Musselburgh Burgh Primary School Standards and Quality Report for Session 2018-19

Context of the school

Musselburgh Burgh Primary School was built in 1964 as a merger between the original Burgh School and Fisherrow School. The ground floor of the building houses two classrooms, Nurture Room, large Assembly Hall with Stage, Dining Hall, Gym Hall, Nursery, Meeting Room and several offices. Ten further classrooms, a Library and Support for Learning room are located in the two storey block. The TU in the playground serves as a general purpose area with many functions including a Stay and Play venue, cooking base, therapy room, music room for instrumental specialists and a family and community room.  The Burgh is situated in Musselburgh town centre and has a very mixed catchment area, from the large, privately owned properties in Inveresk Village to a high number of council flats. Currently almost 50% of our pupils live in properties located in SIMD deciles 3 and below and the school benefits from the allocation of significant Pupil Equity Funding. This funding has been utilised to develop a Nurture approach across the school, including a Nurture base staffed by a Nursery Nurse. We have also targeted support towards closing the poverty related attainment gap through the employment of an additional Support for Learning Teacher. The school roll continues to increase and there are currently 312 pupils from P1 to P7, in addition to the Nursery which includes capacity for both full and part-time places.  We have twelve mainstream classes this session with composite groupings at P2/3, P3/4, P5/6 and P6/7. There is a full-time Head teacher and Depute Head teacher. The Leadership Team also consists of three Principal Teachers who share responsibility with the HT and DHT for the Early, First and Second Level teams. At the Burgh, we are committed to working together as a whole team to deliver the values, purposes and principles of Curriculum for Excellence. We work in partnership with our families and the wider community to ensure that we deliver the best educational experience that we can for all of our pupils.

How good is our leadership and approach to improvement?

1.3 Leadership of change 

Self-evaluation is fundamental to ensure that, as a school community, we continue to develop and improve in order to pursue our vision, values and aims. This process encompasses all members of the school community. It is a continuous and regular process ensuring that we are responsive in our approaches and can mean that not all of our development features in our improvement plan. The school has been developing effective arrangements to seek the views of others about its work. We have begun to use Floor Books with staff, pupils and parents to evidence our self-evaluation journey.

Staff have been actively involved in the evaluation process using HGIOS4 together with our ongoing and final audit of our SIP and identification of priorities. Our SIP clearly references the National Improvement Framework and ELC priorities. 

All staff are made aware and have access to relevant information regarding current educational policy. This session staff have continued to develop their knowledge and practical application of the National Improvement Framework, Benchmarks and Achievement of a Level.

The Support Staff team were involved in the implementation of our Outdoor Learning initiative, have undertaken ongoing training and have actively evaluated the success of the initiative.

We work very closely with our School Council to maintain local and wider community partnerships and enhance learning opportunities for our pupils. We consult regularly with our School Council and wider school community on decisions around significant change to school and national policies. Our current and ongoing work to further develop our playground environment has been built upon developing relationships with our parent body and local community groups. As the project has evolved, school staff have been empowered to take a lead role through professional development opportunities including First Steps into Leadership and Loose Parts play enhanced by links with the Play Development officer and Educational Psychology team.

This session, we have been continuing to work with other schools across East Lothian to further develop the national Father-Friendly initiative and to improve our school’s approach to working with male carers and making our school a welcoming environment for dads, uncles and grandads. We have a football team made up of male parents and carers that trains weekly on our all-weather pitch and is committed to playing matches across East Lothian. Communication with our male carers has improved considerably and we are excited about the continued development of this initiative. We saw a significant increase in the number of male carers who came into school during our STEM focus week to talk to our pupils about their work.

Where appropriate we work in active partnership with other services for children to secure improvement. The expanding use of our Community Room is a good example of our commitment to partnership working and we are delighted to have facilitated Stay and Play sessions twice weekly for families with two year olds. We have also been delighted to work in partnership with ESOL to support families from the Musselburgh community with weekly language classes. We are continuing to develop close relationships with Loretto Independent School for our mutual benefit. We had a large group of young people from Loretto gaining work experience in our classes again during Session 2018-19 and we will continue to offer this valuable work experience to Loretto’s pupils next session. This includes support in classrooms alongside class teachers as well as extra-curricular opportunities in Mandarin. We have established strong links with the Drama department, giving us access to the school theatre. We also have use of Loretto’s grounds for Sports’ Day and the Chapel for Christmas and Easter celebrations. Links with the staff at Musselburgh Grammar School are well established and ensure a consistency of approach to transition across all Cluster schools. Senior pupils from Musselburgh Grammar have also worked closely with the school to offer a singing club for our pupils and to perform alongside pupils from another cluster primary.

Throughout the school there are various opportunities for leadership development including learning teams and curricular coordinator roles. One member of staff has continued to work with SCEL as a Critical Friend, leading to exciting networking opportunities for next session for our whole staff in the area of professional enquiry. Two of our PTs and a class teacher have completed their First Steps to Leadership and have had the opportunity to lead Learning Teams in relation to Numeracy, Literacy and Outdoor Learning. Pupils also have opportunities to take on leadership roles and develop pupil voice throughout the school. These have included prefects, reading buddies, playground friends, JRSOs, pupil council representatives and school librarians as well as pupil choice topics at all stages throughout the year.

All staff are actively involved and highly committed to driving forward changes that result in benefits for our learners. Time is given for self-evaluation opportunities amongst all staff and this informs future school developments. All staff are reflective practitioners who plan collaboratively to ensure that the priorities identified in the SIP provide a focus for real school improvement.

In summary, during session 2018-19 staff have been engaged in:

  • Implementation of a return to class based reading, moving away from setting; 
  • Introducing Star Maths and Accelerated Maths at Second Level;
  • Using the LA Frameworks to support planning, tracking and assessment;
  • Whole school (30 members of staff) took part in Nurture training from the Educational Psychologist team to extend our whole-school Nurture approach;
  • Three members of staff were involved in First Steps to Leadership and ran projects specifically focused on improving attainment in Numeracy, Literacy and through Outdoor Learning;
  • All of these activities were part of our SIP; were led by members of our Leadership Team, class teachers, support staff and our partners; and were aimed at improving the learning for staff and pupils. The data we have gathered during the year from these projects has been vital in identifying next steps for our pupils, for measuring the impact of the priorities that we had identified and for ensuring we are using PEF and school resources wisely and appropriately.

Future Developments

  • Continue to work with focus groups of parents, staff and pupils on our self-evaluation for self-improvement journey;
  • School staff will continue to embed the National Improvement Framework/East Lothian curriculum benchmarks for planning, tracking and assessment;
  • Staff will continue the roll-out and consistent use of Google Classroom (Online Learning Profiles) to share progress and achievements with parents and facilitate learning conversations between pupils, parents and staff;
  • Using the feedback that we receive from our stakeholders, we will re-visit our vision, values and aims to ensure that everyone has a clear sense of the direction in which the school is travelling on its journey to improvement.

How good is the quality of the care and provision we offer?

2.3 Learning, teaching and assessment

At the Burgh we work together as a team to provide a happy, secure and stimulating environment where children are motivated to learn, are valued as individuals and encouraged to reach their full potential, using the four capacities for learners – Successful, Effective, Responsible and Confident.

Our delivery of the curriculum has evolved over a number of years and is based upon national guidance including BtC3. The curriculum is underpinned by the principles of curriculum design and puts these principles into practice. It ensures that Literacy, Numeracy and Health and Wellbeing permeate all areas of learning. Staff-led Learning Teams take forward curricular developments identified in the School Improvement Plan, taking into account the views of all stakeholders, local and national priorities and the National Improvement Framework. Staff adapt learning and teaching, along with assessment approaches, to match the needs of our learners.

Planning is responsive, informed by assessment and takes into account what learners already know, what they would like to learn and how they will demonstrate this. This can be seen through the use of KWL grids, Learning Walls, mind-maps etc. We have also begun to use Floor Books to evidence our learning journeys. All of this is done within a framework of continuity and progression while providing learners with a range of opportunities to demonstrate breadth, challenge and application. Differentiation takes account of children’s preferred learning styles and learning needs along with the pace and level of support required. We understand the importance of moderation in ensuring that staff have a shared appreciation of children’s progress through CfE levels. A Quality Assurance Calendar is in place to identify regular opportunities throughout the academic year to measure quality of learning and teaching, care and provision across the Early, First and Second levels.

Staff employ identified and targeted rich holistic assessment tasks and activities to monitor and assess pupils’ ability to apply transferable skills developed within their ongoing learning experiences in line with the National Improvement Framework/East Lothian curriculum benchmarks. These Identified Assessment Tasks underpin and reinforce a bank of tracked attainment evidence and jotter work to inform class teachers’ professional judgement around achievement of a level as well as informing next steps for planning purposes. Backed up by Scottish National Standardised Assessment profiles, Accelerated Reader evidence and Single Word Spelling and Reading data, manipulated using effective quadrant profiling techniques to further analyse relevant information, teaching staff are empowered to report on individual pupil progress confidently and accurately.

We aim to make all learning meaningful and relevant and, at the same time, allow children to make connections between subjects and curricular areas. Staff engage the children with cross-curricular and inter-disciplinary learning. Twice during each academic year, the choice of social subject is completely handed over to the children, giving greater opportunities for ownership, personalisation and choice and leadership of learning. Through these approaches, children are encouraged to develop and apply transferable skills. Our timetables also include valuable opportunities for children to share and reflect upon their learning and achievements both in and out of school. Children who are not achieving at the expected pace are carefully identified, quickly supported and closely monitored throughout the year via the Child Planning system.

This process involves all those who work closely with the learner including parents, teachers, partner agencies and, where appropriate, pupils themselves. Our Additional Support for Learning team play a key role in this, providing support for pupils, staff, parents and partner agencies. Through this approach we aim to ensure that barriers to learning are addressed, specific needs are met and steps are taken towards closing the attainment gap.

We are a Rights Respecting School at Silver Level and this provides us with a strong ethos to link into our vision and values. At the start of each session teachers and pupils draw up their class charters to agree standards of behaviour and expectations, they all have the opportunity to discuss the new School Improvement Plan. The staff work very successfully in stage teams to create learning opportunities that stimulate and motivate our pupils. They have high expectations of our pupils but we have to do more to challenge our more able pupils. Staff use a growth mindset approach to build skills and use making thinking visible to explore pupils’ ideas and thoughts.

Staff work hard to get to know their pupils and parents and spend time building relationships that will support learning. All pupils, through the Pupil Council, Pupil Parliament, pupil focus groups, questionnaires and formative assessment, play an active role in leading change in the school. However, we recognise we need to improve this and will be working next session to include every pupil in the decision making process in a more meaningful way. Our senior pupils carry out a variety of responsible roles throughout the school, with a particular focus on supporting our younger pupils. This session we have continued to develop an online planning tool that allows us to highlight areas being worked on each term, evaluate the learning that has taken place and individually assess and track pupils (shocks & surprises) as part of our ongoing evaluation process.

French has been successfully implemented across the school. It has been embedded in daily routines such as children ordering lunch, discussing the weather and registering in French.

The Senior Leadership Team holds termly planning, tracking and assessment meetings with staff to ensure that all pupils are supported and challenged in their learning. We use our local knowledge, SIMD and FSM data to ensure equity for all our pupils and have identified a target group for our PEF. Where pupils are not reaching the expected levels appropriate interventions are in place to support their learning. A variety of assessment data and evidence are analysed for literacy and numeracy to support professional judgement and inform next steps.

The school has effective transition arrangements in place to support children as they transfer from one stage to another with a specific focus on Nursery to P1 and P7 to Musselburgh Grammar School. This year we reviewed our Nursery to P1 transition and made changes based on our own observations and feedback from staff, pupils and parents. We have made use of effective curricular links in literacy to work with our next P1 cohort – the work that they have done on Fairy Tales will become their first topic in P1 in August.

As our class structure changes every year, we have increased the number of opportunities for pupils to meet their new teachers and classmates. Staff also have time allocated for enhanced transition discussions, including sharing a comprehensive transition document.

Our learners’ achievements in and out of school are effectively celebrated through Online Learning Profiles, assemblies and on Social Media.  We continue to help learners understand how these achievements support skills for life, learning and work.

Parents and volunteers are welcomed into the school to support learning in a wide variety of ways, for example, volunteers from Musselburgh Art Club helped the children to develop their skills in theatrical scenery and prop making.

Opportunities are given regularly for pupils to comment and reflect on their learning so far and their next steps. Teachers continue to provide quality feedback to pupils in the context of lessons. Staff feel that pupils should be given even more regular opportunities to engage with developing their own next steps and targets for learning (in both attainment and achievement) and in building their understanding of how they are progressing across different areas of the curriculum.  This will be addressed through the further development of Online Learning Profiles next session.

Our long term and short term planning formats are manageable and proportionate but need to be further developed to ensure consistency.  Our main planning time continues to be dedicated to the creation of detailed daily plans, which clearly show learning outcomes and assessment activities. The daily plans are used to note teacher observations and evaluations and inform next steps for teaching.

The team ethos at the Burgh means that all staff will work together to ensure that every pupil receives the support or challenge that they require. Technology is used effectively to enhance learning and its use is carefully planned for. All pupils have benefited from support from our IT co-ordinator who has worked across all stages to ensure that Internet Safety is a key priority. She has also run a very successful Coding Club in partnership with one of our parents.

Future Developments

  • Develop pupils’ understanding of how their achievements help them to develop their skills for life, learning and work and encourage them to create next steps;
  • Continue to provide opportunities for pupils to actively engage and lead in school developments and decision-making;
  • Continue to develop effective strategies to monitor and evaluate the impact of changes on outcomes for learners and the work of the school;
  • Continue to use the Quality Assurance Calendar to regularly monitor and evaluate the quality of learning and teaching, care and provision;
  • Offer direct and targeted support for identified vulnerable children through ongoing work with Music Therapy, NHS HeadStrong, Seasons for Growth and a Nurture approach throughout the school;
  • Continue to identify and support the educational, social, emotional and behavioural needs of all pupils through the Child’s Planning intervention process.

How good are we at ensuring the best possible outcomes for all our learners?

3.1 Ensuring wellbeing, equality and inclusion

As a main focus of the 2018-19 SIP and backed up by a significant allocation of Pupil Equity Funding, we adopted a whole school Nurture approach in partnership with the Educational Psychology team. This worked alongside the ongoing provision of our nurture base within the school for small groups of identified vulnerable pupils in both the early and senior stages. This has been a transformative process for the school involving a whole staff journey towards Nurture that has seen us build strong partnerships with families and strengthen relationships between colleagues throughout the school.

  • All staff are very familiar with children’s rights, GIRFEC and the Wellbeing Indicators.  Rights Respecting School and SHANARRI are used on a daily basis by all staff with children.  All staff work to stay up to date with training and share good practice;
  • All staff are very clear regarding their roles and responsibilities: encouraging healthy eating, taking part in the daily mile, building positive relationships in class and in the playground;
  • Staff are sensitive and responsive to the wellbeing of our pupils and are supportive of their colleagues;
  • At the Burgh we strive to listen to children’s ideas regarding their learning, wellbeing and their lives. Children are encouraged to approach any member of staff with concerns or issues that affect their wellbeing;
  • We comply and actively engage with statutory requirements and codes of practice;
  • We maintain relationships and active partnerships in and around the community and with other schools in the Cluster;
  • Our Support for Learning team has been supporting class teachers in gathering evidence, identifying concerns or barriers to learning, supporting the identification of next steps and strategies together with raising confidence in working with pupils with additional support needs or behavioural needs;
  • We have developed a variety of approaches to supporting our pupils who are impacted by poverty, many of whom fall into our lowest SIMD 3/4 category. We have been looking more closely at our educational trips and potential financial barriers to participation and have put in place support for identified pupils. We intend to do more of this work next session;
  • This session we offered a supported lunchtime break to pupils who found the dining hall and/or playground environment unmanageable for a variety of reasons;
  • We introduced a breakfast club for targeted pupils but intend to further address the bigger issues of breakfast and holiday hunger next session;
  • We set up a free uniform rail for parents/pupils to access as needed;
  • We used PEF to run a free Friday afternoon arts and crafts club with a local artist for a targeted group of pupils. If funding allows, we will continue with this successful initiative next session;
  • We have a number of pupils in our school with a range of exceptional needs but we work hard to ensure they are part of our school, that they feel included and that they are given opportunities to succeed.

Future Developments

  • Use Active Schools funding programme to target identified pupils to gain access to sport and after school activities;
  • Work with Area Partnership to secure funding for breakfast and holiday lunch provision;
  • Provide free Friday afternoon arts and crafts club for targeted pupils;
  • Ensure that all staff engage with training and implementation of ELC and Cluster priorities e.g. Paul Dix, Managing Distressed and Challenging Behaviour, CIRCLE, RSHP.

 3.2 Raising attainment and achievement

Literacy – Reading (English)

Highest CfE Level AchievedNumberNumberNumber%%%
00: Not Yet Achieved Early Level1227.90%0.00%0.00%
E: Achieved Early level28765.10%16.70%0.00%
01: Achieved First Level3550.00%83.30%9.40%
02: Achieved Second Level470.00%0.00%88.70%
03: Achieved Third Level0.00%0.00%0.00%
04: Achieved Fourth Level0.00%0.00%0.00%
98: Child following individual milestones112.30%0.00%1.90%
99: Not Yet Assessed24.70%0.00%0.00%
Total Pupils (=100%)434253100.00%100.00%100.00%
Predicted Level in 201928354768.30%83.30%88.70%
Achieving Expected Level in 201843362787.80%69.20%75.00%
Achieving Expected Level in 201728333363.60%76.70%80.50%
Achieving Expected Level in 201612301830.80%61.20%42.90%

Literacy – Writing (English)

Highest CfE Level AchievedNumberNumberNumber%%%
00: Not Yet Achieved Early Level13730.20%16.70%0.00%
E: Achieved Early level2660.50%0.00%0.00%
01: Achieved First Level35100.00%83.30%18.90%
02: Achieved Second Level420.00%0.00%79.20%
03: Achieved Third Level0.00%0.00%0.00%
04: Achieved Fourth Level0.00%0.00%0.00%
98: Child following individual milestones214.70%0.00%1.90%
99: Not Yet Assessed24.70%0.00%0.00%
Total Pupils (=100%)434253100.00%100.00%100.00%
Predicted Level in 201926354263.40%83.30%79.20%
Achieving Expected Level in 201841362483.70%69.20%66.70%
Achieving Expected Level in 201727302761.40%69.80%65.90%
Achieving Expected Level in 201613241533.30%49.00%35.70%


00: Not Yet Achieved Early Level1125.60%0.00%0.00%
E: Achieved Early level291167.40%26.20%0.00%
01: Achieved First Level3180.00%73.80%15.10%
02: Achieved Second Level440.00%0.00%83.00%
03: Achieved Third Level0.00%0.00%0.00%
04: Achieved Fourth Level0.00%0.00%0.00%
98: Child following individual milestones112.30%0.00%1.90%
99: Not Yet Assessed24.70%0.00%0.00%
Total Pupils (=100%)434253100.00%100.00%100.00%
Predicted Level in 201929314470.70%73.80%83.00%
Achieving Expected Level in 201844372889.80%71.20%77.80%
Achieving Expected Level in 201729342565.90%79.10%61.00%
Achieving Expected Level in 201616291941.00%59.20%45.20%

With the exception of the current P1 cohort we have improved pupil attainment of CfE levels across all stages in Reading, Writing and Numeracy.

Our trend data shows that pupils are improving as they move through the school, when we compare their scores in P1 to P4, and in P4 to P7.

We intend to specifically support the new P2 cohort to address attainment across the curriculum with additional input from Support from Learning staff and an additional teacher with a Literacy and Numeracy remit. Planned interventions should ensure that the majority of our P2s are on track for 1st Level.

Our PEF teacher will have a specific STEM remit for 2nd level pupils ensuring ongoing improvements in numeracy and maths attainment along with raising the focus on DYW.

Our Support for Learning teacher will continue to provide support in the Nursery and P1 with vocabulary and talking groups.

This year we invested in Accelerated Maths resources and trained two of our class teachers to support its implementation. We needed to strengthen our numeracy at 2nd Level to ensure core skills were being taught systematically and consistently. 

This session we also had our first AR Millionaires as part of the Accelerated Reading programme.

Staff know children and their families well and provide a high level of pastoral care and support and attention to children’s welfare. As an SLT we operate a clear ‘Open Door‘ policy to ensure that we deal quickly and sensitively with concerns or complaints from both parents and pupils.  

We have increased our support staff team and have trained them to support teachers with making a difference through specific planned activities.

Through detailed planning of learning and teaching along with on-going and evolving quality assurance procedures we are working hard to establish a high standard of achievement and attainment for our learners. Tracking shows that most of our children are making progress within the appropriate level – some children are working above or below this. We recognise that there is a continued need for improvement in terms of the number of children successfully achieving the desired level within the expected timeframe and this is something we are committed to improving.

Termly planning, tracking and assessment meetings support the ongoing professional dialogue between the senior leadership team and class teachers around pupil progress through a focused opportunity to assess attainment, identify any gaps and consider appropriate interventions.

Pupils are carefully identified for further diagnostic assessment for any dyslexic tendencies if they are not making progress as expected in literacy by P4. We work closely with parents and pupils to identify effective strategies and teaching approaches to support these pupils and these are carefully monitored for impact. We provide these pupils with self-supporting strategies in order to build their resilience and self-confidence as they progress through the school.

Opportunities for pupils to learn and apply literacy and numeracy skills are evident across the curriculum, within meaningful contexts, and staff feel that the impact of these opportunities is now regularly planned for and assessed with the pupils. In this way, we can have a clearer picture of how each child is developing holistically (within the four capacities).

From Nursery to P7, children are encouraged to take responsibility for their learning through participation in a regular cycle of target setting and evaluation, planning classroom activities and peer feedback opportunities. Children are encouraged to contribute to pupil groups such as Junior Librarians, Reading Buddies, ECO Committee, Junior Road Safety Officers, Green Team and Pupil Council. Throughout the school, pupils have taken opportunities to develop leadership roles in various extra-curricular activities for learning and enjoyment, including setting up chess and Lego clubs and supporting younger pupils in vertical group settings, sports day events and nativity performances.

We ensure that all pupils have access to residential and outdoor learning activities. Our children take part in community events such as our Community Coffee Mornings, along with fundraising activities such as the Summer Fair, which is an enterprising event organised by each class. Children regularly demonstrate confidence through performance in class and whole school events along with sharing learning with their parents during weekly drop-in sessions. Achievements are regularly recognised and celebrated through the use of sticky spot passports focussing on the four capacities, special stage assemblies and through specific awards such as Star Writers and Accelerated Reader certificates. This session we further developed our whole school house system with the election of House and Vice House Captains. All children from P1-P7 are allocated to one of four house teams with various inter-house events and vertical setting activities encouraging the children to develop positive teamwork, build positive relationships and strive to reach a shared common goal.

Children also have opportunities to achieve through the wide range of extra-curricular activities offered by staff throughout the school year. These usually include Bikeability, Theatre Group, Journalism club, Cheerleading, IT club as well as a number of after school sports opportunities such as football and rugby.

Future Developments

  • Continue the implementation of Online Learning Profiles to facilitate a more effective partnership between home and school for sharing pupil learning and achievements across all areas of the curriculum. Begin to introduce homework tasks and tracking as part of our work on OLPs;
  • Continue to develop the use of data to monitor and track attainment of all pupils. Further develop the use of Quadrants as a tool for effective data analysis;
  • Engage in professional dialogue with ASGs and STGs in relation to moderation and Achievement of a Level;
  • Increased opportunities for moderation across levels planned for next session to further develop staff confidence in their informed professional judgements around Achievement of a Level.

What is our capacity for continuous improvement?

1.1 Self-evaluation for improvement

Self-evaluation forms part of our quality assurance process and is rigorous, systematic and transparent. We take steps to ensure that developments are reviewed in order to identify strengths and areas for improvement. Good practice is identified and shared through regular staff meetings.

Children at the Burgh have had real opportunities to develop understanding of Global Citizenship through enterprising and fundraising experiences to support worthwhile causes identified by the pupils, their families and staff. These have included disadvantaged families and communities in The Gambia and, closer to home, national charity projects including Sport Relief and Save the Children.

Staff have developed a positive and supportive culture of professional dialogue and reflection. They plan together, discuss and share good practice in areas of learning and teaching, monitor children’s progress and reflect on their own and each other’s practice through very successful moderation approaches. This information is used to inform collegiate evaluation of areas of the school’s work. We seek the views of parents through general questionnaires and more specific surveys. Our current and ongoing work to further develop our playground environment has been built upon developing relationships with our parent body and local community groups. Parents also contribute to the improvement agenda through the work of the school council. Children are committed to playing their part in improving the school through their participation in committees and councils and representative groups.

Clear evidence of links between self-evaluation and school improvement include the responsive way in which teachers plan and adapt projects and whole-school initiatives to provide meaningful contexts for learning that motivate children; staff’s willingness to lead and participate in learning teams, share good practice and offer feedback to each other as critical friends in moderation approaches. A Quality Assurance Calendar is in place to identify regular opportunities throughout the academic year to measure quality of learning and teaching, care and provision across the Early, First and Second levels.

Staff describe PRD meetings as a time when strengths or development needs can be discussed to target leadership or training opportunities. We have a clear sense of leadership across the whole staff team with contributions being recognised as part of whole school improvement. There are good examples across the school of staff being solution-focussed to address improvement priorities and to develop practice to meet identified needs. The Outdoor Learning initiative across the school is having a positive impact on our children, and was initiated by practitioners.

As we move towards our Gold RRS award we have two teachers leading pupil groups. Two members of staff were mentors; one teacher took on the challenge of mentoring an MA3 student with great success. Our chartered teacher has taken on the responsibility for Internet Safety and organised training, resources and drop-in sessions to support staff, pupils and parents. We have also had a number of volunteers trained to support reading in P1-P3. Two PTs and a class teacher have undertaken First Steps into Leadership and have effectively led important aspects of this session’s SIP.

Future developments

  • Through our CLPL, we will continue to engage with the National Improvement Framework’s four priorities, HGIOS 4 and HGIOELC, use these to inform future school developments and ensure that pupils and parents are provided with regular and appropriate opportunities to be involved in this;
  • Continue to use the Quality Assurance Calendar to regularly monitor and evaluate the quality of learning and teaching, care and provision;
  • Work to further embed the language and principles associated with the Rights Respecting Schools programme to achieve the Gold award;
  • Continue to develop the use of Floor Books to evidence our improvement journey;
  • Trial a wider variety of methods to encourage a deeper level of engagement with our parents and stakeholders in the on-going evaluation and improvement of our school.