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Standards and Quality Report 2017-18 School Name: West Coats Primary

Context of the school:

West Coats Primary School is in an urban area of South Lanarkshire Council. The current roll is 401 over 15 classes. The local area is mostly substantive private owned housing with some social housing. Access to transport and facilities is very good, and the Cambuslang area has been established for many years. Significant house building is rapidly developing the local area. As part of ‘SLC Schools Modernisation Programme’ our school was ‘modernised’ not rebuilt, because our school is more than 100 years old and it is a B listed building. We were ‘decanted’ for 18 months as extensive building work took place. School was re-opened in August 2016.Our new school provides a new, attractive and modern environment in which our children can learn and thrive. Our outside space is limited and does present some challenges for outside activities as we are on a steep hill.Our school vision is ‘If you can dream it you can do it’Our values are respect self -confidence kindness caring friendship excellence equality, and we aim to promote these through all our relationships and within our curriculum.This session the staffing situation has become slightly more stable in terms of teaching staff however there was a long -term absence and lots of short-term absences that resulted in the Senior Leadership Team frequently covering classes. A high level of cover needs has been the pattern in recent years.We have a very active and engaged Parent Council who play an integral role in school life. They support the school in many ways including Fundraising, Road Safety, Pupil Events and School Uniforms.We are part of the Cathkin Learning Community alongside Loch, Cathkin, Cairns and Hallside Primaries, Cathkin Community Nursery and Cathkin High. We have usually 18 or 19 feeder nurseries so have continued to develop our own P1 Transition program. We work very closely with CHS to ensure smooth transitions from P7 to S1 are carefully planned and implemented.

respect self confidence kindness caring friendship excellence equality

The National Context for Education

The National Improvement Framework (NIF) for Scottish Education sets out the Scottish Government’s vision to continually improve Scottish Education and to close the attainment gap, delivering both excellence and equity. Our school, working in partnership with South Lanarkshire Council is fully committed to delivering these ambitious aims.

The key priorities of the National Improvement Framework are:

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 Improvement in employability skills and sustained, positive school leaver

destinations for all young people

Key drivers of improvement have also been identified, these are:

School leadership. Teacher professionalism. Parental engagement. Assessment of children’s progress. School improvement. Performance information.

South Lanarkshire Council’s overall vision is to “improve the quality of life of everyone in South Lanarkshire Council.”

Education Resources’ key purpose is to:

“Raise achievement and attainment, inspire learners, transform learning and work in partnership to strengthen our communities”

The priorities relating to this are:

Deliver high-quality early learning and childcare to give our children the best educational start

Raise standards in literacy, numeracy and close the poverty-related attainment gap.

Improve health and wellbeing to enable children and families to flourish. Support children and young people to develop their skills for learning, life and

work. Ensure inclusion and equality are at the heart of what we do.

Our school is committed to taking these priorities forward and developing each driver through our annual School Improvement Plan (SIP.)


Assessment of children’s progress throughout the Broad General Education (to end of S3)

As one of the drivers, our school, alongside all schools in Scotland, has been required to report on Curriculum for Excellence levels for literacy and numeracy achieved by all children at the end of stages P1, P4, P7 and S3. This data is submitted to South Lanarkshire Council in June each year and collected subsequently by the Scottish Government. This data is based on teacher judgement, informed by a wide range of assessment evidence including standardised testing where appropriate. As from session 2016/17 all schools in Scotland will be required to participate in the new Scotland National Standardised Assessment (SNSA) project. This will further help inform teacher judgement of levels.

The following table shows benchmarks for children achieving Curriculum for Excellence Levels.

Level Stage covering 3 years approx. Early The pre-school years and P1, or later for some.

First To the end of P4, but earlier or later for some.

Second To the end of P7, but earlier or later for some.

Third and Fourth

S1 to S3, but earlier for some.The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4. The fourth level experiences and outcomes are intended to provide possibilities for choice and young people’s programmes will not include all of the fourth level outcomes.

Senior phase

S4 to S6, and college or other means of study.

Some children and young people will start learning at these levels earlier and others later, depending upon individual needs and abilities. Many children not attaining National Levels will have an Additional Support Plan (ASP) and may be making good progress but against different milestones e.g. individual targets. Learning progress is not about how fast children move through the levels but about ‘how much’ and ‘how well’ children learn, having depth and breadth of experiences at each level.

Assessment of these levels is based on a wide variety of evidence and ways of measuring progress such as assessment of projects, general class work, observations and peer assessment. Where possible, children and young people are encouraged to be directly involved in the assessment process.

Schools and teachers work with others to set shared standards for assessing progress. These standards are based on National “benchmarks” for each area of the curriculum. This process is called moderation and it ensures that schools have similar expectations.

What follows is our school’s data about achievement of these levels for session 15/16 through to session 17/1


Review of School Improvement Plan progress session 2017/18

Priority 1: Implementation of Active Literacy across school

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: 2.3 Learning, teaching and assessment

Progress and Impact:All staff have become increasingly familiar with the new Literacy Benchmarks. 23/25 attended Active Literacy training The impact of this is a very clear set of planned writing across the school to ensure all genres are covered. A school support pack for each genre has been created and is already being implemented to focus planning, delivery and pupil self- evaluation. This has led significant changes in the teaching of Writing across all stages. Our Literacy Development Group led consistency practices within all stages for writing.A cross sector Learning Community Transition Group have produced Core Skills in Writing materials for every level. These were being trialled across all of our Learning Community School from Early to Third Level.

Next Steps:To implement Active Literacy across the school as part of the SLC Phase 2 Active Literacy Project- Reading Strategies Further embed Phase 1


Priority 2: To improve consistency of Learning and Teaching, in particular across stages in Literacy and Numeracy with a focus on planning, tracking and monitoring.

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.


School leadership


Parental engagement


School improvement


HGIOS 4 QI: 2.3 Learning, teaching and assessment

Progress and Impact:New SLC Tracking and Monitoring system adopted and fully utilised across school to improve our analysis and evaluation intelligence and dataUsed moderation to share good practice and establish a shared understanding of levels and expectations. Revisited some AiFL strategies to support children be able to discuss their learning- shared signs across school. Planning for teachers reviewed and streamlined.

Next Steps:Plan more moderation activities and time for professional dialogueFocus on developing use of Success Criteria to allow pupils to better self-evaluate their own learning and to support their peersFurther protected time allocated to collegiate planning and evaluating within our WTA


Priority 3: HWB- to develop new strategic approaches to Behaviour Support

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.


School leadership


Parental engagement


School improvement


HGIOS 4 QI

Progress and Impact:New Behaviour Policy created through long process of consultations with all stakeholders.Consistent procedures for P1 – P3 and P5 – P7 agreed and implemented.

Next Steps:Fully embed new procedures and review


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


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


Achieving Excellence: Overall Progress towards National Improvement Framework PrioritiesSession 2017-18Use all available evidence (including data)

Literacy: Progress satisfactory good very good excellent

x

Strengths The recent Curriculum for Excellence (CfE) data has shown P7 Reading and Writing has been maintained but with a slight decrease in P7 Listening and Talking and Numeracy. P7s are still performing well being slightly above/ on track with both SLC and National levels.Within our other pupil cohorts, we have a significant number of children with significant Additional Support Needs who are making progress at their own levels of attainment.

Next stepsData from 17/18 suggests that reading and writing across the P1 stage are areas that need improved for this particular cohort of children. This is a target for our school for 2018/19.We do now have three-year trend of progress available to be able to properly identify patterns or areas of consistently good practice. P4 reading has increased from 79% to 84% yet decreasing to 75% in 2018. P1 reading increased from 61% to 88% in 2017 yet decreased to 69% in 2018. Writing across P1 and P4 has increased and then decreased, not yet a steady trend. In terms of children in receipt of Free School Meals we have some work to do to ensure that the attainment gap is closed. This is the key priority for our Pupil Equity Funding spend this year.We are planning to support Literacy through our PEF funded teachers and Catch Up Literacy to help close the attainment gap. We will continue to use the ‘5 Minuet Box’ and North Lanarkshire Active Literacy approaches too.

Numeracy:Progress satisfactory good very good excellent

xStrengths Our data shows our performance in Numeracy in 2016/17 in P1, P4 and P7 was above the national average.This session we have seen decreases across P1 and P4. P7 have decreased by 3 % but remain above the SLC average. Areas for DevelopmentWe now have three-year trend of progress available to be able to properly identify patterns or areas of consistently good practice across P1, P4 & P7. P7 attainment has remained steady P4 increasing from 74% to 86% but decreasing to 75% yet still above the SLC average. In terms of children in receipt of Free School Meals we have some work to do to ensure that the attainment gap is closed. This is the key priority for our Pupil Equity Funding spend again this year.

Next stepsNumeracy planning and monitoring will be a key focus of SLT/ Teacher Tracking Professional Dialogues, class visits, pupil focus groups and work sampling.Assessments using Progression Benchmarks needs to become standard practice across school for teacher judgement to be valid and reliable.


Health and WellbeingProgress satisfactory good very good excellent

x

Strengths

Staff work in partnership with Psychological Services, Specialist Support, CAMHS, Speech and Language Therapy and Health Professionals to ensure quality of provision. We involve partners wherever possible. Children report they feel happy in school and almost all report their teacher cares about their individual needs. We support children by using resources as Circle of Friends. All classes walk / run a ‘Daily Mile’ to increase fitness and wellbeing. We have P7 Buddies to support younger pupils to be successful and senior pupil Playground Leaders.

Next steps Our Health and Wellbeing curriculum will be enriched next session when we focus on developing a school approach to Resilience.To develop consistency in PE our CCC teacher will teach PE and Wellbeing. Our small limited outside spaces are being developed by our very supportive Parent Council.

Employability Skills/Positive Destinationssatisfactory good very good excellentx

StrengthsSTEM week saw the active involvement of many of our parents / friends who inspired our children with their STEM occupations. Finance Fortnight yet again has strengthened children’s understanding of a good positive work ethic. Connections between school activities and the World of Work are frequently highlighted in most classes and in assemblies.

Next stepsTracking of skills is not yet underway

More consistent connecting between school activities and the World of Work.


Overall quality of our learners’ achievements Highlights of session 2017-18In West Coats we had a busy and interesting session. Children at all stages continued to receive a broad, balanced and well-planned curriculum in line with Curriculum for Excellence. The whole school supported a local charity contributing to our local Cambuslang Food Bank, and recycling shoes. One of the highlights was our very popular Nativity which involves the entire Infant Department P1 – P3, last session and this impacted very positively on our school community, especially as our staff team facilitated an evening performance for working parents.

• Musical Theatre • French and French Café run by P6• STEM Week- a significant series of fascinating events with lots of interesting visitors• Bridgeton Burns Competition• Hatching ducklings• A super P7 Leavers Disco (on campus) and a very moving P7 Leavers Assembly. • Scottish Opera• Lunchtime and after school clubs including a ‘ slime club’ and a ‘coding club’• Finance Fortnight• P7 Residential visit to Ardentinney• Extensive program of before & after school sports clubs despite having only one hall• Open events to share learning with parents/carers e.g. Titanic Day• Successful Houses • Pro active Library Committee• Parent Volunteers adding value to school

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.

Phone calls and emails to parents on individual issues are always productive. Parents were fully consulted to offer their thoughts/ opinions for the spending of our PEF Funding and these collated opinions directly shaped our PEF planning. At our summer Parents Night our parents were also consulted as to the effectiveness of our development work on our School Improvement Targets and asking for suggestions for our new Improvement Targets for the following session as were Parent Council. . Class Dojo among upper school classes has proven to be a very successful strategy for engaging with children and families. The School Twitter has also been very positively reported upon by our parents and carers. Our Eco Council led many positive changes in school throughout the session.Our Parent Council are extremely active and supportive, financially supporting many school activities including Scottish Opera and Education City subscription. This session we focussed on developing children’s skills in being able to talk about their own learning and identify their next steps. As part of our development work Pupil Focus Groups have provided valuable insights into what our pupils think, feel and want, as have increases in parental feedback and collecting parental opinions. Current improvement priorities and progress comments/ updates are displayed at the school’s entrance, all around school, on our school ‘Blog’ and highlighted at assemblies . As a result of parental and pupil feedback we focussed on Behaviour in the 2017/18 session within our new School Improvement Plan. To further develop communication with parents/ carers we further developed a ‘West Coats Twitter Account’ as a means of instantly sharing photos and news of the wider life and work of school life. This has proven to be very popular. Senior classes used Class Dojo to share school news and behaviours with parents and some other classes established a Class Blog for parents. Infant classes held Parent Surgery Hours to enhance partnerships between home and school as have ‘SnapShot Jotters’ with a whole week’s learning.


Quality Indicator

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

1.1 Self-Evaluation for Self-Improvement

As a school we have embraced the new SLC tracking and monitoring system to improve our analysis and evaluation intelligence and data and we held termly tracking and monitoring class and then SLT meetings which also helped with early identification of children requiring support and/ or challenge. We are also able to analyse the data from SNSA testing this year and how this can inform our decisions and interventions of support and we have continued to develop our collaborative approach to reviewing school improvement and to identifying development needs. As a school we have begun to engage fully the use of data and other intelligence to inform our decision making.

We take a collaborative approach to self -evaluation. Self-evaluation activities are planned in our annual calendar. During 2017/18 we have made much more use of attainment data to inform decision making and planning. Results from this has informed how PEF money will be spent. Staff are becoming more able to make links between professional judgement and assessment data in order to plan appropriate next steps in learning. Almost all staff understand that self-evaluation is an integral aspect to continuous improvement. AS part of the Cathkin Learning Community we regularly engage in moderation activities and reach a shared understanding of standards and expectations.

Self -Evaluation has been placed on our Maintenance Agenda as a core element of school business. The use of data to more fully inform assessments will be an on-going target for us. In 2017/18 have volunteered to be part of the SLC new electronic Tracking and Monitoring System to further develop our skills in this area. This has been a steep learning curve for our school which we have embraced. We need to continue to and further develop working with children, parents and other partners to more fully involve them in our self- evaluation processes.

Good

Standards and Quality Report: PEF 12

1.3Leadership of Change

Staffing issues within teaching and support staff teams did impact upon time for quality dialogue with colleagues and pupils.All staff have demonstrated commitment to implementing change and many have taken on additional leadership roles. We plan change carefully and ensure that developments are based on sound educational thinking. All of our staff are committed to implement change and most have taken on Leadership roles. We plan change carefully, mindful of teacher workloads and tacking bureaucracy and ensure that our curriculum and school developments are based on sound educational thinking and are research based. We have protected times for professional dialogue and collegiate as part of our WTA. Through our continued focus on self -evaluation we have developed staff understanding and use of triangulation of data and feedback, of looking outwards and inwards

Next session, through our WTA, we have increased the protected time for professional dialogue to facilitate teachers working collegiately across stages to support greater parity and consistency across stages. We need to continue to assess the impact of our developments using a variety of self -evaluation approaches, and in a regular planned programme throughout the session. *We now need to regularly assess at all levels to ensure progress with a focus on promoting equity. Impact of new programmes need to be measured e.g. Catch Up Literacy, 5 Minute Box, NL Literacy

Good

2.3Learning, teaching and assessment

Our children are now in a super learning environment in our newly refurbished school. Almost all children are motivated to engage in their learning and benefit from engaging and active learning experiences. Our attainment results in P1, 4 & 7 have decreased but remain in line with or above SLC levels. Almost all children are enthuastic and motivated to learn within a bright and stimulating environment. Staff work very hard to ensure quality learning tasks for their pupils. Pupils are confident, feeling valued with the knowledge that their opinions will be acted upon within their classes.

From our self -evaluation across our school community Literacy continues to be an area for improvement, although some progress has been made. This will be addressed as a prime target in our new SIP. With staff inconsistencies this past year we are aware of the need to provide greater consistence for learners. Across the school, pace and challenge ned to increase in literacy and numeracy. Benchmarks are becoming a working tool for all staff.

Good

3.1Ensuring wellbeing, equity and inclusion

Our caring / nurturing approach focuses on promoting wellbeing and the principles and practices of GIRFEC. We challenge any practices that do not promote equity of opportunity and inclusion. For

We need to continue ensure staff training and knowledge is keeping abreast of new developments within GIRFEC e.g. Wellbeing.Communications about pupils

Good


children with additional support needs we have increasingly more robust plans in place to support them. Families, children and partners are increasingly involved in this process. We are aware of children who may be affected by social deprivation and poverty and are taking steps to address this. We track progress of individual groups of children increasingly carefully.

who require support and challenge are discussed at length with teachers, support staff, parents and external agencies. We understand and consistently respond to the wide and varied needs and experiences of our pupils, parents and carers. We are very conscious of the need to maintain a particular focus on the more vulnerable members of our school community in respect of their learning, their care and their welfare. Our GIRFEC arrangements are firmly established. They rely on both support systems and working relationships on order to target specific and appropriate support to groups and individuals within our community. We will adopt the new Wellbeing tool into practice and review our internal ASN files and records.

3.2 Raising attainment and achievement

There are increasing pockets of very strong practice in most stages of the school in literacy and numeracy which is leading to improved attainment. Staff are more aware of the need for rigorous assessment, monitoring and tracking and we have introduced some additional standardised assessments this year to provide clearer measures of progress. All staff are now beginning to systematically track achievements, including those beyond school. Children have been making increasingly effective use of an extensive range of participative assessment approaches, engaging with teachers, parents and support to maximise high quality guidance and feedback. Staff also maintain progression tracking overviews to reflect unit assessments, extensive evaluation records assessments and reports. This year we used evidence form

We have taken steps to ensure quality programmes which better meet learners’ needs and are now needing to use assessment data to put individualised learning programmes into place. The SLC model for tracking achievement and attainment for all learners. We are beginning to see evidence of improvements over time.

As indicated previously, we do not yet have enough evidence of sustained improvement over time. In addition, there are some patterns of attainment that are not yet making strong enough progress year on year. Some children affected by poverty are disproportionality behind their peers in terms of

Good


SNSA and previous recording of teacher professional judgement to provide clearer measure of progress also. The children work effectively in a range of assessment approaches We are planning to revisit more AiFL strategies to focus on pupil self- evaluation within learning and teaching.

attainment. Others are making very good progress and their attainment is not hindered by living in poverty. We will be working hard next year to address this. We will have an extra full time PEF funded teacher to support these children.

Overall impact of establishment’s actions to improve excellence and equity (PEF) Amount allocated: £62,500

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

What are we going to do now?

During session 2017/18 of 402 children 15.6% live in a home within SIMD 1 or 2 and/ or are in receipt of Free School Meals. These children are present in all stages although there are a higher proportion in this year’s P1 and P7 classes. Many of these children’s learning is ‘on track’. We are aware as a school that around 15 children although technically living within SIMD 1 or 2 are in fact living in relatively affluent homes. Many of the Therefore, our analysis use intelligence beyond raw data and we encourage an individualised approach to identifying children who will be the focus of our Pupil Equity Fund Interventions.

In terms of the attainment gap, some of these children are less likely to meet expected CfE levels within this group across every category. Whilst this session we are performing well compared to SLC and National Averages a careful analysis of figures shows that some SIMD/FME children are underperforming.

Our data does show some improvements on the attainment from last session. Writing continues to be an area for development for our school. We plan to target this gap through our Raising Attainment and Learning and Teaching priorities.

At the start of session 2017/18 the attainment of the Target children was:Within P2 the Reading attainment was -55% compared to the children not in the target group, and their Writing attainment was -56% compared to the children not in the target group. Within P4 the Reading attainment of target group was -12% and the Writing attainment was -27% compared to the children not in the target group. Within P5 although the Reading attainment was 19% this still meant that two of the target children were not on track for reading. In P6 the attainment of the target group was 100% but for Writing was only 75%. In P7 Reading attainment of the target group was 73% and for Writing was 64%.


West Coats Primary Overall evaluation of establishment’s capacity for continuous improvement

Continuous improvement within the establishment is a high priority for us at West Coats. Staff and pupils are encouraged to adopt leadership roles and staff are encouraged to keep up to date with changes in education as well as keeping abreast of new initiatives. Three staff have been trained in Catch Up Literacy and three further staff trained in Catch Up Numeracy. Six staff have implemented the Five-Minute Box. All of these will aid us in ‘closing the gap’ and will allow us to plan appropriate programmes to support children’s needs. Some of our children need support with social and emotional difficulties By identifying our pupils in SIMD 1 and 2, using teacher knowledge and dialogue with external agencies we will be able to target individuals that benefit from increased support.Professional Dialogue sessions and Inset days were identified for staff to familiarise themselves with the SLC Tracking and Monitoring format, and this will continue to be embedded into our yearly quality calendar and will continue form the basis for Tracking Professional Dialogue with staff.

Our improvement plan provides us with a clear and specific reflection of our shared vision which seeks to incorporate shared school-based priorities, the South Lanarkshire Council Education and National Priorities.

The newly revised corporate SLC Standards and Quality format presents stakeholders with clearly accessible information. Plans and targets are consistently demanding and challenging, but also practicable and achievable. Absence cover by the SLT, on occasion for weeks at a time, has impacted upon the availability of the Leadership Team to undertake leadership/ support roles.

PEF funding is providing extra staffing to support individuals and groups in order to help us ‘close the gap’.We have a staff and leadership team who are committed to providing high quality education for our learners ensuring that we promote our vision of ‘If you can dream it you can do it.’

Signed: Sheila Lynch Head Teacher

Date: 31 August 2018

QR: PEF Evaluation


School Name: West Coats Primary

PEF Allocation: £62,100 April 2017- April 18

QI 3.2 Theme 4: Equity for all learners

We have effective systems in place to promote equity of success and achievement for all our children and young people. We have raised the attainment of all our learners and in particular our most disadvantaged children and young people. All our learners consistently move into sustained positive destinations when they leave school.

Purpose

This appendix to the Standards and Quality Report provides:

1. a progress report on the PEF plan and its implementation2. an indication of impact of the PEF plan3. an evaluation of the effectiveness of the PEF funded activity4. implications for future planning

Synopsis

Sections 1 and 2 report on the implementation of the guidance provided to schools, and progress made, in respect of the 4 phases identified in the PEF process:

1. Identify the gap2. Planning for Improvement3. Intervention4. Self-evaluation: impact

Section 3 reports on the governance and overall effectiveness of the PEF funding in closing the poverty related attainment gap.

Section 4 reports on the lessons learned during this first year of PEF funding and the implications for the future.


SECTION 1: Development and Implementation of the PEF Plan

Provide an overview of the school’s engagement with the development phases described in the guidance:

1.1 IDENTIFY THE GAP

Benchmarking CfE Levels: comparison of targeted vs non-targeted pupils

Oct-17Early Level Level 1 by end P4 Level 2 by end P7

RAW DATA P1 P2 P3 P4 P5 P6 P7

Number in stage 54 68 45 60 59 59 58

Number not in targeted group 44 55 40 52 50 51 47

Number in targeted group 9 12 5 8 8 8 11

Number not in targeted group on track: Reading 30 44 29 32 28 39 34

Number not in targeted group on track: Writing 28 40 27 27 34 34 36

Number not in targeted group on track: Listening/Talking 36 41 33 48 41 35 42

Number not in targeted group on track: Numeracy 34 43 29 30 28 24 40

Number in targeted group on track: Reading 6 3 5 4 6 8 8

Number in targeted group on track: Writing 6 2 5 2 6 6 7

Number in targeted group on track: Listening/Talking 7 5 5 6 7 7 8

Number in targeted group on track: Numeracy 8 2 5 4 3 4 5

Standards and Quality Report: PEF

Oct 17Early Level Level 1 by end P4 Level 2 by end P7

CALCULATED STATISTICS P1 P2 P3 P4 P5 P6 P7

% in targeted group 17% 18% 11% 13% 14% 14% 19%

% not in targeted group on track: Reading 68% 80% 73% 62% 56% 76% 72%

% not in targeted group on track: Writing 64% 73% 68% 52% 68% 67% 77%

% not in targeted group on track: Listening/Talking 82% 75% 83% 92% 82% 69% 89%

% not in targeted group on track: Numeracy 77% 78% 73% 58% 56% 47% 85%

% in targeted group on track: Reading 67% 25% 100% 50% 75% 100% 73%

% in targeted group on track: Writing 67% 17% 100% 25% 75% 75% 64%

% in targeted group on track: Listening/Talking 78% 42% 100% 75% 88% 88% 73%

% in targeted group on track: Numeracy 89% 17% 100% 50% 38% 50% 45%

Comparison between targeted and non-targeted group:


Reading -2% -55% 28% -12% 19% 24% 0%

Writing 3% -56% 33% -27% 7% 8% -13%

Listening/Talking -4% -33% 18% -17% 6% 19% -17%

Numeracy 12% -62% 28% -8% -19% 3% -40%

"-ve indicates targeted group are underperforming compared to the non-targeted group"

The Gap

At the start of session 2017/18 the attainment of the Target children was:

Within P2 the Reading attainment was -55% compared to the children not in the target group, and their Writing attainment was -56% compared to the children not in the target group.

Within P4 the Reading attainment of target group was -12% and the Writing attainment was -27% compared to the children not in the target group.

Within P5 although the Reading attainment was 19% this still meant that two of the target children were not on track for reading.

In P6 the attainment of the target group was 100% but for Writing was only 75%.

In P7 Reading attainment of the target group was 73% and for Writing was 64%.

1.2 PLANNING FOR IMPROVEMENT

How well did the strategic plan reflect the issues identified in the contextual analysis?

The strategic plan directly reflected the issues identified in the contextual analysis, to raise Literacy attainment for those target pupils whose Literacy attainment was not on track.


Initially the Senior Leadership Team analysed attainment data and other intelligence about overall attainment of school then further analysed attainment of Targeted pupil groups. The data showed that some of the children in the target group were Initial interventions/options to be considered was to enable pupils not ‘on track’ to be able to benefit from Teacher sessions.

The rationale for the interventions taken forward came from analysis of attainment and knowledge of individual children.

Analysis of attainment of target children showed poor attainment in Literacy.

Some of the target group were on track with their learning but a number were not, in particular in Literacy. A whole school SIP target was planned to increase Literacy Attainment across the whole school by becoming part pf the SLC Pilot Project implementing Active Literacy across the whole school. The PEF Support focus was to be Phonics, Spelling and Reading Comprehension skills.

The Senior Leadership Team and whole staff discussed the options for the PEF Funding, and the trends / patterns in the 2017 Attainment data. The SLT proposed to the staff Team the possible strategy of employing a full-time teacher to deliver Learning Support to Target children. This was discussed, at length, at the May In- Service Day with both teaching and Support Staff, with in depth shared analysis of attainment data.

The full consensus was to employ a full time Support Teacher. (This became a job share role)

Parents were then consulted at the May Parents Evening and at the subsequent Parent Council Meeting and they also fully supported this proposal. Not one disagreed.

The strategic plan reflected the issues identified in the contextual analysis.

The relative priority was identified as Literacy.

The stakeholder groups supported the strategic plan. of 1-1 or small group teaching of children to raise attainment in Literacy and engagement in learning.

Summary of Interventions:

Table 1

Intervention Name Organiser Intervention Theme

Type Allocated Funding

Brief Descriptor Learning and Teaching OR Leadership OR Families and Communities

Literacy OR Numeracy OR HWB

Staffing OR Resources OR ICT OR CLPL OR External Provider OR School Generated

£

Small group / 1-1 Learning and Literacy Staffing £48,100


Literacy SupportLiteracy Resources Learning and

TeachingLiteracy Resources £24100

Choose an item. Choose an item.

Choose an item.

Choose an item. Choose an item.

Choose an item.

In Intervention Overview Template (1 per entry from Table 1)

Intervention Name A. P2, P3, P4, LITERACY SUPPORT

B. P5, P6, P7 LITERACY SUPPORT

Description

1-1 and small group support for targeted pupils in P2, P3 & P4 to improve attainment in literacy

18 pupils1-2 and small group support for targeted

pupils in P5, P6 & P7to improve attainment in literacy

20 pupils

Intended Outcomes

Targeted P2, P3 P4 pupils who are not on track to achieve first level reading and / writing by end of P4 receive additional support.

Individual pupils will experience small group or one to one support sessions in respect of identified gaps in their Literacy skills outwith their busy classroom environments.

They will develop their Literacy skills

Pupils will increase reading and or spelling

Measures

How was change measured? P2, P3 P4 SWST Standardised Single Word Spelling TestYARC Standardised Test5 Minute Box AssessmentNGRT Standardised Reading Test

P5, P6, P7SWST- Standardised Single Word Spelling Test5 Minute Box AssessmentNGRT Standardised Reading TestYork Standardised Reading Test


ages to facilitate being able to attain P4 and P7 milestones in attainment in Literacy.

What did the measures look like prior to this intervention? (Benchmark)All target P5, P6, P7 children has Spelling ages at least 2 years below their chronological ages.

Activity Summary

Scrutiny of assessment and tracking information to identify candidates and areas for support.

Allocation of time from PEF funded staffing agreed and timetabled.

Support resources purchased

Weekly sessions in place for each pupil from September to June with reviews in November, January, March and June

Impact Summary

What do the measures look like now?

P5, P6 & P7 pupils have increased their spelling ages by at least 1 year +. Reading ages of the target pupils in P5, P6 & P7 have all increased by 1 year +.

Pupils have all shown significant progress.

Attainment has improved by 1 year +. In reading and spelling.

EvaluationThis series of stage specific interventions was successful. All 38 pupils involved have shown significant improvement in spelling and/ or reading. There has been a clear benefit to supporting specific children in a small group situation, allowing time for more 1-1 support. made progress, some greater than others. Two pupils have made limited progress so further investigation has started to identify possible core difficulties as the barrier to progress. Two further pupil’s poor/ erratic attendance has affected their progress which should have been greater. The intended outcomes were achieved for all pupils, but insufficient progress to achieve a level increase in CfE. It is hoped that a second year of this intervention will achieve that aim...

This intervention be continued and adapted next session on Literacy to further develop reading comprehension skills.Support for the new P2 pupils next session will be included for those target children not on track in Literacy. These children were not included while in P1 as they were in very small classes and received support from the collegiate working of the P1 staff team.

SECTION 2: Impact of the Plan: Summary

What difference has been made to attainment levels and to the poverty-related attainment gap (and any other ‘gaps’ identified) as a consequence of the PEF funded activity described above?

All children in P2 have made progress in Literacy Key words read & spell correctly

All children in P3 have progress in Literacy Key words read & and spell correctly


All children in P4 have made progress in Literacy Key words read & spell correctly

All children in P2, P3, P4 have increased their reading age

All children in P5 have made progress in Literacy – have increased their spelling age and reading age scores

All children in P6 made progress in Literacy y – have increased their spelling age and reading age scores

Children in P7 have made progress in Literacy – have increased their spelling age and reading age scores

Two pupils were able to participate in the P7 Residential Excursion – this was funded by PEF.

The PEF Support needs to be implemented for a longer time period to fully impact on CfE attainment levels. All children’s attainment in Literacy has improved as measured during the process but not yet sufficiently to rise to their next CfE level.

(see Table below)

SECTION 3: Effectiveness of the Process/Governance

How effective was the governance and implementation of the process? The governance and implementation of the process was effective as it has supported all children to make progress in their Literacy learning and in their self- confidence and engagement in Literacy. The implementation of pour process involved two teachers on a job share basis. The initial process of implementation was greatly aided that one of these two teachers was previously seconded as a Specialist Support Teacher and shared those experiences and skills. These has been a significant Professional Learning Experience for both teachers.

Jun-18Early Level Level 1 by end P4 Level 2 by end P7

RAW DATA P1 P2 P3 P4 P5 P6 P7

Number in stage 52 67 46 59 59 60 58

Number not in targeted group 43 55 42 51 51 52 47

Number in targeted group 9 12 4 8 8 8 11

Number not in targeted group on track: Reading 27 32 22 39 33 40 44

Number not in targeted group on track: Writing 25 21 28 34 35 31 45


Number not in targeted group on track: Listening/Talking 35 33 30 42 42 36 47

Number not in targeted group on track: Numeracy 33 34 30 41 30 36 43

Number in targeted group on track: Reading 7 2 4 4 5 8 9

Number in targeted group on track: Writing 5 2 4 5 3 6 7

Number in targeted group on track: Listening/Talking 8 5 4 4 6 7 11

Number in targeted group on track: Numeracy 7 2 4 4 4 4 7

June 2018Early Level Level 1 by end P4 Level 2 by end P7

CALCULATED STATISTICS P1 P2 P3 P4 P5 P6 P7

% in targeted group 17% 18% 9% 14% 14% 13% 19%

% not in targeted group on track: Reading 63% 58% 52% 76% 65% 77% 94%

% not in targeted group on track: Writing 58% 38% 67% 67% 69% 60% 96%

% not in targeted group on track: Listening/Talking

81% 60% 71% 82% 82% 69% 100%

% not in targeted group on track: Numeracy

77% 62% 71% 80% 59% 69% 91%

% in targeted group on track: Reading 78% 17% 100% 50% 63% 100% 82%

% in targeted group on track: Writing 56% 17% 100% 63% 38% 75% 64%

% in targeted group on track: Listening/Talking

89% 42% 100% 50% 75% 88% 100%

% in targeted group on track: Numeracy 78% 17% 100% 50% 50% 50% 64%

Comparison between targeted and non-targeted group:

Reading 15% -42% 48% -26% -2% 23% -12%

Writing -3% -22% 33% -4% -31% 15% -32%

Listening/Talking 7% -18% 29% -32% -7% 18% 0%

Numeracy 1% -45% 29% -30% -9% -19% -28%

"-ve indicates targeted group are underperforming compared to the non-targeted group"

SECTION 4: Implications for Future Planning


How will the experience gained this session impact on the process and the plan looking forward?

Next session school will continue to spend majority of funding to employ an extra teacher to deliver 1-1 or small group teaching to support increasing attainment for target children. The decision has been taken to involve two different teachers during the session 2018/19 to increase staff capacity in supporting learning.

School will now aim to further increase the number of children involved in support sessions where possible. Pupils currently involved in PEF Support are now fully engaged in learning and we are hopeful that less time will be needed for individual / group sessions as these children are now able to participate willingly in Literacy Support because they have all reported achieving success and positive feelings about themselves. Their engagement has significantly improved.

END


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