Standards & Quality Report

Musselburgh Burgh Primary School Standards and Quality Report for Session 2020-21

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School: Musselburgh Burgh Primary School

Standards and Quality Report ELC Logo Black.jpg

Session: 2020-21

 

 

Context of the school

The Burgh’s Senior Leadership Team has a relatively new look for the start of session 2021/22 with the Head teacher and Depute Head teacher beginning their first full years in post together following their appointments during the previous session. The school also now has three permanent Principal Teachers in post who share responsibility with the HT and DHT for the Early, First and Second Level teams. 

This year our Raising Attainment priority within our school improvement plan will focus on progress and achievement in Primary 1 and strengthening effective links across the Early Years, while developing a play based curriculum across P1 and wider play experiences throughout the school, including developing a shared understanding, vision and rationale around pedagogy of play.  

The TU in our playground will be repurposed and refurbished this session to create a Family Room space for our families to feel welcome within the school, while also offering an environment for wider community projects in partnership with our Excellence and Equity Officer. It will also house a dedicated Nurture and Learning base for our P1 cohort including a new sensory room.

Vision, Values and Aims

At the Burgh, we are committed to working together as a whole team to deliver the values and principles of Curriculum for Excellence. 

We work in partnership with our families and the wider community to ensure that we deliver on our core purpose: to offer all of our pupils the best educational experience possible in a happy, safe and nurturing environment.

Our vision: Everything is Possible

Our values: Honesty & Respect, Kindness & Happiness, Learning & Responsibility

Our aims: To provide an inclusive and nurturing space where all children and adults can feel proud, confident, safe, and inspired to have fun and succeed. 

 

How good is our leadership and our approach to improvement?

1.1 Self-evaluation for self-improvement Collaborative approaches to self-evaluation Analysis and evaluation of intelligence and data Ensuring impact on learners’ successes and achievements

How are we doing?

Self-evaluation is not currently embedded in our practice. Not all stakeholders are currently engaging regularly. We need to ensure that there is a shared understanding across the community of our areas of strength and development needs. Greater use needs to be made of pupil voice and the House Captain leadership opportunities. We are at the early stages in a lot of areas but we haven’t had the time or impetus to move it forward. Covid-19 has postponed a number of these activities. Examples of good practice across our staff team but it is not consistent and shared across all stages. Does our practice reflect on up-to-date research and pedagogy? We collect volumes of data, which does inform our planning, but we need to use it and analyse it to inform school improvement and pupil achievements. Leadership opportunities for all staff are available and encouraged. Open door policy for parents/carers to share their views. 

How do we know?

Staff views collected through professional discussion and dialogue. Weekly and daily dialogue with stage partners and level colleagues. Work with other professionals, SALT, OT, HV has continued this session and we have used their expertise and suggestions to build on the children’s learning, experiences and achievements. Strength of the staff team and knowledge of our community evident throughout the session and the periods of school closure.

What are we going to do next?

Data interrogation for self-improvement embedded in quality assurance calendar for whole staff engagement throughout session. Family-friendly version of School Improvement Plan developed and accessible for all. Encourage pupil voice and opportunities for other stakeholders to contribute views regularly across all key priorities for improvement. 

From the evaluation of our evidence we feel that the quality of Leadership of Change is satisfactory

 

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

How are we doing?

Implemented new reading trackers to support moderation in line with existing writing tracking processes. Spelling and Grammar programmes updated in line with East Lothian curriculum frameworks and benchmarks to ensure appropriate pace and challenge for all learners across the school. Phased-in Read Write Inc. across infant department to support teaching of phonics and early Writing.  Continued to use Accelerated Reader and Star Reader and engage with data to inform individual and group next steps and areas of development. Implemented Fresh Start in upper levels to support poorer readers. Continued to use Accelerated Maths and Star Maths diagnostic data to identify and target attainment gaps. Maths assessments, as suggested by East Lothian Council have been piloted and trialled in identified classes at First and Second levels. Accelerated Maths programme trialled in P4 (First level) this session and evaluated by staff, at this stage agreed not to be appropriate and not to be taken forward. Shared and increased understanding of new RSHP programme for all staff at all stages, parents at key stages through online parent meetings and informative communication. School Vision, Values and Aims being revisited and redrawn through whole school consultation. 

How do we know?

Read Write Inc. and Fresh Start assessments used at key points throughout the session. Pupil ability groupings adapted according to data analysis. Additional support identified for individual pupils and targeted as necessary. SWST and SWRT data collected and analysed at key points throughout session; Writing tracking and Reading tracking data and evidence gathered and used to inform individual and collective next steps; Star Reader (AR) data gathered and analysed to inform next steps and attainment progress In-house training provided for ASN staff in RWI and supporting Writing programme – increased staff confidence in delivery and quality of interventions Regular professional dialogue around strengths and areas for development Evidence of impact of new spelling programme still to be gathered/analysed; staff and pupil questionnaires and attainment data still to be gathered. Cross Number resource used and evaluated across the school; Evidence and impact from Star Maths diagnostic reports still needs to be analysed; inconsistency in maths assessments used across the school still very evident – need to be tailored to the frameworks/benchmarks rather than what is being taught in class

What are we going to do next? Reflect upon and evaluate impact of new RSHP; develop parent-guide for each stage highlighting vocabulary introduced/used and key learning. Continue to develop and embed learning in Building Resilience programme throughout school. Develop robust assessments in Numeracy & Maths in line with existing school tracking processes to establish consistency of moderation across stages. Develop Numeracy and Maths progression pathway to support consistency of teaching and learning and available resources across the school. Create and share in-school maths challenge to support development of basic numeracy skills across each stage. Improve analysis of Accelerated Maths data to inform interventions for targeted support groups. Improve analysis of available literacy data – SWST, RWI assessment, Reading and Writing tracking information – to inform planning and assessment. Evaluate new Reading tracking processes and procedures with whole staff and impact on progress and attainment. Provide regular in-house training for all staff in RWI, Accelerated Reader and Accelerated Maths

From the evaluation of our evidence we feel that the quality of Leadership of Change is satisfactory

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

2.3 Learning, Teaching and Assessment Learning and engagement Quality of teaching Effective use of assessment Planning, tracking and monitoring

How are we doing?

Literacy is beginning to be embedded in all play activities across Early and First level. Reading and Writing trackers provide body of evidence highlighting attainment levels and identified next steps. Clear information available on pastoral and developmental needs of all learners; clear processes for sharing this information with all relevant staff – meetings, SEEMiS, parental conversations etc. Learners engaged and motivated during Numeracy and maths lessons; range of teaching strategies and resources employed consistently throughout school. Assessment in Maths and numeracy is inconsistent across the school. Accelerated Maths programme provides only standardised assessment data (second level only) but is not used consistently or effectively; teacher developed assessments are being used, however they often reflect what has been taught in class rather than East Lothian frameworks. Building Resilience programme introduced but not yet established effectively throughout school; each class has undertaken reflection exercise to identify shared values. Continue to develop outdoor learning spaces within school environment and staff have made improved use of outdoor learning facilities and opportunities throughout the session including May Day of Play

How do we know?

Evaluation of play opportunities at Early and First team meetings; Professional dialogue around high quality practice regularly – before and after photographs of play areas. Developed literacy resource boxes to support play opportunities. Consistent approach to literacy tracking and standardised assessment across the school which all staff are familiar with and engaging well with Staff observations and collegiate planning in Numeracy and Maths. Tracking and assessment evidence suggests inconsistencies across stages – difficult to track progress across the school. Feedback from parental engagement with RSHP virtual curricular evenings

What are we going to do next?

Continue to share good practice and reflect on current practice around play; promote effective play experiences at upper level. Delivery of training in Read Write Inc. for all staff at Nursery level. Create progression pathway of numeracy and maths skills and linked resources across the school. Develop and embed consistent standardised assessment and tracking processes in Numeracy and Maths for all stages across the school. Continued implementation of Building Resilience programme across all stages from start of new session. Re-engage with Rights Respecting Schools programme to embed national materials and develop whole school links with Building resilience and SDG 

From the evaluation of our evidence we feel that the quality of Learning, Teaching and Assessment is satisfactory

How good are we at improving outcomes for all our learners?

3.2 Raising Attainment and Achievement Attainment in literacy and numeracy Attainment over time Overall quality of learners’ achievement Equity for all learners

How are we doing?

Attainment in Reading, Numeracy and, particularly, Writing has dipped this session because of impact of Covid and engagement with/quality of remote learning opportunities. Planned interventions through use of Government-funded Recovery teacher and Support for Learning team for identified pupils, particularly those who have either struggled during lockdown or found it difficult to engage with remote learning Robust tracking and moderation processes in literacy – Reading and Writing; effective body of assessment evidence available to support teacher professional judgement in literacy. Overall learners are successful, confident, exercise responsibility and contribute to the life of the school, the wider community and as global citizens. All teaching staff trained in use of SEEMiS Progress and Achievement and using this to monitor and track pupil attainment. Range of responsive and targeted support for learning interventions including Fresh Start, Toe-by-Toe, Code Cracker, supported Writing groups, 1:1 tutoring in RWI, Numeracy recovery groups, SALT interventions, REAL group etc.

How do we know?

Virtual Pupil Council and Eco groups have continued to run throughout the session – evidence of engagement with school developments
House and Vice-Captain groups engaged in regular opportunities for collaborative self-evaluation and school improvement
Ongoing engagement in Connected Classrooms with schools outwith the ASG and internationally
Analysis of data and attainment trackers to identify key learners and barriers for raising attainment

What are we going to do next?

Continue with planned interventions for targeted groups and individuals identified by analysis of attainment and tracking data. Focus on Raising Attainment in Primary 1 as primary area of School Improvement for new session; additional (Scottish Government funded and PEF funding allocated) teacher in P1 team to support planned and targeted interventions for individual learners and groups Establish play-based curriculum across Primary 1 and evaluate impact on attainment and achievement. Develop robust assessments in Numeracy & Maths in line with existing school tracking processes to establish consistency of moderation across stages. Improve engagement with available attainment and tracking data – including equity profile – to identify areas for targeted support

From the evaluation of our evidence we feel that the quality of Raising Attainment and Achievement is satisfactory 

What is our capacity for continuous improvement?

An Introduction to Inclusive Education: View as single page

What is our capacity for continuous improvement?

Self-evaluation must form a significant part of our quality assurance process and should be rigorous, systematic and transparent. We need to take further steps to ensure that developments are reviewed in order to identify strengths and areas for improvement. A larger focus on self-evaluation, using available data and East Lothian’s QI toolkit, will be a priority for school staff and the new leadership team next session and moving forward. 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 moderation approaches including termly Sharing Classroom Practice sessions and jotter moderation etc. 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. 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 as well as self-evaluation processes using HGIOS. Children at the Burgh have had real opportunities to develop understanding of Sustainable Development Goals through enterprising and fundraising experiences and the development of a new link with a school in Uganda, through the British Council. 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 and enshrine 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-focused to address improvement priorities and to develop practice to meet identified needs. 

Overall Grading for Quality Indicators

Quality Indicator 1.1 Self-evaluation for self-improvement 1.3 Leadership of change 2.3 Learning, teaching and assessment 3.2 Raising attainment and achievement
HGIOS 4 Grading: 1 Unsatisfactory2 Weak3 Satisfactory4 Good5 Very Good6 Excellent 3 Satisfactory 3 Satisfactory 3 Satisfactory 3 Satisfactory

  • Self-evaluation grading for 1.2, 2.3 and 3.2 will be submitted to Scottish Government for the annual NIF QI return by the central team.