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Cathedral Primary School knows each and every learner exceptionally well. We make sure every learner gets the right support at the right time so they have the best possible chance of attaining and achieving to their maximum potential.<\/p>\nCathedral Primary School knows each and every learner exceptionally well. We make sure every learner gets the right support at the right time so they have the best possible chance of attaining and achieving to their maximum potential.<\/p>\n
ATTAINMENT<\/strong><\/span><\/p>\n As is the case in all North Lanarkshire schools, Cathedral Primary uses an electronic system called \u2018Progress & Achievement\u2019 to monitor and track learners’ progress and attainment. This is updated with Teacher Professional Judgements<\/em>, based on a range of evidence, at three points during the course of the year (September, December and April). Teacher Professional Judgements<\/em> are collated by Mrs Duffy (DHT) and this information is used to update class and year group attainment spreadsheets ahead of Pupil Progress Meetings<\/em>. Professional judgements are also translated into overall percentages for Reading, Writing, Listening & Talking and Numeracy to ensure we remain on track to meet our projected attainment targets across each stage.\u00a0<\/span><\/p>\n Pupil Progress Meetings <\/em>involving class teachers across each stage, the Attainment Team and members of the Leadership Team take place at three points during the course of the year (October, January and May). Collated attainment data is discussed, particularly around learners who require additional support or additional challenge, and actions (e.g. a change in maths group, moving up a reading band, input from the Attainment Team) are agreed and put in place.<\/p>\n Cathedral Primary has a dedicated \u2018Attainment Team\u2019 and a<\/span> range of targeted interventions are <\/span>available <\/span>to <\/span>pupils identified as requiring <\/span>additional<\/span> support or challenge during Pupil <\/em><\/span>Progress<\/span> Meeting<\/span><\/em>s<\/em><\/span>. <\/span>A baseline is <\/span>established<\/span> for each pupil and progress reviewed at regular checkpoints to measure impact and <\/span>identify<\/span> next steps.<\/span><\/span>\u00a0<\/span><\/p>\n ACHIEVEMENT\u00a0<\/strong><\/span><\/p>\n Cathedral’s bespoke ‘<\/em><\/span><\/span>Rose Trainer<\/span> Achievement Award’ <\/span><\/span><\/em>helps build important life skills and celebrate wider achievements. All <\/span>Cathedral Primary <\/span>pupils are automatically enrolled onto the <\/span><\/span>Rose Trainer<\/span> Achievement Award <\/span><\/span>and work with their teacher each Friday to <\/span>identify<\/span> targets for the following week.<\/span> A space is included on each learner’s personal record card to record their on-going wider achievements such as <\/span>winning a swimming badge or taking part <\/span>in a music or dance competition.<\/span><\/span><\/p>\n Rose Trainer Achievement Award |<\/a><\/p>\n Cathedral Primary uses an electronic <\/span>spreadsheet to <\/span>monitor<\/span> and track<\/span> achievement both in and out<\/span>–<\/span>with school<\/span> (this includes <\/span>Come Clubbing @Cathedral and school leadership roles)<\/span>. This spreadsheet is updated <\/span>by class teachers <\/span>at t<\/span>wo<\/span> points <\/span>during the course of<\/span> the year (<\/span>December <\/span>and Ma<\/span>y<\/span>).<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\n Cathedral <\/span>monitors and <\/span>tracks <\/span>each learner’s achievement<\/span>s, both in and out<\/span>–<\/span>with school. W<\/span>here <\/span>appropriate<\/span>, we are <\/span>proactive in encouraging and supporting increased participation.<\/span><\/span><\/p>\n","protected":false},"excerpt":{"rendered":" Cathedral Primary School knows each and every learner exceptionally well. We make sure every learner gets the right support at the right time so they have the best possible chance of attaining and achieving to their maximum potential. ATTAINMENT As … Continue reading