• Management have held frequent discussions with teaching staff to ensure pupils are on
HMIe FOLLOW THROUGH PROCEDURES track and that support is being targeted where needed
Areas for Improvement – Evaluation of Progress:
The initial inspection report published in June 2008 identified three main points for action. This section
evaluates the progress made to date in addressing each of the action points and the resulting
improvements for pupils and other stakeholders.
Area for improvement 1
Establish consistently high expectations of pupils’ achievements and attitudes to work
Evaluation of Progress and Impact:
• Improved behaviour in lines, corridors, playground, Assembly and class now that all staff
have discussed and agreed consistency in acceptable behaviour. A new 5 colour coded,
card behaviour chart, based on this agreement, was introduced to all classes.
• Introduction of the restorative behaviour model Being Cool in School to all classes. All
staff have undergone training and the “cool” message is reinforced in the playground.
• Parental workshops and leaflets on “Being Cool in School” plus Parent Council
consultation group on our Positive Behaviour/Anti Bullying Policy have ensured the
working together of school and community.
• More use of Cooperative Learning techniques which have increased motivation.
• Implementation of consistent learning and teaching methodologies by all teachers which
link learning to real life and contexts and is more stimulating and challenging.
• Close monitoring of pupil jotters, folios and homework to ensure that the expected
standard for good presentation is established and maintained.
• Use of Assessment is for Learning strategies which ensure that praise is used effectively
and to encourage pupils to identify and strive towards their next steps in their own
learning.
• “Write to the Top” writing programme has been introduced to all classes to improve
attainment in Writing and its impact is being monitored and evaluated.
Next Steps:
• Embed Being Cool In School into all classes, with new staff and at all times in the school
day.
• Continue to discuss predictions and tracking with teachers each planning block
• Continue to closely monitor presentation of work to ensure high standards
• Ensure that support targeted to pupils, is both responsive and proportionate to identified
needs.
Area for improvement 2
Improve arrangements for using assessment and tracking of pupils’ attainment to help pupils make
appropriate progress
Evaluation of Progress and Impact:
• The new computerised Management Information System “SEEMIS” has been used to
record all levels of National Assessments for Maths, Reading and Writing.
• The Head Teacher has provided support for the majority of classes to assist with testing for
these levels.
Next Steps:
• Use of SEEMIS to record predictions twice yearly
• Use of SEEMIS as a tool to closely monitor attainment of classes and genders
• Teachers to be more involved in use of SEEMIS as a tool for tracking their class’s
attainment.
• Linking of 5-14 levels to Curriculum for Excellence levels.
Area for improvement 3
Ensure the School Improvement Plan contains a manageable number of priorities
for improvement, and that these priorities are consistently implemented by all staff
Evaluation of Progress and Impact:
• School Improvement Plans (2008-09 and 2009-10) contain less priorities
• Priority was given to HMIe follow up points
• Staff opportunities to peer monitor made possible on two occasions for all
staff
• Opportunities given for team teaching, modelling and professional dialogue
throughout session
• Less staff changes has meant a more manageable approach to carrying
out priorities, as all staff were included in consultations which were carried out all
year
• Evaluation of all initiatives and priorities carried out to ensure full
understanding and agreement by all staff and less changes in staff team has
supported a shared focus on improvement.
Next Steps:
• The school would be challenged to ensure this; however there is a clear
and consistent message coming from management regarding ECS priorities
• Monitor staff changes and support induction to ensure all staff know about
initiatives
• Embed professional dialogue into Collegiate Calendar and continue
opportunities for peer monitoring, team teaching and transition discussions
• Ensure that all initiatives are evaluated by all staff
• Improve Self Evaluation by all staff to ensure it impacts on the identification
of future priorities.