Department of Educational

and Social Services

Follow up report on the inspection of Kirkstyle Primary School

published in

November 2009

Introduction

On 3 November 2009 her Majesty’s Inspector of Education (HMIE) published their report on Kirkstyle Primary School. The report highlighted a significant number of positive aspects and made three recommendations for improvement which are detailed below.

Areas for Improvement

Over the last two years staff, pupils and parents have been working to enhance school provision in the following areas.

• Raise attainment, particularly in writing.
• Improve approaches to meeting the needs of all learners.
• Extend the way the school monitors and evaluates its work to ensure improvements in learning and teaching.

What has improved in the area of raising attainment, particularly in writing?

Staff have visited other establishments to view good practice and a variety of resources upon which an informed decision was made to adopt the approaches within “big writing”.  All staff have had a full day of in-service support in the implementation of this approach. A group of staff piloted the use of the materials and approach then reported back to the remainder of the staff prior to full implementation. All pupils have undergone baseline assessment and staff have met to moderate these in line with the Scottish criteria for this. Staff have also had to project levels of improvement on an individual pupil basis. Pupils also participate in this discussion process allowing them to plan their next steps. With the use of AifL techniques and

What will happen next in this area?

The working party will meet again to moderate approaches across stages. A second assessment will be undertaken to identify progress made and match this to original projections. All staff will be involved in a further moderation exercise. The Senior Management Team (SMT) are monitoring lessons to observe changes to approach. Classes have been set for literacy to ensure a smaller pupil to staff ratio which is having an effect on the pace of learning and also the quality of the work pupils are producing. More able writers are being identified and challenged in their writing.

The school has made good progress in relation to this action point.

What has improved in the area of improving approaches to meeting the needs of all learners?

The curriculum has been reviewed to ensure that Curriculum for Excellence entitlements are met and all children are moving forward with a depth of understanding. Interdisciplinary projects have been implemented at all stages and integrate with core curriculum plans. Pupil progress through the Experiences and Outcomes is being tracked both by staff and pupils themselves. Pupils are involved at the planning stage to ensure personalisation and choice. Pupil and staff confidence in the use of Assessment is for Learning techniques has grown e.g. learning logs.

Staff are now more skilled at deploying strategies to support all learners.

What will happen next in this area?

The Teacher Learning Communities will continue to ensure that the AifL strategies are embedded in every day practice. Questioning is used more effectively to encourage children to think more deeply and extend their learning. Staff capacity to support all pupils will continue to be developed through participation in a range of activities. Opportunities that challenge learners will continue to be developed. Specific resilience training and restorative practices has enabled the school to continue to make positive steps to ensure that vulnerable children can access learning.

All staff have been trained in the anti bullying programme and then key messages underpinning this delivered to children. This has resulted in a reduction in instances of bullying. Parents are also better informed and can work in partnership with the school to support the pupils.

The school has made very good progress in relation to this action point.

What has improved in the area of extending the way the school monitors and evaluates its work to ensure improvements in learning and teaching?

The school calendar of monitoring has been adapted to allow flexibility. Systematic monitoring of classroom practice is taking place to monitor the implementation and impact of targets in the school improvement plan. Classroom observations have resulted in individual and whole school feedback which has identified what is high quality learning and teaching. These visits have also been used along with jotter sampling and pupil focus groups to provide a more rounded picture of the strengths and areas for improvement for the school. The Teacher Learning Communities have ensured that the staff have continued to review and develop their own evaluative skills. Jotter sampling has ensured that staff and pupils are continuing to promote high quality presentation and hand writing skills. Forward plans now include a section to allow daily evaluation of Literacy and Numeracy experiences and outcomes and pupil progress in these. Termly evaluation meetings with the SMT follow to highlight progress with the curriculum and individual pupil progress. Parents are informed of school improvement plan priorities via the monthly newsletter. The parent council are participating in focus groups on aspects of the improvement plan.

What will happen next in this area?

Learning rounds are going to be developed to collate evidence for whole school improvement in classroom practice. Breakfast meetings will be convened with the parent forum to discuss elements of the improvement plan. The Pupil Council will continue to be consulted on the school improvement plan and other opportunities will be developed for the pupil voice to be enhanced through participation of the younger pupils in, for example, the newly created eco committee.

The school has made very good progress in relation to this action point.

If you would like to see a copy of the original report please contact the school or go on-line to:

http://www.hmie.gov.uk/documents/inspection/KirkstylePrimarySchool8222126.pdf