment in Numeracy (Pedagogy and family learning)







School leadership


Parental engagement


School improvement


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HGIOS 4 QI: 3.2


Action 1

Pedagogy Key Question: Does focused collegiate working raise attainment in maths?

Action Outcome

Staff knowledge confidence in teaching maths concepts will improve as a result of participating in professional learning activities, collegiate planning and moderation activity.

Parental confidence/understanding in maths will improve.


This session staff have engaged in professional learning provided by Lynda Keith. Staff have accessed support in the shape of sessions allowing them to work in level groups, as well as during whole staff sessions. This year, three main areas of mathematics & numeracy were explored, namely; Place Value, Addition and Subtraction and Multiplication and Division. Exploration of each concept area followed the same format.

1. In level groups staff work with maths specialist to explore the concept at their level, they then had the opportunity to reflect on the concept across levels.

2. Staff planned and carried out a block of focused learning with their class.3. Parents attend a sharing the learning session to gain insight into the concept.4. Staff moderate and discuss a piece of learning at a meeting.

Example

Place Value:

Staff worked with Lynda Keith to explore Place Value across each level. They carried out work within their classes. A parent session, “Pizza and Place Value” was held which parents attended. Staff then spent time at a CAT session exploring the concept and looking at examples of work across each stage.

Pizza and Place Value - Feedback from Parents/Carers

Do you feel this event has developed your understanding of Place Value? Please explain.

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“Yes – makes it easier when assisting with homework.”

“Yes as it let me see what my child is learning in class regarding counting and numbers.”

“Understanding importance of touch as well as counting out loud.”

“Yes, as I have been out for school myself for a long time this has helped refresh my understanding of place value.”

“Yes, it gave me understanding of where numbers go in a sequence.”

Pizza and Place Value - Feedback from pupil focus group

Which part of the block of lessons did you find most useful?

“I found a game on the interactive whiteboard most useful. You had to try and get up to 20.” Primary 3 pupil

“It was probably using practical materials that I found most useful. They made it easier for me to understand how larger numbers are formed.” Primary 6 pupil

“I thought the box of the big coins with units, tens and hundreds was most useful. The teacher held up a variety of coins and the pupils had to write the number made.” Primary 4 pupil

“I thought the game ‘What’s the Value?’ was most useful because it helped me explore larger numbers.” Primary 7 pupil

“I thought the upside down cards were useful for learning numbers.” Primary 5 pupil

Staff Feedback – Excerpt of Learning Conversation with Class Teacher

“Recent training from Lynda Keith has been valuable. It has highlighted the importance of the mental strategies – you have spent a lot of time teaching these. You are encouraging children to use and explore the language. The input on Place value was interesting, as it has given you a more detailed understanding of the importance of place value. You feel that pupils now have a more secure understanding as a result. You monitor question banks, jotter work, class discussions and homework for impact evidence. You also felt that the addition and subtraction input had been worthwhile.”

Pizza and Place Value - Picture Evidence of Staff Learning on Place Value Progression

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In reviewing the evidence for this area of the Improvement Plan, it is clear that the sessions for teachers are developing their knowledge skills and abilities. There is also observational evidence to support the fact that parental knowledge is being improved, as is pupil knowledge.

Action 2

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Pedagogy Family LearningKey Question:Does improving family learning opportunities in maths enhance pupils’ experiences of mathematics?

Everyday Maths Workshops Maths Sacks Maths Scrapbooks

Action Outcome

Parental confidence/understanding in maths will improve. The profile of maths will be raised within school, positively impacting on pupil attainment.


Everyday Maths

In November 2018, staff in P1-3 identified pupils who would benefit from participating in a targeted programme involving their parents. The “Everyday Maths” programme was developed in consultation with Home School Partnership colleagues and operated every Friday for a block of four weeks. The programme allowed families to explore numeracy in everyday contexts and aimed to highlight ways children’s mathematical thinking could be developed in the home setting.

Maths Sacks

Maths sacks were created for each stage within the school, the aim of the sacks was to provide high quality resources and materials which could be used by families in the home and school environment to develop mathematical skills and confidence. The sacks were launched in school in March 2018 through a series of family learning sessions, following this a system was developed to allow pupils to take sacks home on a rotational basis. In its earliest stages, the sacks seem to be having a positive impact. (See comments below)

Maths Sacks - Pupil Comments

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Maths Sacks – Parent Comments

Maths ScrapbooksMaths scrapbooks were the final strand of our maths parental engagement strategy. These are currently

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under development, as time constraints prevented thee being fully implemented in session 17/18.

Action 3

Catch Up numeracy

Key Question: Does the introduction of new targeted approaches help to close the gap in numeracy?

Action Outcome

This did not proceed as we were unable to secure training last session.


N/A

Next Steps: Continue partnership with Lynda Keith Offer further block of Everyday Maths for targeted pupils Continue with family learning – introduction of scrapbooks Introduce outdoor learning opportunities in maths Introduce Rapid Maths and Catch Up Numeracy

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Priority 3: Developing health and wellbeing through improvement in outdoor space and access to sports opportunities







School leadership


Parental engagement


School improvement


HGIOS 4 QI: 3.1


Action 1

Outdoor LearningKey Question:Does improving the outdoor environment enhance opportunities for pupils to learn and further engage families?

Action Outcome

Improvements in physical environment will increase pupil play and outdoor learning opportunities.

Increased use of outdoor spaceOutcome Progress/Evidence

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A working party was established to further develop school grounds. The grounds have been somewhat improved through the introduction of seating areas and planters which provide some much needed greenery. A literacy/storytelling area is currently under development and a small world area was created by pupils during a series of masterclass sessions.

As part of their work, the Outdoor Learning group held a Family Learning Festival which aimed to offer a variety of family learning opportunities both within the school and within the school grounds. Examples of family learning activities included; Samba drumming, Circus Skills, Dram Workshops, Zoolab, Science workshops, Spanish Café, Mud Kitchen, Storytelling, Boxing, etc. The festival was very well attended by parents and feedback suggests that children and adults alike enjoyed the experience.

Action 2

SportsKey Question:Does improving access to sporting activities improve pupil/parent participation?

Action Outcome

Increased parental involvement through sports opportunities

Targeted pupils increase participation in sport.


This year a Pupil Sports Committee was developed in order to shape the direction of sport within our school. Across the year 55 Activity sessions were delivered (increase of 60 from previous year. Around 12 different sports/activities were offered (double the amount from previous year. Clubs are also better attended than in previous years. Through widening the range of sporting opportunities we have noted a 15% increase in girls’ participation. As well as developing the range of after school clubs and activities, PEF funding was used to provide pupils with opportunities such as sailing and ice skating.

Next Steps: Continue to develop the outdoor space

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Develop parental involvement in sports Target P1-3 to widen the range and type of sports activities available to them. Further develop links with the wider community

Priority 4: Tapestry programme – year 2







School leadership


Parental engagement


School improvement


HGIOS 4 QI: 1.3


Action 1

Tapestry Key Question: Do opportunities for staff to learn about and actively trial new ways of raising attainment bring about lasting, impactful change in practice?

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Action Outcome

Professional discussion and collegiate working will enable staff to develop awareness and understanding of key areas of focus for raising attainment. These will be evident in classroom practice.


As with the first year of the programme, all members of teaching staff engaged well with the programme. As a staff, all members found the professional discussion associated with each module stimulating. All staff willingly contributed and brought examples of work to meetings. Areas which staff found particularly impactful were;

Identification of focus pupils I see, I think I wonder Developing a thinking culture The use of the word “might” to open up learning and

discussion What Matters to Me activity (See photographs on page)

provided an opportunity to reflect as a staff, to ask parents and pupils what mattered to them, this is an activity we will build into our calendar.

Action 2 – please note this changed direction following consultation with HG. It was originally developed with maths in mind.

Hidden Giants

Key Question:Does using creative approaches to develop pupil metacognition improve learning mind set and attainment?

Action Outcome

Pupils demonstrate a more positive mind set towards learning – 70% of P5 group

Pupils will indicate that they feel they have more say in learning – 70% of P5 group

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The Hidden Giants programme was trialled in session 2017/18 with a P5 class. The programme involved a series of creative thinking lessons. As part of the programme, P5 pupils designed a maths lesson for a P1 class using experiences and outcomes, they then led a collaborative learning session for P1. Full details of the project can be accessed from school. From survey evidence, around 65% of sampled pupils felt that they were now more curious about learning as a result of engagement in the programme.A further 80% of pupils felt that they been a leader of their own learning. A further 80% felt that they had gained skills for real life though working on the project.

Pupils were asked to think about skills they might have developed through participating in the project. Some common suggestions are listed below

Thinking Imagination Resilience Teamwork Honesty Being independent Confidence

Pupil comments:

“I did like working with Paul because he gave us a chance to feel like it was to be a leader of our learning and because he helped us choose our learning.”

“Working with Paul was a lot of fun and it kept our education high through the whole class.” “Hidden Giants helps me to understand learning better.”

Next Steps: Expand Hidden Giants work with school Develop Tapestry by engaging staff in Collaborative Action Research exploring two Tapestry themes:

Parental Engagement and Feedback. Develop Tapestry calendar

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1.1 Attainment data - Attainment of Literacy Curriculum for Excellence levels 2015/16 and 2016/17 (teacher judgement).

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1.2 Attainment data - Attainment of Numeracy Curriculum for Excellence levels 2015/16 and 2016/17 (teacher judgement).

1.3 Attainment data - Attainment of Literacy Curriculum for Excellence levels 2015/16, 2016/17 and 2017/18 (teacher judgement).

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1.4 Attainment data - Attainment of Numeracy Curriculum for Excellence levels 2015/16, 2016/17 and 2017/18 (teacher judgement).

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Burgh PrimaryAchieving Excellence: Overall Progress towards National Improvement Framework PrioritiesSession 2017-18

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Burgh PrimaryUse all available evidence (including data)

Literacy: Progress satisfactory good very good excellent

x

Strengths Active Literacy continues to improve consistency in reading, spelling and writing.

Our school has a well-established adult paired reading programme which is supported by HSP. Parents are gaining in confidence able to offer pupils requiring additional reading support a dedicated opportunity to read with an adult.

Additional funding secured through Scottish Attainment Challenge has allowed us to develop the range and quality of resources to support literacy. Resources include; Comprehension Box, Non-fiction readers, etc. Staff feel that these have been beneficial.

Our Reading Buddies initiative can be considered another strength. The initiative uses peer support to encourage P1-3 readers to develop their reading skills. Reading Buddies are trained annually in use of Bloom’s Taxonomy and Reading Strategies to promote thinking and discussion in reading with younger pupils.

Learning Language and Loving It, training was delivered to all P1 staff and a small group led by PT took place. This provides further in-school capacity to deliver intervention to boost language within the early years of primary education.

Whole school has participated enthusiastically in the First Minister’s Reading Challenge.

Five minute Literacy box continues to be used as an intervention at the P1-3 stage. This targeted approach allows pupils daily, one-to-one experience of literacy.

Rapid Readers have been introduced, these are encouraging reluctant readers to read.

Drama and literacy project has helped pupils to develop literacy skills in a creative context.

Once Upon our Time project a collaborative writing project for P1 and P7 pupils has been impactful. The project allows P7 pupils the opportunity to work with a real author and promotes a love of writing. It allows P1 and P7 pupils to publish a book as an end product. The project also involves parental engagement.

Tracking and monitoring. Staff meet with SMT 4x across the year to track progress in literacy. Use of literacy testing is allowing staff to gather data over time, allowing us to analyze patterns and to identify gaps and possible interventions.

Next steps Implement Catch Up Literacy Further training in Learning Language and Loving It through completion of module “Let Language Lead the

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Thesaurus and dictionaries have been a good resource as children use then all the time. They have

been good for expanding vocabulary and encouraging pupils to be more independent. The

novels have been effective, children really like these. (P7 Teacher)

key resources include the literacy box and comprehension box, these promote independent learning and children enjoyment. These materials

provide a variety of text and questions, thus widening pupils’ experiences. The self- marking

aspect of the boxes has encouraged independence (P5 Teacher)

Burgh Primary Further develop assessment of reading

Numeracy:Progress satisfactory good very good excellent

x

Strengths Additional funding has ensured that there is a suitable range of resources available within the school to

enhance teaching and learning.

The Five Minute Number Box is embedded within the school This targeted approach allows pupils P1-3 to develop their numeracy skills and increases confidence.

The range of parental opportunities to engage in mathematics and numeracy, such as; Maths Sacks, focused events e.g. pizza and place value, multiplication, division and min-doughnuts, Everyday Maths

Ongoing partnership and support from maths specialist has allowed staff to develop their knowledge and skills in teaching of mathematics and numeracy.

Next steps Rapid Maths intervention groups (P4-7) Home challenge Cards Catch Up Numeracy training

Health and WellbeingProgress satisfactory good very good excellent

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Strengths Nurturing ethos and strong relationships within the school.

High level of pastoral care.

Our sports coordinator has forged a good partnership with Active Schools, allowing us to increase participation in sports. In addition to this, PEF Money was used to develop the range of activities available to pupils during HWB e.g. ice skating, sailing, etc.

A teacher has been trained in the CUSTTAD intervention. This allows us the opportunity to target pupils who would benefit from input.

A free Breakfast Club is operational within the school. This is well attended and allows children to start the day in the right way. This year, we have also introduced an active activity one day per week, this is led by sports volunteers.

Next steps Develop HWB programme Introduction of Talk and Draw

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Burgh Primary Staff training on Nurture/GUAB

Employability Skills/Positive Destinationssatisfactory

good very good excellent

x

Strengths Learning Festival experiences

Pupil Voice – there are a range of mechanisms in place for children to shape direction and offer their opinions.

Good links with Secondary ensures effective transition for pupils.

World of Work Week

Next steps Develop community partnerships to further enhance children’s experience of work opportunities in the work

place. Improve nursery transition programme

Overall quality of our learners’ achievements Highlights of session 2017-18In Burgh Primary, we pride ourselves on aiming to offer a wide range of curricular and non-curricular opportunities in order for our pupils to develop to their full potential. We celebrate a range of achievements during our weekly assemblies and pupils are encouraged to share their out of school achievements through our “Pupil News” wall as well as through our Twitter page.

Our school has a range of pupil voice opportunities such as; Pupil Council, Rights Squad, Leadership Team, Eco Committee, Rota Kids, Sports Council, all of which play an active role within the school. This year, we trialled a “Secret Squad” where trained P6 & 7 pupils observed peers in the classroom and provided them with feedback on their engagement within a lesson. We further promote peer learning through our “Reading Buddies” initiative, as well as individual classes regularly sharing their learning with other classes/stages within the school.

This session, pupils participated in Health Week, Eco Week and Rights Day, all of which provided them with an opportunity to develop their knowledge

and understanding of wider issues. Our “World of Work and Finance” week encouraged children to develop their entrepreneurial skills through the £1 challenge. Pupils also heard from a diverse range of speakers who talked with pupils about their careers.

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Burgh PrimaryOur school participates in the CamGlen Radio Schools Programme. For the pupils involved in the initiative, this involves researching, planning and writing scripts for their radio shows. Pupils experience first-hand, presenting and technical aspects associated with delivering the show to the public audience. This year, the pupil group who led this were so skilled they were presented with a “Platinum Award,” This represented a huge achievement and was testament of their dedication and commitment. By being involved in the programme, pupils gain a number of skills for future work and life.

Our school has actively promoted reading through participation in the First Minister’s Reading Challenge. All classes within the school participate in the challenge and this has helped to further boost the reading culture within our school. This year, a group of pupils were selected to take part in the First Minister’s Reading Celebration in Edinburgh. Our P5 class this year also participated in a Horrible Histories themed “Author’s Live” event. The event was streamed via Glow. Pupils also enjoyed celebrating reading and literacy through our annual World Book Day celebrations.

P7 pupils participate in the Jump2It basketball development programme. This programme allows them to learn about health and wellbeing through a one-day programme delivered by Glasgow Rocks basketball players and provides access to a number and competitions. This year our team reached second place in the “Champ of Champs” basketball final. The match was played at Emirates Arena in front of a real crowd providing a real life experience.

Our sports co-ordinator working in close partnership with Active Schools has successfully increased the number and type of sports activities offered within the school. This has led to a 15% increase in the number of girls participating in physical activity. A pupil sports committee has also been introduced and it is hoped that this will allow pupil voice to further drive improvements in session 2018/19. This year children enjoyed hearing about the job of a Commonwealth Athlete and during his visit, were put through the paces of a mock

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Burgh Primarytraining session.

Comment on strategies that have been successful in engaging with children and young people, staff, parents and the wider community and the impact of these.

The promotion of our values and how these translate in the wider world is actively promoted, for this reason, pupils participate in a number of fundraising activities throughout the year. This year pupils have raised money for Sport Relief, British Heart Foundation, MacMilllan Cancer Care and young people in Scotland through the STV “Big Scottish Breakfast.” When engaging with fundraising where applicable we aim to encourage parents to be involved this ensures our whole school community participates and supports.

Photo of Big Scottish Breakfast

This year, a Family Learning Festival was developed. The aim of the festival was to encourage parents/carers and their children to engage in a range of fun activities as a family. This proved to be an effective way of reaching parents as it was well-attended.

The “Once Upon our Time” project encourages collaboration between P1 and P7 pupils. It also encourages parental involvement as parents are invited in throughout the project to share in the development of their child’s book.

A range of parent & pupil after school clubs have been established to promote literacy. P1-3 pupils participated in a Christmas Read, Make and Do club, as well as a Fairytales Read, Make and Do club. P4-7 participated in a technology and literacy club with parents. Our P1-3 clubs were particularly well attended with very positive feedback being provided by parents and carers.

For the past two years, we have worked with Home School Partnership to establish and develop our school Homework Club. The club operates each Tuesday after school and is an opportunity for parents to complete their child’s homework, with school staff being on hand to offer support if required. The club also provides an opportunity for parents/carers to meet other families and relax by having a tea, coffee or hot chocolate. In the final term, sports coaches were also available to lead a fun sports

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Burgh Primaryactivity for children after their homework was completed.

Learning Logs are used within the school to encourage parental involvement in learning. Pupils complete work in these over a week long period. Before these are sent home pupils work in mixed stage pairs/trios to self and peer assess their work. Logs are then sent home with parent prompt sheets and parent feedback sheets to stimulate reflection and discussion.

Our weekly “Bingo Ball” dialogue allows pupils to have feedback from their teacher, a member of SMT and their parent about their learning. Pupils also discuss their learning.

As part of our work in raising attainment in numeracy and mathematics a number of programmes have been designed in order to encourage family learning and increase parental understanding of the area.

One such programme is the use of maths sacks for use at home. The sacks were launched via a number of parent and child learning sessions. Following the launch, families were able to take these home. Another family learning programme developed this session was, “Everyday Maths.” The programme was developed for P1-3 pupils and their families, these weekly sessions allowed parents and pupils to explore numeracy and maths concepts through play based activities such as baking, shopping, etc.

Parents have also participated in Pizza and Place Value/Multiplication, Division and Mini Doughnuts events. These events allowed parents to learn about how these specific concepts are taught and allowed them to engage in a range of activities with their child.

Each year, we enter a team of P7 pupils into our local Rotary Club annual P7 quiz. This provides an opportunity for us to make links with local organisations. Through this link, we have now established a “RotaKids” committee in session 2017-18. The committee enjoyed a visit from the Rotary Club President and has since taken forward its first community based project, visiting a local care home to play games, share stories and chat with residents. This first project was very positively received by residents and pupils alike and has sparked a desire for future partnership activities.

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Quality Indicator

How are we doing? How do we know?School Self-Evaluation

1.1 Self-Evaluation for Self-Improvement

Staff engage in regular discussion with SMT through Learning Conversations and Tracking Meetings held across the year.

Teamwork is high within the school and staff understand their role in the self-evaluation process

Staff have engaged in a range of professional learning activities associated with S.A.C and Improvement Plan; such as Tapestry, maths pedagogy, Word Aware, etc. These enhance and positively impact on their classroom practice.

All staff participate in moderation activity both within school and at learning community level. They report that this activity positively enhances practice. Professional learning

Our school tries to take account the views of parents though consultation at parents’ evenings on whole school matters and through the work of the Parent Council. Parents are also encouraged to share their views via our annual parent/carer questionnaire

Learning Conversation Records

Staff 1.1 Self Reflection Questionnaire

Various training Feedback Sheets


PRD

Staff 1.1 Self Reflection Questionnaire

Parent Council agenda/minutes

Parents evening feedback sheets/Parent Pride

Questionnaires

Good

1.3Leadership of Change

Our school has developed a vision, values and aims. Staff feel that although our values are very much embedded within our school, they could be more explicitly discussed. Classes are encouraged to develop their own class vision.

Class vision displaysSchool values displayAssembly calendarSIMD information booksPRDCAT/In Service agendaTraining feedbackLearning Conversations

Good

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Staff explore data from summative testing and can identify children requiring intervention/support. Staff are aware of the SIMD levels within their classes.

Staff engage in professional discussion through a range of CLPL opportunities. Being involved in the Tapestry programme has stimulated discussion and professional level amongst all members of staff.

Staff have a high level of ownership and commitment to initiatives within the school. Staff are keen to lead and develop.

2.3Learning, teaching and assessment

Staff within the school feel that their relationships with pupils are good and that they take account of the views of pupils. Each year, classes are encouraged to build a class charter based around the Rights of the Child. Staff feel that most children are motivated within the class setting.

The school is beginning to develop its outdoor space and is looking at ways of making greater use of local outdoor space, as space within the school is limited.

Staff are beginning to make greater use of IPADS to support learning within the classroom.

Information is used to identify and place pupils on appropriate intervention e.g. Five Minute Box, Support for Learning Teacher, paired reading, etc.

CUSTTAD

Bingo Ball feedback sheets

Charters/School Displays

Outdoor Learning Working Party

Intervention records


Staff feedback – self reflection questionnaires

Good

3.1Ensuring wellbeing, equity and inclusion

Our school is an attainment challenge school, we feel that overcoming barriers to learning is at the heart of what we do. We have developed our use of focus

Range of projects/Attainment Plans

Learning ConversationsTapestry Notes

Good

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pupils in order to plan effectively to meet the needs of pupils

We make good use of ASPs and meet with parents to discuss these.

There are a range of opportunities throughout the year to celebrate culture and diversity, including planned R.O assemblies, Chinese New Year, European Day of Languages, Rights Day. We have good links with our local church.

There are a range of in-school supports for pupils such as; Five Minute Box, Catch Up, CUSTTAD, Talk and Draw, etc.

We aim to provide pupils with a wide range of experiences through trips and activities e.g. trips to the book shop, Author’s Live, Sky Academy, Sailing, Celtic Connections, etc.

Meeting Notes – ASP

Photos of events – pupils and parent feedback

3.2 Raising attainment and achievement

Through use of professional dialogue and through use of regular tracking meetings with SMT we are beginning to be able to identify gaps in attainment.

Our data is used to inform planning, grouping and next steps for pupils, we feel that our data is useful in supporting professional judgements.

Moderation opportunities improve teacher confidence

Staff feel that there is a positive culture of celebrating success in school and out-with school e.g. lighting up earning, Wonderful work wall, achievement wall, Golden Folder, etc. The school makes effective use of social media to promote learning with

Tracking information/Tracking Files


Moderation Activity

SAC Plans and evaluations

Twitter

Photographs

Good

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Burgh Primary

parents and has a school app.

Throughout our involvement in the Scottish Attainment Challenge, staff have led and developed a range of literacy and numeracy based projects aimed at raising attainment in both literacy and numeracy.

Overall impact of establishment’s actions to improve excellence and equity (PEF) Amount allocated: £102,000

How are we doing? How do we know?(Evidence measures of

success)

What are we going to do now?

Please see PEF Report produced in June for full detail of project impact.

We feel that the projects taken forward so far have positively impacted upon pupil confidence and capacity to learn.

Funding has allowed us to widen participation in sports and cultural activities, the impact of this should become evident over the next few years.

We plan to continue to develop initiatives already under way from this session – please see Establishment Improvement Plan Session 2018/19

Overall evaluation of establishment’s capacity for continuous improvement

The Scottish Attainment Challenge continues to provide us with an excellent opportunity to invest in staff training which has greatly impacted on their knowledge and skills. The challenge. Along with funding from the Pupil Equity Fund allows us to be innovative and provides a way for us to broaden the range of opportunities and experiences we can provide for pupils.

Staff regularly engage in professional dialogue and enjoy opportunities to moderate both within school and at Learning Community Level. This process allows staff to develop their confidence and skills.

We are a reflective staff who strive to ensure we raise attainment and close the gap for our most vulnerable pupils.

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Burgh Primary

Signed:

Date:

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