Firth Primary

 SCHOOL IMPROVEMENT PRIORITY 1:  Numeracy: consistency of approach across the school; inclusive practice and recovery

Data/evidence that informs this priority:  A data analysis of statistics across the school in 23/24 showed that numeracy is the subject in which the school had the lowest attainment overall, with 4 classes below the LA Stretch Aims and 2 classes not meeting the school targets.  As part of whole school self-evaluation, numeracy was identified as the subject area which requires clear strategic direction, professional learning, collegiate enquiry opportunities and a moderation focus with other schools.

Overall evaluative statement: 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.  All teachers reported that their knowledge, understanding and practice of maths had been developed effectively, in particularly for pupils requiring support.  To impact more broadly on the whole school, it was considered that training at the second level would be necessary.  It was also agreed that this year’s interventions, including the high quality resources, should continue to be embedded next session.

SCHOOL IMPROVEMENT PRIORITY 2:  Literacy: high quality approaches to Learning, Teaching and Assessment in Writing 

Data/evidence that informs this priority:  A data analysis of statistics across the school in 23/24 showed that writing is still a subject in which the school needs to improve with 3 classes below the LA Stretch Aims and 1 class not meeting the school targets.  As part of whole school self-evaluation, writing continued to be a focus embedding professional learning and collegiate enquiry which was fundamental to transforming the school’s approach and ethos in writing.

Overall evaluative statement: 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 providing a broader range of teaching skills to practitioners and their overall repertoire.  Sounds 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.  All teachers reported that the professional learning in Sounds Write and Talk for Writing have had a significant impact in skills, knowledge and confidence in teaching writing – being clearer and more methodical.

Next steps would include further training in Talk for Writing to incorporate non-fiction texts.  A review of Talk for Writing done by the HT to evaluate impact during next session, and all staff up to P5 to be trained in Sounds Write.

Curricular area	Stretch Aims SA	School Targets	Whole School Total
Reading	88%	79%		83%
Writing	84%	77%		79%
Listening & Talking	92%	79%		94%
Literacy – Achieving 3	83%	76%		76%
Numeracy	89%	75%		83%

1.3 Leadership of Change	good
2.3 Learning, Teaching and Assessment	good
3.1 Ensuring Wellbeing, Equality and Inclusion	good
3.2 Raising Attainment and Achievement	good