Dalmellington PS and ECC staff work effectively as a team to share practice and offer support. Consequently pupil experiences are enhanced and pupil motivation is high. Staff were particularly effective participating in professional dialogue and moderation activities for literacy and numeracy, using EAC assessment tools. Several pupils
were identified as meeting elements of 3rd level criteria in writing and talking &
listening tasks.
All pupils in the ECC and school are encouraged to participate in the Dalmellington Dynamo Awards. This wider achievement programme is promoted in class and during assemblies. All pupils have the opportunity to experience success and
develop skills. Due to staff and parental support there was an increase in the number of pupils receiving a Platinum Award.
In collaboration with parents and teachers, pupils set targets and evaluate work using specific criteria with a focus on Literacy, Numeracy and Health & Wellbeing.
Feedback from parental questionnaires was positive and highlighted the interesting experiences offered and support to help pupils achieve.
3. How well does the school /centre support young people to develop and learn?
Parents receive termly information on what pupils are learning under the Totality of the Curriculum headings. This information demonstrates coherence and progression across the stages and a broad general education. The information promotes that we want the pupils to: achieve the highest possible levels of literacy and numeracy and cognitive skills; develop skills for life and skills for work; develop knowledge and understanding of society, the world and Scotland's place in it; experience challenge and success.
Dalmellington PS and ECC staff work in partnership with the local community, businesses and organisations enhance and support pupil learning. This session we have had visiting engineers, termly family homework, participated in community poster competitions, visited the local chemist and co-op for HWB inputs, put forward many entries to the Scarecrow competition at Dean Park, participated in a creative family history session that culminated in a parade at Dean Park. The Eco Committee have been working in the community Orchard with the Forestry Commission and visited an established Orchard. The JRSO’s and P2 collaborated with PC Hurren, Doon Academy Road Safety Committee and The Zone staff to produce planters to deter unsafe parking.
We participate in local and national competitions with real life and meaningful
connections. Examples include the Euroquiz, Mock Court case in Glasgow, Primary Engineer challenge, Special Engineers Award, Inspire Aspire WW1 poster
competition of which we had a winner.
This session staff have become more skilled in writing SMART targets to ensure pupil progress is maximised. Joint stage planning and pace and challenge meetings assist
in tracking pupils and that needs are met.
4. How well does the school/centre improve the quality of its work?
The school improvement plan is shared with staff, some pupils and the Parent Council. Last sessions priorities were:
to develop a whole school and ECC approach to moderation of literacy (authority plan – year 3 of 3)
to develop a whole school approach to dyslexia through the Dyslexia Friendly School programme
to implement the 1+2 Modern Languages programme
to develop a whole school and ECC approach to STEM
to raise awareness of the Children and
Young Person’s Act and make effective use of the Rights Respecting Schools programme
to further develop a nurturing ethos throughout the school and ECC, by way of the introduction of a nurture class/group
to produce a whole school and ECC Homework strategy involving children, staff and parents.
Two members of staff attended training and shared EAC Literacy Assessment Tool with the rest of the staff. P4-7 staff assessed pupils with confidence and moderated writing assessments. Upper school staff used Literacy Assessment Tool writing criteria in last term in place of Big Writing Criterion scale. Thus ensuring a consistent approach across the Authority.
All staff participated in CPD session on DFS. The PT carried out activities with upper school to increase pupil awareness. A leaflet produced and distributed to parents. Upper school committee D.A.B set up and display at front entrance to further raise awareness. Resource boxes were made up for every class and shared with staff. All staff attended training session with Jenny Kane, all staff aware of 1&2 languages background and policy. Staff attended High Five French Training and Learn French with Camembert. Pupils from P1-7 familiar with and motivated by the High Five French resource. High Five French progressive planner produced. Upper school made effective use of Ed. Scotland learning journeys, upper school topic on artists, appraising art & use of French. Parents were very positive due to children’s
motivation for French, particularly at the younger stages.
All staff participated in Primary Engineer Celebration Event training. All staff participated in further courses relevant to stage. Newsletter used to increase
parental/community awareness of STEM. Profile of STEM enhanced and increased pupil motivation/engagement in STEM by having a super car in the playground and
presentation by the engineer. Staff using ‘STEM’ in displays to encourage pupils to 7use language. Progress shared through newsletters and assemblies. Parental engagement through involvement in Special Engineer Award. Upper school
participated in Primary Engineer Challenge at St. Josephs. Upper school organised cluster KNEX event.
All staff aware of responsibilities after discussion of Children and Young Person’s Act. Audit of current approaches for respect and diversity completed.
Four upper school pupils were identified as having nurture needs through Boxall and targets set. Nurture sessions ran effectively form Sept – Dec. Pupils and key staff shared information with class teachers to enhance understanding and promote a nurturing ethos throughout the school. Pupils integrated back into class in the New Year. ECC practitioner identified as Nurture champion. Infant pupils timetabled in the ECC AM when needs identified.
In addition, to enhance literacy and improve attainment we piloted ‘The Learning Cloud’ literacy resource and evaluated with the EAC Literacy Development Officer. All staff attended training on ‘Number Talks’. Evaluation at the end of the session was that staff observed an improvement in motivation, mental strategy awareness and speed and accuracy.
Parental Questionnaires are distributed and acted upon. These are shared with the Parent Council. Results and action points are displayed in the school. We seek feedback from the community during our annual Burns Supper and whole school events, where appropriate. Parents are invited into the school for regular ‘Coffee Chats’ to gather information and drive improvement.
5. Equalities
Dalmellington Primary School and Early Childhood Centre promotes an ethos of mutual respect, along with our Campus policeman John Hurren. As with East Ayrshire policy, all children and staff are treated equally regardless of gender, race,
religious observance or ability.
Workplace inspections and risk assessments are carried out to ensure the learning environment is appropriate for all stakeholders. Staff use the EVOLVE system for risk assessments.
Children have access to a full curriculum which can be adapted to suit their needs and equipment borrowed or purchased as and when necessary. A wide range of teaching strategies are used to cater for the various styles of learner. Children with additional support needs are identified early and have access to a variety of support. Effective partnerships have been created with professionals at Rainbow House. Children are taught self-respect and respect for others around them through
personal and social education lessons and health and wellbeing programmes, such as Circle Time and Bounce Back and also at weekly assemblies where they
celebrate success together. A variety of resources promote equalities through active engagement and discussion. An approach using the nurture principles further developed throughout the school.
Through Religious and Moral Education children are taught about customs and traditions with Christianity and other world religions with a main focus on Judaism and Islam. However, other religions are covered at particular times of the year and children who participate in religious festivals are permitted time to do so.
Our anti-bullying policy promotes an ethos of respect and tolerance which will be further enhanced with a focus on the Rights Respecting Schools Programme. Staff, children and parents are regularly encouraged to contact the school if they have any concerns regarding equality issues. Our International links with Sri Lanka are helping to develop tolerance and respect through shared topics.
Areas of Improvement for the next academic year
• Self-Evaluation: Meeting Learners’ Needs; Vision, Values and Aims Teachers will reflect on their practice and associated data to provide learning experiences which support and challenge all learners.
Children will evaluate their own learning and be able to set appropriate next steps. Self-evaluation of school culture to establish clear vision, values and aims for the school under new leadership resulting in maximising pupil voice and pupils needs as a priority
• Literacy: Dyslexia Friendly Schools’ Award
A whole establishment approach towards being a Dyslexia Friendly School is in place where pupils are included and their literacy learning experiences are improved through the access to relevant and successful strategies.
• Health & Wellbeing – UNICEF Rights Respecting School Award: Recognition of Commitment/Part 1
To know about and understand the context and status of the UN convention on the Rights of the Child.
To understand the process of becoming a Rights Respecting School.
To identify and carry out initial actions towards our Recognition of Commitment (ROC).
• STEM – SSERC development within the Learning Community:
Provide opportunities for every primary teacher within the selected school clusters to raise their levels of confidence and expertise in science and technology, thereby increasing pupil engagement in, attitude towards, understanding and knowledge of, science and higher order problem solving skills
Develop further the range of pedagogic and assessment skills of all primary teachers within the cluster in science and technology contexts
Develop further the individual professional practice of participants
Extend collegiality between schools within a cluster and, where appropriate, between clusters.