{"id":755,"date":"2026-01-19T11:09:23","date_gmt":"2026-01-19T11:09:23","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/or\/evie\/?page_id=755"},"modified":"2026-01-19T14:23:22","modified_gmt":"2026-01-19T14:23:22","slug":"standards-quality-report-2024-2025","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/or\/evie\/standards-quality-report-2024-2025\/","title":{"rendered":"STANDARDS & QUALITY REPORT 2024 2025"},"content":{"rendered":"

SCHOOL IMPROVEMENT PRIORITY 1:\u00a0 Numeracy: consistency of approach across the school; inclusive practice and recovery<\/span><\/b>\u00a0<\/span><\/p>\n

Data\/evidence that informs this priority:<\/span><\/b>\u202f\u202f<\/span>\u00a0<\/span><\/p>\n

A data analysis of statistics across the school in 23\/24 showed that numeracy was the subject in which the school had the second lowest attainment overall, with 5 classes below the LA Stretch Aims and 2 classes not meeting the school targets.\u00a0\u00a0As part of whole school self-evaluation, numeracy has been identified as the subject area which requires clear strategic direction, professional learning, collegiate enquiry opportunities and a moderation focus with other schools.<\/span>\u00a0<\/span><\/p>\n

Overall evaluative statement:\u00a0\u00a0<\/span><\/b>Maths Recovery training was received positively by all teachers and there was a professional impact on knowledge, skills and application of consistent approaches across the school.\u00a0\u00a0All teachers reported that their knowledge, understanding and practice of maths had been developed effectively, in particularly for pupils requiring support.\u00a0\u00a0To impact more broadly on the whole school, it was considered that training at the second level would be necessary.\u00a0\u00a0It was also agreed that this year\u2019s interventions, including the high-quality resources, should continue to be embedded next session.<\/span>\u00a0<\/span><\/p>\n

SCHOOL IMPROVEMENT PRIORITY 2:\u00a0 Literacy: high quality approaches to Learning, Teaching and Assessment in Writing\u202f<\/span><\/b>\u00a0<\/span><\/p>\n

Data\/evidence that informs this priority:<\/span><\/b>\u202f A data analysis of statistics across the school in 23\/24 also showed that writing is still a subject in which the school needs to improve with 6 classes below the LA Stretch Aims and 3 classes not meeting the school targets.\u00a0\u00a0As part of whole school self-evaluation, writing will continue to be a focus as we embed the professional learning and collegiate enquiry which was fundamental to transforming the school’s approach and ethos around writing. <\/span>\u00a0<\/span><\/p>\n

Overall evaluative statement:\u00a0\u00a0<\/span><\/b>The Talk for Writing approach has been successful in engaging reluctant writers across the school and teachers have found the approach refreshing and successful in\u00a0providing\u00a0a broader range of teaching skills to practitioners and their overall repertoire.\u00a0\u00a0Sounds Write training has been received well by staff from P1-4 who have reported a more positive impact on the literacy progress and development of children at these stages.\u00a0\u00a0All teachers reported that the professional learning in Sounds Write and Talk for Writing have had a significant impact in skills,\u00a0knowledge\u00a0and confidence in teaching writing \u2013 being clearer and more methodical.\u00a0<\/span>\u00a0<\/span><\/p>\n

Next steps would include further training in Talk for Writing to incorporate non-fiction texts.\u00a0\u00a0A review of Talk for Writing done to evaluate impact during next session, and all staff up to P7\u00a0to be trained in Sounds Write.<\/span><\/p>\n

Summary of Attainment:<\/strong><\/p>\n\n\n\n\n\n\n\n
Overall Attainment 2024 2025<\/b><\/td>\n<\/tr>\n
Reading\u00a0 \u00a079%<\/span><\/td>\n<\/tr>\n
Writing\u00a0 \u00a073%<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Listening & Talking\u00a0 \u00a083%<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Maths\u00a0 \u00a077%<\/span>\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

SCHOOL IMPROVEMENT PRIORITY 1:\u00a0 Numeracy: consistency of approach across the school; inclusive practice and recovery\u00a0 Data\/evidence that informs this priority:\u202f\u202f\u00a0 A data analysis of statistics across the school in 23\/24 showed that numeracy was the subject in which the school had the second lowest attainment overall, with 5 classes below the LA Stretch Aims and … Continue reading STANDARDS & QUALITY REPORT 2024 2025<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":1734,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-755","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/or\/evie\/wp-json\/wp\/v2\/pages\/755","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/or\/evie\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/or\/evie\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/or\/evie\/wp-json\/wp\/v2\/users\/1734"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/or\/evie\/wp-json\/wp\/v2\/comments?post=755"}],"version-history":[{"count":8,"href":"https:\/\/blogs.glowscotland.org.uk\/or\/evie\/wp-json\/wp\/v2\/pages\/755\/revisions"}],"predecessor-version":[{"id":776,"href":"https:\/\/blogs.glowscotland.org.uk\/or\/evie\/wp-json\/wp\/v2\/pages\/755\/revisions\/776"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/or\/evie\/wp-json\/wp\/v2\/media?parent=755"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}