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EVALUATIVE STATEMENTS
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Quality Indicator 1.3 Leadership of Change |
What are the current strengths in this area? (Evaluative Statements) |
What key evidence do you have of improvement in this area? (People’s views/observations/data) |
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| Developing a shared vision, values and aims
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All staff are committed to ensuring the highest possible standards and success for all our learners.
All staff are committed to shared educational values and professional standards All staff, pupils and parents are committed to our unwavering school values. These underpin all that we do. All stakeholders share responsibility for the values and all pupils, all staff and some parents/carers were involved in their creation. All staff have a clear understanding of the social, economic and cultural context in which children and their families live. All staff play a key role in delivering and supporting teaching and learning about our values and how we can live these. |
Rigorous 3 stage tracking process consistently practiced across school
Staged Intervention and Individual pupil plans in place for Stage 1-4 pupils Effective communication across the school community Strong collegiate working and positive relationships School and learning community moderation practiced with positive analysis of feedback given School values underpin everything we do – created with input from all stakeholders Strong pupil voice – pupil council, youth forum, Eco committee, Digital leaders, sport captains, house captains and house groups. High standard of knowledge and understanding about our school profile by way of the Focus tool |
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| Strategic planning for continuous improvement
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Head teacher creates conditions frequently where staff are confident to initiate well informed change.
All staff are committed to supporting best outcomes for pupils. The majority of parents demonstrate an interest in this. Head teacher guides the pace of change well and strives continually to increase capacity for change across the school community All staff engage in professional dialogue, collegiate learning and self-evaluation for self-improvement. Almost all staff demonstrates a desire to be involved in new developments and initiatives. Some parents demonstrate an interest in our school improvement plan and other more frequent mid-session changes. A few will record their thoughts and opinions. |
Staff survey of confidence and value in our school community is positive.
Parent/carer evaluation materials Pupils observed confidence levels. Positive relationships and staff empowerment. Leadership opportunities for all staff – teaching and non. Working parties involving all teaching staff Self-evaluation surveys, questionnaires etc – evidence gathered and analysed. Engagement and commitment of all staff – observable Termly tracking meetings, PRD’s annually, collaborative creation of year calendar Focused celebration assemblies – values based.
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| Implementing improvement and change
How have you ensured that staff at all levels take responsibility for implementing change? (Where appropriate make explicit reference to the role of additional staff e.g. Challenge Leaders of Learning (CLOLs), PTs Raising Attainment.) |
Staff at all levels and remits take responsibility for promoting equality and social justice
All staff demonstrate a commitment to innovation and creativity – leading to aspects of improvement. Practitioner enquiry is becoming more familiar for teaching staff in light of challenge work All staff engage in continual reflection of self-evaluation in exploring new initiatives to support improvement. All stakeholders are continually increasing their capacity for change in line with our shared understanding of our school profile and aspects for development, as a result of self-evaluation processes. All staff are supported in exploring impact of changes made; change being seen as an evolving process |
Almost all staff have a particular leadership focus and are empowered to carry this out in creative and innovative ways.
All staff are supported with CLPL opportunities – identified via PRD and funded if required. All staff are offered a variety of experiences – training, leadership roles etc – almost all staff are enthusiastic in taking these opportunities on. All teaching staff at beginning of collegiate enquiry process – looking at the core teaching and learning aspects. All support staff have leadership experience by way of small intensive support groups each afternoon – pupils identified by HWB assessments and tracking Tracking and planning meetings termly Very positive ethos – all staff open, approachable and honest – evidence by way of questionnaires, surveys and discussions. All teaching staff engage in regular working parties Infant teachers collaborative working with May Geddes and have created their own planning model. Regular meetings with CLOL to track progress and impact All teachers manage their own assessment folder with some prescribed aspects. All teaching staff identify other aspects to be included. |
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What would be your next steps in this area for improvement? Learning and teaching statement linking with a refresh of values in line with an updated mission statement/vision statement Curriculum rationale created to account for our unique school profile Revision of WTA to account for more focused time spent on collaborative planning and monitoring – peer observations with time to reflect. Peer monitoring becoming more consistent |
Overall Evaluation
Excellent
Very Good
Good |
Satisfactory
Weak
Unsatisfactory |
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EVALUATIVE STATEMENTS |
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Quality Indicator 2.3 Learning, teaching and assessment |
What are the current strengths in this area? (Evaluative Statements) |
What key evidence do you have of improvement in this area? (People’s views/observations/data) |
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| Learning and engagement
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All stakeholders in school are aware of children’s rights. This is a key aspect of our ethos and culture.
The majority of pupils are eager and active learners who are engaged during their class activities. The majority of our pupils demonstrate resilience in day to day occurrences. Almost all teaching staff facilitates motivating and enjoyable activities which are carefully planned around learners’ needs and interests. Pupils are becoming more responsible and taking more ownership for their learning and the planning aspects. The majority of teachers offer elements of choice in planning, lessons and activities – this is becoming increasingly obvious during class visits. Almost all teachers create learning intentions and success criteria for each lesson and pupils have varying levels of input into this. Some pupils in school take on leadership roles in their learning, having opportunity to practice such skills regularly. All of our learners experience success in various aspects across the curriculum and staff build on strengths of individuals. All stakeholders view the school as an active part of the Royston community and learners engage in various activities to encourage this. Our school has a very positive profile amongst local residents and partners/organisations in the area. Staff, pupils and parents opinions are valued and the majority confirm this. |
Pupil, parent and staff evaluation highlighting positive relationships across the school community.
Staged Intervention planning shared with pupils Individual pupil plans created along with parents and pupils Learner conversation evidence highlighting appropriate challenge in almost all classes. GL PASS assessment and tracking of HWB across all pupils Celebration assembly on Friday – celebrating efforts of pupils during that week in and out of school. Pupil voice opportunities – pupil council, youth forum, eco committee, digital leaders, sport leaders, house captains and house groupings. Community links – housing associations, builders, local churches and banks, North Glasgow Community Food Initiative. Etc. SLT class monitoring and observation – along with tracking of regular day to day class work. Informal discussion with local partners and agencies. |
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| Quality of teaching
To what extent are changes to pedagogy consistently embedded across classes and how has teacher collaboration had an impact on this? |
All stakeholders know and understand the purpose of our values and they underpin everything that happens in RPS.
All teaching staff explore new and exciting methods and strategies to engage all learners – offering limited and sensible variety in order to meet all learners needs. All staff make best use of available digital technology and are keen to discuss each other’s methods and use. Almost all teachers offer clear and specific direction and instructions, and are skilled in asking high quality questions to deepen and expand learning. The majority of teaching staff have a clear understanding of Higher order thinking skills and use these fairly to vary learning on a day to day basis. All learners are observed closely by relevant staff in order to manage interventions appropriately. |
Review of values and stakeholder engagement
Class plan formats, tracking material and assessment folders Observation and professional dialogue Individual planning process involving teacher, parent and pupil – all views recorded and, where appropriate, acted upon. Learner conversations Afternoon nurture groupings – identifying and meeting learners more specific needs with various, sometimes therapeutic, approaches. Support staff engagement in training and leading small afternoon groups – meeting learners’ needs. Resources updated and more consistent across the school. Various opt in sessions delivered by CLOL/Nurture teacher offering opportunity for professional development – ownership of staff as to whether to attend.
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| Effective use of assessment
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All teaching staff use assessment for the purpose of planning and adapting lessons.
All staff vary their approaches to assessment – looking for the most authentic way of assessing in different contexts. All teaching staff engage in moderation activities as we are committed to ensuring the most reliable and valid is delivered. All pupils engage in regular summative assessment activities in order to see our profile of attainment over time. |
Classroom observations – SLT and Peers
Observed formative assessment procedures in place in majority of classrooms. Summative assessment per session plans – reading, writing, numeracy, spelling and HWB. Girfec tracking of all pupils termly (or when required) Tracking meeting action notes reviewed at next meeting Individual plans and Staged Intervention plans – all pupils Stage 1-4 have some form of individual plan. Moderation event – evaluation and analysis. |
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| Planning, tracking and monitoring
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All teaching staff engage in daily, weekly and termly planning ensuring all learners needs are met to the best of our ability.
All teaching staff engage in planning and tracking reviews along with SLT – interrogating the available data and exploring additional supports which may be useful. Almost all teaching staff think creatively when engaging in planning and look to use real contexts for pupils to learn in and from. Every teacher and other relevant staff have a clear profile for each child. Each child has a clear picture of their own learning and progress/next steps.
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Short and long term planning – discreet and mixed outcome bundles – depending on suitability.
Support and challenge planned for each week and over a termly basis in core subject areas. Outcome coverage tracked and monitored Progression pathways for every curricular area and every primary stage now in place Assessment folders per class monitoring all summative assessments in addition to weekly in class assessments and tracking Nurture Planned Interventions – afternoon intensive working groups 3 tiered tracking process – termly – including summative tracking, GIRFEC tracking and professional judgement tracking Various HT ‘check ins’ with individual pupils, groups and classes – offering support to pupils and to staff – teaching and non.
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| What would be your next steps in this area for improvement?
More consistency using CEP process in learning intentions and success criteria More consistency in active learning for all stages More frequent pupil evaluations – eg end of topic, pre maths unit etc More security in peer observation timetable – this is not structured for the session More opportunities built in via WTA for in school moderation. |
Overall Evaluation
Excellent
Very Good
Good |
Satisfactory
Weak
Unsatisfactory |
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EVALUATIVE STATEMENTS |
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Quality Indicator 3.1 Ensuring wellbeing, equality and inclusion |
What are the current strengths in this area? (Evaluative Statements) |
What key evidence do you have of improvement in this area? (People’s views/observations/data) |
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| Wellbeing
What is the impact of additional evidence-based interventions in supporting the well-being of targeted learners? |
All staff are committed to our families – in ensuring pupil wellbeing and best outcomes and exploring possible supports for the families to enhance this.
Almost all pupils demonstrate and write that they feel safe, healthy, achieving, nurtured, active, respected, responsible and included. All staff have highlighted that they feel safe, supported and valued in school by each other and SLT All staff strive to deliver and facilitate the very best learning and teaching that they can offer. Almost all stakeholders feel that relationships are positive in school and this is beneficial to the learners. All staff actively seek out strong relationships with each other and pupils and there in a definite sense of team work across the school.
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Vulnerable children information gathered, risk assessed and added to pastoral notes on a daily/weekly basis.
Pastoral notes are kept up to date SIP focus on Whole School Nurture – opt in training sessions for staff Staff HWB focus – weekly yoga sessions Afternoon focus groups based on nurture principles – facilitated by support staff GL PASS baselining statistics and data analysis Positive relationships observed amongst all involved in school Individual pupil plans and staged intervention plans (1 and 2) in place – demonstrating pupil and parent voice Links with SW, 3rd Sector, NGCFI, Housing associations, Glasgow and Strathclyde Universities, Lifelong learning ventre, Rosemount Development Trust, Clydesale Bank Friday Celebration Assembly Termly Snapshot week – demonstrating responsibility for learning, involving parents and showing progress of individual pupils Valued and supported staff Focused small class sizes |
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| Fulfilment of statutory duties
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All staff have an awareness and varying depth of understanding of:
All GCC policy and procedure Health and Safety for GCC PE Code of Practice ASN act Parents as Partners Act GTCs – full registration and professional values Curriculum for Excellence E’s and O’s Benchmarks |
Relevant documents and policies as noted
PRD’s Staff training Observable conduct of staff and pupils |
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| Inclusion and equality
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All staff practice inclusivity and understand that this leads to equality.
All pupils have the opportunity to be involved in the life of the school – almost all take that opportunity. Almost all pupils feel supported to work to their potential and have a clear understanding of what types of supports they may need. Almost all parents/carers feel they are treated fairly and with respect. All staff and pupils strive for success no matter their age, ethnicity, race or belief – we actively celebrate difference in positive and respectful ways. No staff will discriminate against any pupil/family because of their deprivation situation. |
Exclusions statistics – 0% for last 4 years
CIG statistics – 2 profiles in last 4 years Creative use of support staff – afternoon focus nurture groups Out of school events, trips and visits for all Increased ownership in learning – Snapshots House and committee groups – youth forum, Eco, FDigital, Sports etc Variety of breakfast, lunch and after school clubs – yoga, drama, football, basketball, knitting, art, recorder, philosophy, homework etc YMI music links Individual pupil plans/Staged Intervention pupil plans Bright Sparks programme – supporting most deprived and with barriers to learning Food Bank support Parent workshops in partnership with Kelvin College – First Aid and Beauty Parent and child cooking class weekly every term Fruit and Veg barra – weekly for all community members to attend
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What would be your next steps in this area for improvement? Develop Peer monitoring Develop skills and knowledge – Literacy for All Ensure sustainability of numeracy development Develop Integration Unit to support HWB of individual pupils/linking with families Alter Year Planner to include more collegiality and less listening |
Overall Evaluation
Excellent
Very Good
Good |
Satisfactory
Weak
Unsatisfactory |
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EVALUATIVE STATEMENTS |
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Quality Indicator 3.2 Raising attainment and achievement |
What are the current strengths in this area? (Evaluative Statements) |
What key evidence do you have of improvement in this area? (People’s views/observations/data) |
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| Attainment in literacy and numeracy
How well are our approaches to raising attainment improving outcomes in literacy and numeracy for learners, and closing the gaps the school has identified? |
Almost all pupils are making appropriate progress and building on their own particular skills set in addition to being supported through more challenging developments.
All professional judgements made are firmly based on robust evidence |
Tracking data – % increases
Summative testing stats in reading, writing, spelling, umeracy and HWB Progress in above tracked with regular check points
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| Attainment over time
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All staff are becoming more confident in identifying success in benchmarks and as such, our expectations are high and our attainment statistics are robust.
Almost all learners are making appropriate progress All staff have a streamlined set of assessments which guide their future planning All staff willingly engage in moderation activities when they are organised – either school or LC All teachers engage in a robust tracking process along with SLT Statistics demonstrate that some pupils are making steady progress over time however on analysis, I believe our stats demonstrate an increase in skill and knowledge of staff in tracking and measuring progress. |
All curricular areas observed – SLT and Peer
Class based evidence – jotters, work folders, Snapshots, assessment folders per class, learning journeys Termly evaluations with next steps in learning identified Planning folders – plans for support and challenge Regular moderation dialogue LC moderation events Working parties – benchmarks 3 stage tracking system
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| Overall quality of learners’ achievements
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All pupils strive to become successful, confident, responsible and effective within the community.
All pupils have some awareness of Global Citizenship All pupils are offered a wide variety of opportunities both in and out of school in order to support their academic as well as their personal and social development. All pupils have opportunities to engage within their local community – library visits, site visits, housing associations events etc
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ECO, digital leaders, youth forum, sports and pupil councils
School of Sport Gold Award Better Energy and Green Acorn awards Scottish School of Cooperation award Environmental Task Force award Celebration Assembly each week – recognising achievement in and out of school. School values Clyde in the Classroom Bridges and Barriers football, SOS work Snapshot week each term – responsibility and ownership Careers week Pupil input into their own full report using our ASPIRE school values
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| Equity for all learners
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All staff strive to ensure equity for all pupils and families, no matter race, gender, deprivation etc
Attainment data is much more robust and all staff are more confident in making these type of professional decisions. |
EAL support teacher
Translator use when required Groupcall translation exploration Afternoon nurture focus groups Quarriers support once per week 3rd Sector support – family referrals when appropriate Appropriate curriculum design Individual pupil plans (stage 3 and 4) and Staged intervention plans (stage 1 and 2) GIRFEC tracker per term WAP’s, JST when required, SIM attendance and notes, GDSS collaboration, links with Inclusion team Positive relationships observed and highlighted by stakeholders
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What would be your next steps in this area for improvement? Developing the Young Workforce – focus on this as little work done in this aspect School vision needs work to link with values Parental survey standard – approachability and satisfaction type survey SIP evaluation involving all staff |
Overall Evaluation
Excellent
Very Good
Good |
Satisfactory
Weak
Unsatisfactory |
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EVALUATIVE STATEMENTS |
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Quality Indicator 2.5 Family Learning |
What are the current strengths in this area? (Evaluative Statements) |
What key evidence do you have of improvement in this area? (People’s views/observations/data) |
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| Engaging families in learning
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All families are offered high quality support for them to engage in learning activities. This is open to all families equally
All families have regular opportunities to discuss their learning with staff. Some families voice their desire for various opportunities and we continually attempt to meet these requests All parents and carers are actively encouraged to engage in their children’s learning and life at school All staff work closely with parents to reduce potential barriers to engagement and are responsive to the family circumstances – EAL, family separation, bereavement and mental health issues.
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Introductory parent workshops – first aid and beauty in partnership with Kelvin College
Partnership with NGCFI – adult and also apparent/child cookery classes – healthy eating and less waste themes. Partnership with Stretchanickel to deliver infant Building Blocks programme – focused on increasing parental empowerment and ultimately attendance, behaviour and attainment. Read, write count event Cake and count and stay and play sessions – majority of parents involved Parent Pizza Party – Cfor E workshops in disguise – 80% turn out Snapshot allows parents/carers opportunity to have involvement in their own child’s learning and progress Open door policy – parents welcomed and quick appointments offered. Seasons for Growth offered Positive relationships and staff approachability observable |
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| Early intervention and prevention
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All staff strive to form positive relationships with all parents and carers including those with EAL and some of our harder to reach parents/carers.
Formal and informal opportunities are sought to continue to strengthen those relationships All staff have a very good awareness of the factors within the community causing poverty All staff are aware of the different between poverty relating to money and poverty relating to opportunity and experience. SLT actively seek out 3rd sector opportunities for all families in need of some support All staff are aware of the range and use of data gathered via FOCUS and explore important aspects to address Some parents engage in opportunities given to offer feedback to school regarding various developments. |
Parent appointments
Informal meeting opportunities Pastoral notes Translator appointments Relationships with local nurseries and secondary schools HGIOP evidence re poverty and deprivation Tracking termly evidence Relationships with numerous 3rd sector organisations Evaluative evidence and analysis offered by parents/carers – various aspects being explored at various times throughout the session
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| Quality of family learning programmes
What Family Learning interventions have you implemented to close the poverty-related attainment gap? What is the impact of these on learners and parents? |
Some parents engage in surveys about tyeps of family learning they may find most useful
The majority of parents find opportunities useful and enjoyable Opportunities are balanced between involving adults and their children and adults only Views on aspects of interest are sought from all parents
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Parent cookery
Parent/child cookery Building Blocks – parent child and adult only Read Write Count First Aid – adults Beauty – adults Knitting – adults Fast Start- infant parents/carers Stay and Play Cake and Count Pizza Party Strong links with lifelong learning centre (on school grounds) to support adults into training and employment Links with universities locally and promotion of training opportunities Community Achievement accreditation offered to parents engaging in activities |
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| What would be your next steps in this area for improvement? | More consistency in training opportunities – a balanced approach spread throughout the session
Strengthen links between universities and colleges to support parents/carers into training
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Overall Evaluation
Excellent
Very Good
Good |
Satisfactory
Weak
Unsatisfactory |
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Establishment Profile
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| Headteacher/Head of Establishment | Jane McShane |
| Senior Leadership Team | Lorne White (PT3) and Fiona Young (PT1) |
| Area/Local Improvement Group | LIG 1 |
| Learning Community | Smithycroft |
| Roll | 128 |
| FME/SIMD Profile | Approx 47% FSM and 95% SIMD 1and 2 |
