Angus Council Education Department

Contents Page

Inverkeilor School........................................................... 3

Background Information.................................................. 4

School Aims................................................................... 5

Previous Priorities........................................................ 6-7

Curriculum..................................................................... 8

Attainment................................................................. 9-11

Learning and Teaching................................................. 12

Photographs............................................................ 13-14

Support for Pupils.................................................... 15-16

Ethos............................................................................ 17

Resources............................................................... 18-19

Management, Leadership and Quality Assurance.......... 20

Other Achievements..................................................... 21

Inverkeilor Primary School

Inverkeilor Primary School is situated in the village of Inverkeilor in Angus. It serves the Inverkeilor village children, those in Auchmithie and those from the surrounding rural area. 11% of the pupils at the school are placing requests from parents of children in Arbroath and Montrose who wish their child to be educated at Inverkeilor.

The present Victorian building was constructed in 1860 and since that time has seen several changes but none so radical as those completed recently in 2004. The HORSA huts, which were added in the 1940’s to the original five classroom building to accommodate the increasing school rolls, are now demolished. Additional buildings have come and gone through the years. A completely new school was planned and marked out in the early 1960’s but the proposal came to nought.

Now our beautiful old Victorian school has had its long awaited tasteful refurbishment which brings us in line with the 21^st century. It houses everything an educational establishment could need to provide all the facilities required to deliver a high standard of education. We are now warm and secure in our new building with much enhanced facilities. This is particularly noticeable in the areas of physical education, ICT, nursery facilities and the convenience and flexibility of the new classrooms. We welcome the Eco-friendly features, the solar panel on the roof, grey water system and the automatic ventilation system which were built into the design of the building.

The new playground area with its perimeter fence is now smaller and more manageable. The grounds around the building have been planned sympathetically to meet the pupils’ needs. The Eco-Council has developed the grass playground area into a safe, interesting and enjoyable environment for wildlife and tranquil activities.

Over the past few years, in line with national trends, the roll of the school has dropped slightly but this is likely to rise in the near future as there is much new building of houses in the area and more planned for the future. This will ensure that the new accommodation will be used to its full potential.

There are three composite classes for primary pupils and a nursery which runs with 10 places both in the morning and afternoon. Staffing is in line with current authority guidelines. There are three full time teaching staff including the head teacher. In addition there is an additional support needs teacher, early years practitioner, early intervention assistant and visiting specialists in Music, Art, Physical Education, violin and brass instrument tutors.

Paired reading project

Background Information

A school Standards and Quality report is a summary of the information gathered by self evaluation. The report will show how the school is progressing and which areas of development, shown on the current School Improvement Plan, will be priorities.

The report will focus on evaluation, using the performance indicators outlined in ‘How Good is Our School 2002’, in the seven key areas which make up the main workings of the school. As you read this booklet you will be able to note these key areas as headings at the top of each page.

Evidence for the Standards and Quality Statement is gathered throughout the session using a variety of methods which include:

· day to day monitoring of classroom activities by the head teacher

· scrutiny of forward teaching plans and discussions with teachers

· careful examination of pupils’ work

· use of national tests and diagnostic test to gather information on the pupils’ progress

· detailed tracking of pupils’ progress

· evidence stored in pupils’ individual folios

· regular review of School Improvement Plan

· audits by staff using Quality Indicators

· questionnaire issued to pupils, parents and staff

· information from School Board and Parent Teacher Association

· staff development and review

This report uses the following standard word scale to assist the reader in understanding

almost all - over 90% of all pupils

most - 75 – 90% of all pupils

majority - 50 – 75% of all pupils

less than ½ - 15 – 50% of all pupils

few - up to 15% of all pupils

Statement of School Aims

Below is a list of the school’s current aims. The School improvement Plan is influenced by these aims, which are reviewed annually, to ensure we are aiming for a high quality of education.

· To be a continually improving educational community which provides the security needed for the pupils to attain challenging and realistic academic targets.

· To deliver a curriculum which promotes self discipline, independent learning and maximises the strengths of the individual pupil.

· To sustain a commitment, from staff and pupils, for raising pupil attainment to a level of which each child is capable.

· To provide the resources which encourage and enrich the pupil’s education.

· To foster, in the school, a sense of community, which parents, pupils and staff can relate to and be proud.

· To give all pupils regardless of ability, sex, race or religion, an equal opportunity to be educated.

· To involve the school in the wider community and broaden the pupils’ understanding of the world outside his/her own environment.

· To encourage all children to be enterprising in their outlook.

P1/2 entertaining grandparents for enterprise activity
Previous School Priorities

Curriculum

§ New Listening and Talking programme of study and guidelines developed giving ideas for more structured activities for pupils in this area

§ Additional Support Needs Policy reviewed and revised

§ Many exciting Enterprise activities have taken place allowing the children to become more confident individuals

§ Formative assessment used widely in school to plan pupils’ next steps in learning

§ All classes undertook many more Drama activities this session allowing the children more opportunities to express themselves

§ Although the teachers of each class incorporated as much as they could in the area of ICT we did not focus on improvement here as much as we could

Attainment

§ Formative assessment methods have made some differences to levels of attainment, however more time would be needed to judge its overall impact

§ Each pupil’s individual attainment is monitored carefully. All pupils are striving to do their best at all times and staff encourage high standards of achievement

Learning and Teaching

§ Some activities have been arranged in individual classes for able pupils. More improvement could be seen in this area

§ The new computerised system for the library has been well used this year. Reading for enjoyment has been a focus and the stimulating books in the library have been much used

Support for Pupils

§ The Additional Support Needs policy has been reviewed and amended giving staff good, clear guidance on procedures for supporting all children

§ New rules and legislation have been discussed with staff who are now more aware of changes in procedures

Ethos

§ Although we were premature in planning to develop the Parental Forum this session, the parents of the School Board and Parent Teacher Association discussed informally some possibilities for the structure to be decided and implemented next session
All parents were invited to a Cluster Parental Involvement evening which highlighted many aspects of how parents can become involved with their child’s education. A few parents attended.

§ The Pupil Council continues to bring issues, not very many I have to say, to the Head Teacher who acts on them promptly and thereby does not allow huge problems to arise.

Resources

§ The new staff are now much more familiar with the school’s resources and where they are stored

§ Present staff all work as a dynamic team sharing their expertise

§ The school managed the budget this session prudently. No major unforeseen expenses were incurred allowing us to make minor savings which will be carried forward to this session.

Management, Leadership and Quality Assurance

§ All staff, teaching and non-teaching are now comfortable with staff evaluation processes and find them a useful tool when thinking how to improve aspects of their work

§ Staff are very honest in their evaluations and the review process is embedded as a valuable exercise

§ Staff reported that they are pleased with the leadership of the school through the quality assurance indicators

Some of the pupils who took part in the sponsored Readathon for World Book Day

Pupils sorting the different materials for the recycling enterprise

Curriculum

Overall evaluation of our performance in this area is very good.

The curriculum reflects school’s aims and takes account of national and local advice and initiatives. Parents’ views are sought, often through the School Board or questionnaires, on the suitability of the curriculum particularly when developments have been made in a new area. Policies reflect good practice and give practical advice for teachers to better carry out programmes of study to enable pupils to become successful learners. Teachers plan in six-week blocks taking into account all aspects of the curriculum and next steps for individuals or groups of children.

Programmes of study are in place for all areas of the curriculum. These programmes, some of which were developed by teachers in the school, help staff to plan appropriate work for the class, individually or in groups, which ensure continuity and progression in the pupils’ learning. Teachers set targets with the pupils so that they know their next steps in learning. At the end of each session teachers pass on to the next teacher details of work covered by groups or individuals thus giving continuity in information on pupils’ progress.

Records are kept of pupils’ progress and achievements for use in planning and reporting to parents. Individual educational programmes are kept for some pupils.

We are now revisiting programmes of study which have been in place for a few years to encompass the four capacities of Curriculum for Excellence with a view to their improvement:

v Successful Learners

v Confident Individuals

v Responsible Citizens

v Effective Contributors

Future Priorities:

· To improve our delivery of ICT across the curriculum

· To review and revise the whole Environmental Studies programme

Attainment

Overall our evaluation of our performance in this area is good.

Pupils’ progress in learning is reflected in their attainment. Tasks are well planned, guided by the school’s programmes and set within the pupils’ ability level. Work is well presented and marked carefully with thoughtful comments or guidance as appropriate. Teachers better understanding of Formative Assessment has helped pupils to plan next steps in learning. A wide range of assessment procedures are in place. All pupils are encouraged to organise their own and class resources and to become responsible citizens. Pupils set their own targets in Language and Maths activities.

Efforts are made constantly, by the introduction of new teaching strategies and resources, to raise pupils’ attainment whilst ensuring the quality of their learning and meeting individual pupils’ needs.

Last session the school has reached attainment targets in Language and Mathematics. Members of staff are certain, through their professional judgement and national testing, that each child is a successful learner and has made good progress. The introduction of PIPS testing in P1, P3 and P5 now enables staff to measure the progress of each individual pupil against their previous performance in Reading, Maths and Attitude to School. It is important to understand that the school sets yearly targets for pupils’ attainments based on pupils own abilities and therefore a consistent rise on attainment will not necessarily be seen on the following graphs. There are a number of pupils with additional support needs in school who are making good individual progress in all areas of the curriculum.

On the whole pupil attainment exceeds local and national targets.

Future Priorities:

· To continue to focus on raising attainment in mathematics

· To further promote and encourage reading throughout the school

· To focus on raising attainment of targeted pupils by extra input when required in small groups or individually

James won a prize and certificate for

winning the pre-school expressive

arts competition

Reading:

Reading is a very important part of the curriculum from the very early stages of a pupil’s life. Every effort is made by providing appropriate resources and teaching strategies to allow each pupil a brisk pace of learning in reading.

The introduction of the Jolly Phonics scheme has been very successful at the early stages allowing pupils the ability to progress in Reading at an even better pace particularly as it is introduced at nursery level.

This session there has been a major focus on reading for enjoyment and this is reflected in high pupils’ attainment.

Writing:

The school’s well-embedded writing programme ensures that the pupils at all stages will undertake a wide range of writing experiences. Resources have been purchased recently to raise attainment in writing. Attainment in Writing is very high compared to local and national targets.

Mathematics:

Particular efforts have been made in Mathematics to raise attainment in mental maths throughout all stages.

A new and improved Mathematics scheme has been introduced as it is being produced throughout the school and is now in place up to level D.

Resources have been purchased by the Cluster to match transition developments for P7 pupils. These new resources are to be used by all level D pupils in Cluster schools thus allowing easy transition in Mathematics to S1.

The school purchased the same resources at level C to add to our own resources.

P3/4 pupils making a human alphabet
Learning and Teaching

Overall our evaluation of our performance in this area is very good.

Teaching approaches throughout the school are varied and incorporate a wide range of strategies, which cover the balance and breadth of the curriculum. All teachers’ plans for learning and teaching are well thought out and allow for a variety of pupils’ needs based on their evaluations of pupils’ progress. All teachers interact effectively with pupils and care is taken to involve all pupils in active learning. Much emphasis this session has been on Enterprising Activities which pupils and staff have tackled enthusiastically.

Almost all pupils are highly motivated and work enthusiastically while in school. Pupils are encouraged from the early stages to become independent learners and reward certificates are often awarded to those who are able to work without close supervision. Pupils are encouraged to be reflective on issues within and outwith their own experience.

All pupils are involved in setting targets for improving their learning in Maths and Language. Pupils at all stages work in a variety of groups to encourage collaborative thinking and learning.

Throughout the session all pupils are given the opportunity to work in a variety of groups according to different criteria. The pace of learning for more able pupils is carefully monitored. To accommodate this teachers of the upper stages have organised team teaching for levels B, C and D in Maths.

A range of assessment methods is used to determine the pupils’ next steps in learning. There is an effective mechanism for recording pupils’ progress. The present teachers are very knowledgeable about individual pupils’ progress.

Almost all parents play a very supportive role in their children’s education at Inverkeilor. Parent interviews are very well supported and parents are sent samples of pupils’ work twice a year for their comments. Regular monthly newsletters, handbooks and notes of guidance are given to parents to further enhance communication. Parents are encouraged to contact the school when concerns arise. Individual classes seek to involve parents in their topics. Some parents offer their help as library assistants and classroom helpers while others are active on the School Parent Teacher Association or School Board. Many thanks to them all.

Future Priorities:

· To continue to embrace new approaches to teaching i.e. co-operative learning to enhance learning and teaching strategies.

· To concentrate more on thinking skills and how they can be incorporated into learning and teaching for the benefit of the pupils.