Standards and Quality Report

ST MARYS RC PRIMARY SCHOOL

EDINBURGH

Forward Together In Christ: we can, we will, togetherGrowth, Resilience Community'

Standards and Quality Report for session: 2018-2019

VisionAt St Mary’s we are dedicated to educating our young people in an inclusive, stimulating and challenging environment preparing them for life-long learning. We will provide this in a secure, happy and welcoming environment where Christian and Catholic values are cherished and where staff, pupils and parents work in partnership to achieve common goals.

To achieve this vision it is essential that we develop a structured curriculum that ensures all children are provided with opportunities that recognise and celebrate their uniqueness, develop their full potential, allow them to fulfil their aspirations within and beyond the school gates and prepare them to meet the challenges of the 21st century. 

Values: wisdom, justice, compassion, integrity, love – are all gospel values. Our gospel values are at the heart of all we do. As a catholic school we are committed to supporting the development of the whole pupil; spiritual, moral, social and cultural. Our school ethos, articulated in our school motto, ‘Forward Together in Christ’ gives the highest value to these aspects of development by providing an overall atmosphere that is both nurturing and challenging. Our Curriculum recognises the need to provide opportunities for the development of personal responsibility and these key human aspects of learning are supported through:

• Enriching the curriculum in all appropriate areas with an emphasis on spiritual, moral, social and cultural development

• Taking every appropriate opportunity to acknowledge, value and appreciate the various cultures of our pupils and to encourage them to appreciate and value the cultures of others

• Positive/Restorative discipline approaches

• Arranging regular events of the school as a community and using such occasions to encourage and reinforce the values on which the school is based

• Ensuring that staff and adults within the school provide positive role models for pupils

• Having high aspirations for all pupils

• Using a, ‘Growth Mindset’ approach

• Key emphasis on the acquisition of literacy and numeracy skills

Context Of The School

St Mary’s Primary School is a denominational, Roman Catholic School, which serves the area of east central Edinburgh.  It was built in 1833.  It is situated in a three storey Victorian building. The school has had extensive internal and external works over the past three session, and this will continue over the next session.The school serves a catchment area of owner occupied and rented accommodation.  Pupils attending the school comprise a broad social and cultural mix.  Sharing the external parts of the building are an after school care club and a small playgroup.  Both of these are managed and run independently of the school but foster close links with our school community.  The main building accommodates 14 classrooms, a gym hall is also used as a dining hall, a library, a playroom, a STEM room, a support for learning base and a pupil support assistant base. There is an outdoor garden area at the back of the school and pupils also have access to two large playground areas, one with climbing apparatus and a decking area for younger pupils and the other also with a decking area and a large wet pore play surface.

Over the course of this session, changes in the management team have seen 2 Acting Head Teachers and an Acting Depute Head Teacher

Capacity for Continuous Improvement

All staff are committed to professional development and how they can individually and collegiately impact on improvement priorities. Senior leaders have created an environment where staff are confident to suggest changes or initiatives to raise attainment. Next session we shall engage with research to impact on writing and outdoor learning. 2 members of teaching staff will have the opportunity to work with Shirley Clarke and then disseminate to the wider staff body. Research based interventions and approaches to teaching and learning have led to raised attainment and subsequent evaluations of ‘good’ across core quality indicators.  We need to further involve pupils in evaluating impact of changes to inform any change in agreed approaches or strategies. Pupils in P5-P7 have started to engage with Career Education Standard resources with teachers also planning relevant activities across the school. This will continue to be developed next session. Targeted interventions are removing barriers to learning and increasingly ensuring equity for all. We need to further develop robust and reliable assessments to allow learners to experience breadth and challenge and to demonstrate application.  Our whole school focus on Nurture shall continue and our recent award acknowledges we are well placed to see increased percentages in the pupil wellbeing survey working in partnership with pupils and parents.

Leadership of Change

Themes

Developing a shared vision, values & aims relevant to the school and its community Strategic planning for continuous improvement Implementing improvement and change

Progress and impact: Parents, Learners and Staff have been involved in the process of reviewing our vision, values and aims.

Feedback from consultation with parents, indicates that our current Vision and Values remain relevant to the life of the school and the whole community. The focus on the development of the whole child, along with the inclusive nature of our Vision and Aims are aspects that are important to our parent body.

Parents and staff remain in agreement with the number of school aims. They feel that the eight aims are all important and necessary to realise our Vision and Values.

We have a strong ethos of collegiate responsibility for developing our curriculum and promoting wider achievement. A number of staff have committed themselves in taking on responsibilities to plan for change which had been identified as improvement priorities.

A two year plan for play based learning cross P1 and P2 was created in consultation with staff. Parental engagement at Early Level was also a key focus.

Feedback from parents has demonstrated that there is a deeper understanding of the value of play in learning. Parent comments highlighted that the opportunity to engage in lessons has increased their knowledge of the curriculum within a play based environment.

Plans to support 6 identified learners from P1 last session, included parent observations of staff using the Read, Write, Inc Programme. Parent feedback has indicated that his has helped them to support their child’s learning at home. All 6 learners have achieved early level, with 2 no longer requiring additional support.

All staff were involved in planning to promote skills development in collaboration with the Scottish Social Enterprise Academy. The majority of pupils evaluated that they have a greater understanding of how business works and the importance of working as a team. Feedback from the Scottish Social Enterprise Academy recognised that developing skills is a key spect of life in St. Mary’s Primary School. 2 stages have now been taken forward and will be presented at the Scottish Enterprise Awards.

Lesson observations indicated that skills were now planned for in the delivery of lessons across all stages.

Staff involvement in breaking down the Career Education Framework has ensured progression of skills and staff understanding of how they can deliver this for their stage.

At all levels, staff have shown increased commitment in their responsibilities for learners’ wellbeing. From 2017 there has been ongoing and evolving practise in relation to the Nurturing Schools Programme. The school was assessed this session by Nurture UK and the report highlighted:-

We are the first school in Edinburgh to achieve the National Nurturing Schools Award. PEF has been used effectively for mentoring and counselling. The school’s focus on how best to support all learners and their families. An unwavering supportive ethos in the school. The leadership team have a clear vision that nurturing approaches are central to all

their work. Effective ongoing monitoring and evaluation of changes.

Pupil Wellbeing Survey results indicate that almost all learners continue to feel safe in school and that their teacher cares about them.

Next Steps: Sharing with parents Learners’ progress across the 4 capacities Refer to Nurture in the Vision Statement Involve parents in improvement planning days Refer to Vision and values and school aims with learners during establishment phase. Further development in play based learning is required in P2 Continue to develop partnership with the Scottish Enterprise Academy and develop the

ongoing projects. Revisit the use of Skills Cards in lessons. Further develop the use of “My World of Work” across P5 – P7. Provide opportunities for PSA and key members of staff to be trained on and complete

Boxall Profiles

Learning, Teaching & Assessment

Themes Learning and Engagement, including use of digital technologies Quality of Teaching Effective use of Assessment Planning, Tracking & Monitoring

Progress and impact:This session we trialled a new approach to engage all pupils in our Improvement Plan. All classes participated in a Carousel Activity looking at six areas of the improvement plan. Feedback was collated and this resulted in the creation of a Pupil Friendly Improvement Plan ensuring all learners had a clear understanding of the priorities for the session.

In collaboration with the Scottish Enterprise Academy, learners chose, planned and developed an enterprise project focusing on an area of need in the local community. This highlighted and developed learners’ understanding and use of skills for Life, Learning and Work – an identified school priority. Feedback from parents, learners,

staff and from the Scottish Enterprise Academy was very positive. Our Digital Technologies coordinator led a session with all staff focussing on the

different Apps being used across the school. This increased awareness of the variety of Apps that are available to enhance learning and teaching. Observations showed that digital technology is being used in all classes.

We are in year 3 of our library plan. We targeted purchasing non-fiction and this has resulted in a 39% increase in the borrowing of non-fiction books. Last year borrowing across the school totalled 8173 books and this has increased this year to 9968 which indicates an 18% increase in book borrowing across the school. The library has become so popular that we have had to introduce a pass system. Accelerated Reading boost groups have resulted in increased engagement for identified reluctant readers.

A visit from HMIE in April highlighted good practice in engaging pupils in and leading learning.

During the last two sessions, teachers have been involved in Practitioner Enquiries in relation to improving attainment in Maths. This session, teachers embedded their research into their professional practice. Teachers also engaged in professional reading around creative approaches to teaching.

Observations from Shared Classroom Experience evidences a consistency of creative approaches in the delivery of lessons and staff using methods researched through Practitioner Enquiry. Pupil feedback from focus groups indicates that almost all pupils enjoy Maths lessons.

Assessment Data evidences that attainment in Maths has increased across all levels.

Effective use of Assessment – Staff discussed approaches to assessment and moderation, agreeing on professional dialogue activity and changes to current practice.

all teaching staff have engaged in moderation activity with cluster colleagues on achievement of a level in Modern Languages. This helped to ensure consistency in understanding levels and assessing pupil progress across the cluster.

This year GL assessments were purchased only for P6 and P7 in order to inform planning for learning and teaching in 2nd level and raise attainment.

There has been an increase of 13% in Maths attainment at 2nd level. Weekly comprehension assessments were introduced at 2nd level. Assessment Data

indicates that most learners continue to be on track. SNSA data has helped inform teacher judgement on achievement of a level,

particularly in early years. Collegiate assessment planning, using the Benchmarks, has ensured consistency in

approaches to assessment and use of assessment data.

Planning, Tracking & Monitoring This session we have continued to identify individual pupils and target groups to

support, monitor and track progress, with a particular focus on early and 1st level. Targeted P2 pupils have all now achieved early level. Attainment in Numeracy and Literacy across P4 has increased.

Next Steps: Continue the link with the Scottish Enterprise Academy ensuring continuation of each

of the projects and further development of skills. To review the quality of digital technology approaches in classes. Further develop outdoor learning using lesson packs to plan collegiately for whole

school progression.

Increase the percentage of learners feeling encouraged to take part in after school activities.

Remind parents of library opening times. Further our partnership with Waterstones and paired reading volunteers. Introduce Accelerated Reading into P3 To review our Learning and Teaching policy to reflect our Vision and Values. Further develop teacher feedback to learners.

Ensuring Wellbeing, Equality and Inclusion

Themes Wellbeing Fulfilment of Statutory Duties, including presumption of ASN for Looked After, unless

assessed to the contrary, and specific arrangements for support to improve outcomes Inclusion and Equality

Progress and impact: Wellbeing: The uniqueness of each child is central to the ethos of our school, ensuring

that each child knows they are special and that there is no one else like them. We have been developing a whole school approach to Nurture over the past three sessions.

This session we were the first school in Edinburgh and the fourth school in Scotland to achieve the National Nurturing Schools Award.

Our National Nurturing Schools Award is an acknowledgment of our ethos in action. The assessor found that, ”there was a focus on how best to support all children and their families. This is flexible and adaptive to meet specific needs.”

Our Pupil wellbeing survey indicates that 94% of our learners feel safe and 93% feel that their teacher cares about them. Most of our pupils also feel that adults listen to their views.

We increased transition sessions for pupils entering P1 with very positive feedback from parents and pupil confidence will be monitored at the start of the next session.

Fulfilment of Statutory Duties, including presumption of ASN for Looked After, unless assessed to the contrary, and specific arrangements for support to improve outcomes:

All staff undertook mandatory training for leaners with ASD at the start of the session. This increased staff understanding on how best to support learners.

There has been a significant reduction in the number of incidents for one particular pupil compared to last session.

Parent feedback indicates they feel more confident about supporting their child at home after observing staff sessions with pupils.

Our Nurture assessor found that, ”GIRFEC processes are in place and well used”, Inclusion and Equality – these themes are central to our whole school nurture

approach. This is the 2nd session of using the CEC Building Resilience programme. Our Nurture assessor commented, ”the school uses resources effectively to provide a

flexible approach to support pupils and families” Developments this session to improve the Early years playground has resulted in 2

identified pupils for support, showing increased confidence in choosing to now go outdoors.

Parent feedback included comment: “No one judges me”, ”They give me strategies to help at home”, ”Pupils have good relationships with their teachers”, They care about my wellbeing too”.

94% of our pupils indicated they know who they would go to if they felt they were being bullied compared to 87.7% last session.

Pupil wellbeing survey results show an increase this session in pupils learning from mistakes, solving problems, to keep on trying even if something is hard with a decrease in pupils being easily hurt by what others say.

Next Steps: Provide opportunities for PSAs and teaching staff to be trained on and complete Boxall

Profiles as and when necessary Increase % results in pupil wellbeing survey for teacher feedback, encouraging pupils

to take part in after school activities, being able to calm down quickly after being angry and pupils finding work easy to complete by themselves. Work with pupils to plan how to ensure % increases in pupil wellbeing survey.

Continue Early years development work, further develop play in P2 classes Engage with research on the benefits of outdoor learning and agree on a progression

of activities for each stage Continue to monitor and evaluate ongoing Nurture development work

Raising Attainment and Achievement

Themes Attainment in Literacy and Numeracy Attainment over time Overall Quality of learners’ achievement Equity for all learners, including specific reference to Looked After children and other

Equity cohorts

Progress and impact:Attainment in Literacy

91.5% of P1 learners achieved Early level in Reading (an increase of 17.9% from last session)

92.1% of P4 learners achieved First Level in Reading (an increase of 19.4% from last session)

80.4% of P7 learners achieved Second Level in Reading (this is the same as last session)

89.7% of P2 have now achieved Early Level in Reading (73.6% achieved at the end of P1 session with a high level of individual needs in these classes.)

Across all other stages, most pupils are making very good progress or good progress

from the previous session. Almost all pupils in P3 are on track to achieve 1st Level by the end of P4.

Support for Learning Interventions for identified pupils and groups continues to maintain and develop progress for learners. A group in P4 and individual learners in P5 – P7 continue to progress in Reading.

Reading Resources have been purchased for us in P3 and P4 – Literacy Boxes 1 and 2 (a form of SRA Reading) have been used to develop reading skills and teachers report that these have been very popular with learners, developing their confidence with reading and in answering comprehension questions.

Accelerated Reader Programme was extended to P4. Data from Accelerated Reader shows that 98% of learners in P4 have growth in their reading age with most increasing their reading age by 1+ years. 27% of P4 have increased their reading age by 2-3 years.

The majority of pupils in P4 – P7 have increased their reading age with 16% of learners increasing their reading age by 2-3 years.

Accelerated Reader Diagnostic Reports and Growth results are shared with parents, informing them of their child’s progress and encouraging their engagement with their child’s learning.

There has been a 52% increase in the number of books borrowed from the library for Accelerated Reader over the course of this year.

The paired reading partnership has been increased to include volunteers from Wright, Johnstone and Mackenzie along with further volunteers from the Royal Society of Edinburgh giving the opportunity to support more identified learners, increasing their engagement and enjoyment in reading for pleasure.

Across the school, the number of books borrowed from our school library this year has increased from 7536 to 8173, an increase of 8%.

Attainment in Numeracy & Maths

95.7% of P1 learners achieved early level in Numeracy & Maths (an increase of 5.1% from last session.)

74.6% of P4 learners achieved First Level in Numeracy & Maths (an increase of 4.1% from last session)

84.3% of P7 learners achieved Second Level in Numeracy & Maths (an increase of 12.9% from last session)

95% of P2 learners have now achieved Early Level in Numeracy & Maths (90.6% at the end of P1 session)

87.5% of P5 learners have now achieved First Level Numeracy & Maths (70.5% at the end of P4 session)

Almost all learners in P3 are on track to achieve First Level in Numeracy and Maths and most learners in P6 are on track to achieve 2nd Level in Numeracy & Maths.

Introduction of “Power of 2” Maths resource utilising SEAL strategies in P4 – 7 has developed confidence and has plugged some gaps in understanding in Numeracy and Maths.

The use of “Sumdog” in P6 and P7 has developed confidence and understanding as well as increasing pace and challenge in Numeracy & Maths.

Next Steps:Literacy

Extend the use of Accelerated Reader Programme to P3 Ensure that staff new to Accelerated Reader Programme are trained in its use and

benefits to learners’ progress. Continue to encourage the use of Accelerated Reader Programme in P6 and P7

ensuring continued positive growth for all learners. Continue to develop our partnership with Royal Society of Edinburgh and Wright,

Johnstone and Mackenzie to further increase the availability of the paired reading programme.

Increase the availability of suitable novels in the library. Develop our partnership with Waterstones Bookshop to encourage Reading for

Pleasure. Review approaches and agree development of learning and teaching of writing across

the school.

Numeracy & Maths Use data from GL Assessments in P6 and P7, and SNSA to identify areas for

development in Numeracy & Maths Training for staff new to SEAL in P2 Continue to use “Power of 2” SEAL strategies particularly in P4 to develop

understanding and confidence and increase attainment at First Level. Continue to improve Tracking and Monitoring – particularly at First Level to ensure

effective intervention as and when necessary.

Transitions

Themes Arrangements to support learners and their families Collaborative planning and delivery Continuity and progression in learning

Progress and impact:This session we have improved our nursery transition. Our new intake of children and their parents/carers have been more actively involved and had several opportunities to visit the school. Our acting DHT has had responsibility for this area and this has resulted in improved communication with parents/carers and nurseries.

Every child was visited in their nursery setting and Acting DHT spoke with all key workers.

Acting DHT ensured attendance at CPM’s and received minutes from previous CPM’s so that effective arrangements are in place for new children coming in.

Training organised for all PSAs and teachers for new intake of children coming in with health conditions. PSAs feel more informed about new children coming to St Mary’s and have had opportunities to be involved in the transition process.

All new children invited to attend four transition events that took place in different areas of the school, alongside opportunities to engage with their P7 buddies. Each event was highly attended. Feedback from parents has indicated this has been highly beneficial and resulted in happy, more relaxed children.

Communication improved; parents/ carers informed regularly and phone calls made to those not responding. This resulted in a higher engagement of children attending our transition events.

This session we have continued to improve our enhanced transition for our ASN children. Staff, parents/carers and children were all informed of changes to be implemented in term 3.

PSA timetables were adapted for term 3 so that our most vulnerable children could identify with a key worker in a safe familiar environment. PSAs and class teachers feel that there have been opportunities for effective hand over of strategies and PSAs feel that they have had opportunities to learn how to best support the child in a familiar environment. This has resulted in positive feedback form parents. They feel safe that they have a key worker for the start of next session and have had opportunities to build up a relationship with them.

Improved social stories created for our 1:1 children. Parent/carers informed of changes during CPM and given copy of social story to use with their child at home.

Whole school informed of new teacher earlier than previous sessions. This has given our children the opportunity to familiarise themselves with their new teacher. Feedback has been positive from both staff and children.

Enhanced transition for our selected P7 children has also been well received. Early CPM’s were held and parents/carers were well informed of plans.

Our ASL teacher identified one PSA to lead the transition for the identified children. Feedback and observations have indicated that these children feel more confident and ready for this new change.

This session, the ASL teacher visited cluster high school to hand over all relevant information. Relevant staff are now well informed and strategies and supports are in place for the three-day transition visit.

There has been a joined up approach to transition for P7 to high school for our ASN Children. This work has involved staff from High School and Primary School working together to ensure a positive 3 day transition and some of this work will continue in the first weeks of the new session. For learners this has given the opportunity to build relationships with new staff in a secure environment, supported by staff that they already know and work with.

Continuity and progression in learning – During our planning CAT sessions, teachers feedback to all staff their plans for the term; discrete, IDL and planned assessment. This enables us to ensure there is consistency and progression across the stages.

At the beginning of session, teachers are given assessment results which highlight the learners’ who may need more support or challenged, along with opportunities to engage in professional dialogue with previous class teacher. Tracking meetings with SLT also focus on learners’ needs and action taken if necessary.

Opportunities to discuss and share ideas/plans with all teachers. This has been highlighted as highly beneficial as teachers have a clear understanding of outcomes being addressed at each level and how to progress.

Learner Journals are updated regularly to give timely and focussed information about a child’s progress and attainment across the curriculum and parents are able to act on

this information to support improvements in learning. Teachers all have access to each class and child in the school, therefore can read comments in preparation for next session.

Next Steps: Engage parents in evaluating the impact of transition. Engage learners in evaluating transition. Review developments this session to inform transitions next year. ASN children to be invited in on Tuesday 13th August In-Service day to familiarise

themselves with their new classroom and set up.

Equity and Best Value

Pupil Equity FundInformation about the approaches taken to improve outcomes for targeted children

Information about the impact

Statement and exceptional spend

Progress and impact: Accelerated Reader Programme was extended to P4. Data from Accelerated Reader

shows that 98% of learners in P4 have growth in their reading age with most increasing their reading age by 1+ years. 27% of P4 have increased their reading age by 2-3 years.

The majority of pupils in P4 – P7 have increased their reading age with 16% of learners increasing their reading age by 2-3 years.

Accelerated Reader Diagnostic Reports and Growth results are shared with parents, informing them of their child’s progress and encouraging their engagement with their child’s learning.

There has been a 52% increase in the number of books borrowed from the library for Accelerated Reader over the course of this year.

The paired reading partnership has been increased to include volunteers from Wright, Johnstone and Mackenzie along with further volunteers from the Royal Society of Edinburgh giving the opportunity to support more identified learners, increasing their engagement and enjoyment in reading for pleasure.

Extra staff were brought in allowing the Principal Teacher time out of class to mentor identified learners. The PT developed the use of Word and Picture enabling learners to express their emotions clearly and explain events that have been traumatic. This worked alongside the use of Emotions Talks.. The PT also worked with identified pupils in developing cooking skills. This was in response to a concern raised regarding a negative attitude towards food. The learners discovered that they enjoyed cooking and for some this continued at home. These sessions also gave the learners an opportunity to talk openly in a relaxed atmosphere.

For session 2018-19, the Pupil Equity Fund has totalled £ 36,001.

This included a carry-forward of £0 from the previous session, of which £36,001 has now been spent.

There is a current carry-forward of £0 to session 2019-20.

This spend is deemed exceptional and the plans for this spend are outlined in the School Improvement Plan for 2019-20 and coded green.

Best ValueInformation about the processes for managing finance, such as School Fund Committee: membership and quality assurance of these processes

The BM reconciles the school fund and the DHT audits this budget. The HT reviews school fund and spending with parents at Parent Forum Meetings.

Information about approaches to Poverty Proofing the School Day, including One in Five Training

Parent Forum Council Equity Fund to enable all learners to benefit from school excursions.

Ensuring that key celebrations throughout the year do not include dress down days or fancy dress days.

Spacing out of class excursions. Snacks available for children who do not have any. Bringing fancy toys and electrical gadgets into school is dissuaded.

Use of resources including digital resources, and equity of access

In all classes, learners are provided with pencils, jotters, paper and colouring materials. 1:1 iPads are in place in P7 where each learner is given the use of an iPad for their P7

year. iPads are also available in all other classes and these can be accessed by all learners in each class.

Overall statement about impact of financial spending in relation to meeting objectives, e.g. value for money

We continue to spend PEF to impact on our priority for library development and reading for enjoyment. PEF has also allowed us to release staff to mentor targeted pupils and for development work for our early years pupils with parents and pupils commenting on successes. Attainment has also increased as a result.  We aim to have minimum carry forward in order that DSM budgets can impact on current pupils and priorities and this has also been achieved this session.

Self Evaluation 2018 - 19

Quality IndicatorSchool Self – Evaluation

2018-19

Inspection Evaluation(If during 2018-19)

Nursery Self –

Evaluation2018-19

Inspection Evaluation(If during 2018-19)

What is our capacity for continuous improvement?

1.3 Leadership Of Change 4

2.3 Learning, Teaching And Assessment 4

3.1Ensuring Wellbeing, Equity And Inclusion

4

3.2 Raising Attainment And Achievement 4

2.6 Transitions 4

2017 – 2021 School Self Evaluation/Plan for QI Engagement

QI2016 - 2017 2017

– 2018

2018 –

2019

2019 –

2020

2020 -

2021Comments

1.1 Self-Evaluation for Self-Improvement √ √ √ √

1.2 Leadership of Learning √ √

1.3 Leadership of Change √ √ √ √ √

1.4 Leadership and Management of Staff

1.5 Management of Resources To Promote Equity √ √

Leadership And Management Overall

2.1 Safeguarding and Child Protection √

2.2 Curriculum √ √

2.3 Learning, Teaching and Assessment √ √ √ √ √

2.4 Personalised Support

2.5 Family Learning

2.6 Transitions √ √

2.7 Partnerships √ √ √

Learning Provision Overall

3.1 Ensuring Wellbeing, Equality and Inclusion √ √ √ √ √

3.2 Raising Attainment and Achievement √ √ √ √ √

3.3 Increasing Creativity and Employability √ √

Successes and Achievements Overall