School: Royston Primary Session: 2023-24
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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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Almost all staff show commitment to shared educational values and professional standards.
Almost all senior leaders provide strong leadership which has enabled our school and wider community to develop, promote and sustain an aspirational vision which underpins our continuous improvement. All staff, almost all pupils, some parents and a few members of the local community have actively collaborated in designing fresh vision, values and aims, together with a bespoke curriculum rationale and take ownership of this. This has been shaped with a clear focus and knowledge of the local social, economic and cultural context. Almost all staff and pupils embrace our shared vision; understanding fully it’s meaning and ensuring its sustainability.
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Refreshed vision, values and aims created collaboratively by all stakeholders.
Competition display of all pupils participating in creating values imaging. Curriculum Rationale created; bespoke to Royston Primary context. IDL planners ensure relevance and ownership by pupils and parents. 3-year cycle exploring and investigating Royston context. Staff, pupil and parent views shared by survey
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| Strategic planning for continuous improvement
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All staff feel confident to initiate well-informed change and take ownership and accountability for this process.
Almost all staff engage well together to ensure best and most relevant outcomes are met for each pupil. All staff engage frequently in professional dialogue, collegiate learning and self-evaluation where this is relevant and authentic. All senior managers work closely to guide the strategic direction of the school; ensuring pace of change based on staff, pupil and parent capacity is appropriate. |
In house cascading sessions for all staff – sharing training opportunities and prompting collegiate enquiry.
Regular team-teaching opportunities in core areas. POLLI evaluation process used regularly in peer observations as included in quality assurance calendar. All staff – teaching and non – have leadership responsibilities eg ECO, RRS etc. Regular learner conversations managed by SMT involving whole class and teacher. Various family engagement sessions post-covid; re-established ‘in person’ partnerships – evaluated and reflected upon. |
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| Implementing improvement and change
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The majority of staff take responsibility for implementing change and promoting equality and social justice across all of their work.
Almost all staff work collaboratively in developing our curriculum rationale; choosing appropriate strategies to ensure equity for learners. The majority of staff are committed, and engage fully, in self-evaluation exercises for the sake of continuous improvement. Almost all pupils, staff and a few partners work closely to think creatively encouraging pupils to develop their capacity to respond to change.
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LGBT – progressive planning and promoting positive attitudes
Ethos and ‘feel’ for any person walking into building (often commented on by GIC training participants. Refreshed and bespoke Curriculum Rationale – complete range of stakeholder involvement via discussion, survey, questionnaire, assembly etc. Long term plan for IDL as linked to Curriculum Rationale; relevant and purposeful for learners in Royston. RRS bronze award and silver action plan RRS views – pupils and staff collected and analysed. Staff fully supported by SMT to engage in a range of training and research opportunities eg Golf, Makaton etc. |
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What would be your next steps in this area for improvement? Implementing improvement and change – Many aspects undertaken are only at beginning stages. We want to embed these and develop each journey further eg RRS. LGBT etc. We have met many checkpoints but will now extend our thinking and manage to link these smoothly under the heading of Equality.
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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
DL Independence Lead learning |
The ethos and culture of our school reflects a commitment to children’s’ rights and positive relationships. All pupils and staff have engaged positively to increase our knowledge and understanding of UNCRC which is reflected day to day, in our school ethos. Almost all parents view UNCRC activities as highly important and engaged in some work with pupils on this theme.
Learners’ experiences are enjoyable and well matched to their needs and interests. Almost all pupils respond positively about their learning experience in school. Almost all parents respond positively to specific questioning on this theme. The majority of pupils understand and can explain the purpose of their learning and links with learning for life and work. Learners exercise choice, including the appropriate use of digital technology, and take increasing responsibility as they become more independent in their learning. |
Rights Respecting School Bronze Award achieved and action plan created collaboratively for silver award.
Lesson observations and learner conversations Learning walks UNCRC displays Parental views via survey collected and analysed Homework feedback on specific UNCRC tasks offered. Informal observations GMWP result analysis with focused small group bespoke interventions designed to support aspects requiring input. Digital Schools Award achieved. Digital technology embedded and woven throughout all learning in P6-7 – lesson observations Increased and consistent use of ipads to support learning in P1-5 evident in sign in/out book and observed in lesson observations. |
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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? |
Our teaching is underpinned by our shared vision and values. All pupils and staff worked collaboratively to co-create and refresh our school vision and values, thereafter used as a structure for curriculum rationale design. All pupils engage in weekly assemblies focused on vision and values, with awards central to this. The majority of parents have responded positively by various means, to our development work in this area.
All pupils engage in multi-contextual learning throughout the year, demonstrating cross context skills, knowledge and understanding with values woven through each experience. Almost all staff have made use of a variety of learning opportunities to develop their digital skills, as as such, there is increased understanding of digital pedagogy across the school. All teaching staff engaged positively with learning community colleagues, to plan and deliver literacy and numeracy lessons, gathering together for professional dialogue around moderation of output to tasks set. All infant and nurture staff have continued to develop their practice in playful pedagogy, increasing from P1-P3, working collaboratively in sharing ideas and resources. Data demonstrates that our infant pupils have made increased strides in development in literacy and numeracy. Almost all pupils have also increased significantly in confidence and responsibility at these younger stages. |
Lesson Observations/observations of class and school displays
POLLIs Learner conversations Learning walks Awards log and evidence of values commitment. Parental surveys and discussions during parental engagement activities eg parents’ appointments, parental partnership events. All pupils have been on at least one outing for educational purposes and all classes have made good use of school grounds and surrounding gardens for learning. CPD plans and records of staff Moderation planning/consultation/evidence One Drive planning folders Attainment over time data Ongoing assessments Summative assessment results analysed diagnostically |
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| Effective use of assessment
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Assessment is integral to our planning of teaching and learning. All teachers have engaged positively in learning opportunities on this theme and have incorporated it fully into planning, thus having a greater understanding of its’ purpose and ensure evidence is utilised diagnostically.
All pupils will use a variety of well-timed assessment methods across each session to demonstrate their knowledge, understanding, attributes and capabilities in different contexts across the curriculum. Teaching and management staff collaborate and participate in professional dialogue to ensure evidence is valid and reliable. Teaching staff for P1 P4 and P7 work closely with school management to interrogate benchmarks for achieving a level, engaging in professional dialogue on success and gap analysis All teaching staff engage in development work looking at gap patterns class and school wide. |
Fully operational, newly created assessment framework P1-7.
One Drive planning folders Assessment evidence across the curriculum. Holistic assessment evidence per class per term. Summative assessment data Attainment over time data Stretch Aims data Tracking evidence and termly teacher/management meetings Fast Story Action per class per term. RIPPs (Royston Individual Pupil Plans) and staged interventions per class per term, highlighting specific actions and staff undertaking. ACEL data Assessment folders per class streamlined to ensure maximum efficiency and limit duplicate School gap analyses. |
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| Planning, tracking and monitoring
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All teaching and non-teaching staff plan for different class, group and individual pupils, depending on their needs and targets. Almost all pupils work towards standard benchmarks, whilst a few pupils work towards their own individual milestones.
Almost all teachers can evidence direct links between assessment experiences diagnostics and future planning, staged intervention information, and individual pupil plan requirements. The majority of learners’ report ways that they have been involved in their own learning, giving examples of day to day practice in authentic involvement. All staff and pupils belong to a school committee – ranging from equalities to digital. The focus for each committee is on pupil leadership – setting goals to undertake and achieve eg – Children’s rights committee undertook to achieve RRS Bronze award, ECO committee undertook to achieve ECO flag etc. All support staff have TI groups identified using GMWP analysis, ranging from Lego therapy to social skills groups. |
Core nurture planning and tracking
Boxall profiling and analysis BRITS evidence for individuals Nurturing me for individuals GMWP evidence and analysis P1-7 Learner conversations Classroom KWL displays/various displays Committee developments and ongoing journey updates Committee pupil dialogue One Drive planning and tracking across all stages. Individual pupil plan evidencing pupil and parent voice.
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| What would be your next steps in this area for improvement?
Planning tracking and monitoring – learn and upskill in GCC tracking system – possibly utilise session 23-24. Assessment – ensure assessments in P1 are appropriate and purposeful – reflect on assessment framework for P1 Quality of teaching – increase moderation opportunities creatively across the school year |
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? |
As a result of our approach to ensuring the wellbeing of our children and families, we are improving outcomes. All pupils, almost all staff and some parents engage in regular opportunities for learning and engagement – ranging from stay and play to play along maths, Stem parent and child sessions to first aid for adults. We have significantly increased our parental partnership opportunities this session, post-covid.
All pupils have engaged in LGBT age and stage appropriate reading and development work in order to develop clear understanding of diversity, equality, respect and tolerance. All pupils can see that this is highly valued in school via displays and consistent use of language by almost all staff. Increased awareness, knowledge and understanding for all pupils, staff and parents on UNCRC, ensuring we consistently recognise and use specific language to fully embed an ethos of respect, tolerance and kindness. School management will present pupil profiles to SIM and JST when required – following either professional dialogue or tracking, fact story action meetings All pupils, staff and some parents are responding positively to our developments on LCFE as we journey towards accreditation, thus ensuring consistency in language and communication school wide. All P7 pupils have a 1:1 mentor from CityWise UofG mentoring programme. P7 pupils engage in a range of HWB themes such as self-respect, trust and healthy relationships. All new entrants engage in an enhanced transition to primary school, offering each pupil and family 5 opportunities to engage with school. Commitment to HWB learning community wide, engaging with provider Royston Youth Action to deliver transition development work to P7 pupils |
Evaluations provided by parents on parental partnership events.
Feedback formal and informal, on opportunities offered to parents for family learning and adult only learning Display and pupils evaluative evidence on LGBT developments school wide Parental surveys including evidence on LGBT developments RRS accreditation and evidence of ongoing journey Personalised nurture planning (aside from core, this is afternoon activities) Parental interactions minutes or summaries. SIM and JST outcomes Regular review evidence with educational psychologist link caseload. LCFE ongoing developments, action plans and activities Through school displays delivering consistent messages Bespoke support plans and risk assessments for individuals Multi-agency working evidence eg social work, SALT, GPS, GIFFs, ENP outreach. Citywise end of session report data analysis evidencing progress made. P1 and P7 transition programme followed Learning community involvement in transition support for P7 utilising RYA – evaluative evidence post programme, highlighting start and end point for pupils involved. |
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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
Whole leadership team trained appropriately in Fire awareness, health and safety management, legionella, asbestos and manual handling. Annual teaching and non-teaching staff training in fire awareness.
There is annual whole staff CPD during August in-service to deliver key messages to all staff, both teaching and non-teaching in relation to safeguarding and child protection. The current child protection framework provided by GCC is updated and shared with staff. Child protection coordinator attends bi-annual meetings and update staff as appropriate. A member of the school SLT attend all appropriate panels, core group meeting LAC review on an ongoing basis to ensure that information is shared with appropriate staff. The SLT work in close partnership with external agencies such as social work, health and police to ensure the care and welfare needs of all our children are met. Most staff, learners, parents and partners know what is expected in these areas and are involved in fulfilling statutory duties to improve outcomes for children and young people. The majority of staff have good knowledge of the SIMD and other information to ensure appropriate support is being provided. Attendance is regularly monitored and regular dialogue with the Education Liaison Officer effectively supports this.
There are robust child protection systems in place and children know who to approach if they have concerns.
The school embraces the Getting It Right For Every Child approach and strives to meet the needs of all children effectively. Strong partnerships with parents ensure they are fully involved in planning and decision-making related to meeting the needs of children. The Headteacher, leadership team and teaching staff have a well-developed knowledge and understanding of legislative requirements and are proactive in ensuring that these have a positive impact on children and their families. The individual needs of learners are identified early and support and interventions targeted effectively. Systems to monitor, track and plan for individual learners are managed well. The school has effective strategies in place to help children overcome any barriers to their learning. Those who have additional support needs are supported meaningfully through targeted individualised learning plans. (WAPs)
Almost all pupils in school have good attendance There has been no exclusion from school in Royston Primary for 8 years.
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Relevant documents and policies as noted
PRD’s Staff training Observable conduct of staff and pupils Staff meeting minutes/summaries Year calendar including evidence of quality assurance.
All staff trained in Child Protection and know procedures for MC 57 Pastoral Notes Introduction of new processes for CP as per Glasgow City Council Guidance Various Transition programmes including -early to primary where enhanced nursery transitions are being carried out. |
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| Inclusion and equality
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All learners are included, engaged and involved in the life of the school in a variety of ways. Relevant pupils are consulted regularly on aspects of concern to them. All pupils belong to a committee, ensuring their voice is heard and acted upon; taking on new journeys towards targets, ensuring clear purpose and value of committees.
Almost all pupils are confident to talk to staff and share their ideas and opinions, thus demonstrating high quality positive relationships. The majority of parents recognise relationships across school as a strength. Almost all pupils feel very well supported to do their best in all aspects of school life, demonstrating inclusion, respect and positive mindsets. We as a school value and celebrate diversity and challenge discrimination. All pupils have engaged fully in a series of lessons created on the theme of LGBT – age and stage appropriate. A few parents required further information on our work and were in full agreement after discussion. We have effective strategies in place which are improving attainment and achievement for children facing challenge, such as those from our most deprived areas and those with additional needs. Almost all pupils in school live in SIMD 1-2 – approx. 97%. Approximately half our pupils have applied and receive FSM entitlement – approx. 49%. For the majority of our pupils, English is not their first language – approx. 60%.
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Pupil surveys
Learner conversations Informal discussions GMWP evidence Committee progress report School refreshed values and curriculum rationale Very limited data on bullying and equalities data base, demonstrating ethos and culture of respect and tolerance school wide. LGBT staff training and development work on appropriate resources to support. School wide displays. Individual pupil plans Staged interventions Fact Story action supporting evidence School wide displays Pupil work Learner conversations Lesson observations Polli evidence. FOCUS tool Continual incremental increases in attainment over time, demonstrating effective teaching, learning and assessment |
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What would be your next steps in this area for improvement? Wellbeing – continue to develop LCFE strategies ensuring these are consistent from P1-P7. Increase understanding and skill in parents. Inclusion and equality – strengthen LGBT work, developing a continuation from book study Inclusion and equality – undertake anti bullying training – increasing knowledge and understanding, and create our own bespoke policy framework.
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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? |
Learners make good progress from their prior levels of attainment in literacy and numeracy.
Overall data analysis In writing results have gradually increased from last year. The majority of pupils in P1 P4 and P7 are achieving their appropriate level. This is as a result of very focus and rigorous interventions school wide on writing with focused and planned assessments and increased understanding and skill in diagnostic assessment. In reading our data would show that there is a slight dip in attainment from last year, with over half achieving the level compared to session 21-22 where it was a majority. The number of pupils in P1 P4 and P7 overall though has decreased from 61 pupils to 45 pupils meaning the results cannot be clearly compared. Therefore, in utilising other forms of data and information, we conclude that performance in reading has remained steady. Listening and talking results have remained steady with the majority of pupils achieving the required level. In numeracy there has been a very slight dip however we still have a majority of pupils achieving the required level. Again the dip is directly linked to the overall pupil number in P1 P4 and P7 – as above. Specific data Reading and writing– our performance has increased through P1-P7 with over half pupils achieving the required level in P1 and the majority achieving required level in P7. Analysis of this would demonstrate a clear correlation between infant data and vocabulary gap. All pupils have engaged in BPVS assessment this session with the majority having clear identified gaps in vocabulary as per their age and stage. All teaching staff have engaged in professional dialogue identifying specific common gaps in reading attainment. Listening and talking – as above however our data demonstrates that by P7, almost all pupils are achieving required level. Numeracy – our results from P1-P7 have decreased from majority achieving level in P1 to over half achieving in P7.
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Overall
2022-23
2021-22
2020-21
2019-20 March 2020 at point of school closure
2019-20 Predicted June 2020
2018-19
2017-18
2016-17
2015-16
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| Attainment over time
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In literacy we have raised attainment continuously over time or maintained high standards of attainment for all learners.
Almost all staff make effective use of assessments and their shared understanding of standards to make confident professional judgements about how well children are learning and progressing. Almost all staff have robust procedures for gathering evidence to contribute and justify professional tracking judgements. A robust tracking system ensures a clear understanding of continuous progress for learners, contributing to fact story action information gathered on next steps and action planning for individual pupils. Data in literacy and numeracy has steadily increased in almost all aspects, over time. All staff have an improved understanding of data and can ‘read’ the diagnostics, which in turn, contributes to planning. |
Assessment folders streamlined to demonstrate attainment in core aspects over time.
Assessment intervention work with clear information regarding types and uses of assessment. Assessment framework school wide created and currently used to provide systematic and purposeful assessments at critical times during the session. One Drive planning and tracking folders demonstrating authentic assessment woven through all aspects of the curriculum Learner conversations Lesson observations – peer and SMT Moderation school based and learning community wide School wide tracking system – updated termly and based on teacher professionalism and deep understanding of benchmarks Fact story action termly |
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| Overall quality of learners’ achievements
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Almost all learners demonstrate success, confidence and responsibility. All pupils have leadership opportunities in school by way of committees with focused journeys and targets set. All pupils belong to a committee which is skills based and linked carefully and thoughtfully to developing the young workforce, such as digital leaders, health and wellbeing ambassadors, pupil council, equalities, mental health and school food and nutrition. All pupils have opportunities to share their voice with almost all welcoming these opportunities.
All learners engage in transition activities at points of transition, particularly P1 and P7.
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Committee updates shared – in addition, pupils encouraged to share verbally in own classes.
RRS Bronze Award ECO Award Digital Award Learner conversations Transition work with Royston Youth Action, Citywise and secondary schools All new entrants are given enhanced transition – not only selected pupils. Eg new entrants sports day, teddy bear picnic, meet the family day etc. |
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| Equity for all learners
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We have effective systems in place to promote equity of success and achievement for all our learners. All pupils are carefully tracked to ensure needs are met to the best of our ability and within our resource limitations. Almost all staff think creatively in organising bespoke packages of support for individuals and groups of pupils.
All pupils engage in GMWP assessments; thus, staff have clear information on individuals who may require intervention All teachers and SNT collaborate in class tracking and create fact story action, identifying specific supports which may be of use. Almost all staff have excellent trusting relationships and are able to work cooperative in identifying key gaps for pupils and useful strategies and interventions. Almost all staff can work very flexibly in order to respond to the requirement of meeting pupil needs. Almost all support staff are eager to engage in further learning and development exploring health and wellbeing supports, in addition to literacy and numeracy, in order to upskill in delivering significant supports for pupils, such as lego therapy, GIC Glasgow Counts and Lfor A training. |
Support timetables – PTs, EAL teacher, Nurture teacher support bespoke to individuals and small groups
GMWP and shannari assessments. Fact story actions – identifying individual supports to meet each learner’s needs. Robust system for support for staff in supporting individuals – PT’s with core area leading remits. Staged Intervention data school wide Individual pupil plans Engagement and liaison with external services as required CP records SIM JST outcomes
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What would be your next steps in this area for improvement? Attainment in literacy and numeracy and attainment over time – CLOL for each aspect working to close gaps and ensure consistent practice in teaching and learning.
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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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Almost all parents report that they are comfortable and feel safe in discussing issues, challenges and needs with school staff.
Almost all parents feel warmly welcomed into school and have trusting relationships will all staff. This has steadily built up over time and is now embedded to support very open and honest conversation. Almost all parents feel that they and their children are supported effectively by staff in school, thus ensuring positive productive parental partnerships, increasing life chances and choices for all. All parents are actively encouraged to engage in pupil learning and school life frequently as research tells us that better parental partnership means more successful pupils. All teaching staff have been involved in refreshing pupil reporting format, based on parental feedback from last session. Reports are streamlined and straightforward to read which supports our significant cohort of families where English is not their first language. All teachers engage with parents twice yearly in formal parent appointments. Appointments are offered with interpreters where required and deemed useful. The majority of parents attended both in November 22 and February 23. The majority of parents attended our meet the teacher (Parent Pizza Party – renamed to remove potential barriers of formality) this ensuring they had some knowledge and understanding of class routines and strategies for the year ahead. Specific interventions are offered and undertaken by relevant staff as and when required. All parents have access to this as required – such as support with dyslexia, dyscalculia, autism, mental health, literacy, numeracy etc.
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Parental surveys termly
Informal discussion and comments noted Parent appointments Stay and play – infant events/Showcase upper events Homework grids emailed to parents and given to pupils – majority of tasks collaborative/listening and talking/creative Pupil reports Pupil report parental feedback Interpreter appointment schedule Small group intervention planning and evaluation
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| Early intervention and prevention
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All staff are aware of factors causing child poverty in our community., and work effectively to try to reduce the impact of poverty.
All staff participate in strong partnership approaches to facilitate robust services for families. Families benefit from our strong collaboration with colleagues from other sectors.
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Experienced, long serving staff with good knowledge of socio-economic situation in our area.
FOCUS toolkit used to engage in professional dialogue regarding the profile of our school – EAL, SIMD, FSM etc. in relation to the average for GCC. Free school uniform available for any family Whole staff focus on Cost of the School Day Frequent funding applications submitted to support equal experiences and opportunities as children in more affluent areas. Area partnership applications Business partnerships supportive donations funding enriching experiences for all pupils. Occasional food packages offered to families Positive working relationships with various 3rd sector organisations as required for individuals – Quarriers, Barnardos, GIFFs, Notre Dame, With Kids, NGCFI, ReHope, University of Glasgow, University of Strathclyde, Royston Youth Action, Citywise, Red cross, Kelvin college, ranger and Celtic foundations, Impact Arts Referrals/MC57 to social work Referrals for SALT
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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? |
The majority of staff will actively offer opportunities for parents to come into school. This may be for classroom informal visiting or for family learning activities. This impacts significantly on pupil engagement, confidence, self-esteem and worth.
Learning outcomes support families through changes and choices and these are designed in collaboration with parents regarding what they need from school. Parents and pupils have a sense of achievement and success in almost all opportunities offered. |
A range of parental engagement and learning programmes over this session:
Play Along Maths STEM BookBug Read Write Count Families Connect Parent and child cookery Family gardening sessions Evaluative information for above Stay and Play/showcase events Snapshot week – pupils engaging with parents in dialogue about learning Homework 5 ways to wellbeing collaboration grid Parental surveys First Aid for parents
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| What would be your next steps in this area for improvement? | Quality of family learning programmes – create a year calendar of events so as to ensure balance and fairness school wide. Identify different ways to engage upper school parents.
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Overall Evaluation
Excellent
Very Good
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Excellent
Very Good
Good |
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EVALUATIVE STATEMENTS |
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Quality Indicator Optional. |
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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What would be your next steps in this area for improvement? |
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Overall Evaluation
Excellent
Very Good
Good
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Satisfactory
Weak
Unsatisfactory
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Establishment Profile
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| Headteacher/Head of Establishment | Jane McShane |
| Senior Leadership Team | Rebecca Steer (PT1) Fiona Young (PT1) Greg Steer (PT1) |
| Area/Local Improvement Group | LIG 1 |
| Learning Community | Springburn |
| Roll | 116 |
| FME/SIMD Profile | Approx 49% FSM and 98% SIMD 1and 2 |
| Linked School Trios/Quads | Sunnyside Primary |
