Education Resources
St. Cuthbert’s Primary School and Nursery Class
Standards and Quality Report
Session 2014 / 2015
Name of Learning Community: John Ogilvie Learning Community
SECTION
CONTENTS
Section 1: Standards and Quality Report
1A
Introduction, Statement of Purpose and Improvement Objectives and
Aims of Learning Community
1B
Establishment aims
1C
Establishment Standards and Quality
Section 2: Planning for Improvement
2A
Establishment Position in Relation to Education Resources
Improvement Priorities
2B
Improvement Priority Action Plan
Standards and Quality Reporting – Guidance for Establishments
Purpose
Standards and Quality reporting was introduced by the Standards in Scotland’s
Schools etc. Act 2002 which made it a requirement for all establishments to publish
an annual report on progress made in establishment improvement over the previous
year. The Act also placed a requirement that the report should be made available to
all stakeholders.
The report’s function is to provide information about the strengths and areas for
improvement of an establishment. It should include reference to how information was
evaluated and the extent to which the establishment has been effective in securing
improvements.
Schools and establishments should use their Standards and Quality Reports to:




Report to parents/carers by making available to the Parent Forum, discussing
the report at the Parent Council or PTA or using the report as a basis for a
presentation at the AGM of the Parent Council:
Demonstrate the link between self-evaluation processes, evaluative
statements and the priorities identified in the establishment Improvement
Plan;
Celebrate success; and
Report to Education Resources as well as other agencies such as Education
Scotland.
General Principles







The Standards and Quality Report should clearly detail the strengths and
areas for improvement;
Any statements made should be based soundly on the outcomes of the
establishments’ self-evaluation processes;
It should be evaluative with some relevant descriptive detail to explain the
evaluations;
It should contain evaluations using HGIOS3 and/or TCATC2;
Evidence gathering should be an on-going task, reflecting the dynamic
processes of effective self-evaluation;
The evaluative statements about progress made on the previous
improvement plan should be woven throughout the text rather than detailed
separately;
Each section should refer to:
1. how evidence was gathered;
2. impact of actions taken; and
3. the next steps (priorities: actions and measures for next session).
Guidance for Standards and Quality Reports


Within the text there should be greater emphasis on conclusions derived from
data rather than raw data itself. E.g. From a recent questionnaire focussed on
pupil engagement, it was found that most pupils felt that the
school/establishment provided them with a high quality of education, however
they would like to be provided with more opportunities to talk with teachers
about their learning. 83% of pupils felt that their learning in
school/establishment was helping them in becoming more confident;
The report should include evaluative comments on assessment and
achievements for example SQA examination results, ASDAN, Duke of
Edinburgh or other similar awards. E.g. The overall improvement in literacy is
now very good and is strongly reflected at all stages across the
school/establishment. During the programme of planned classroom/playroom
visits for last session, which focused on active learning in mathematics, there
was clear evidence that all pupils were actively engaged and motivated in
their learning
The Framework
It is recommended that the Standards and Quality Report for each establishment
should follow the structure outlined within the template provided.
The report should be split into three broad sections:
1A:
Introduction, Statement of Purpose and Improvement Objectives and Aims of
Learning Community;
1B:
Establishment aims;
1C:
Establishment Standards and Quality
Each of the questions highlighted in each section is linked to one or more quality
indicator which should be used to inform evaluations.
Submission of reports
The establishment report should be submitted electronically to Education Resources
(Kay Anderson, Clerical Assistant: [email protected] ) no later
that the end of June each year.
1A
Introduction
The Standards in Scotland’s Schools etc Act (2000) places a duty on schools to produce an annual report on its
work and the strategies it is implementing to raise education standards for all pupils.
This report has been written to provide information to parents/carers and other stakeholders about the work of
St. Cuthbert’s Primary School and Nursery Class and to celebrate our successes.
St Cuthbert’s RC Primary is a co-educational school which serves the area of Burnbank, Hamilton. The school
was newly built in 2007 as part of the Schools Modernisation Programme. The building has two storeys with a
lift. It comprises 7 spacious classrooms, a large assembly hall and separate dining area. The school has a head
teacher, one principal teacher and 8 full time members of staff. There are currently 5 members of support staff.
The school building also accommodates a Nursery Class with a teacher and 3 Early Years workers and a South
Lanarkshire Community Learning Wing. There will be a newly appointed Early Years Team Leader this session.
At St Cuthbert’s we are aware that the education of your child is a most serious responsibility which you have
asked us to share. We aim therefore, to make school a happy, supportive place in which your child will thrive
and develop socially, emotionally, academically, physically and spiritually. They will acquire the fundamentals of
religious knowledge, develop social skills, moral and cultural values and the academic skills in language,
mathematics and all other curricular areas which will enable them to learn with understanding and pleasure. An
awareness of the duties and responsibilities as members of their community is fostered through developing a
sense of equal opportunities and social justice, the encouragement and the practice of good manners, a positive
attitude to work, initiative and self-reliance.
Strong partnership working is a key feature of our school. We believe strongly in working together in order for
every child to reach their fullest potential and benefit from an educational experience that will equip them with
the relevant knowledge and skills to be successful as they progress to secondary education and beyond.
When young children begin school life they are eager to grasp many new experiences and one of our aims is to
preserve this attitude of pleasure and excitement in learning, so that each will become a self-disciplined,
independent learner with a positive self-image.
We promote positive relationships within the school and foster an ethos which encourages all pupils to respect
themselves and others.
The vision for St. Cuthbert’s Primary is to create a community of faith and learning where all learners are
empowered and enabled to achieve their full potential.
We aim to
 To enable our children to be successful learners by continually striving to raise their levels of attainment
and achievement.

To provide learning experiences which are engaging, enjoyable, motivating
St. Cuthbert’s Primary
and challenging, that will ensure that every young person reaches their potential. School and Nursery Class

To ensure that all are treated fairly and justly irrespective of social,
religious and cultural differences promoting social justice and inclusion
for all.

To encourage our children to be aspirational and have a positive approach
to their learning.
Greenfield Road
Burnbank
Hamilton
ML3 0NN
01698 282175
[email protected]
We have an established set of core values that we promote on a daily basis within our school. The values of
respect, honesty, endeavour, aspiration and faith provide us with clear guidance on how to conduct ourselves
each day as we strive to reach our full potential.
1A
Education Resources Statement of Purpose
The vision of South Lanarkshire Council is to ‘Work Together to improve the
quality of life for everyone in South Lanarkshire’.
The purpose of Education Resources is to support this vision through ensuring
that all learners:




are effectively supported to raise their attainment and achieve their full
potential;
benefit from an appropriate range of learning opportunities which match
their individual needs;
are actively engaged, as appropriate, in evaluating the quality and impact of
their learning experiences, and
are safe and feel valued when using Education Resources premises.
This will be achieved by ensuring that all learners:




access a curriculum which reflects national and council priorities and best
practice in education;
experience a motivated and professional workforce who demonstrate best
practice in providing opportunities for learning;
have access to modern resources which are used effectively to maximise
the impact of learning experiences, and
benefit from partnership working and the integration of services.
Aims of the Learning Community
All staff in establishments and teams in the John Ogilvie Learning Community
are committed to working together to :
 raise standards of educational attainment and achievement especially in the
core skills of literacy and numeracy at all stages;

share practice, use current knowledge, reflect on and evaluate practice to
support continuous improvement;

promote and secure equality and help every young person benefit from
education with particular regards to pupils with additional support needs;

work in partnership with parents and others in the community to develop
the children’s respect for self, one another and others in their community;

integrate services to support all children to become successful learners,
confident individuals, responsive citizens and effective contributors, and

create and maintain environments which are conducive to high quality
learning and teaching.
1B
Establishment Aims
1.
Key performance outcomes
1.1 To provide a progressive and challenging curriculum embracing the aims, visions and values
of Curriculum for Excellence allied to the highest quality of teaching and learning.
2.
Impact on learners/Impact on children
2.1 To ensure that all children maintain high and realistic expectations and are provided with high
quality experiences in order that they develop to their fullest potential within a climate where
learners are motivated and actively involved in their own learning and development.
3.
Impact on staff
3.1 To ensure all staff are fully committed to and actively involved in, the life of the school.
3.2 They are motivated, committed, reflective and eager to assume leadership roles at all levels
related to the improvement priorities of the establishment.
3.3 Staff are fully supported within the establishment to further develop their own skills through
meaningful CPD activity.
4.
Impact on the community
4.1 To ensure that parents, carers, families and the whole-school community are committed to and
are provided with opportunities to become actively involved in the life of St. Cuthbert’s Primary
School and Nursery Class and help produce young people who can effectively contribute to
society.
4.2 To seek and embrace opportunities to engage with the wider community of Burnbank and John
Ogilvie Learning Community.
4.3 To enhance links with St. Cuthbert’s Parish and Father Bogan to develop the school spiritually
as a community of faith.
5.
Delivery of education/Provision of early education
5.1 To provide an establishment which provides an inclusive, challenging curriculum which meets
the needs of all learners; where attainment and achievement is recognised; where partnership is
sought and all stakeholders are treated equally and with respect; where planning and assessment
procedures ensure that opportunities are maximised for all pupils within a safe and caring
environment.
6.
Policy development and planning
6.1 To provide a range of policies and improvement objectives for all areas of the establishment
where all staff are actively involved in their formulation and evaluation.
6.2 To encourage staff to be reflective and self-evaluative in their practice by using How Good Is
Our School 3, Child at the Centre 2 and Journey to Excellence.
7.
Management and support of staff
7.1 To provide a caring and positive environment which fosters a sense of identity and pride;
where everyone is valued and teamwork is promoted; where communication lines are open and
clear; where staff are effectively deployed with clear remits and have opportunities provided to
enhance their professionalism.
7.2 Procedures are in place for PDR and provision of opportunities to develop.
8.
Partnership and resources/Resources
8.1 To provide quality resources which are sufficient in their range and appropriateness and are
utilised to their fullest potential to benefit the whole school community.
8.2 To embrace partnership working with a range of agencies where an ethos of openness and
clarity is evident.
9.
Leadership
9.1 To provide high quality leadership within a professional climate. To facilitate opportunity for
continuous improvement through a process of consultation, planning, implementation, monitoring
and evaluation.
9.2 To utilise distributive leaderships techniques to encourage leadership capacity in all
stakeholders.
1C
Establishment Standards and Quality
How well do our children learn and achieve?
Existing Strengths:
The school and nursery class has a strong, positive, shared vision and ethos that has the concept of
learning at its core. Clearly defined learning areas within the nursery have enhanced children’s
experience. There is a clear curriculum plan that highlights key aspects of learning and expectation at
each stage. All staff have higher expectations for children and a deeper understanding of the shared
responsibility for educating the whole child. All staff share clear learning intentions and success criteria
with pupils and formally record these in writing in jotters or on class displays. Conversations with
learners show that most pupils can articulate the relevant learning intention. Pupils are enthusiastic
about new learning experiences and are now more involved in target setting and evaluating progress
through Learning Journeys and My Learning Book. Observations show that almost all tasks and
activities are now clearly linked to relevant Es and Os for the appropriate stage of learning.
Learning Journeys and Learning Books evidence pupils planning and evaluating their own learning.
Children are highly motivated and enthusiastic about their learning in art and science. They speak
confidently about the skills they are developing in each of these curricular areas. There is increased
motivation among children in school and nursery. Almost all pupils speak confidently about what they
are learning and most can discuss skills for learning as well as knowledge development. In the nursery
class, children are eager participants in a range of learning experiences. They are independent in their
learning and freely make choices throughout the day about their engagement in activities. Curriculum
development work has enhanced progression throughout the nursery and school in all curricular areas.
Displays clearly show skills development particularly in the areas of art, writing and science. Monitoring
shows most pupils being able to apply literacy and numeracy skills across their learning e.g. good
written reports in science, talking accurately about learning in art.
All learners completed a profile of their learning at the end of session 2013-2014 to aid transition and to
recognise and celebrate achievements. All pupils are given the opportunity to share their learning with
their peers, and wider school community, including parents and carers at assemblies and class visits.
The good opportunities to use technology in the classroom have had a positive impact on learning and
engagement. All pupils are enthusiastic members of our school House System. This has enhanced the
ethos within the school and provided opportunity for pupil leadership. Pupil Voice is enabled through
the Pupil Council, Eco Committee, Fairtrade Committee and RRSA group where pupils work
collegiately to raise issues of concern and identify areas for improvement. All pupils participate in focus
health days where they learn the importance of a healthy lifestyle and engage with professional
coaches for a variety of sports. The recent World of Work day enabled all pupils to enhance their
understanding of a variety of occupations and consider the skills for work required for future
employment. Thank you letters written to visitors demonstrated the high impact this had on some
pupils. Across the school all pupils have access to the Literacy Den within our school library and this
has had a positive effect on their enthusiasm for reading for pleasure. Every class now benefits also
from a class library.
There are increased opportunities for learning outdoors both in the school grounds and Glenlee
Woods. All Primary 7 pupils achieved the John Muir Award evidencing the progress and achievement
in this area of learning. All pupils in school and nursery have had the opportunity to participate in
educational excursions to enhance learning in Literacy, Health and Wellbeing, Social Studies and
Sciences. Primary 7 have the opportunity to attend a week long Outward Bound experience.
All children are given regular opportunities to be involved in charitable work enabling them to develop
their awareness of the needs of others. The school has very good methods of celebrating success and
recognising achievements for example, through weekly assemblies, SMT Comment Cards,
Achievement Tree and Achievement Wall. Action plan priorities have had a positive impact on raising
the attainment of pupils. Samples of first and second level writing have been published on the
Education Scotland website as good practice.
Tracking shows that most pupils are now progressing well at the appropriate levels in literacy and
numeracy.
Areas for development:
 Development of outside area in nursery class.
 Increased opportunity for development of writing across curricular areas within nursery.
 Further develop the consistency of high standard teaching and learning across all stages and all
curricular areas.
 Continue to develop children’s reading skills, particularly non-fiction and reading aloud.
 Develop children’s mental recall skills with whole school approach to teaching strategies.
 Further develop pupil Learning Journeys and Learning Books.
 Continue to raise the attainment and achievement of all children.
 Ensure all pupils are engaging with stimulating learning experiences that will develop knowledge
and skill taking cognisance of the curriculum design principles.
1C
How well does the establishment/service (delete as
appropriate) support children to develop and learn?
Existing Strengths:
Recent inspection identified a clear improvement in the way all children’s needs are met. The well
designed curriculum has created high expectations of what all children can achieve. All staff are highly
committed to improvements that enhance the educational experience of all learners. Staff are skilled at
using questioning to extend children’s thinking and learning. There has been a strong commitment from
staff to become curriculum co-ordinators, leading key developments in curriculum design. This has
resulted in key developments in the areas of science, outdoor learning and numeracy. Staff plan their
lessons strategically, taking account of the clear pathways identified to ensure our learners engage
with Es and Os in a systematic way. Almost all children and all staff are knowledgeable about Bloom’s
Taxonomy and use this effectively during learning experiences. There have been good opportunities
for staff to share their understanding of standards through visiting other establishments and having
dialogue with colleagues.
Pupils are given good opportunities to develop their skills across all areas of the curriculum. They
benefit from 2 hours of Physical Education per week. Our Primary 5 pupils engage in a 12 week
swimming block at Hamilton Water Palace. Pupils from P5-7 further develop knowledge of Spanish
language and culture with a visit to La Tasca restaurant.
There is good evidence of high quality learning experiences in St. Cuthbert’s and innovative
approaches to learning. The use of Glenlee Woods by all pupils has greatly enhanced learning across
curricular areas. The introduction of Spanish language from nursery to P7 has developed pupil skill and
confidence in a second language. Interdisciplinary learning remains a strength in our curriculum. Staff
have been innovative in their approach and made relevant links with other curricular areas to enhance
pupils’ experience and enable the application of learning. IDL has been further enhanced with site visits
to Whitelee Wind Farm and Tesco and visiting speakers e.g. local residents for our Burnbank topic and
local butcher for The Farm. Partnership working with local schools has developed our community
involvement particularly P7 with Glenlee PS joint anti sectarianism work on the Divided City and
Passport to Europe Workshop with St. Blane’s. Successful school productions for P1-3 and P5-7 have
enabled pupils to develop performance skills, while also developing the four capacities, and raised a
positive profile of the school within the local area.
Curriculum newsletters issued to parents for individual classes enhance parental involvement in
children’s learning. Learning Journeys show evidence of individual targets being shared with home for
key areas of literacy, numeracy and health and wellbeing. In the nursery, parental involvement in
planning is displayed and evidence of staff response in weekly planning documents.
Allocated time for teachers to talk to pupils about their learning has started to have a positive impact on
achievement and attainment.
The school has very good practice in supporting children with additional support needs and has
established very good relationships with partners that support learning e.g. educational psychologist,
social work. Regular dialogue between staff and the Head Teacher about pupil progress ensures that
staff are challenging pupils appropriately. The school has effective tracking systems to ensure that the
progress of individual learners is a focus of discussion with staff and the Head Teacher.
Transition processes are strong particularly pastoral transition from one establishment to the other.
Positive relationships with our nursery, partner providers and associated secondary ensure that pupils
participate in numerous activities to aid successful transition. Enhanced curricular transitions now in
place with joint IDL with Nursery and P1 and P7 – S1 Art and Public speaking projects. Pre-school
nursery children utilise learning space within the school each day to further develop confidence.
Successful starts to S1 and P1 pupils during Aug 14 demonstrate the positive impact of all transition
processes in place. Enhanced transition processes ensure that staff are aware of the range of needs
within their classes and take positive action to remove barriers to learning.
Commitment to lifelong learning by staff ensures pupils are learning in an environment that is
committed to continuous self improvement.
Legislative requirements for children with additional support needs are fully implemented within the
school and staff, being fully aware of their responsibilities, act appropriately. All staff in the nursery
have appropriate qualifications and meet all legislative requirements.
Areas for development:





Continue to develop the curriculum plan taking account of core knowledge for curricular areas
in light of publication of significant aspects of learning.
Continue to develop approaches to assessment providing a holistic view to each child’s
progress.
Increase the involvement of children in identifying relevant success criteria.
Further develop the use of conversations with learners, involving all stakeholders, to enhance
the educational experiences for each child and further develop learners’ ability to discuss
learning, understand and communicate their progress in developing skills and identify relevant
next steps.
Continue to deepen staff understanding of their role in the Health and Wellbeing agenda for all
learners.
1C
How well does the establishment/service (delete as
appropriate) improve the quality of its work?
Existing Strengths:
There is strong leadership within St. Cuthbert’s Primary school. There is a clear vision, supported by
aims and shared values. All staff are hardworking, committed and reflective in their practice. They are
engaging with HGIOS3? and CATC2 to critically evaluate practice and identify areas for improvement
across the school. Through engaging with revised GTCS standard all staff have identified their
personal strengths and development needs that will enhance their practice. All staff engage in
professional dialogue within the establishment and also the learning community. Rigorous approaches
to self evaluation have enabled focussed work to lead improvements in delivery of teaching and
learning. All staff have been fully involved in the review of the Action Plan and in identifying priorities.
The model of working parties has enabled staff who desire to develop leadership skills to mange
certain aspects of improvement and have resulted in key development that will further enhance
teaching and learning for all pupils throughout the school.
There is an evident commitment to lifelong learning within the school. The Head Teacher has recently
been awarded the Standard for Headship qualification. Two members of staff are in their second year
of a postgraduate study in leadership and one has opted for a further period of study. Several staff
members have been part of SLC Professional Networks, sharing good practice and working
collegiately to ensure common approaches across the learning community.
The school uses a variety of evaluation processes with all stakeholders and uses information to further
enhance the school. The Pupil Council recently evaluated this year’s action plan and presented their
very positive findings to the Head Teacher and Parent Council. Recent questionnaires highlighted that
99% of parents within the school feel that they are well-informed about their children’s learning and
progress. New approaches to communication with parents e.g curriculum newsletters, Head Teacher’s
blog and Learning Journeys are having a positive impact and involving parents more in their child’s
learning.
The school has a variety of ways for the Senior Management Team to monitor pupil progress. An
example is the weekly conversations with learners to obtain views about their learning and school
experiences. There is a comprehensive programme of monitoring of teaching and learning which leads
to professional dialogue to enhance practice and improve the quality of teaching and learning.
Learners in the school and children in the nursery have been given increased opportunities to provide
their opinions. Pupils report that they feel their views are listened to and valued.
Pupil Profiles are used well at all stages and contribute to self-evaluation process for staff and pupils.
The Yearly Calendar detailing monitoring activities enables a strong focus on the evaluation of practice
and the impact of teaching and learning.
Areas for development:




Collegiate approach to conversations with learners across the school involving SMT and
teaching staff.
Maintain consistent approach to tracking and monitoring across the establishment incorporating
planned assessments at key stages of learning.
Increased use of the new GTCS standards, HGIOS3 and Child at the Centre 2 to evaluate
performance.
Increased opportunity for all stakeholders to reflect and evaluate their performance.
1C
How do you we ensure equality and inclusion and promote
diversity across the establishment/service (delete as
appropriate)?
We strive to put diversity and inclusion at the heart of our work. St. Cuthbert’s aims and values are to
eliminate all inequalities, promote equality and promote good relations. We are committed to providing
quality education to all children in the school and ensuring all pupils’ needs are met. We aim to include
all children in the life of the school and ensure equality of opportunity regardless of gender, race or
disability.
All members of staff embrace the principles of Getting it Right for Every Child. A high level of pastoral
care is provided and staff are very astute in identifying indicators that could highlight a child requiring
support. Every endeavour is made to address barriers to learning for any child. St. Cuthbert’s works
with a plethora of professionals to ensure the needs of every child are met. Positive relationships are
established with families and carers and multi-agency working is a key feature of our daily business.
The school is supported by a dedicated Educational Psychologist and Additional Support Teacher who
fully supports staff, informs parents and pupils of specific learning needs and provides formal
assessments.
St. Cuthbert’s has a strong team of support staff who are deployed productively to ensure every child
has equality of opportunity in all areas of the curriculum.
The school has also engaged with Integrated Children’s Services and Sports Co-ordinators to provide
additional learning opportunities for specific groups of pupils.
St. Cuthbert’s has gained the Record of Commitment for the Rights Respecting Schools Programme
and will now aim for Level 1 achievement that will cement the understanding of the schools aims and
allow all stakeholders to formulate appropriate values to support these aims and create a place of
learning where equality and inclusion are key and prominent features.
The Principal Teacher is trained in Give Us A Break and the delivery of this group has enabled 4 pupils
from across the learning community to deal with loss. This type of support has enabled all four pupils to
be more included within the school during a challenging time.
Section 2:
Planning for Improvement
N.B. The progress detailed below is the result of the HMIe Action Plan
following inspection Oct 2011, hence the variation in priorities.
2A
Improvement
Priorities
Session
2013/2014
Improve the quality of the
curriculum taking full account of
Curriculum for Excellence
guidance.
Progress of Priorities and Impact for
Learners
Extensive work has taken place around building St. Cuthbert’s
Curriculum. There is a strategic approach to developing the
curriculum across the school from nursery to primary 7. Staff have
worked collegiately to evaluate the school using BtC 3 and engage in
blue sky thinking. A common understanding of the expectations of
the 4 capacities have been established for Early, First and Second
level.
A clear curriculum policy has been written giving guidance on
pedagogy and approaches to assessment for each curricular area.
Key resources are also signposted here. Curriculum overviews have
been written for each area providing a pathway for children to
progress through the es and os ensuring continuity and progression.
Suggested contexts for learning have been given but built in flexibility
enables staff to be responsive to pupils needs. Further work has
been taken forward by a working party to identify key learning for
numeracy and mathematics. This work will be piloted this coming
session, along with moderated assessments. This will ensure
enhanced pace of learning in the area of numeracy.
Skills for learning are now embedded throughout the whole school.
Pupil Learning Journeys / Books enable pupils to confidently set
targets, evaluate progress and collect evidence. SMT conversations
with children are now more focused as a result of Learning Journeys
/ Books. Staff have deeper understanding of how the six entitlements
are being delivered within St. Cuthbert’s.
Literacy target sheets have greatly enhanced the teaching of spelling
throughout the establishment for most pupils. IDL has enabled pupils
to apply learning in a variety of contexts. Contexts for learning are
clearly linked to the outcomes and enhanced by effective partnership
working with community, other agencies and venues for excursions.
ABC music and Education City has enhanced delivery of music,
numeracy and science. Forward Planning within the nursery is now
in line with practice throughout the whole school. Children and
parents are now clearly involved in planning process and learning
experiences have improved as a result. One member of staff has
been trained for Stonelaw reading strategies and HT has been
invited onto Literacy Strategy group. These key personnel will be at
the front line of literacy development work this session improving
outcomes for pupils.
Curricular transitions have enhanced at all levels. Pupils successfully
participate in the P7 Art project and Public Speaking competition with
JOHS. This year one of our pupils secured 2nd place at the Public
Speaking event. The nursery and P1 work collegiately to deliver an
IDL topic on Grandparents in the final term. This involves many
opportunities for children in the nursery to learn within the school
setting further developing confidence and readiness for Primary 1.
Continue to raise attainment
and achievement for children
across their learning.
Continue to develop selfevaluation activities to focus on
improving children’s learning.
All staff have higher expectations of what pupils can achieve.
Understanding of curriculum and approaches to planning have raised
bar across curricular areas.
Pupil Progress Reviews provide opportunity for focused conversation
on achievement and attainment between HT and CT. Intervention
strategies are now more effective. PT manages ASN very effectively,
liaising with staff, support teachers and oth.er agencies to improve
outcomes for children. Additional staffing has improved attainment
particularly in the upper school.
Curriculum plan and strategic thinking has enabled staff to
understand the bigger picture and increased accountability of staff
and pupils. Curriculum Newsletter has enhanced pace and informed
parents about pace of learning. Approaches to tracking and
monitoring Literacy, Numeracy and Health and Wellbeing have been
embedded in school. Figures collated show improvement in
attainment from last session.
An audit took place for out of school activity for all pupils. The audit
enables staff to take into account pupil skill and talent when planning
learning. The audit also enabled SMT to plan extra-curricular
activities more appropriately and target certain children. The layout
of the nursery playroom has greatly improved and children have
access to a wide range of learning experiences on a daily basis.
All children in the nursery have Personal Care Plans with targets set
for Literacy, Numeracy and Health and Wellbeing. All pupils in school
now set their own targets for Literacy, Numeracy and Health and
Wellbeing in their Learning Journeys. In some classes,
improvements have been made in the targets set in ASPs.
Communication within the staff team remains a strength.
HT weekly blog and school website has enhanced communication
with parents and provides weekly updates on the learning activities
and achievements within the school.
Self evaluation is now a key feature of St. Cuthbert’s All staff are
reflective in their practice and can confidently identify areas for
further improvement. This evaluative practice is evident during
professional dialogue and written evaluations. All staff have engaged
with the revised standards form the GTCS. Understanding of
Professional Update is developing. Reflective diaries in the nursery
have enabled Early Years Workers to evaluate their practice against
CATC2 and positive actions have resulted e.g. one EY worker
seeking time in P1 to enhance understanding of development of
Early Level in Primary 1. Improvements to practice in the nursery
were evident as a result. Pupil Council representatives conduct an
annual review of the Action Plan. The results were presented to the
Parent Council and HT. The findings influence the SIP for the
following session. PT conducted self evaluative activity with whole
school based on approaches to learning and school improvement.
The results were most positive and highlighted the positive impact of
improvement priorities. Recent parent evaluations were
overwhelmingly positive and the seven recommended improvements
will be addressed next session.
Support staff have undertaken leadership roles during Golden Time
and Book Fair enhancing pupil experience. School has been
enhanced by leadership study undertaken by specific members of
staff. The leadership programme and working party model, involving
all teaching staff, has been most successful with improvements in
the delivery of learning in the areas of numeracy, sciences, outdoor
learning, Learning Journeys and school website.
16
2B
Improvement Priority Action Plan
(Details of the approaches used to consult and involve pupils, parents, staff and other agencies in identifying the improvement priorities
in this plan are included in the establishment’s Standards and Quality report)
1. Improve achievement and attainment outcomes throughout the establishment.
Improvement Plan Priority
Target
Success Criteria
(Outcomes related to impact and
benefits)
1.
2.
Development of
Learning Books,
Learning Journeys
and Personal Care
Plans.
Continue with holistic
approach to delivery
of curriculum that sets
high expectations and
celebrates
achievements and
attainment.
Children, supported by staff and
parents, can identify appropriate
targets that will enhance
personal attainment and
achievement.
Clear curriculum policy
guidelines shared and
implemented by all stakeholders.
Audit/Monitoring/Evaluation of
Impact and Benefits for learners
(Methods used / to be used)









3.
Pilot revised
numeracy plans and
relevant
assessments.
Improved attainment within
numeracy and mathematics for
pupils.
Increased pace of learning in
area of numeracy.




Slot in class timetable for focused pupil
teacher dialogue.
SMT Conversations with Learners
Learning Journeys to be taken home
Learning Books to be shared with
parents in nursery.
Whole staff self-evaluation of CfE
implementation using BtC3 schematic
guide
Class forward plans including yearly
strategic overview.
Planning with stage partners across CfE
levels
Planning conversations as part of
monitoring teaching and learning.
Individual pupil profiles at end of
session.
CTs to pilot numeracy overviews for
forward planning purposes.
CTs to use Numeracy assessments for
each stage of learning.
Feedback of plans and assessments
Tracking of pupil performance and
progress.
Timescales
(including progress /
success checks, dates)
Weekly
1.1, 2.1, 3.1, 5.1, 5.2, 5.3, 5.4, 9.2
Staff development
Resources/
/ external support
(Implementation
group / personnel
involved/time)
CTs, SSAs and
pupils
SMT and pupils
requested /
planned
Termly
CTs, pupils and
parents
Key workers, children
and parents.
SSA to ensure
set up of new
folders
PT to provide
guidance and
support where
required.
Learning Policy
on Shared
Resources
Staff Dev Day – 11th
Aug
HT and whole staff
Curriculum Wall
Termly
CTs and pupils
Prior to F Plan due
dates
Post F Plan
CTs
June 2015
Pupils
Begin Aug 14
CTs
May 2014 and May
2015
Ongoing
Post assessments
CTs
PT and CTs
Weekly
Termly
HT and CTs
HT and CTs
St. Cuthbert’s
revised
overviews, SSLN
material, NAR
2B
Improvement Priority Action Plan
(Details of the approaches used to consult and involve pupils, parents, staff and other agencies in identifying the improvement priorities
in this plan are included in the establishment’s Standards and Quality report)
Improvement Plan Priority
Target
Success Criteria
(Outcomes related to impact and
benefits)
1.
Development of
approaches to
teaching reading –
fiction and non-fiction.
2. Take forward key aspects of Curriculum for Excellence in all schools and
establishments
2.1, 3.1, 5.1, 5.4, 6.2
Staff development
Audit/Monitoring/Evaluation of
Timescales
Resources/
/ external support
(including
progress
/
(Implementation
Impact and Benefits for learners
requested /
success checks, dates)
A consistency of approach to
teaching reading strategies
across the school.
Raised attainment in reading
assessments for pupils.
All staff to have input on Stonelaw Reading
Pack.
Audit of reading materials within school and
identification of new material required.
Pilot HCLC Reading Assessments.
Class visits for reading
2.
Revise approaches to
planning literacy.
An agreed method of planning
literacy that provides coherence
and progression.
Revise Literacy Target Sheets
Create new planners taking account of
Significant Aspects of Learning for Literacy.
3.
To further develop the
Languages 1+2
initiative.
All pupils will have developed
skill and knowledge of Spanish
Upper school pupils will have
experience of a further modern
language.
Weekly teaching slot for Spanish
Whole school approach to using Spanish
Pupils demonstrate improved
mental agility and application of
their learning.
New numeracy planners have key concepts to
be ‘kept on the boil’ highlighted.
New Progamme of study to be sourced and
implemented throughout school.
Daily practice of mental maths in all classes.
Weekly assessments to be clearly linked to
strategies taught.
Agreed approach to strategies being used to
teach key concepts.
4.
To implement whole
school approach to
mental maths
strategies
group / personnel
involved/time)
(Methods used / to be used)
Liaison – 30th Sep
2014
Nov 2014
Literacy Working
Party – LMcK & A
McL
May 2015
Week beg 26th Jan 14
CTs
HT
Weekly
Ongoing
Jan – Mar 15
Masterclasses for P5-7 in French, Italian and
German
Modern Language Celebration day
CTs
All staff
3rd June
YMcC, AF, BF
AF and BF
Aug 14
PT and all CTs
Aug 14
MH
Daily
Weekly
CTs
CTs
Staff Dev Day 18th
Feb
HT and CTs
planned
Literacy Strategy
Implementation
Group
HCLC Reading
Assessments
Janey Mauchline
QIO
MLPS Spanish
training
requested
SLC pack for
Spanish
Mathematics DO
to provide
guidance and
support.
18
2B
Improvement Priority Action Plan
(Details of the approaches used to consult and involve pupils, parents, staff and other agencies in identifying the improvement priorities
in this plan are included in the establishment’s Standards and Quality report)
Improvement Plan Priority
Target
Success Criteria
(Outcomes related to impact and
benefits)
5.
6.
7.
To maintain ECO /
Fairtrade schools
status and
development of
Sustainable
Development
Education
To implement God’s
Loving Plan
With reference to BtC
4 further develop
approaches to
develop Skills for
Learning, Life and
Work.
Creation of evidence folders for
areas of ECO and Fairtrade
Maintain ECO and Fairtrade
status
Pupils develop knowledge of
loving relationships underpinned
by the Gospel values.
Pupils to identify and discuss
skills for leaning and work when
discussing learning.
2. Take forward key aspects of Curriculum for Excellence in all schools and
establishments
2.1, 3.1, 5.1, 5.4, 6.2
Staff development
Audit/Monitoring/Evaluation of
Timescales
Resources/
/ external support
(including
progress
/
(Implementation
Impact and Benefits for learners
requested /
success checks, dates)
group / personnel
involved/time)
(Methods used / to be used)

Aug 14
CTs and HT
Aug 14



All classes to ensure planned activities
relating to ECO and Fairtrade detailed
on strategic overview.
ECO and Fairtrade Committees to be
elected
Fairtrade Coffee Morning
Identification of areas of ECO for focus
ECO Day of Action
Eco and Fairtrade
Coordinators
Fairtrade Coordinator




HT to attend launch at CHAPS
Input to staff on Staff Development Day
Create information leaflet for parents
Roll out to classes
4th / 5th Sep 2014
Liaison 18th Nov
Nov 2014
HT
HT
HT and MH
Jan 2015
All staff

All classes to display Bloom’s
Taxonomy of skills
IDL Planners to show skills for work as
well as learning.
Skills for Work tracker in F Plan
Development of HOTS throughout
school
Aug 2014
CTs
Sep 2014
HT
Sep 2014
Review Jan 2015
HT and CTs
AF and HT




Friday 27th Feb 2015
Sep 14
Friday 24th April 2015
planned
Eco Schools and
Fairtrade
Foundation
Support Staff
Eco Coordinator
Material on Staff
Resources
Visit to St. Rose
of Lima PS
19
2B
Improvement Priority Action Plan
(Details of the approaches used to consult and involve pupils, parents, staff and other agencies in identifying the improvement priorities
in this plan are included in the establishment’s Standards and Quality report)
3.Implement key aspects of legislative duty.
Improvement Plan Priority
Target
Success Criteria
(Outcomes related to impact and
benefits)
1. To further develop
approaches to
addressing ASN
within our school.
All pupils with ASN will have
ASPs with SMART targets.
Audit/Monitoring/Evaluation of
Impact and Benefits for learners
(Methods used / to be used)




Pupils with Curriculum Plans
within their ASPs will, with
support, be able to effectively
evaluate progress and
identify next steps.
Paperwork relating to CP and
ASN will follow the A28
guidelines.




Timescales
(including progress /
success checks, dates)
1.2, 2.2, 5.3, 5. 8, 8.1
Staff development
Resources/
/ external support
(Implementation
group / personnel
involved/time)
Relevant targets set for session
2014 / 2015
Termly evaluations of targets to
reflect progress
Early intervention to be actively
promoted and Staged Intervention
Process implemented.
Revisiting strengths and
developments needs of ASP when
required.
June 2014
HT, SST, CTs
Termly
CTs and pupils
As appropriate
CTs
Collegiate approach to work with
children to support assessment and
evaluation.
Termly
CT, SST and PT
Review of Care and Welfare files
Updating Pastoral Notes
Review of CP files and case
management using audit tool in
A28
Aug 2014
Ongoing
Oct 2014
CTs and PT
requested /
planned
Specialist
Support Team
and
Educational
Psychologist
Ongoing
HT and PT
HT and PT
HT
20
2B
Improvement Priority Action Plan
(Details of the approaches used to consult and involve pupils, parents, staff and other agencies in identifying the improvement priorities
in this plan are included in the establishment’s Standards and Quality report)
Improvement Plan Priority
Target
Success Criteria
(Outcomes related to impact and
benefits)
1.
To develop GIRFEC
wellbeing indicators in
daily practice.
Pupils will have knowledge of the
8 indicators and know their
strengths and development
needs.
4. Progress key aspects of Getting It Right For Every Child.
2.1,2.2, 3.1, 5.6, 5.7, 5.8, 7.1, 8.1
Audit/Monitoring/Evaluation of
Impact and Benefits for learners
(Methods used / to be used)



Daily practice and approaches
that embrace the principles of
GIRFEC throughout the whole
school.


2.
To further develop
effective approaches
to planning for
vulnerable children in
our school.
Vulnerable children will have
needs met by an informed staff
who work collegiately with each
other and other agencies to
achieve agreed outcomes.




Timescales
(including progress /
success checks, dates)
Resources/
(Implementation
group / personnel
involved/time)
PT
Use of audit tool from Education
Scotland for HWB Responsibility of All
Each class to have Wellbeing indicators
displayed and focused work evident
Indicator of the Month approach to raise
awareness and involve all stakeholders.
Create A4 poster for each indicator
highlighting practice / support within St.
Cuthbert’s Community.
Combine all 8 posters and use to
produce personalised GIRFEC calendar
for all families for session 2015-2016
Staff Dev Day – 12th
Aug
Ongoing
June 2015
HT and PT
Briefings to be given to relevant staff
about vulnerable children
Monthly reviews in school for school
staff to assess progress and discuss
issues.
Children on register to be monitored
through CP Tracker.
GUAB group available if required.
As appropriate
HT
Last Friday of each
month
Weekly
HT and staff
As appropriate
PT
CTs
Monthly
HT – assembly and
Newsletters
Monthly
HT and all staff
Staff development
/ external support
requested /
planned
Education
Scotland material
and GIRFEC
website
SLC MES
Working Group
planners
Curriculum
Innovation Fund
requested for
cost of posters
and calendar
CTs
21
2B
Improvement Priority Action Plan
(Details of the approaches used to consult and involve pupils, parents, staff and other agencies in identifying the improvement priorities
in this plan are included in the establishment’s Standards and Quality report)
5.Increase involvement in lifelong learning for young people and adults.
Improvement Plan Priority
Target
Success Criteria
(Outcomes related to impact and
benefits)
1. To adopt a
Learning
Community
approach to
delivery of H and
WB with a focus on
food.
Coherent approach across
JOLC to teaching of food
technologies and raised
confidence of al staff to
deliver curricular area to
support healthy lifestyles.
Audit/Monitoring/Evaluation of
Impact and Benefits for learners
(Methods used / to be used)





2. To develop a
parent programme
specifically
targeting Early
Level parents.
Parents and carers within
Early Level will have
increased knowledge and
confidence to effectively
support children in their
learning.
3. To raise awareness
of internet safety
for all stakeholders.
All stakeholders will have
increased awareness and
confidence to ensure safe
and appropriate use of the
internet.





Timescales
(including progress /
success checks, dates)
Food champions to deliver an
awareness raising session to staff.
Food technologies skills to be
taught discretely from nursery to
Primary 7.
All stakeholders to participate in
Cooking bus visit.
Food Masterclasses to be offered.
Development of food room,
planners and guidance within
school.
18th Sep 2014
2.1, 2.2, 4.1, 5.7, 8.1
Staff development
Resources/
/ external support
(Implementation
group / personnel
involved/time)
St. Ninian’s PS and
PT
Mar 2015
All staff
Sep 2014
All stakeholders
Jan – Mar 2015
PT
Jan 2015
Working Party
Develop information leaflets for key
areas of literacy, numeracy and
health and well being.
Deliver 2 workshops – literacy and
other TBC
Oct 2014
NT
Term 2 and 3 TBA
NT, EYTL
Internet Safety to feature in all class
forward plans.
Internet safety week for whole
school
Input to parents and carers about
internet safety.
Aug 2014
All staff
19-23 Jan 2015
NP
JOHS Trained CEOP
Pupils
22nd Jan 2015
requested /
planned
Curriculum
Innovation Fund
requested from
JOLC Primary
Schools
Ed Psychologist
and Speech and
Lang Therapist
Les Obre
22
2B
Improvement Priority Action Plan
(Details of the approaches used to consult and involve pupils, parents, staff and other agencies in identifying the improvement priorities
in this plan are included in the establishment’s Standards and Quality report)
Improvement Plan Priority
Target
Success Criteria
(Outcomes related to impact and
benefits)
1. To develop
coaching and
mentoring
approaches during
staff PRDs.
More effective PRDs for staff
that result in targeted CPD
that enhances skills and
knowledge.
6. Progress key themes of self-evaluation and leadership in all establishments and
services
2.1, 5.3, 5.9, 9.2, 9.4
Staff development
Audit/Monitoring/Evaluation of
Timescales
Resources/
/ external support
(including
progress
/
(Implementation
Impact and Benefits for learners
requested /
success checks, dates)




2. Identification of key
QIs for
improvement this
year.
Learners’ Experiences and
Meeting Learners’ Needs will
be improved from Nursery to
Primary 7
group / personnel
involved/time)
(Methods used / to be used)



CPD for all teaching staff, Coaching
and Mentoring
Use of coaching wheels in PRD
reviews
Continued use of CPD trackers and
self-evaluation activity against
relevant professional standards.
All staff understand requirements
for Professional Update.
Input to staff on content and
expectations of QIs 2.1 and 5.3
Whole staff self-evaluation of the
above two indicators.
Use of Dialogue with Learners to
improve performance
Liaison – 2nd Sep
2014
PRDs and Interim
PRDs 8th Sep and
19th Jan
Ongoing
planned
Agnes Hendry
Clearwater Brooks
GTCS
standards
Oct 2014
GTCS website
Staff Development
Day 12th Aug 2014
JOLC HTs
Dialogue with
Learners proforma
Ongoing
HT, PT and CTs
HGIOS3?
Education
Scotland
website
23